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ANNUAL REPORT TO THE SCHOOL

COMMUNITY

Trinity Catholic School Richmond North

REGISTERED SCHOOL NUMBER: 2036

2018

TRINITY CATHOLIC SCHOOL Richmond North

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

Contact Details ............................................................................................................................................ 2

Minimum Standards Attestation ................................................................................................................ 2

Our School Vision ....................................................................................................................................... 3

School Overview .......................................................................................................................................... 5

Principal’s Report ........................................................................................................................................ 7

Education in Faith ..................................................................................................................................... 10

Learning & Teaching ................................................................................................................................. 13

Student Wellbeing ..................................................................................................................................... 20

Child Safe Standards ................................................................................................................................ 22

Leadership & Management ....................................................................................................................... 23

School Community .................................................................................................................................... 25

Future Directions ....................................................................................................................................... 26

School Performance Data Summary ....................................................................................................... 29



Contact Details

ADDRESS 57 Davison Street Richmond North VIC 3121

PRINCIPAL Peter Bartley

PARISH PRIEST Fr Huy Nguyen Viet, SJ

SCHOOL BOARD CHAIR Christina Stone

TELEPHONE (03) 9428 7180

EMAIL [email protected]

WEBSITE www.tcs.catholic.edu.au

E NUMBER E1036

Minimum Standards Attestation

I, Peter Bartley , attest that Trinity Catholic School is compliant with:

All of the requirements for the minimum standards and other requirements for the

registration of schools as specified in the Education and Training Reform Act 2006 (Vic)

and the Education and Training Reform Regulations 2017 (Vic), except where the school

has been granted an exemption from any of these requirements by the VRQA

Australian Government accountability requirements related to the 2018 school year under

the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013

(Cth)

20th May 2019



Our School Vision

Our School Vision

Trinity Catholic School is a welcoming Jesuit school that fosters diversity and promotes innovative, high quality learning. We ensure that every student strives for excellence and engages in our global

society

Our School Mission

Trinity Catholic School is driven by the values of Welcome, Resilience, Excellence, Spirituality, Respect, and Community. The five Spheres encompass these values.

LEADERSHIP AND MANAGEMENT

At Trinity Catholic School we promote collaborative teamwork by: Promoting open, honest and professional communication Recognising and promoting opportunities for parents, staff and students to lead Ensuring all decision making processes are respectful and transparent Ensuring that school leaders actively build a positive school climate Expecting that all staff will actively empower families to be meaningfully connected to

their child’s learning and the school community RELIGIOUS EDUCATION

At Trinity Catholic School we provide an environment where our Catholic faith, based on the Gospel values is developed through: Fostering an environment that nurtures and deepens our relationship with God and each

other. Acknowledging and respecting our multi-faith community Developing a whole school Religious Education curriculum that explores knowledge,

rituals, symbols, teachings and traditions of the Catholic faith Building positive parish connections Celebrating our faith through Liturgies and Sacraments Developing and living Ignatian Spirituality

LEARNING AND TEACHING

At Trinity Catholic School we provide an inclusive and innovative curriculum that meets the immediate and future needs of each child by: Personalising learning to empower students to be confident and highly engaged Implementing innovative educational pedagogy and classroom practice to promote

lifelong learning Preparing students who engage and contribute positively to their local and global

communities Encouraging students to strive for excellence Equipping students with the skills and confidents to engage with new learning

technologies



STUDENT WELLBEING

At Trinity Catholic School we provide students with a welcoming and safe environment which fosters confident, resilient and positive learners. We do this by: Giving students meaningful opportunities to develop social and emotional learning skills. Providing engaging learning opportunities foster high student engagement and build

positive relationships Building an inclusive learning environment to cater to students’ individual social and

learning needs Providing opportunity for empowered student leadership and a high level of student

voice. COMMUNITY

At Trinity Catholic School we provide a community that is welcoming, inclusive and respectful by: Encouraging the engagement of our families in the social life of our school Actively building partnerships with our families in their children’s learning Promoting meaningful and effective communication within the school community Building purposeful and strategic links with outside agencies and schools in the wider

community.



School Overview

Trinity Catholic School is a welcoming and innovative learning community, providing an environment in which our diversity is valued, respected and celebrated.

Trinity Catholic School is in the heart of Richmond belonging to a worldwide network of over 2000 Jesuit institutions. It has a strong commitment to building local community partnerships with our local Kinder and pre-school agencies, secondary schools and community organisations.

We aim to reflect the ideals of St Ignatius who celebrated Christ’s teaching through:

Finding God’s presence in all things A desire to support every member of our community (students, parents & staff) to reach

their full potential Promoting a lifelong love of learning Nurturing Respect and care for self and others Supporting the discernment of every unique person’s own gifts and talents Building a more Just society by supporting members of the Richmond and broader

community who live at the margins, through a practical living out of our faith and Church’s social teaching

We have a well-resourced school comprising: 11 learning areas A school Library & Resource centre Multi-purpose room Art Room Music Room Specialist classes for all students in Mandarin, Art, Music and Physical Education Highly developed integrated use of Technology across the school with the adoption of

Google Classroom in our Years 3-6 classes and the teaching of Coding and Robotics Additional available Music lessons are available in Keyboard, Drums and Guitar

Our outdoor areas comprising: Synthetic grounds, netball/basketball courts and quiet play areas Adventure playgrounds with shade sails Sandpit with shades Community Garden Areas

Trinity Catholic School is known for having a strong and welcoming sense of community: a community that works together to ensure that academic, spiritual and wellbeing needs are a priority for all.

In 2018 our February census was 216 students from 173 families. We find that our enrolments from year to year remain relatively stable. Class structure in 2017 comprised:

Prep/1 x 2

Year 1/2 x 1

Year 3/4 x 3

Year 5/6 x 3



Trinity Catholic School completed its implementation of the Victorian Curriculum in 2018, and completed the process of integrating our Religious Education programme into our Inquiry learning through the adoption of Catholic Education Office, Melbourne’s “Pedagogy of Encounter.” This has increased students engagement in our classroom learning and has helped to ground students understanding of our faith in the social challenges facing our society, and has led to a greater appreciation and engagement with other faiths.

Our partnership with Catholic Care has continued to ensure that we have been able to maintain the services of an intern psychologist who works with students who are experiencing social and/or emotional difficulties. A number of our staff members have trained as companions of the SEASONs Programme, which is designed to support students experiencing grief or loss, and SEASONS has been offered to several groups throughout 2018.



Principal’s Report

It is with great pleasure to complete the Principal’s report for 2018. Our school review in late

2016 led into our early work developing our School Improvement Plan 2017-2020. This plan

was developed in the context of our Ignatian values of Welcome, Respect, Resilience,

Excellence, Spirituality and Community. Thanks must be given to our outstanding leadership

team who managed to engage our key stakeholders in this process, including our staff, parents

& students, and continued to set challenging benchmarks for continued school improvement.

Trinity Catholic School has an outstanding staff, who are dedicated, caring and highly expert

teachers who have continued to develop their strategic use of data to support each child’s learning

growth. Trinity fosters innovative practice, and has done so no more than in their use of Data

Meetings and Wellbeing SPRINTs. Data meetings were introduced this year, led by the Student

Growth Leader and Literacy & Numeracy leader, with each classroom teacher meeting each term

with classroom teachers to review the learning growth of every student, and co-design strategies

for their future learning.

In the area of Wellbeing, we continued to implement Wellbeing SPRINTs, which used data to

inform and improve teacher-student relationships in the classroom. Students were surveyed twice

a term, and meetings were held with classroom teachers to respond to data and set goals.

Students themselves were empowered through their class leadership meetings to implement

improvement strategies, with student-led responses leading Teacher and Student change. As a

result, substantial gains were again seen in student engagement data, with students feeling more

connected to their peers and their teachers, and more engaged in their learning.



Staff attendance at school events and celebrations held in the evenings or on weekends has

continued to be high. Many staff members are involved in leading extra-curricular activities, such

as The Maths Club, Choir, Homework Club, Choir, Coding Club, Student Representative Council

(SRC) and Sustainability Group. I thank the staff for their professionalism, excellent work and

dedication to help offer such a diverse range of activities for our students.

At Trinity we have continued to value student voice and this is evident through the SRC, School

Captains and Class Captains. Student leadership is developed through programs focussing on

the development of leadership, communication and interpersonal skills. House Captains

continued to oversee our Sporting Activities and House Points system, leading morning

assemblies each Monday. Mini-Vinnies led our Social Justice activities, and led our whole school

meditation each afternoon. Sustainability Captains promoted recycling, expanded and maintained

our Community Garden and led whole school activities such as Earth Hour and other events.

Thank you to all those students, and to the many others who have contributed so much to promote

co-operation, a sense of fun and a love of learning. They are the life of our school and we are

immensely proud of them.

In 2018, we were fortunate to be offered from the following schools:

Academy of Mary Immaculate, Fitzroy

Christian Bothers’ College, St Kilda East

Genazzano College, Kew

Presentation College, Windsor

Xavier College, Kew

We continued our partnership with The Smith Family and Melbourne Grammar School in order to

create opportunities that are more educational for the children at our school. This partnership led

to the continuation of the Trinity Learning Club which provides an hour of one-to-one tuition weekly,

at the student’s point of need, using students from Melbourne Grammar as tutors. This

programme is offered to older students, and each term there is a waiting list of students wanting

to participate.



St Kevin’s College led our Fitness Club, encouraging our students to build fitness and stay active.

Fitness club is led by students of Cusack House and is extremely well attended by students who

arrive at school at 7.45am on a Thursday morning. Fitness club has formed a fun but important,

extra-curricular opportunity for our students to improve our student’s wellbeing.

Our parents are to be commended for their commitment to working collaboratively with the staff

to build a cohesive community. Our School Board members are a great support in helping us to

shape the direction of our school. They are very faithful to the monthly meetings and work

alongside the staff to ensure that Trinity becomes the best school possible. Our Parents & Friends

Association have been a tremendous support for our school with many successful Fundraisers.

Great thanks to the many parents who have volunteered to support our school in so many ways.

In closing I would like to thank Fr. Huy Nguyen Viet, SJ for his great support and guidance

during 2018.

Peter Bartley Principal



Education in Faith

Goal

To further strengthen the understanding of Catholic Scripture and Tradition in the contemporary context of our school.

Intended Outcomes

To improve staff, student and parent understanding of Catholic Scripture and Tradition.

Achievements

Staff, students and parents have continued to embrace the new Religious Education initiatives through their active participation and involvement in all areas of the curriculum. Scripture, Tradition and Catholic Social Teaching Principles were explored as the underpinning of social justice activities in our school. Dedicated staff meetings and professional learning teams empowered staff to further build on their knowledge regarding religious education. Regular opportunities to engage in whole school masses and meaningful prayer provided a contemporary context for staff, students and parents to improve their knowledge and understanding of Catholic Scripture and Tradition.

Social Justice

Staff, students and parents made explicit links between social justice activities, Scripture and the guiding principles of Catholic Social Teaching. We continued to promote and support social justice fundraising activities for Catholic organisations that included Caritas Australia, Catholic Care, Catholic Mission and the St Vincent De Paul Society.

The Mini Vinnie team continued to be a strong presence in our school community. The team of dedicated senior school students met on a weekly basis to plan whole school activities to raise awareness of the disadvantaged in our community. Through their leadership, school fundraising activities were run in order to put our faith into action by helping to make a positive difference to those in need.

Engaging in Meaningful Prayer

1. Ignatian Spirituality

As a Jesuit school, we have continued striving to live out our vision of developing and living out our Ignatian Spirituality. One of the ways that this has been achieved is through the weekly scheduling of the Examen. This opportunity enabled staff and



students to reflect on events in order to become more aware of God’s presence in their daily lives.

A whole school approach to teaching and learning about Ignatian values (Welcome, Respect, Resilience, Excellence, Community, and Spirituality), provided a framework for student’s to further develop and live out their Ignatian spirituality. Student achievement was celebrated on a weekly basis at school assemblies, where a certificate was awarded to the student who had best demonstrated the appropriate Ignatian value during the week.

2. Meditation

Christian meditation as a form of contemplative prayer continued to flourish in our school. Whole school meditation sessions were led by the Mini Vinnie team and conducted three times a week. Students and staff created environments in their classrooms to reflect a sacred space that included a bible and individual prayer cloths. Teachers and students then practised stillness and silence as a way of opening themselves up to the Spirit within.

3. Liturgy

Students, parents and staff were provided with regular invitations and opportunities to participate in whole school liturgical celebrations such as whole school masses and paraliturgies. These were planned around important events in the Catholic Calendar such as Triduum, Holy Days of Obligation, Feast Days, and Advent. Formal and informal prayer opportunities were scheduled regularly throughout the week for students and staff.

4. Sacramental Programs

Student preparation for the Sacraments of Penance (Reconciliation), Eucharist (First Holy Communion) and Confirmation were viewed as a partnership between the school and the family. While preparation for these Sacraments was school based, parents continued to play an active part in preparing their child by attending sacramental information nights and engaging in dialogue and activities with their child through home learning based activities.

Confirmation continued to be a collaborative partnership between Trinity Catholic School and St Kevin’s College, where students jointly celebrated the Sacrament in the St Ignatius Church.

School Community and Parish Our weekly newsletter continued to provide a comprehensive section specifically

related to Religious Education, with a focus on student learning across the school. We continued our efforts to forge closer links with the Richmond Catholic Parish. This

was done by contributing to the Parish newsletter to communicate school events,



supporting the Richmond Churches food drive and celebrating Confirmation at St Ignatius.

Religious Education We continued providing opportunities for professional development in Religious

Education for staff by focusing on building the capacity of staff to pose inquiry questions through a student-centred, contemporary Catholic lens. This was achieved through the staged implementation of the renewed Religious Education curriculum.

VALUE ADDED

Student centred dialogical approach to learning and teaching Staff, Student & Parental involvement in Masses Staff attended various PL in Religious Education provided by Religious Education Leader

and CEM



Learning & Teaching

Intended Outcomes

That by enhancing staff teaching practice and by building teacher competence, we will improve student engagement and academic growth for all in literacy and numeracy

Goals

To provide strategic, purposeful and personalised learning opportunities with high expectations for improvement and growth for all

Achievements

Based on the reviewer’s recommendations for improvement from the School Review in 2016, we developed a School Improvement Plan (SIP) and Annual Action Plan (AAP) for Learning and Teaching with intended outcomes, targets, actions and how this will be evidenced in 2018

A main area of focus was to further deepen our understanding of personalised learning, using data and research, and to continue to embed personalised learning across all teams in the school. All actions encompassed this goal and this was reflected in the 2018 Annual Action Plan for Learning and Teaching

Another major focus which came out of our School Review and in our work on developing our Learning and Teaching Annual Action Plan was to ensure that we had growth for all students. This goal was reflected across all learning areas and regardless of students/teachers level of ability. We used various sources of data to track growth and progress of each student as well as referring to the NAPLAN Relative Growth Chart for Years 3 to 5

We had a continued focus on the use of student data, to inform all teaching and learning. We continued to look at the evidence of student learning (what students make, say, write and do) using formative assessment to inform what we do with our students daily. Knowledge of students ZAD (zone of actual development- what students know already and demonstrate independently) and ZPD (zone of proximal development - what students are ready to learn next and can complete/learn with support and then independently). We used this information to group students who have similar needs and to plan interventions/activities at point of need

Feedback has continued to be promoted purposefully throughout the school. Evidence of this can be seen through teacher to teacher feedback at planning and Professional Learning Team (PLT) meetings; teacher to student feedback through the writing rubrics and teacher focus groups or individual conferencing; student to student feedback through TAG; student to teacher feedback through Wellbeing Sprints; school leader to teacher feedback through Annual Review Meetings, Data Meetings, Learning Sprints, PLT Meetings and Learning Walks; Teacher to leader feedback through Professional Learning Team Meetings, Data Meetings and Staff Meetings

Leaders have led weekly Staff Meetings, PLT Meetings and Data Meetings which were purposeful and structured to reflect goals and intended outcomes in Annual Action Plan

Ongoing weekly Data Meetings have been led by Literacy & Numeracy Leader and Deputy Principal/Growth Leader with each class and specialist teacher, looking at growth and progress of all students, with a focus on data to meet the individual learning needs of the students across Literacy and Numeracy. Last year we had a particular focus on writing data with classroom teachers, and a personalised learning focus with specialist teachers



School leaders have set goals with class teachers around the Australian Institute for Teaching and School Leadership (AITSL) Standards in all Data Meetings and PLT Meetings to ensure that we met Victorian Institute of Teaching (VIT) requirements to show growth in practice, working towards developing expert, highly accomplished and lead teachers

At Trinity we have maintained our valuable partnership with the University of Melbourne. Class teachers continue to be mentors for the Master of Teaching students. The Literacy and Numeracy Leader continued to work with the university as a Teaching Fellow, which provided us with additional professional learning and resources through the university. Our principal Peter Bartley also had the honour of attending the university’s Open Day and presenting to prospective teacher candidates

As a part of our partnership with the University of Melbourne we have done significant work embedding the Clinical Teaching Cycle as a process in which students are assessed, data is analysed, teachers plan to meet needs of students and teachers evaluate their effectiveness and impact

The work we have done embedding the Clinical Teaching Cycle into our teacher improvement work at Trinity over the last few years, has lent itself beautifully into the work we have begun with Learning Sprints through Catholic Education Melbourne

Learning Sprints have been a main area of focus for our school in 2018. This process is about teacher improvement. The Prep to Year 2 team have worked collaboratively with school leaders to improve their teaching practice and build teacher competence by reflecting on the effectiveness of their teaching and learning, using student data and latest research to inform future practice. As a school we have had shifts in teacher learning, a willingness to give and receive feedback as well as growth for our students

Learning Intentions and Success Criteria have been displayed in classrooms, and on student work. At the beginning of each lesson, teachers explicitly articulate the learning intention and success criteria, so that students know exactly what they are learning and how this would be evidenced

All teams of teachers have developed shared curriculum planners from Prep to Year 6 for Literacy and Numeracy. All planners have links to the Victorian Curriculum (Content Descriptions) and show evidence of how teachers have planned for differentiated personalised learning. All teachers are required to upload their planners and work programs on to the Google Drive at the beginning of each week



We have provided and facilitated ongoing professional learning for leaders and teachers related to Victorian Curriculum and Learning Progressions for Literacy and Numeracy. Teachers have planned, assessed and reported to this. Evidence of the Victorian Curriculum can be found on curriculum planners and in the students’ reports

We developed a specific Scope and Sequence for all areas of Writing, as this has been a continued area of focus on the AAP. The scope and sequence from Prep to Year 6 covers all areas of the Victorian Curriculum for Writing

All year levels have developed Overviews for each learning area of the Victorian Curriculum to inform parents of learning that will take place each term. This is communicated through the school newsletter and through the school reports

The Capabilities from the Victorian Curriculum have been integrated into all learning areas, taught and assessed, and reported on, in our school reports at the end of year

We have continued to further develop the Writing Rubrics for each genre for each year level, ensuring it represents the Victorian Curriculum, Seven Steps and the NAPLAN Writing Guides, as a way of giving explicit feedback to students, outlining what they needed to learn next, and to track growth and progress

We have continued to use TAG (Tell the writer something you like, Ask a question, Give a suggestion/feedback) as feedback to students at the end of a writing lesson

The Literacy & Numeracy Leader has attended ongoing professional learning with Victorian Curriculum and Assessment Authority (VCAA) related to the Victorian Curriculum - Achievement Standards, Content Descriptions, Elaborations as well as professional learning related to the Victorian Curriculum Learning Progressions, and has shared this learning with teachers through PLT Meetings

The Literacy and Numeracy Leader worked closely with Catholic Education Literacy and Numeracy consultants through the Southern Regional Network Meetings to set goals and shape the direction for Literacy and Numeracy at Trinity

Celebration of learning across the school has been promoted through the Inquiry Learning Expo each term, Open Days, Book Week celebrations, Home/School partnership activities, School Concert, the Art Show, Talking Circles

The Learning and Teaching Curriculum Team has continued to meet twice a term to discuss any matters related to curriculum and to plan and review the past term. This



team incorporates members of leadership, teachers who are responsible for curriculum areas, as well as a class teacher representative from each level

The Learning and Teaching Team reviewed and made changes to the School Report based on parent and teacher feedback, and Catholic Education Guidelines. These changes were implemented at the end of 2018

We have continued to encourage student voice and sharing of student learning through the Student Led Conferences, with students (and parents) taking an active role, with the support of their teacher, in sharing their goals, learning and reflections with their families

Students have continued to develop a Digital Portfolios for them to share their learning at the Student Led Conferences. This has been in the form of a workflow through Google Classroom or through Seesaw

We have continued to facilitate meetings each term for parents to meet with class teachers and the Growth Leader and Wellbeing Leader for all students who are placed on an Individual Learning Program

We have continued to provide ongoing fortnightly professional learning with an Information and Communication Technology consultant so that teachers are informed about the use of the latest technology, and how best to incorporate this digital technology into daily practice within all learning areas

Staff and students have continued to be introduced to a variety of Information and Communication Technology tools, apps, programs, coding equipment to engage students in their learning. Teacher have also worked with students to develop digital portfolios, participate in online pre and post assessment, implementation of Google Classroom and use of Seesaw to record and share learning

We have maintained Numeracy and Literacy Intervention programs, such as Reading Recovery for Year 1 students

Learning Support Officers have continued to provide additional ongoing support for students with learning difficulties within the classroom during literacy and numeracy classes

During PLT Meetings we have continued to provide professional learning for class teachers who have students engaged in the Reading Recovery Program around pedagogy and strategies teachers could use to improve reading outcomes within their classrooms



We have continued to facilitate and provide opportunities for student voice through weekly SRC meetings and class meetings, student leadership roles, students leading Monday morning and Friday afternoon assemblies

We have ongoing formative and summative pre and post online testing in all areas of Mathematics and English (Reading and Viewing) using online program Essential Assessment: Numeracy and Literacy

All students commencing Prep were tested in Literacy (Running Records and Full Observational Surveys) and Numeracy (Early Years Testing) at the beginning of the Prep year

The Literacy Leader and Growth Leader, with the support of the Learning Support Officers, undertook a Running Record on all students at the end of 2018 to ensure we had up to date data on all students across the school, ready for teaching and learning at the beginning of 2019

All teachers from Prep to Year 6 attended Fountas and Pinnell professional learning to enhance their teaching of Reading and Writing in their classrooms. This also involved completing a Running Record. The learning Support Officers have also all been involved in professional learning as to how to conduct a running record

The Literacy & Numeracy Leader conducted Parent Helper Sessions at the beginning of the year by the Literacy & Numeracy Leader to encourage parents to be part of our learning community. This provided an opportunity for parents to feel valued and welcomed and the leader provided induction training as to how parents could help in classrooms



The Biggins and Scott ‘Books in Homes’ have continued to be promoted throughout the year and across the school, further enhancing partnerships with community, and promoting reading at Trinity

Students have attended incursions and excursions to provide them with opportunities to experience learning related to the Victorian Curriculum. An example of this is when the Year 3 and 4 students attended the Writer’s Festival at Federation Square to hear about authors sharing their experience of being a writer

Students created visual art works related to learning across all curriculum areas and these were displayed at the Art Show at Trinity. Students art work was chosen to be on display at the Catholic Education Melbourne Art Show

We developed a Scope and Sequence for all areas of Writing, as this has been a continued area of focus on the AAP. The scope and sequence from Prep to Year 6 covers all areas of the Victorian Curriculum for Writing

We updated the Writing Policy to reflect pedagogical understandings, expectations and current practice at Trinity

STUDENT LEARNING OUTCOMES

At Trinity Catholic School we are very proud of our achievements in Literacy and Maths as evidenced through our NAPLAN data.

In 2015, we had 100% of Year 3 students meeting the minimum standards in Writing and Spelling, 97% meeting the minimum standards in Reading and Numeracy and 96.9% meeting the minimum standards in Grammar and Punctuation. In 2015, we had 100% of Year 5 students meeting the minimum standards in Grammar & Punctuation and Numeracy, 96.4% meeting the minimum standards in Reading and Writing and 92.9% meeting the minimum standards in Spelling.

In 2016, we have outstanding results with 100% of all Year 3 students meeting the minimum standards in Reading, Writing, Spelling, Grammar and Punctuation and Numeracy. In 2016, we had 100% of Year 5 students meeting the minimum standards in Writing, Spelling and Numeracy (showing an upward trend from 2015 in Writing and Spelling) and 92.6% of Year 5 students meeting the minimum standards in Reading and 96.3% meeting the minimum standards in Grammar and Punctuation (unfortunately showing a slight decline in these two areas).

In 2017, in Year 3, we had encouraging results with 100% of all Year 3 students AT or

ABOVE the national and state minimum standards for Writing and Spelling, 97% of students AT or ABOVE the national minimum standard for Reading, 90% of students AT or ABOVE the national minimum standard for Grammar & Punctuation and 97% AT or ABOVE the national minimum standard for Numeracy (NAPLAN Group Summary Report 2017). In year 3, for Reading, Writing and Spelling our results were ABOVE AVERAGE when compared to similar schools across Australia (My School 2017). In 2017, in Year 5, we had pleasing results with 100% of all Year 5 students AT or ABOVE the national minimum standards in Reading, Writing, Spelling and Numeracy, 94% of students AT or ABOVE the national minimum standard for Grammar & Punctuation (NAPLAN Group Summary Report 2017). In Year 5, for Writing, Spelling, Grammar & Punctuation and Numeracy our results were ABOVE AVERAGE when compared to similar school across Australia (My School 2017)



In 2018, in Year 3, we had 100% of Year 3 students AT or ABOVE the national minimum

standard in Writing, Spelling, Grammar & Punctuation and Numeracy; in Reading we had 93% of Year 3 students ABOVE the national minimum standard, however we had 7% of Year 3 students BELOW the national minimum standard (NAPLAN Group Summary Report 2018). In Year 3, our NAPLAN data indicated our results were sitting ABOVE AVERAGE for Writing and Spelling, and AT A SIMILAR STANDARD for Reading, Grammar & Punctuation and Numeracy when compared to similar schools across Australia. When compared to schools with similar students, none of the NAPLAN data indicated below average performance (My School 2018). In 2018, in Year 5, we had 100% of Year 5 students AT or ABOVE the national minimum standard in Reading, Writing, Grammar & Punctuation and Numeracy; in Spelling we had 93% of Year 5 students ABOVE the national minimum standard however we had 7% of Year 5 students BELOW the national minimum standard (NAPLAN Group Summary Report 2018). In year 5, our NAPLAN data indicated our results were sitting ABOVE AVERAGE for Spelling, and AT A SIMILAR STANDARD for Reading, Writing, Grammar & Punctuation and Numeracy when compared to similar schools across Australia. When compared to schools with similar students, none of the NAPLAN data indicated below average performance (My School 2018).



Student Wellbeing

Goals

To continue building in partnership with parents, caregivers and community agencies an inclusive culture, that develops critical, resilient and confident learners.

Intended Outcomes

That learning for all students is personalised to support the development of interpersonal skills, leadership and resilience.

Achievements

Have continued to build teacher understanding and interwoven The Personal and Social Capabilities into Inquiry and Literacy learning

Esmart curriculum resources have again formed a large part of our Cybersafety lessons, with the Esmart Digital Licence being taught in our senior school safety, and began to revise cyber safety and personal safety programs that are taught in the school.

All members of the Trinity Catholic School staff participated in several highly engaging professional learning sessions relating to Student Wellbeing, including sessions on Mandatory Reporting and Cyber safety. Staff Professional Learning has also been held to continue to maintain our positive approach to student management, with refresher training in Asthma and Anaphylaxis. Staff received training in new Child Safety policy developments, and our Child Safety policy was reviewed and implemented across the school.

All staff continued Berry street training which is increasingly undertaken in the classroom

In 2018 Student Voice continued to be a focus. Student Leaders attended 3 Student leadership days, which involved reflecting on their roles, setting goals, and examining our school data to produce a Student Leaders Action Plan.

Wellbeing SPRINTs continued across the school. SPRINTS involved data driven surveys twice a term to guide classroom management practice, and student engagement in their rooms. The SPRINTs process has resulted in a significant boost in student engagement data and student to teacher connectedness.

To target Trinity’s support of students in their transition to secondary school, Trinity continued to work with the Inner Northern Local Learning and Employment Network (INLLEN). Trinity is a part of the Yarra schools Shared Learning Community, which seeks to build connection between local primary and secondary schools.

Junior transition program expanded to include FEL and current prep teacher visiting local kindergartens as well hosting kindergarten children at Trinity. Transition for new 2019 preps was re formulated

The Seasons program continued throughout 2018



VALUE ADDED

Trinity Catholic School places a strong emphasis on Student Wellbeing, with ● School Captains and Vice Captains ● Student Representative Council (SRC representatives from each grade) ● House System with House Captains ● Sustainability Captains ● Class Meetings ● Student Leadership days ● Seasons – Grief and Loss Programme ● Prep/Year 6 Better Buddies Programme ● Cyber safety programme Prep - 6 ● Whole School Outdoor Education Programme (Prep - Year 6) ● Strong commitment to teaching Social and Emotional Learning ● Strong partnerships with local community and government agencies, with access to Speech Pathology, Psychology and Community Health Services ● Leadership Skills Training for School Leaders ● Active Wellbeing Team ● Sustainability Club, School Choir and Maths Club

STUDENT SATISFACTION

Student Learning confidence saw a significant improvement during 2018 with an actual score of 79.10 up from 73.94 in 2017. In addition, Stimulating Learning climbed from an actual score in 2017 of 60.81 to 75.73 in 2018 as did Purposeful Teaching from 77.37 in 2017 to 84.43 in 2018

STUDENT ATTENDANCE

Classroom attendance rolls are marked at the beginning and end of each day by classroom

teachers. Students who are late or who leave early visit the office to receive a late pass/early

departure pass. Office staff update the student’s attendance on the class attendance roll.

Non-attendance is managed by the school with contact made to parents /guardians about any

unexplained absences as soon as practicable by office staff.



Child Safe Standards

Goals and Intended Outcomes

Alignment of Policy and Practices at Trinity to expressively incorporate Child Safety commitment

Intended Outcomes

Review and align all school policy with Child Safety and Social Inclusion lens

Review employment practices to mitigate Child Safety risk

Child Safety has been incorporated into all of our school policies

Achievements

Embedded our Child Safety policies and commitments into every day practice

Training of teachers, non-teaching staff and volunteers

Expanded training on Child Safety in our Induction of new staff

Full implementation of ‘PROTECT, Identifying and Responding to all Forms of Abuse in

Victorian Schools’

Student lesson on Child safety to promote student voice and understanding of what to

do and how to respond when they do not feel safe

Reviewed Wellbeing Policy to more explicit target Social Inclusion

School adopted gender neutral uniform

Child Safety Team maintained- inclusion of Child Safety concerns at all meetings

Engagement of Families and communities in promoting child safety through Child Safety

Week

Employment Policy updated to align with new CECV policy re: Child Safety

Child safety – Risk Management practices reviewed and implemented



Leadership & Management

Goal

To develop and sustain a supportive professional learning culture incorporating shared

responsibility and accountability for feedback, appraisal, individual and collective growth

Intended Outcomes

Build teamwork and individual capacity through consistent timely and ongoing

professional feedback

Build capacity and knowledge of middle leaders, enabling them as instructional leaders

Achievements

Revision and expansion of leadership opportunities for staff

Empowerment of staff to have outward-facing focus

Establishment of strong relationships with local agencies, pre-schools and secondary

schools

Deepened relationship with St Kevin’s College

Alignment of Staff personal Learning Plans with School Direction, AITSL and VIT

Principal a member of the Yarra Communities that Care Board, and continues to be an

active member of the Joining the Dots Steering Committee

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2018

Berry Street Education Model Day 2

Executive Leadership Programme- Leading learning SPRINTs

Phonics in Context Research Project

Autonomous Languages Learners (ALL)

Level 2 First Aid and Anaphylaxis Update

Flourishing: Positive Wellbeing for Staff

CEOM RE Conference

Southern Deputy Principal Network Meetings

Southern Religious Education Leaders Network Meetings



Autism Spectrum Disorder – Classroom Implications

Learning Diversity Symposium

CEM Southern Digital Education Network

CEM Southern Learning Network

CEM Diversity Network

PROTECT: Identifying & Responding to Abuse

Creating Organisational Cultures for Child Safety: A Conversation

CE< Alumni Master Class

Leading Wellbeing for Learning and Growth

CEM Exploring Identity and Growth

South Central NCCD Network Meeting

Developing Student Safety /Escalation Plans

Finance Cluster Meeting

Administrative Officers Conference

NUMBER OF TEACHERS WHO PARTICIPATED IN PL in 2018 28

AVERAGE EXPENDITURE PER TEACHER FOR PL $ 3,200

TEACHER SATISFACTION

The 2018 SIS Data indicated significant improvement in staff morale, teamwork,

ownership, parent partnerships, engaging practice and quality teaching



School Community

Goals

To build a highly engaging learning community with strong, local community and family partnerships

Intended Outcome

That partnerships & connections with the community are improved to support student learning & engagement

Achievements

Continued to implement Student Led Conferences in lieu of Parent Teacher Interviews. This was very successful and attracted 97% parent attendance with excellent feedback.

Held a successful Art Show which was attended by a large majority of parents Continued Trinity Homework Club in conjunction with the Smith Family and Melbourne

Grammar School every Thursday after school. Relationship with St. Kevin’s College Toorak formed and “Fit Club” each Thursday morning

established Dr. Cranky began the Bike Hospital at Trinity each Wednesday morning The choir visited The Epworth Hospital to sing Christmas carols inewsletter was introduced and used to communicate weekly with parents New school website established for improved communication School gates left open after school for families to continue to use the playground facilities Student Portfolios presented to parents in a digital format making access easier. In partnership with Biggin and Scott the ‘Books In Homes’ program continued, giving our

children access to new books and bringing in authors/illustrators to talk to the students. Parent Representative meetings held regularly with Family Engagement leader School Board meetings held regularly to provide feedback and parents voice Parent surveys undertaken to increase parent voice Visits by our FEL (Family Engagement Leader) and Prep teacher to local kindergartens.

The Trinity Choir sang at many of the kindergartens and was part of the Spring Fair at Dame Nellie Melba Kinder.

Local kindergarten children visited Trinity and undertook some literacy sessions

PARENT SATISFACTION

According to our School Improvement Survey (SIS) 2018 Actual Scores, the Parent Partnership data was at 77 and Approachability (the extent to which the school is receptive of, and understands, the views and concerns of parents) was at 81 when measured against all other Victorian Primary Schools. Also high was Student Motivation at 87



Future Directions

Education in Faith

To continue to provide opportunities to develop our staff’s understandings of the pedagogy around the new Religious Education Framework so that Religious Education is engaging and purposeful for a contemporary world.

To continue embed Religious Education across the school ensuring best pedagogy and practice.

To provide opportunities for students to give and receive feedback on their learning in Religious Education

To review our reporting in Religious Education

To encourage staff to use student feedback to support student learning. To continue to strengthen teachers’ capacity in the analysis and rigorous use of

performance data to inform planning and development of learning programs through unpacking the new learning progressions and standards in the Religious Education Framework.

To keep at the forefront the changes in Learning and Teaching pedagogy throughout the school and its impact on the Education in Faith sphere.

To Implement the provide opportunities for staff to learn about other faiths and encourage robust conversations around our new learning and understandings.

To allocate regular planning time for teams to plan in the area of Education in Faith providing the staff opportunities to clarify and deepen their understandings of the Catholic traditions and rituals through professional dialogue.



Learning and Teaching

To develop our Annual Action Plan (AAP) for 2019 and set goals and actions as a result of our School Review (2016) and as a result of NAPLAN and SIS data (2018)

To continue to use and analyse individual student data more meaningfully to inform our practice when planning, teaching and assessment and so this continues as our daily practice

To continue to identify students Zone of Actual Development (ZAD) and Zone of Proximate Development (ZPD) and to use this data to personalise future learning and next steps for students

To continue to refer to and use the Clinical Teaching Cycle as a basis for understanding the Learning Sprints model, in which students are assessed, data is analysed, teachers plan to meet needs of students and teachers evaluate their effectiveness and impact

To embed the Learning Sprints process across all teams throughout the school with the purpose of building teacher expertise, to achieve growth for all in literacy and numeracy

To continue to focus on Writing, further developing the writing rubrics as a means of giving feedback to students. We will continue to work towards ensuring they are reflective of the Victorian Curriculum at varying levels to meet the range of needs of our students, Seven Steps and the NAPLAN writing guides

To ensure that students are explicitly taught the structures of the genres of writing that they are exposed to during NAPLAN, as reflected in the different levels of the Victorian Curriculum

To include Spelling, Grammar and Punctuation in the Writing Rubrics to ensure that this is being catered for explicitly and in the context of student writing

To use rubrics in Writing to give feedback to our students so that students know exactly what they have achieved and with teacher feedback can identify next steps for future learning

To continue to review and update our current Literacy and Numeracy Policy to reflect current pedagogy and practice at Trinity to ensure that all teachers know and understand the shared vision and pedagogical understandings at Trinity

To provide ongoing professional learning for teachers and give them opportunities to become familiar with the Horizons of Hope educational framework from the Archdiocese of Melbourne in context of their learning

To provide professional learning for teachers to deepen their knowledge of the Victorian Curriculum in all learning areas with the aim to have a deep understanding of the Achievement Standards, Content Descriptions, Elaborations at a variety of levels to plan and cater for the needs of all students

To ensure that teachers continue to assess students reading progress and that this data is up to date on the shared Google Drive, so that leaders can continue to track running record reading data closely, to ensure that students reach and exceed benchmarks at different year levels

To track growth and progress of students using the online Literacy and Numeracy Program ‘Essential Assessment’

For the Prep to Year 6 teachers to be involved in professional learning through Learning Sprints process, as their teacher improvement work, facilitated by school leaders

For the Literacy and Numeracy Leader to provide the teachers with ongoing professional learning around what the research indicates is current best practice in literacy and numeracy

To continue to embed ICT into Literacy and Numeracy lessons To continue to revise and update our current Assessment Schedules so that they are

reflective of what processes are expected at Trinity For the leadership team to engage in professional learning in coaching and giving

feedback to teachers, and to continue to prioritise feedback throughout the school



amongst students, teachers and leaders, as a means of improving practice and growth for all

To further engage parents in learning- home learning, learning expos, talking circles, parents helping in classrooms, open days, student led conferences, access to Google learning at home

To continue to update the website at Trinity to promote exciting happenings at Trinity to the wider community and to communicate achievements and news in Literacy and Numeracy via the School Newsletter to our school community

As leaders, to work with teachers to set SMART goals based on the AITSL Standards to improve their practice, and as teachers, to work with students to set goals to make progress in their learning

To ensure that our reporting to parents provides growth and progress in all learning areas and is communicated clearly to parents

To continue to work towards the intended outcomes and goals outlined in the Annual Action Plan for 2019

To continue to focus on Writing (Term 1 and 2, 2019) and to commence work with on Reading (in Term 3) as indicated by our NAPLAN data

To establish and facilitate extracurricular lunch time Creative Writing and Maths clubs to foster enthusiasm and develop skills for students who show an interest in these areas

To continue to focus on growth for all, with a particular focus on extending students at the top end to ensure high growth for all students

To further develop the notion of personalised learning and flexible point of needs groups so that children’s learning needs are met during numeracy and literacy lessons

To update the Reading Policy and Numeracy Policy to reflect pedagogical understandings, expectations and current practice at Trinity

For the leadership team to set goals, evaluate effectiveness, reflect on practice, give and receive feedback to improve our practice in leading teams and teachers

Student Wellbeing

To continue to embed Trinity’s Secondary School Transition Action Plan To review and audit Social Emotional Learning programme To deepen the opportunities for student feedback, and implement wellbeing SPRINTs To begin to explore and implement Growth Mindset To review the Social & Emotional Learning and cyber safety curriculum

Leadership and Management

To further develop opportunities for Middle Leadership of teachers

To continue to embed a culture of professional feedback and support

To provide training for School Leaders in Coaching

To continue to deepen our relationships between school staff and Catholic Education

Melbourne, Melbourne University, Yarra community agencies, Kinders and schools

Upgrade school facilities to promote the learning, health and wellbeing of our school

community



School Performance Data Summary

E1036

Trinity Catholic School, Richmond North

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2016

%

2017

%

2016 - 2017 Changes

%

2018

%

2017 - 2018 Changes

%

YR 03 Grammar & Punctuation 100.0 89.3 -10.7 100.0 10.7

YR 03 Numeracy 100.0 96.4 -3.6 100.0 3.6

YR 03 Reading 100.0 96.4 -3.6 92.6 -3.8

YR 03 Spelling 100.0 100.0 0.0 100.0 0.0

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar & Punctuation 96.3 94.1 -2.2 100.0 5.9

YR 05 Numeracy 100.0 100.0 0.0 100.0 0.0

YR 05 Reading 92.6 100.0 7.4 100.0 0.0

YR 05 Spelling 100.0 100.0 0.0 97.1 -2.9

YR 05 Writing 100.0 100.0 0.0 100.0 0.0



AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y01 90.9

Y02 94.6

Y03 95.4

Y04 95.9

Y05 92.8

Y06 93.6

Overall average attendance 93.9

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 83.2%

STAFF RETENTION RATE

Staff Retention Rate 71.4%



TEACHER QUALIFICATIONS

Doctorate 0.0%

Masters 18.2%

Graduate 27.3%

Graduate Certificate 9.1%

Bachelor Degree 72.7%

Advanced Diploma 72.7%

No Qualifications Listed 0.0%

STAFF COMPOSITION

Principal Class (Headcount) 3

Teaching Staff (Headcount)

25

Teaching Staff (FTE)

15.8

Non-Teaching Staff (Headcount)

11

Non-Teaching Staff (FTE)

5.3

Indigenous Teaching Staff (Headcount)

0

NOTE: The School’s financial performance information has been provided to the Australian Charities and

Not-for-profits Commission (ACNC) and will be available for the community to access from their website

at www.acnc.gov.au

http://www.acnc.gov.au/

annual report primary template (2018) · 2018 annual report to the school community 7 principal’s...

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