new annual report to the school community · 2020. 4. 17. · st bernadette’s primary school,...

ANNUAL REPORT TO THE

SCHOOL COMMUNITY

ST BERNADETTE’S PRIMARY SCHOOL SUNSHINE NORTH

2018

REGISTERED SCHOOL NUMBER: 1556

ST BERNADETTE’S PRIMARY SCHOOL, SUNSHINE NORTH

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

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

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

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

School Overview ......................................................................................................................................4

Principal’s Report ......................................................................................................................................5

Education in Faith ....................................................................................................................................8

Learning & Teaching .............................................................................................................................. 10

Student Wellbeing .................................................................................................................................. 13

Child Safe Standards .............................................................................................................................. 17

Leadership & Management ................................................................................................................... 20

School Community ................................................................................................................................ 24

Future Directions..................................................................................................................................... 27

School Performance Data Summary ...................................................................................................... 28



Contact Details

ADDRESS 2 Willey Street Sunshine North VIC 3020

PRINCIPAL Mrs Joanne Webster

PARISH PRIEST Fr John Taliana MSSP

TELEPHONE (03) 93118872

EMAIL [email protected]

WEBSITE www.stbsunshinenth.catholic.edu.au

E NUMBER E1195

Minimum Standards Attestation

I, Joanne Webster, attest that St Bernadette’s 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)

26th April, 2019



Our School Vision

St Bernadette’s Catholic School Community strives to create a faith-filled contemporary learning

environment. In communion we celebrate and embrace diversity. We honour our history and

traditions to create a future which enhances and inspires.

Our School Values

Welcome

Respect

Faithfulness

Empathy

Honesty

Inclusion

Equity

Collaboration

Our Design Principles

100% of students 100% of the time Building capacity of all teachers ensuring a culture of sharing and mutual support

Strong leadership empowering teachers and students to lead their learning Authentic and connected learning with local and global community

Being outward facing Authentic assessments to situate learning and teaching for all

School Motto

God Loves Us – Let us Love God



School Overview

St Bernadette’s Primary School is located in Sunshine North in the west of Melbourne. We

are a Catholic co-educational primary school from the foundational year of Prep to the

final year of primary schooling in Year 6 with 360 students. The school motto “God Loves

Us, Let Us Love God” speaks of the great love God has for each of us and of the school community’s

commitment to one another and to bearing witness to the gospels in our words and actions. St

Bernadette’s students come from the local parish and the surrounding community. We pride

ourselves on our multicultural diversity and we encourage respect, acceptance and inclusion of all.

The school was founded in 1957, under the leadership of the Augustinian Sisters, servants of Jesus

and Mary and up until June of 2016, there still remained members of the religious order active in the

school community. The Augustinian Sisters still remain active members of the school, in a voluntary

capacity, and also within the parish community.

There are 14 learning spaces (2 for each level) and we have specialist programs in the areas of

Physical Education, Music, Visual Arts, and Robotics to complement and enhance the core

curriculum programs in English, Mathematics, Religious Education, Science and History. Information

and Communication Technology or Digital Literacies are integrated into all learning and teaching

programs across all curriculum and levels from Prep to Year 6. In 2016, to further enhance the

learning and teaching of the students, a languages program was introduced from Years 3 to 6. The

Language Other than English (LOTE) was Italian. In 2017 and into 2018, this was extended to the Year

2 students. We provide a curriculum that is contemporary and responds to the needs of the whole

child: spiritually, physically, socially, emotionally and intellectually. We are striving to develop 21st

Century learners as we create an inquiry school: a school where all learning and teaching is centered

in relationships as together we inquire, challenge and learn together – students, staff and families.

And now in 2018, the school will undertake a School Review, acknowledging and celebrating the

achievements made, as planned for in the Strategic Improvement Plan of 2015-2018, as well as

looking to the future, for opportunities to enhance and improve student outcomes in all learning. The

capital works program, which began in December of 2017 and included the refurbishment of the

Administration block, Discovery Centre, a new Community area, Art Studio, Multimedia Room, 6

learning spaces and student bathrooms, will be completed. This will lead the learning and teaching

into the 21st Century and beyond, creating further opportunities to develop learners who are curious

and creative, confident, strong communicators, self-motivated and resilient, and most of all who are

passionate about learning.



Principal’s Report

This year St Bernadette’s School, undertook the process of School Review and

completed the Capital Grants project. A big year for all in terms of reviewing

direction set over the last four years, acknowledging achievements, as well as

looking for opportunities as we look to the future, whilst adjusting to temporary

learning and working spaces for all.

As a school community we reviewed the School Improvement Plan from 2015-2018, using the

National School Improvement Tool (NSIT) from ACER. This tool enabled the community to review our

goals, intended outcomes, targets and evidence according to the 9 Domains set. School Closure

Days and Professional Learning Teams (PLTs) were used to enable this process, and support staff to

identify achievements made throughout this period and areas for continued growth. As a part of

the School Review, the “Minimum Standards for School Registration and Other State and

Commonwealth Requirements”, was completed successfully, meaning all general policies and

procedures and those specific to Child Safety were fulfilled by the school.

In August over a three-day period, a Reviewer from ACER and a Principal Consultant from Catholic

Education Melbourne, worked with students, staff, and families to audit the school according to the

9 domains within the NSIT tool. At the completion of the Review and after many conversations with

all community members the Reviewers made commendations and affirmations regarding

achievements made, within Education in Faith, Learning and Teaching, Student Wellbeing,

Leadership and Management and School Community.

The commendations outlined by the reviewers were:

The way in which the school motto “God Love Us- Let Us Love God” has been deeply embedded in all aspects of the school culture

The successful way the Catholic Identity has been implemented to underpin all areas of school life

The building of a culture of collaboration and teamwork with teachers and school leaders working together on joint analysis of data, curriculum planning, and professional development.

The considerable investment of resources to engage expert consultants and to create leadership positions for co-teachers, resulting in innovative concepts and the implementation of those concepts.

The trust and confidence expressed by parents and students in their committed, dedicated and hardworking teachers and leaders.

The continuing development of a culture where teachers and leaders regard data as their friend to help improve teaching and learning.

The development of a culture, among staff, where feedback, both affirmational and developmental, from colleagues and leaders is highly valued.



The high level of knowledge of teachers and leaders about the inquiry pedagogy, and the total commitment to the implementation of this whole of school pedagogy.

The strong sense of community experience by staff, students and parents, as evidenced by community members referring to the school as a family.

The supportive inclusive environment where there are high levels of expectations, and

where it is safe for students to take risks and be challenged in their learning.

The affirmations given by the reviewers were;

The development and implementation of the SIP (School Improvement Plan) and AAPs (Annual Action Plans), including the rigorous monitoring of school targets.

The success achieved by the Reading Recovery and the Levelled Literacy Intervention programs.

The highly inclusive learning environment which celebrates the rich and culturally diverse community.

The development and implementation of curriculum documents, assessment processes, and reporting to support the implementation of the Victorian Curriculum.

The partnerships developed with the parish, local schools, social justice focussed organisations and companies such as Apple, resulting in enhanced learning experiences for the students of St Bernadette’s.

The commitment by teachers, teacher assistants and students to the presentation of all teaching spaces as stimulating learning environments.

The results of the review also gave clarity as we look to the future, the next four years, to set

direction. These came as recommendations and will be communicated on the ‘Future Directions’

page. The review process showcased or highlighted the work of all staff, teachers, leaders, and

families to give our students the best possible opportunities to learn, to play and to be active

citizens and for this we are grateful.

The Capital Grant project was completed and the newly refurbished building, which included 6

new learning spaces, a new Discovery (Library) area, a new Art Studio, Multimedia room and

Reading Recovery Area, an updated Administration area, promoting a welcoming entrance to the

school, and a new Community Kitchen, was handed over to the school in early December of

2018. Some 12 months after beginning the project. It is at this time that we would like to thank

Nead / Roam Architects and Magellan Building Construction for their design and construction that

will now serve us well into the 21st Century.

The school NAPLAN results again demonstrated growth for our students particularly in the areas of

Reading, Writing and Mathematics, a product of the heavy investment in literacy and numeracy

across the school in the areas of intervention and leadership. The school also received external

congratulations from ACARA, for the significant above average growth in reading and

mathematics in 2018.



I would like to commend and thank all students, staff and families for their positivity, enthusiasm

and energy throughout the 2018 school year. As the Principal of St Bernadette’s School, it has been

both a privilege and an honour to lead and to serve this community. I thank Fr. John Taliana, Parish

Priest, for his ongoing support, pastoral care and faith leadership. God Loves us, Let us Love God.



Education in Faith

Goals

To increase understanding and appreciation of the Catholic Identity

and Culture of the school community.

Intended Outcomes

To improve student, parent and staff understanding and commitment to Catholic social justice.

To strengthen staff and student behaviour so that it is more reflective of faith-based values.

VALUE ADDED

Used the Horizons of Hope Religious Dimensions CEM, identifying prayer as a focus, in our learning spaces increasing student and staff understanding and appreciation of the Catholic Identity and Culture in the school community.

The Religious Education Leader and Principal attended the Religious Education Conference

undertaking professional learning to enhance their skills and dispositions as faith leaders Staff undertook professional reading to build their theological understanding for planning and

implementation of Religious Education, enhancing student understanding of catholic identity and action.

Utilised age appropriate articles for students to read, to highlight social justice issues and

appropriate actions

As part of the monthly School Newsletter a Social Justice News update was written to continue to inform and build awareness of Social Justice actions in the school.

Used scripture to enrich and deepen our School Values related to our Catholic Identity. This

provided staff and student faith formation. Used “The Principles of Catholic Social Teaching” at planning for learning and teaching to

embed social justice awareness and action throughout the school community.

All teaching staff participated in all Religious Education Professional Learning to demonstrate commitment to our Catholic Identity.

All staff invited to be a part of school and community liturgies to strengthen inclusivity,

opportunities to participate and catholic identity and understanding

Used the Horizons of Hope documentation to affirm and set direction as a school community within a systemic organisation and as a reference to lead reflection on “Being a Teacher in a Catholic School”.

Sacramental Community Conversations were held to engage students, families and the

parish in faith formation family nights enriching catholic identity within and throughout the school community.



Participation and contribution to the Food Appeal which was a combined effort of both the Parish and School Community, evidence of taking action.

Attendance and participation in the Bahay Tuluyan Social Justice Conference to build

student understanding and awareness of the social justice at work.

Review and exploration of Staff responses to the Insight SRC Survey, to gain a better

understanding of questions and responses in an effort to provide opportunities to enhance

staff and student perception in Education in Faith.

Displayed posters in the learning spaces of “The Principles of Catholic Social Teachings” to

ensure the significance of this was visible as well as actioned in the words and deeds of the

school community.

Renamed Social Justice Group to Social Justice Leaders to strengthen student

understanding, commitment and agency to Catholic Social Justice

Continued to provide opportunities for professional learning in relation to “Faith Life” Inquiry to

build a contemporary understanding of Education in Faith.

Participated in Farmers fundraiser ‘Buy a bale,’ St Vinnie’s Winter Appeal and the Lap-a-thon

for Missions as a whole school Social Justice action. All class levels developed fundraising

initiatives, driven by the students for disadvantaged communities, demonstrating

commitment to Catholic Social Justice.

‘Social Justice News’ headings displayed in each learning space to highlight importance

and priority of this.

Continued with Parish -School Masses held on one Sunday each term, to continue to

connect the school to the Parish, as a visible part of our faith community.



Learning & Teaching

Goals

Build a professional culture of shared expectations of student

achievement and learning.

Intended Outcomes

To improve student engagement in learning

To improve student outcomes in Reading

To improve student outcomes in Mathematics

STUDENT LEARNING OUTCOMES

Across the 3 years of 2016, 2017 and 2018 the NAPLAN trend data identifies improvements.

For Year 3 sustained improvements occurred in Reading, Writing and Spelling with with 98%, 100% and 100% of students meeting the minimum standards. In both Grammar and Punctuation and Numeracy growth fell slightly however 96% and 98% of students met the minimum standards.

In Year 5, 100% of students met the minimum standards in Reading, Writing, and Spelling demonstrating sustained improvements in all of these areas. Grammar and Punctuation maintained its growth with 98% of students meeting the minimum standards, whilst Numeracy saw a slight dip, 98% of students meeting the minimum standards.



Overall significant gains were had from Year 3 to Year 5. The significant gains were also identified by ACARA, with a letter to the school congratulating them on above average gains in both Literacy and Numeracy. This affirmed the positive impact the following processes and structures have had on overall student learning outcomes: Continued utilisation of the Leader-Co-Teacher structure as a part of the Positions of

Leadership to build a professional culture of shared expectations of student achievement and learning.

Leaders as Co Teachers in English and Mathematics has enabled targeted focus Teaching

groups and improved outcomes for student learning in both Literacy and Mathematics.

Modelling of effective learning and teaching strategies, by leaders as co teachers. Implementation of Assessment Schedules to ensure collation of student data using a

variety of diagnostic tools, for example, Pat R, Pat M.

Unpacking of the Victorian Curriculum through facilitated planning and moderation of. student learning giving educators a sound understanding of the continuum of learning and progression, enabling differentiation and personalized learning.

Use of student data, in planning for learning and teaching, to inform the sequences of

learning to be implemented at student point of need. Staff set learning and teaching and personal goals, giving and receiving collegial

feedback to build teacher capacity and improve student engagement in learning, through learning walks and coaching conversations.

Professional Learning occurs at level planning meetings as well as after school to

continue to build teacher capacity and craft. Regularly revisit Design Principles for Learning and Teaching, which come out of School

Vision and Values. This process occurs as a whole staff at professional learning to enable clarity and direction.

Learning made visible and accessible to students through the use of learning intentions and success criteria.

Learning intentions being written as questions to live and build our Inquiry School Philosophy.

Review of team charters and personal and team, learning and teaching goals.

Use of the Education Intervention team as a resource which reviews the NCCD process, student progress and development and makes recommendations for support to enhance student learning: intellectual, physical, social and emotional.

Utilisation of the GAFE (Google Apps for Education) in many aspects of learning and

teaching: shared responsibility of students, tracking and monitoring of student achievement and future learning.

Professional learning from Kath Murdoch to continue to embed our inquiry school

model, continuing to provide students with opportunities to engage with the learning assets, dispositions of learning and the 9 Pedagogical Practices for Inquiry.



Facilitated planning occurs, with the Learning and Teaching Leader and English and Mathematics Leaders, building the capacity of teachers through professional dialogue driven and informed by student data. Analysis of student learning in reading, writing and mathematics, enabled decisions to be made in learning and teaching that cater for the diverse needs of all students.

Reading Recovery report articulates the progress made in reading in Year 1 of students who may be at risk

Levelled Literacy Intervention-targeting the needs of students just below standard, in

a small group reading session, from Year 2 to Year 6. Regular meetings with Strategic Literacy Team members to analyse data, monitor

student progress and target individual needs in reading, writing and oral language. Fortnightly Strategic Learning & Teaching meetings with the Principal and Curriculum

Leaders, enabling leaders to reflect and inform learning and teaching, building their capacity.

Utilising the NAPLAN data to investigate, explore and make decisions about how to

strengthen student progress in literacy and numeracy across the school. Reporting high achieving students, to communicate to parents/ carers where students are

achieving in relation to the Victorian Curriculum, as a continuum of learning. Creating the St Bernadette’s Curriculum Pedagogy Resource folder consisting of curriculum

documentation regarding, Horizons of Hope, Kath Murdoch Inquiry Learning, Project Zero Visible Learning Thinking Routines, Religious Education Learning

Personalising of learning (iTime) - Professional Learning with Kath Murdoch with a focus on ITime (Years 1-6) and Discovery Time (Prep). All levels planned and implemented personalised inquiries in Term 2. This process was evaluated and refined to improve practice for Term 3. ITime/ Discovery Time was again enacted in Term 3 & 4.

Continued investment in 1:1 iPad program for students enables student engagement

in learning. Towards Transformation Professional learning for a team of teaching staff and students to

work with Phill Cristofaro (Apple educator) to build capacity, in the area and use of technology to further engage and build student agency in the learning

Implementation of the ‘Essential Assessment’ online program for Mathematics to enable a consistent way of data collection about students, as well as show student progression with pre and post assessments.

All English and Mathematics Assessment data is located in folders in Google Team Drive,

and shared with all teachers/ leaders.



Student Wellbeing

Goal

Continuing to build and sustain a learning environment that develops

a strong sense of connectedness and belonging for students, staff and

the school community based on Gospel values of respect and compassion.

Intended Outcomes

To improve student relationships with peers and staff.

To improve relationships within the school community.

Achievements

VALUE ADDED Continuation with the ‘I Got Caught’ strategy of promoting positive behaviours, particularly

on the yard.

Continued use of Circle Time: refining understanding by identifying circles that are planned and responsive with students and staff.

Continued employment of a fully qualified psychologist for two days of the week, to cater

for the mental health and wellbeing of our students.

Maintained and sustained Peer Mediation Program giving students greater voice, connectedness and responsibility and action through the gospel values of respect and compassion.

Continued the Prep Play and Buddies Program in an effort to build student

connectedness and belonging.

Continued Student Leadership opportunities through the Student Representative Council, the Social Justice Group, House Captains and House Vice-Captains and School Captains and School Vice-Captains.

Community Wellbeing Team regularly meet to enable goals and intended outcomes to

be achieved through actions to promote wellbeing.

Continued development of the Education Intervention Team to discuss all elements of student learning, development and wellbeing.

During Planning for Learning and Teaching, the Learning Assets and SEL competencies

are discussed and included as non-negotiables.

Student Wellbeing Leader facilitates planning for learning and teaching with a social and emotional lens.



School community events such as: St B’s got talent, Book Week Day /Parade, Social Justice fundraisers, St Bernadette’s Feast Day and Sports Day, Whole school ‘Lap-a-thon’, Movie Night and Family Night, which provided opportunities for a sense fun, belonging, relationship building, and connectedness for all.

Professional Learning whole staff, based on the Berry Street Educational Model and whole school agreements on its application

Promoting peer relationships through the Year 6 Transition Days with St Paul’s and St Peter’s Primary Schools.

Continued implementation of the St Bernadette’s Child Safe Policy, St Bernadette’s Code

of Conduct, St Bernadette’s Child Safe Reporting Obligations and enacting of the standards from Ministerial Paper 870.

Continued to embed the practice of Meditation Time to promote and improve student

mindfulness and wellbeing.

Social and Emotional Learning updates published in the school monthly newsletter, to communicate and highlight the significance of this in student learning and teaching, actions and interactions.

Ongoing education of staff on the Reportable Conduct Scheme.

The Community Wellbeing Core team established a goal and created resources to

support staff in the implementation of Berry St Brain breaks in order to improve the positive culture within learning spaces

Continuation of the School Camp program to help build relationships and

connectedness between students and staff.

Implementation of the Principal lunches with students to maintain and strengthen relationships and connectedness

Incorporated house points as rewards to increase positive behaviour and culture

Continued to build teacher capacity in implementing effective SEL strategies in the

school through facilitated planning and unpacking key resources

Levelled incursions strengthening Social and Emotional Learning strategies for resilience in students

Implementation of whole school incursion facilitated by Values for Life related to Inquiry

learning/ SEL with a focus on bullying to foster a culture of safety and standing up for the vulnerable

Students engaged in a cross-age learning activity and composed pledges against

bullying. Students and teachers gathered in a short service and pledges were displayed in the school playground to visibly represent our whole school approach.

Whole school use of SEL language and strategies, e.g. STOP, THINK, DO, Circle Time, Meditation, escalation and de-escalation, present, centred and grounded.



Morning meetings were introduced and implemented school wide in order to increase positive interactions and build relationships within the school

Professional reading for parents provided in the school newsletter, in relation to parenting

by psychologist Michael Grose.

Students in Yr 1-6 completing the ACER- Social and Emotional Wellbeing survey. Teachers using this data to plan SEL lessons and address the needs of their students. This is now a part of our yearly assessment schedule.

Continuation of work done by the school Chaplain who supports families and students.

The Seasons program facilitated by the School Chaplain, helping students deal with change and grief. Also giving these students an opportunity to form relationships across year levels with students experiencing similar hardships.

‘Shine for Kids’ engaged for one hour a week for students who have parents in prison for

educational and emotional support

Education Intervention Support Teacher to assist teachers with the social and emotional learning of their students.

Weekly student led class assemblies promoting student voice, leadership and

connectedness.

STB News- a student driven audio-visual program promoting school community connectedness within the school community via class TV and FlexiBuzz.

‘Day for Daniel’ learning- reinforcing the Child Safety learning we have done this year and

encouraging students to - ‘React, Respond, Report’

Cross- age learning opportunities - such as, Yr 5/6 students supporting Yr 1/2 as researchers with iTime.

STUDENT SATISFACTION

Our “Student Wellbeing” aggregate from the Insight SRC data, shows growth in 2014 to 2015.

However, in 2016 and 2017 a decline was evident, however in 2018 growth was evident.

2014: 79.0 2015: 83.8 2016: 82.7 2017: 74.4 2018: 76.6



STUDENT ATTENDANCE

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL

%

Y01 92.0

Y02 94.1

Y03 95.3

Y04 95.0

Y05 94.2

Y06 94.9

Overall average attendance 94.3

We have a school attendance strategy ‘Thank God You’re Here’, that rewards and acknowledges

excellent attendance. Where there are unexplained absences of more than two days the school

will contact the family to support the return to school. Where appropriate the School Chaplain

may visit the home.



Child Safe Standards

Goals and Intended Outcomes

St Bernadette’s Primary School, holds the care, safety and wellbeing of children and young people

as a central and fundamental responsibility of our school. Our commitment is drawn from an

inherent belief in the teaching and mission of the gospel.

Over the past 12 months St Bernadette’s Primary School, has furthered its commitment to

providing a safe environment or all students by actively implementing processes that establish

expectations and accountabilities for people working with our students. The continued application

of student well-being programs has encouraged the students to engage in conversations about

their welfare and safety. These Child Safety initiatives have formed the foundation for a staff and

volunteer ‘Code of Conduct’.

Achievements

The development of policies and commitments

St Bernadette’s School, has continued to broaden its comprehensive suite of Child Safety policies &

procedural documents to incorporate aspects relating to the following:

Working with Children Check Requirements – To reflect changes to the WWCC that came into effect in August 2017;

Organisational Duty of Care – Defining the school’s statutory ‘duty of care’ to take all ‘reasonable precautions’ to protect students and young people under their care;

Reportable Conduct Scheme – Outlining how the school responds to allegations of child abuse and child-related misconduct by employees & volunteers;

School Attendance Guidelines – Defining the school process for monitoring student attendance and strategies to be implemented where their safety or welfare is of concern.

Review of Child Safety risks - Risk assessments reviewed and altered

Compliance Register reviewed, updated and maintained



» Training and awareness raising strategies

All St Bernadette’s staff members participate in regular briefings and training to ensure the school’s legislative obligations and the school’s Child Safety Strategy remains front of mind. Staff members have participated in a variety of training initiatives including:

On-line Mandatory Reporting Modules (Annually);

Protect – Responding to Suspected Student Sexual Offending;

The School’s Child Safety Policy & Code of Conduct (Annually);

Reportable Conduct Scheme Requirements;

Organisational Duty of Care;

Martin Tenant from Safesmart facilitated staff meetings covering - risk management and absentees: including Unexplained Absence Policy

New staff inductions - including going through the Child safe documents (policy, obligations and code)

Professional Learning on the implementation of Child Safe Standard 7 and ways to effectively teach children about abuse and their safety.

To achieve this the school ensures that the following Human Resource processes have a child

safety focus:

Position advertisements

Position descriptions

Referee Checks

Key Performance Indicators have a Child Safety focus

Victorian Institute of Teaching Registration (VIT)

Working with Children Checks & National Criminal Record Checks

» Consultation with the community

St Bernadette’s School has continued to actively engage the school community in all aspects of

Child Safety. Briefing sessions have been held with members of the school community to further

disseminate requirements of Child Safety Standards, the school’s Code of Conduct and its

expectations of those who intend to participate in ‘Child Connected Work’.

The school’s Child Safety Strategy is communicated to new members of the school community at

enrolment, with ongoing briefings facilitated via the school newsletter and website.



Continued meetings with parent helpers - discussing child safe requirements- reporting concerns, code of conduct, WWCC and privacy and confidentiality in the learning space.

» Human Resources Practices

St Bernadette’s School continues to implement Human Administrative & Human Resource practices

to ensure its recruitment & performance management processes not only identify the most suitable

candidates to undertake ‘Child Connected Work’, but fosters continual improvement in Child Safety

practices.

St Bernadette’s School maintains detailed records to support the screening and ongoing supervision

of any individual required to undertake ‘Child Connected Work’.

Further actions taken to promote Child Safety are;

Year 6 student leaders co-writing the Student Code of Conduct and the Student version of the Child Safe Policy- promoting student voice, abuse education and awareness.

Year 6 student leaders supporting the unpacking of the Student Code of Conduct and the Student version of the Child Safe Policy with the other year levels - building relationships across levels and promoting student voice.

‘Day for Daniel’ learning- reinforcing the Child Safety learning we have done this year and encouraging students to- ‘React, Respond, Report

St Bernadette’s National Day of action against bullying and violence. All students wrote a pledge to stand against bullying and violence in our school. These were displayed in the school yard.

Student focus groups- gaining data on the wellbeing and feelings of safety within the school and with school staff.

Social and Emotional Wellbeing survey (ACER) completed by Year 1-6 to gain more information/data on the perceived safety and wellbeing of the students and to measure growth throughout the school and analyse school trends.



Leadership & Management

Goal

Building a school culture that is motivated by a shared vision and commitment

to wellbeing and learning, based on quality teaching, engaged learning and

Gospel values.

Intended Outcomes

To develop strong leadership empowering staff and students to lead their learning.

To improve staff engagement and Teaching Climate.

Achievements

Leaders, Teachers, Learning Support Officers and Education Support Staff meet with key leaders to discuss goals and strategies to achieve success, building strong leadership, empowering staff to lead their learning, building leadership, pedagogical capacity and skills through a Performance and Development Culture for all.

Used AITSL as a tool to audit professional capacity and setting goals relevant to individual professional growth from audit, through an Individual Professional Plan (IPP).

Facilitated professional learning enabling staff to share professional goal, learning

accomplishments and seek feedback. All staff set a ‘culture’ goal building shared responsibility and ownership for school culture, which

are around the ways we work together as professionals. Continued structure of Core Teams enabling voice, clear communication, capacity building,

teamwork, collaboration and reciprocal feedback and conversations about learning and teaching, from leaders to educators and from educators to leaders, building teamwork at every level.

Core teams participate in professional learning together to build collective leadership and responsibility e.g. Mathematics Leaders and Core Team attended the ACU 4th National Conference for School Leaders in Primary Mathematics.

Staff Conference facilitated by Jayne Louise Collins and attended by all staff titled “Head, Heart and Hands: What is it to be a learner in our faith community?”, focused on leading our learning as professionals in a contemporary learning community.

Development and ownership of Charters for Professional learning by staff.

Review of these charters to determine what is working well and what might be even better if. Unpacking of the “Horizons of Hope” Vision and Context, to enable staff to understand their roles

as teachers in a Catholic school.



Reviewed AAP for 2017 with staff, and as a part of the Review process used this to set direct for 2018.

Staff Conference facilitated by Jayne Louise Collins and attended by all staff titled “Head, Heart

and Hands: What is it to be a learner in our faith community?”, a focus on leading our learning as professionals in a contemporary learning community. Jayne-Louise Collins from Ed Partnerships facilitated this process, stemming from our data analysis of the ‘Insight SRC’ and goals set to “...empower staff and students to lead our learning”. This enabled greater self-efficacy to build capacity individually, as well as enhancing the professional learning culture at St Bernadette’s School for all staff.

Yvonne Willich worked with leaders to deepen their Individual Professional Plan goals to include a goal to strengthen an area of leadership and a goal to build an area of leadership.

Use of the co-teacher as Leader structure and Core Teams to continue to build teamwork at every level as well as building pedagogical practices through modelling, leading planning for learning and teaching and working along teachers in their spaces, strengthening shared responsibility and ownership of student learning.

Book Study with Leaders: ‘Pope Francis and Why He Leads The Way He Leads’ by Chris Lowney:

to explore faith leadership and what this looks like for us in our own context. As a process we explored and utilized the National School Improvement Tool (NSIT) to audit our

School Improvement Plan 2014 - 2018 in preparation for the School Review. As a school community we acknowledged our commendation, affirmations and recommendations. The recommendations were seen as opportunities for the setting of the direction for our School Improvement Agenda for 2019 - 2022 and our Annual Action Plan, 2019.

VIT- Learning and Teaching Leader mentored graduate teacher. Graduate teacher attending Catholic Education Western Regional Office professional learning graduate program.

2018 Capital Building Project- renovation of facilities that have been designed as flexible contemporary learning spaces to enhance learning opportunities.

Arts Core Team - Viewed a number of school productions with view to School Production 2020 -

St Paul’s ‘The Wiz’, St Albans -’Seussical’, Learning Time for team to analyse, strengthen and build leadership capacity.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2018

A major focus for professional learning was building teacher and leadership capacity. This

was evident in the engagement of consultants to lead the learning particularly in the areas

of Inquiry and learning. We commissioned the services of Jayne Louise Collins to build

teacher capacity to lead their learning, enhancing and valuing their development and craft

as a teacher and learner to subsequently improve student learning and teaching outcomes.

Providing opportunities for leaders to build their expertise in their domain area, through

external professional learning has seen significant benefits to the school community

throughout particularly in NAPLAN data and the School Improvement Plan data.

All staff have engaged in the Berry Street Educational Model of professional learning. This

professional learning supports all students and staff with strategies relevant to behaviour and

wellbeing and especially engages the most vulnerable or disadvantaged students so they

can achieve their personal and social potential through educational achievement. We

have continued to develop a contemporary learning culture led by school leaders and

focussing on coaching conversations, mentoring and collegial feedback

Professional Learning Undertaken using External facilitators

Berry Street Educational Model

Towards Transformation: Apple

Educational Partnerships: Jayne Louise Collins: “How do we lead our learning?”

Kath Murdoch; Inquiry Learning

NUMBER OF TEACHERS WHO PARTICIPATED IN PL in 2018 30

AVERAGE EXPENDITURE PER TEACHER FOR PL $1760



TEACHER SATISFACTION

The Teaching Climate Index was set at 75.5 for 2018 and in the 2017 year, we exceeded it

and reached 86.5, we continued to observe this increase in 2018, with a 91.2 index. An

increase from the 2017 index of 5 points. Improvements made were in the areas of

supportive leadership, teamwork, empowerment, curriculum processes, quality teaching,

engaging practice, parent partnership, respect for students, student motivation, and student

behaviour. In 2016, curriculum processes were an area for future improvement, in 2017 this

grew by 12% points, this continued to grow in 2018 by a further 6% points. An achievement

celebrated by all staff.

The Organisational Climate Index continued to demonstrate an upward movement. This is

demonstrated here:

2014: 71.5

2015: 72.6

2016: 76.2, displaying an upward growth and exceeding our target of 74.8

2017: 76.6

2018: 77.2

All four pillars, clarity, empathy, engagement and learning displaying greater alignment.



School Community

Goals

Embed family, school and community partnerships to engage families in

their children’s learning.

Intended Outcome

To improve student wellbeing and learning through enhanced partnerships with families.

Achievements

Monthly and Level Newsletters sent home to inform families of the learning and teaching, as

well as special events within the learning spaces and school community.

Staff committing to and using the app ‘FlexiBuzz’ to enhance learning at home, by posting

learning in real time, enabling families to continue the learning conversations at home.

Continued the use of the St Bernadette’s school website to continue to develop clear lines

of communication, easy access to information, in an endeavour to foster relationships and

provide opportunities for current families and prospective families to gain an understanding

of the St Bernadette’s School community and all it has to offer.

Collaborated with the Sunshine Schools, St Paul’s and St Peter’s to continue the

implementation of the Cluster Plan and ran professional learning through school-based PLTs

with a focus on Parent Knowledge.

The Sunshine Cluster Advisory Group engaged with Deakin University to undertake a

research project to explore the effectiveness of leadership structures and social media to

engage families in their children’s learning.

Facilitated a whole school ‘Learning at Home’ activity during National Family Week to

celebrate the vital role that families play in Australian society and encourage families to

learn together.

Formalised conversations with families undertaken throughout the school year with a focus

on building relationships and partnering in student learning, for example, the Meet n Greet

in Term 1 and Learning Conversations in Term 2 and 4.

Interpreters provided for families when required for all family information nights, parent

information sessions, learning conversations or PSGs.

Weekly assemblies hosted by students and student learning shared with the school

community, where all families are invited to attend.



A weekly Tuesday Tea Time established where all families invited to a weekly social event

held in the school Garvey Lounge.

Continued monthly meetings with the Parent in Partnership (PiP) group and Principal to

promote connectedness through celebrations, events and gatherings and to maintain and

grow the community.

Principal’s Bookclub facilitated monthly by the Principal, to engage preschool children and

their families in the school community prior to the beginning of school, enabling

conversations and relationship building with families.

Continued subscription with Parenting Ideas website, articles were made available to

families in the Monthly whole school newsletter, enabling access to current and relevant

research about promoting children’s wellbeing.

New staff members of the St Bernadette’s community attended an additional day of PD

with Dr Debbie Pushor, to help tune them into the school’s practice of Family Engagement

and the purpose of this.

Prep Teachers attended a transition to school meeting that enabled them to enhance the

transition of new students into the St Bernadette’s School community.

The school offered a Prep Transition program for new prep 2019 students and their families

to build relationships with new families, clarify expectations around the beginning of the

school year and the learning and teaching that will begin in the new year.

Parent in Partnership (PiP) group organised and ran a Family Night, and the school

empowered parents to lead this event.

Year 6 teachers collaborated with peers from St Paul’s and St Peter’s to plan a transition

program for children and their families, to support their wellbeing and learning potential

during their move to secondary school.



PARENT SATISFACTION

Parent feedback and data continues to indicate improvements and increased confidence in the

direction of this school community. The “Community Engagement” aggregate fell in 2018 by 7%

points. As a school community we think the decline could be the result of the school building

project which has impacted on the amount of school events engaged in, and thus having a flow

on effect on the of building community and connectedness.

2015: 83.8

2016: 82.7

2017: 86.6

2018: 79.7

Parents indicated improvements in Learning focus, Behaviour Management, Stimulating Learning,

Connectedness to School, Social Skills, and Connectedness to Peers.



Future Directions

As we move toward the 2019 school year, we have much to look forward to. The school review

process communicated recommendations for the future at St Bernadette’s. These

recommendations were analysed by the leadership team and staff and used to construct a School

Improvement Agenda for the 2019-2022 years.

Our School Improvement Agenda is overarched by the Horizons of Hope, Pedagogy in a Catholic

School document (Catholic Education), our school vision, values and design principles. An inquiry

question: “How do we build the capacity of all learners to engage with data and evidence to

strengthen student achievement and progress, fostering learning for all?”, is central to responding

to our 4 sharp and narrow focus areas of Deep Learning and Powerful Teaching, Curriculum Design,

Differentiation for All, and Evidence Informed. The five spheres of Catholic Identity, Learning and

Teaching, Student Wellbeing, Leadership and Community Engagement, communicate our

aspirations for the next four years, with goals set to support the achievement of these.

Our aspirations over the next four years are:

Catholic Identity: Our words and actions reflect the lived Catholic faith, history and traditions.

Learning and Teaching: Every learner is known in all aspects of their learning, their interest and

talents. Learners experience success and are supported with high expectations.

Student Wellbeing: All students demonstrate a growth mindset where they are empowered to take

ownership and responsibility for their learning and their relationships.

Leadership: A learning community that values trust and feedback and celebrates collegiality,

collaboration and learning to grow and improve outcomes.

Community Engagement: Teachers, families and community member partnering to enhance

student outcomes in learning and wellbeing.

We are excited about the future together for learning and living in this faith community. We

recognise the learning journey we are on together. While we celebrate and acknowledge what we

have achieved, we recognise the challenges and priorities for the future.

Our vision will continue to honour and celebrate what has been established yet build a future of

promise and opportunity for all its members. It will continue to value the gifts, contributions and

uniqueness of each individual- the student, the parent, the staff, the parishioner. It will embrace the

richness and diversity of St Bernadette’s community, embedded in our Catholic identity, in the

learning and teaching through God’s love, mercy, peace and hope.



School Performance Data Summary

E1195 St Bernadette's School, Sunshine North

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2016

%

2017

%

2016 - 2017

Changes

%

2018

%

2017 - 2018

Changes

%

YR 03 Grammar &

Punctuation

93.9 98.0 4.1 96.1 -1.9

YR 03 Numeracy 98.0 100.0 2.0 98.0 -2.0

YR 03 Reading 98.0 98.0 0.0 98.0 0.0

YR 03 Spelling 93.9 100.0 6.1 100.0 0.0

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar &

Punctuation

98.0 97.9 -0.1 98.0 0.1

YR 05 Numeracy 98.0 100.0 2.0 98.0 -2.0

YR 05 Reading 95.9 100.0 4.1 100.0 0.0

YR 05 Spelling 100.0 97.9 -2.1 100.0 2.1

YR 05 Writing 100.0 97.9 -2.1 100.0 2.1



TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 92.0%

STAFF RETENTION RATE

Staff Retention Rate 86.7%

TEACHER QUALIFICATIONS

Doctorate 0.0%

Masters 25.9%

Graduate 29.6%

Graduate Certificate 18.5%

Bachelor Degree 70.4%

Advanced Diploma 44.4%

No Qualifications Listed 0.0%



STAFF COMPOSITION

Principal Class (Headcount) 2

Teaching Staff (Headcount)

34

Non-Teaching Staff (Headcount)

18

Non-Teaching Staff (FTE)

13.1

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/

new annual report to the school community · 2020. 4. 17. · st bernadette’s primary school,...

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