annual school report 2014 school year -...

Annual School Report 2014 School Year

St Mary’s Primary School

Grafton

171 Turf Street, Grafton

PO Box 672, Grafton 02 66422262 02 66432345

www.grafplism.catholic.edu.au

http://www.grafplism.catholic.edu.au/

Catholic Schools Office Diocese of Lismore Page | 2

About this report St Mary‟s Primary School is registered by the Board of Studies, Teaching and Educational Standards (BOSTES) (NSW) and managed by the Lismore Catholic Schools Office (CSO), as the „approved authority‟ for the Registration System formed under Section 39 of the NSW Education Act 1990. The Annual Report to the Parish School Community for this year provides the parish school community with fair, reliable and objective information about school performance measures and policies, as determined by the Minister for Education. The Report also outlines to the parish school community information about initiatives and developments of major interest and importance to the parish school community and the achievements arising from the implementation of the school‟s Strategic Management Plan and Annual Plan. The Report demonstrates accountability to the Federal and State Government regulatory bodies, the parish and school community and the Catholic Schools Office. This Report has been approved by the CSO which monitors school processes to ensure compliance with all NSW BOSTES requirements for Registration. This Report complements and is supplementary to school newsletters, year books and other regular communications. The Report must be available on the school‟s website by 30 June 2015 following its submission to the BOSTES. The contents of this Report may be tabled for discussion at various parent forums and all information is public. Further information about the school or this Report may be obtained by contacting the school on 02 66422262 or by visiting the website at www.grafplism.catholic.edu.au.


1. Messages 1.1 Principal’s Message

The primary purpose of St Mary‟s Catholic Primary School is to support the members of the parish community in providing a faith formation for their children. The school fosters a commitment to the individual person and provides opportunities for academic, cultural and sporting achievement. St Mary‟s Primary School offers students a quality Catholic education based on the teaching of the Church and within the context of a strong faith community. St Mary‟s is a progressive school promoting high levels of intellectual rigour within flexible learning environments. We promote a culture of excellence and set high expectations for both students and teachers. Our parish school continued to provide many opportunities for the students to excel in academic, cultural and sporting areas. All of these areas combined to ensure that our school‟s mission was lived out daily in the life of the school. St Mary‟s is:

Sunsafe accredited.

Asthma friendly accredited.

Waterwise accredited. The students‟ achievements and accomplishments were showcased throughout 2014. Student work was proudly displayed in classrooms, on school noticeboards, in the school office and on class webpages. School achievement was highlighted and celebrated at many school assemblies. Our focus was to continue to build on the reputation that St Mary‟s Primary School has earned as an exemplary school. The following list provides an indication of the school‟s academic achievements: In 2014 twenty one Year 6 students sat the Religious Education test. The results of the test were excellent. One student achieved a high distinction, four students achieved distinctions and thirteen students gained credits. The test highlighted student strengths in Sacraments and Liturgical year.

NAPLAN results for St Mary‟s are available on the My School website.

Best Start assessment and tracking strategies in Kindergarten have resulted in pedagogy that specifically targets individual student outcomes.

Early Learning Plans are used in Year 1, Year 2, Year 3 and Year 4 to map student progress and achievement, providing information for teachers to plan explicit learning sequences to support the attainment of student goals.

International Competitions and Assessments for Schools (ICAS): Many children achieved high Distinction, distinction and credit awards in these competitions.

Enrichment days provided opportunities for capable students to participate in debating, science, visual arts and writing.

Clarence Science Initiative: A number of students in Stage 3 were successful in their application to participate in this Gifted and Talented Science Initiative.

The literacy initiative, Succeeding Together as Readers (STAR), continues to be highly effective. Students participating have achieved outstanding growth in all areas of literacy.

There were many opportunities throughout the year for our school to be represented at community and cultural events. The following list provides an indication of the school‟s cultural program and community involvement:


Students from St Mary‟s were prominent in their participation in the local Anzac Day March and ceremony.

All students entered art works in the Grafton Show with great success.

Stage 3 students (Years 5 and 6) travelled to Brisbane with their teachers for an excursion which included a variety of physical, social and environmental investigations.

St Mary‟s students participated in the local March of Youth banner parade and the Float parade at the Jacaranda Festival demonstrating our involvement in community events.

Our school is committed to the National Aboriginal and Islander Observance Committee (NAIDOC) celebrations of culture and recognises the contributions of Indigenous Australians to our society in various fields. In 2014, Mrs Shona Heron, Aboriginal Education Assistant organized and led many activities including storytelling, book reading and Indigenous games.

Our school hosted an Indonesian Language teacher who supplemented the Bahasa Indonesia Language Program with cultural activities such as dancing and art and craft.

Students performed well at various sporting events in 2014. The following list provides some examples of sporting highlights:

Swimming – a squad of twenty one students represented St Mary‟s at the Clarence Zone Carnival held in Grafton. Four students progressed to Diocesan level.

Cross Country – a squad of forty students represented St Mary‟s at Clarence Zone level at Woolgoolga.

Athletics – a squad of twenty five students were selected to represent the school at the Clarence Zone Carnival in Coffs Harbour. Nine students progressed to represent Clarence Zone at the Diocesan Athletics Carnival. Seven students progressed to the State Catholic Schools Athletics Carnival.

Fifteen students represented Clarence in Rugby League, Rugby Union, Netball, Hockey, AFL and Soccer. Three students were selected to represent the Diocese at the Polding Winter Sports Trials.

Students and parents enjoyed tabloid sports as part of Catholic Schools Week, and Mother‟s Day and Father‟s Day celebrations. In 2014, students participated in a variety of school sports:

Term 2 – Through the Dance Fever program students Kindergarten to Year 6 were introduced to and learnt a variety of dance moves including Hip Hop and Swing.

Term 3 – Primary students engaged in a Gymnastics program led by qualified instructors. Infants students enjoyed a series of AFL skill based activities.

Term 4 – Students Kindergarten to Year 2 participated in the „Learn to Swim‟ program whilst students, Year 3 to Year 6 learned swim survival techniques. Primary students participated in a series of AFL skill based activities.

There were many people who assisted in the school‟s quest for excellence. In particular special thanks are extended to the parent body and the school staff for all their generous efforts. St Mary‟s Primary School is indeed blessed to have such dedicated and enthusiastic people supporting the school. Yvonne Rincheval Principal


1.2 A Parent Message The St Mary‟s Parents and Friends (P&F) is the school community coming together to support school initiatives and assist in achieving the best possible results for our school and its students. The P&F is a growing organisation that is always working on something around the school. We have an elected executive committee with a wonderful group of volunteer parents and carers coming along to the meetings or assisting around the school and at events. Meetings are held throughout the year on the second Tuesday of each month (except school holidays). Anyone associated with St Mary‟s is most welcome to attend our meetings. Throughout 2014 the P&F worked on projects including the Learnscape Project, canteen, fundraising events, family gatherings, social events for the students, fun food days, BBQ‟s and much more. We try to balance our events between community events that are important to the students and their families such as Mother‟s Day and Father‟s Day events and fundraising events such as BBQs and cake stalls that everyone can enjoy whilst still making profit for the school. In 2014 with the support of the school community the P&F raised $4074-00. Fundraising expenditure in 2014:

$5000 – Learnscape Project – items purchased included pedal go-carts, Learnscape workshop, and the upcoming projects of the outdoor performance stage, outdoor climbing wall, and painting the concrete games areas.

$2000 – Chrome books the P&F supported the purchase of 10 new chrome books for the students.

$600 – new library books.

On a needs basis we support children selected to represent the Lismore Diocese at the Polding Carnival. The P&F provides $150 per child.

Year 6 Farewell – $50 contribution to the Year 6 Graduation. We are very grateful for the support we have received in 2014 from our major sponsors Hanks Kitchen Grafton( Chrissy and Aaron Hancock) and Big River Pizza (Brendan and Ashley Albert) which has been a wonderful addition to our fundraising efforts. Moving towards 2015 we will be looking at continuing our fundraising efforts for the school and students, and examining ways that we can attract more support from the St Mary‟s community to continue the work that the P&F Association does. Research shows conclusively that there is a direct link between student achievement and the level of parent and community engagement. When parents and community are engaged with the school and with their children's learning, students achieve more at school. I have thoroughly enjoyed my role as President of the St Mary‟s P&F in 2014. I would like to thank the regular members for their enthusiasm and hard work for our school and Mrs Rincheval, Mrs Kelly and all the staff for their guidance and assistance in my role. Bree Hiatt P&F President


2. This Catholic School 2.1 The School Community

St Mary‟s is located in the city of Grafton and is part of the Clarence Valley Parish which serves the communities of Grafton. School families are drawn from the towns and communities of Grafton, Coutt‟s Crossing, Glenreagh, Junction Hill, Mountain View, Fineflower, Ulmarra, Southgate, Lawrence and Waterview Heights. Last year the school celebrated 146 years of Catholic education. The parish Priest Fr Jim Griffin and Fr Bing Monteagudo are involved in the life of the school. St Mary‟s is a parish school with strong links to the parish family. The school aims to involve the children and their families in the life of the parish through activities such as:

Support for Sacramental Programs.

Involvement with Children‟s Liturgy.

Participation in week day and weekend Masses.

Participation in local parish initiatives including celebrating the centenary of St Mary‟s Church.

Mini Vinnies Christmas and Winter Appeals.

Parent Proclaim.

Conversations about Catholics.

Sock it to Poverty in aid of the Missions and Pyjama Day in aid of Caritas.

Visits to the local nursing home Dougherty Villa, Contributions to the Lismore Diocese publication, Catholic Life.

The parish school uses the mandated Diocesan Religious Education curriculum and the resource text “To Know, Worship & Love”. Catholic life and culture permeate school life with 2.5 hours of religious education taught formally each week. The Diocesan Daily Prayer guidelines support the school‟s prayer life. The aims and direction of our parish school are guided by Catholic Education in the Diocese of Lismore, the Foundational Beliefs and Practices – The Essential Framework. This Framework underpins all policy, planning, roles and processes within the parish school. Our aim is to increasingly integrate the essence of this statement into all aspects of school life. Religious Education is given priority in our school and classroom curriculum and planning.

The parish school Mission Statement highlights the nature and calling of the school. St Mary‟s Primary School motto is “God‟s Glory” and we believe this is reflected within our vision of:

Creating a welcoming, positive and secure environment in which all are called to value themselves and respect each other.

Nurturing and valuing the processes involved in the creation of a faith community in partnership with family, school and parish

Providing educational programs, opportunities and experiences that enable students to become accomplished learners according to the needs and talents of each individual.


2.2 School Enrolment

St Mary‟s caters for children from Kindergarten to Year 6. The following table indicates the student enrolment characteristic:

K 1 2 3 4 5 6 TOTAL 2014

TOTAL 2013

Male 13 10 13 15 14 6 12 83 86

Female 17 14 13 12 15 9 11 91 89

Indigenous count included

in first two rows 1 1 1 1 1 0 2 7 9

LBOTE (Language

background other than

English) count included

in first two rows

0 0 1 1 0 0 1 3 1

2.3 Student Attendance

In order for students to reach their full potential it is important that they attend school regularly. Whilst it is the parents‟ legal duty to ensure their children attend school regularly, our staff as part of their duty of care monitor attendance each day. The Class Roll is marked every day and rolls are checked each term by the assistant principal. The school uses the attendance coding system adopted in all NSW schools. Unexplained absences are followed up promptly by classroom teachers. Parents are requested to provide a note to the teacher immediately the child returns to school. The principal is made aware of sustained student absences or absences reflecting a pattern. In these situations the principal or delegated staff member contacts the parent/guardian. Parents are encouraged to arrange medical and other necessary appointments outside school hours. Prolonged periods of absence occur from time-to-time for various reasons. In these cases students and their parents meet with the principal to discuss the leave request.


The average student attendance rate for the school during 2014 was 91.69%. School attendance rates disaggregated by Year group are shown in the following table.

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Attendance rates by Year group

94.6 91.15 92.65 91.74 90.48 90.73 90.49

2.4 Teacher Standards and Professional Learning

Teacher Qualifications / Staff Profile Number of Teachers

1. Those having formal qualifications from a recognised higher education institution or equivalent. 13

2. Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent.

0

3. Those not having qualifications described in 1 or 2 above but having relevant successful teaching experience or appropriate relevant knowledge.

0

4. Teachers with recognised qualifications to teach Religious Education. 7

5. Number of staff identifying as indigenous employed at the school. 1

6. Total number of non-teaching staff employed at the school. 9

All teachers have been involved in professional learning activities during the year. These activities are designed to develop the professional skills and understandings of staff so as to improve student outcomes. Professional development can take many forms including whole-staff development days, subject specific in-services, meetings and conferences.

2.5 Teacher Attendance and Retention

The average teacher attendance figure is 93.83%. This figure is provided to the school by the CSO.

2.6 Initiatives Promoting Respect and Responsibility

The school ensures that at every available formal and informal opportunity the values of respect and responsibility are promoted. We want every student to understand and appreciate that they are part of both the school and the local community.

The school models and teaches students about respect and responsibility in a number of ways:

Seasons for Growth Program.

Sandplay Therapy.


Restorative Justice Program.

„Bucket Filling‟ –a positive behaviour initiative;.

Bluearth - wellbeing program initiative and implementation.

Mini Vinnies meeting regularly and carrying out a variety of fundraising activities.

Peer Support-Year 6 students completed the associated Leadership training.

During 2014 students were involved in a range of outreach activities, including fortnightly visits to the local nursing home, Dougherty Villa where students spent time entertaining and speaking with the elderly residents. Students and staff contribute generously to social justice appeals, including St Vincent de Paul and Caritas. God Moment awards (Making Jesus Real) were presented at our weekly whole school assemblies.

The values of respect and responsibility lie at the heart of Catholic schools, and underpin all policies and procedures. Students, teachers and parents are regularly reminded of the school‟s commitment to these and other school values by newsletter items, assembly messages and by the nature of our interpersonal relationships. In 2014, the school held special parent meetings to address these and other values identified by the school community. Many of the awards presented to students throughout the year are indicative of these values. Respect and responsibility are fundamental to the school‟s restorative justice program.

2.7 Parent, Student and Teacher Satisfaction

The school uses a variety of methods to gauge parental, student and teacher satisfaction with school operations. The school understands the importance of regularly reviewing approval and satisfaction levels. Last year the following formal and informal opportunities allowed the school to test reaction to decisions, policy and school procedures.

Attendance at functions organised by both staff and parents was always high, with positive feedback being received regularly. Often cards and letters were received in appreciation of opportunities provided.

Parents are given the opportunity to respond and comment on school procedures via Survey Monkey. Comments and suggestions are used to formulate policy documents, for example the Homework Policy.

A Communication form is completed by teachers following a parent conversation. This information is shared with members of the school leadership team and actioned as necessary.

Feedback procedures are established which allow the school community, as well as the wider community, the opportunity to offer their thoughts and observations. This information is of assistance in improving the school, particularly when planning school functions and pupil free days.

In 2014 the school participated in the School Review and Development (SRD) process supervised and supported by the Catholic Schools Office. SRD offers the school the opportunity to review all aspects of school life and plan ahead for the next 5 years. During SRD a number of staff, parent and student surveys and open meetings were conducted to gauge the opinion of all members of the school community.


3. Teaching and Learning 3.1 School Curriculum

The school provides a comprehensive educational program based on and taught in accordance with the Board of Studies and Teaching and Educational Standards (BOSTES) syllabuses for Primary Education. The Key Learning Areas (KLAs) are English, Mathematics, Science and Technology, Human Society and its Environment, Creative Arts and Personal Development, Health and Physical Education.

At St Mary‟s Primary School, students and teacher set high expectations. The school continues to work towards a pedagogy which includes goal setting and is designed to empower the learner. At St Mary‟s pedagogy is purposeful, meaningful and relevant. Student learning is personalised and multimodal. This pedagogy underpins learning across the school, Kindergarten to Year 6. At St Mary‟s all year levels operate in flexible learning spaces creating an environment which encourages strong partnerships that connect, challenge, collaborate and energise the learner. Learning environments at St Mary‟s are safe and secure and build relationships and trust. Students and teachers respect diversity while experimenting and challenging thinking. Problem solving, critical thinking and working creatively build capacity, skills and resilience. Technology plays an important part in the education of our students. Every classroom utilises IT devices including interactive whiteboards, ipads, laptops and flip cameras as tools to engage students in their learning. An exciting new initiative was launched in 2014 called EDIT. The EDIT program, „Encouraging Diverse Imaginative Thinkers‟, was well received by parents, staff and students and aims to identify gifted and talented students and support them to maximise their learning outcomes. The gifted population may include students who are underachieving or who have disabilities. The first EDIT groups explored the many potential Learnscape options nominated by the school community. Their studies focused on the statement: „Working together to create, imagine and build environments using technology.‟ After researching their area of interest students prepared a presentation model which they shared with the whole school community. Investigating the statement, „Repurposing and Recycling towards a new Future‟ was the focus of the EDIT inquiry for the second half of the term. Parent information, teacher input, student self-nomination and consideration of each program‟s criteria provided the basis for selection into the programs. STAR, Succeeding Together as Readers Intervention Program

In 2014 STAR (Succeeding Together as Readers) was offered to Stage 1 students. STAR is a teacher-led programme for groups of approximately 5 students. The programme consists of 4-5 40-minute lessons per week for 20 weeks. The lessons follow a structured sequence, featuring a suite of 10 specified activities for each lesson. Importantly, students are reading at least three texts per lesson and they receive explicit instruction based on those texts, including decoding, comprehension and vocabulary. The program involves a pre- and post-assessment system, is centrally monitored and recorded and includes a weekly diagnostic assessment of each student and as well as summative assessment. Fifteen students were selected throughout the school year. The average increase in reading levels was 12. The children selected were at risk of being below the benchmark for reading in NAPLAN.


3.2 Student Performance in National Testing Programs

The school participated in the National Assessment Program Literacy and Numeracy (NAPLAN) with students in Years 3 and 5 tested. In Year 3, 24 students presented for the tests while in Year 5 there were 15 students.

In Literacy there were four elements tested. These were reading, writing, spelling and grammar and punctuation. In Numeracy, students were tested in number, patterns and algebra, measurement, data and space and geometry.

In both Year 3 and Year 5 there are six achievement bands with Band 6 being the highest level of attainment in Year 3 and Band 8 the highest in Year 5.

The Commonwealth Government has set minimum acceptable standards for reading, writing and numeracy at particular ages.

In Year 3, students who achieve Band 3 or higher have achieved above the minimum standard. In Year 5 those students who achieve at Band 5 and higher have achieved above the minimum standard set by government.

At St Mary‟s Primary, school and student performance is closely monitored. These tests are one means of gathering data on individual student and school achievement. School staff have participated in Catholic Schools Office information sessions on NAPLAN and SMART 2 Data Analysis workshops. The following data indicates the percentage of St Mary‟s Primary students in each band compared to the State percentage.

Year 3 NAPLAN Results in Literacy and Numeracy Percentage of students in Bands 1 to 6

BAND 6 5 4 3 2 1

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Reading 29.7 25.0 19.6 29.2 22.9 29.2 14.3 4.2 8.5 12.5 4.9 0.0

Writing 11.5 8.3 36.3 54.2 22.5 25.0 19.3 12.5 7.1 0.0 3.3 0.0

Spelling 26.3 25.0 24.5 37.5 22.8 25.0 11.7 8.3 11.2 4.2 3.4 0.0

Grammar and Punctuation

32.5 29.2 22.0 41.7 20.7 16.7 14.0 12.5 7.0 0.0 3.8 0.0

Numeracy 17.7 8.3 24.7 37.5 23.5 37.5 19.7 12.5 11.1 4.2 3.2 0.0

Data, Measurement,

Space and Geometry

17.3 8.3 26.0 41.7 19.6 29.2 24.8 16.7 8.9 4.2 3.3 0.0

Number, Patterns and

Algebra 17.2 8.3 19.3 33.3 25.4 16.7 22.4 37.5 11.7 4.2 4.1 0.0


Year 3

The above data indicates that students in Year 3 have performed well in 2014. There is a marked increase from 2012-2014 in the number of students in Reading Bands 5 & 6. All Year 3 students are above the national minimum standard in Writing, Spelling, Grammar and Punctuation and Numeracy. There has been a significant increase in the number of students in Bands 4, 5 & 6 in Writing, Spelling, Grammar and Punctuation and in no students in Bands 1 & 2 in Writing, Grammar and Punctuation as there was in 2013. St Mary‟s whole school approach towards Spelling and our whole school approach towards our Literacy and Numeracy Sessions have impacted on, and will continue to influence future results. Professional Learning Teams analyse gathered data (ELP/ELK-2) and take ownership of the personalised learning intentions of each student. Openness to input from critical friends, a CSO initiative, modelling and input from our Leader of Pedagogy (LOP) and our Literacy and Numeracy Support Officer, has assisted the Early Learning Team (K-2) to evaluate and reflect on their teaching. Explicit teaching, differentiation and time on task were agreed upon as being critical improving students‟ understandings in literacy and numeracy. Three students who had met proficiency, as indicated on the ELP by the end of Year 2, scored in Band 2 in Reading. This result has led to an agreed focus on inferential questions, directly locating information within a visual stimulus and connecting ideas. The data indicates the need for ongoing purposeful, meaningful and relevant pedagogy in the area of Data, Measurement, Space and Geometry.

Year 5 NAPLAN Results in Literacy and Numeracy Percentage of students in Bands 3 to 8

BAND 8 7 6 5 4 3

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Reading 16.9 13.3 18.3 6.7 25.7 26.7 21.3 26.7 12.4 20.0 5.4 6.7

Writing 5.6 0.0 12.0 13.3 28.3 33.3 36.7 13.3 9.7 13.3 7.8 26.7

Spelling 14.7 6.7 28.1 33.3 25.6 6.7 18.3 13.3 8.1 26.7 5.2 13.3

Grammar and Punctuation

22.7 6.7 21.8 13.3 21.5 40.0 17.4 13.3 10.8 20.0 5.7 6.7

Numeracy 13.8 6.7 14.7 6.7 29.8 33.3 22.9 13.3 13.8 40.0 5.1 0.0

Data, Measurement,

Space and Geometry

10.5 6.7 13.0 6.7 29.4 40.0 27.3 20.0 15.0 26.7 4.8 0.0

Number, Patterns and Algebra

17.5 0.0 13.7 20.0 26.1 20.0 17.8 20.0 18.5 26.7 6.5 13.3


Year 5 The above data shows that Grammar and Punctuation and Numeracy were our areas of greatest growth throughout the school. Modelling and input from our LOP, and professional learning conversations in Professional Learning Teams (PLT) have assisted Primary Educators to evaluate and reflect on their teaching and to analyse their practice. This in turn has resulted in targeted Year 5 students showing a significant improvement. Students in the top bands showed little or no growth. The level of growth was below State and National growth. This data has led to a revision and refinement of our whole school approach towards Literacy and Numeracy, our gathering and tracking of data and a whole school assessment plan. Educators will participate in Peer to Peer (P2P) mentoring and coaching initiatives which support educator development in creating stimulating and challenging learning environments and purposeful, meaningful and relevant pedagogy.

In 2014 twenty one Year 6 students sat the Religious Education test. The results of the test were excellent. One student achieved a high distinction, four students achieved distinctions and thirteen students gained credits. The test highlighted strengths in Sacraments and Liturgical year.

3.3 Teacher Professional Learning

Whole staff development day professional learning activities in 2014 were:

Staff Professional Learning Activity Date Presenter

Spirituality Day Term 1 Leadership Team

Australian Curriculum Term 1 Leadership Team

School Review and Development Term 3 Leadership Team



Additionally staff attended either singly or in groups a range of professional development opportunities including:

Activity Staff numbers Presenter

CSO on line courses 5 CSO

ASD workshop 2 CSO

Future Schools Conference 2 Hawker Brownlow

Peer 2 Peer 5 CSO

Twilight Retreat 19 Richard Leonard

The professional learning expenditure has been calculated at $5911.20 per staff member. This figure has been calculated by the CSO and reflects expenditure on casual release days and professional development activities in particular categories.


4. School Policies 4.1 Policy Review

School policies are reviewed regularly. The table below lists the school policies and notes any additions, changes or upgrades made during 2014.

Policy name Status in 2014 (No change, new policy, changes made)

Access to this policy at:

Additional Needs March – changes made School website and/or school office

Animals in School No change School website and/or school office

Annual Report February – new School website and/or school office

Anti - Bullying February- changes made Teacher’s Handbook, school website and/or school office

Anti - Harassment No change School website and/or school office

Assessment and Reporting No change Teacher’s Handbook, school website and/or school office

Building a Culture of Learning through Positive Management

February changes made Teacher’s Handbook, parent handbook, school website and/or school office

Canteen No change School office

Capital management No change School office

Working with Children Check Changes made February Teacher’s Handbook, school website and/or school office

Class Parents No change School website and/or school office

Communication No change School website and/or school office

Complaints handling No change School website and/or school office

Critical Incident No change School website and/or school office

Digital Technologies No change School office

Disability Examination Provisions No change School office

Employee Performance and Disciplinary Matters

No change School office

Enrolment No change School website and/or school office

Evacuation February – changes made Teacher’s Handbook and office

Excursion No change School website and/or school office

First Aid March – changes made School office

Grounds and Maintenance February – changes made School office

Homework No change School website and/or school office

Information and Communication Technologies Use

March – changes made Teacher’s and Parent Handbook, school website and/or school office

Leadership March – changes made School office

Lifting and transferring of students No change School website and/or school office

Lock Down March – changes made School website and/or school office

Manual Handling No change School website and/or school office

Medication No change School website and/or school office

Pastoral Care March – changes made School website and/or school office

Purchasing February – changes made School office

Risk Management No change School website and/or school office

Roll Marking February – changes made Teacher’s Handbook, school website and/or school office

Student Attendance No change School website and/or school office

Student Records No change School website and/or school office


Student Retention No change School website and/or school office

Substance Management No change School website and/or school office

SunSmart March – changes made Teacher’s and Parent’s handbook, school website and/or school office

Suspension and Expulsion of Students No change School website and/or school office

Uniform March – changes made School website and/or school office

Work, Health and Safety No change School website and/or school office

Work Place Bullying No change School website and/or school office

Religious Education March – changes made School website and/or school office

English March – changes made School website and/or school office

Mathematics March – changes made School website and/or school office

Science and Technology March – changes made School website and/or school office

Personal Development and Health March – changes made School website and/or school office

Human Society and its Environment March – changes made School website and/or school office

Creative Arts March – changes made School website and/or school office

Sport Guidelines No change School office

4.2 Enrolment Policy

Every new enrolment at St Mary‟s Primary School requires parents to attend an enrolment interview. The interview provides an opportunity to learn more about the educational experience provided by the school, specific school procedural policies and current school expectations.

Preference for enrolment is given to children of baptised Catholics. It is a condition of enrolment that all children will participate in class religion lessons and activities, as well as prayer celebrations and school and class Masses.

Children who turn five by 30 June are eligible to apply for enrolment in Kindergarten. Enrolments for Kindergarten children are called for in the year before commencement. Other enrolments are accepted throughout the year if there are vacancies in the classes concerned.

A copy of the enrolment policy is located in the school office or it can be accessed on the school‟s website. The School Enrolment Policy explains the Parish enrolment guidelines.

4.3 Student Welfare Policy, Pastoral Care Policy

The school‟s Pastoral Care Policy is of supreme importance at St Mary‟s school and is based on the principles of restorative justice and procedural fairness. The school community continually strives to improve the care and consideration given to the students, meeting their needs and supporting them. Emphasis is placed on skills and values which support a welcoming, inclusive and caring culture. At St Mary‟s we believe that everyone has the right to respect from others. Everyone has the right to feel safe, to learn, and teachers have the right to be able to teach. Along with those rights everybody has responsibilities to ensure those rights are upheld. Simple rules are developed for each learning situation with appropriate consequences. The key words we reflect on are Respect, Effort, Self-Responsibility and Safety. We emphasise reparation, restitution and reconciliation when dealing with each situation. The pastoral care of students in our school is supported through programmes such as LAP (Learning Assistance Program), Peer Support, Seasons for Growth, as well the work done through the Learning Support Officer for the Diocese of Lismore in consultation with staff


from the school. Children are acknowledged weekly at school assemblies for effort and achievement. Children have access to a counselling service and sand play therapy.

4.4 Discipline Policy – Building a Culture of Learning through Positive Management The principles of restorative justice are embedded in the school‟s Behaviour Management Policy. These principles include acknowledging the inevitability of conflict and hurt in relationships, working towards healing by repairing relationships, learning and growing from experience. The policy is regularly communicated to all members of the school community. Students, staff and parents have a clear understanding of the expectations articulated through this policy and are supportive of the need to provide a safe and caring learning environment. The policy acknowledges teacher and student rights and responsibilities, and is based on the Gospel teachings of love for self and others. The school does not sanction corporal punishment or allow parents to administer corporal punishment in the school.

4.5 Complaints and Grievance Policy

The school policy is based on procedural fairness and recognises that parents and caregivers must have access to processes that allow them to resolve concerns in a supportive and conciliatory environment. Any concerns raised are responded to promptly and fairly, and confidentiality is always maintained. The policy is available at the front office or from the school‟s website. An open door policy exits at the school whereby parents are invited, and indeed welcomed, to come and speak with the principal about any grievance or concern they may have about any situation at the school.

5. School Determined Improvement Targets Each year the school develops an Annual Plan drawn from the five-year Strategic Plan. 2014 was a very rewarding year. Listed below are a number of goals and priorities that the school focused on during the year. The parish school‟s main goals and priorities were to:

Catholic Faith and Culture

Strengthen the united Faith Community

Create an outdoor prayer space.

Support and encourage the faith formation of families through the provision of the ‘Conversation with Catholics’ program.

Continue to engage, promote and live the message of Proclaim.

Encourage student and staff participation at the parish ‘Youth Mass’ and ‘Children’s Liturgy’.

Teaching and Learning

Promote and strengthen a culture of quality effective learning in all students

Google doc – whole school assessment plan.

Introduce PLT conversation focusing on the 4 critical questions.

Continue to utilise Professional Learning Conversations (PLC) to interrogate and track student data, co-plan strategic learning sequences and activities to continue to embed learning goals for all students.

Celebrate all student achievements on ‘Walk of Fame’ display boards.

Critically analyse current learning spaces with a view to creating a more engaging, flexible and energising classroom environment.

Organisation and Administration

Strengthen protocols and structures that promote a positive and appropriate workplace culture.

Provide additional noticeboards for dissemination of information.

Review all existing policies in preparation for Compliance.

Review avenues of communication – twitter, Instagram, Facebook, skoolbag, e-newsletter, updating Moodle site;

Initiate and develop our school’s Facebook page.


Initiate and develop ‘Instagram’ for school excursions.

Utilise Insight SRC surveys of staff, students and parents to gauge climate and culture litmus.

Trial the use of electronic rolls.

Encourage school visits and staff attendance at CSO supported ‘teacher placement’.

Relationships

Consolidate and strengthen the processes which enhance effective partnership and communication between parents and the parish school.

Investigate the conversion of the Music Room with a view to having a parent meeting room.

Initiate, develop and action ‘Learning Journeys’ once a term to forge parent and school co-responsible partnerships.

Continue to use the school app (skoolbag) as a communication tool.

Review Class Parents and their role in the school.

Provide a Feedback/Suggestion box.

Improve communication strategies by updating the school website, e-newsletter and skoolbag.

6. Financial Information

Catholic schools are accountable for all monies received. Each year, the Lismore Catholic Schools Office submits to the Commonwealth Government a financial statement on behalf of the parish primary schools and secondary colleges. This statement details the income and expenditure of each school. In addition, the financial accounts for each school and for the Catholic Schools Office are audited annually.

A visual summary of the income and expenditure reported to the Commonwealth Government for 2014 is presented below:

annual school report 2014 school year -...

Documents