smd annual report primary 2018 - irp-cdn.multiscreensite.com...excellence, nurture and community, 3...

ANNUAL REPORT TO THE SCHOOL COMMUNITY

1

St Michael’s Catholic Primary School DAYLESFORD

2

2018

REGISTERED SCHOOL NUMBER: 715

St Michael’s Catholic Primary School Daylesford

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

ContactDetails.....................................................................................................................................................2

MinimumStandardsAttestation..........................................................................................................................2

OurSchoolVision.................................................................................................................................................3

SchoolOverview..................................................................................................................................................4

Principal’sReport.................................................................................................................................................5

CatholicSchoolCulture........................................................................................................................................6

CommunityEngagement......................................................................................................................................7

LeadershipandStewardship................................................................................................................................9

LearningandTeaching.......................................................................................................................................11

Wellbeing............................................................................................................................................................9

ChildSafeStandards..........................................................................................................................................16

SchoolPerformanceDataSummary...................................................................................................................17



Contact Details

ADDRESS 29 Smith St Daylesford VIC 3460

PRINCIPAL Mr Ethan Corfee

PARISH PRIEST/ GOVERNING AUTHORITY Fr Gary Jones

SCHOOL ADVISORY COUNCIL or BOARD CHAIR

Mrs Jacqui Righetti

TELEPHONE (03) 5348 1261

EMAIL [email protected]

WEBSITE www.smdaylesford.com.au

E NUMBER 2076

Minimum Standards Attestation

I, Ethan Corfee, attest that St Michael’s Primary 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)

May 6th 2019



Our School Vision

St. Michael’s School, Daylesford

Vision Statement

Excellence, Nurture, Community

St. Michael's Catholic School is a welcoming and inclusive educational community based on the teachings of Jesus. We challenge and support

children to achieve their potential in a safe and nurturing learning environment.

Mission Statement

As a faith inspired community of learners we are committed to:

• creatinganenvironmentwhichistruetoGospelvaluesandpromotesCatholicIdentity;

• implementingacomprehensiveandstimulatingcurriculumwhichengageschildrenwiththeirlearningandrespondstotheirindividualneeds;

• fosteringpositiveandrespectfulrelationshipsamongstallmembersoftheschoolcommunity;

• providingachildsafeenvironmentwherechildrenaretreatedwithrespectandkindness.



School Overview

St Michael’s is a Catholic school with a great community spirit offering a contemporaryapproachtolearningandteaching,ashighlightedinourphilosophy,andaspiringmethodology,ofpedagogy,curriculumandassessment.Theschoolservesa largegeographicalareacentredonDaylesfordandHepburnSpringsbutdrawingenrolments fromthesurroundingtownsandfarms.Forover120yearsSt.Michael’shasservedthe localcommunity, fromitsSwiss Italianfarming/sawmillingbeginningstoitscurrentpositionasapremiertouristdestination. The school commenced in 1892when thePresentation Sisters openedHolyCrossCollege astheirsecondestablishment inVictoria. In1955anewSt.Michael’swasbuiltontheoppositesideofDalyStreetonwhatwasknownasthePolicePaddock.Theschoolremainedthereuntil1980atwhich time itmovedback to theHolyCross siteafter theParishhadpurchasedandconvertedHolyCrosstoaprimaryschool. The years 1992 to 1994 saw further developments in the school’s history with land beingpurchasedinSmithStreetandthepresentStMichael’sschoolbuildingopenedin1994forthestartoftheacademicyear.Theschooliswellresourcedandequippedandisintheprocessofplanningforfinalrefurbishment,stage2,followingthecompletionofstage1in2018andthenewmulti-purposefacility,whichwascompletedin2010. St Michael's Primary School, Daylesford, is a community that advocates and aspires toexcellence, nurture and community, 3 pillars identified from our vision statement. We areendeavouringtocreateanagilelearningcommunity,reflectiveofthecomplexworldweliveinandcontemporaryinitsapproachtofosteringactiveglobalcitizens.StMichael'siscommittedtoquality teachingand learningwithabelief that thepartnershipbetweenparentsandstaffimprovesthe learningoutcomesforeachchild.Teachersare involved inongoingprofessionaldevelopmentinneuroscienceandthefunctionsofthebrain,tobetterunderstandthescienceoflearning.Highqualityteachingstrategiesareimplementedinthiscontext.Specialistclassesinclude Italian, Visual and Performing Arts, Music and Physical Education with stronginterventionsupportprogramsincludingReadingRecovery.StMichael'shasmodernbuildingsandfacilitiesandup-to-datetechnology,while theschoolboastsa largeovalarea,basketballand netball courts and a shaded playground area and sandpit. Our low family fee structuremakes quality values based education affordable for all. St Michael's is located in beautifulsurroundsofDaylesfordintheHepburnShire. Thefriendlyschoolcommunitycomprisesfamiliesfromdifferentsocio-economicbackgrounds,religiousbeliefs,spiritualtiesandfamilystructures.Whilstthereisacohortof‘traditional’Catholicfamiliestheschoolcontainsfamilieswithmanystructuresandvariedbeliefs–areflectionofthediverseDaylesfordcommunityitself.



Principal’s Report

The 2018 school year included significant change, and a number of celebratory moments and achievements, which deserve particular mention. The most significant change was the completion of stage 1 of our master plan school refurbishment. After largely operating in makeshift spaces for semester 1, we moved into our new spaces at the beginning of semester 2. Stage 1 included moving the reception to the front of the school building, 2 new meeting rooms, refurbished reception and finance office, sick bay, staff resources and lounge, and new learning spaces for our Discovery class. In August we celebrated the official opening with Bishop Paul Bird and the local minister in attendance. As a teaching staff, we continued on our journey of reflection into learning and how we can create an effective learning organization, which focuses on learning for all. We participated in 3 closure days, in partnership with St James Sebastopol, to engage Prof Jared Cooney Horvath to facilitate sessions on the science of learning, with a focus on the functions of the brain. Both schools were able to give teachers the opportunity to spend time in each others’ schools throughout the year to enhance this partnership and continue the dialogue around the science of learning. We continued to use our 3 pillars; excellence, nurture and community as touchstones for our day to day operations, which helped initiate our thinking and discussions. We had our biannual School performance, which took on the theme of ‘change’, at the end of Term 3. It was an opportunity for students to display their performing arts skills and talents, as well as providing an important parent engagement/social activity. Our biannual fete was also a huge success, both in the context of community engagement, and also fundraising for our school. This year we will welcomed Jennifer Townsend, a counselor from Centacare who has previously worked there in family services, to join our staff team providing support and guidance to students, staff and our parent community. I am particularly grateful to the Parents’ Association and the School Advisory Council for the work they do in ensuring the successful operation of our school. The PA raises an enormous amount of money each year and more importantly contributes invaluably to building the St. Michael’s school community. The wisdom and good counsel of the SAC provides much needed advice to myself and Fr Gary as we exercise our leadership of the school. Thank you to our wonderful staff who always show enormous dedication to the students, no matter what their role. The St. Michael’s school staff is a highly professional and talented group who work extremely cooperatively together in the pursuit of excellence. In the spirit of ‘It takes a village to raise a child’ each staff member willingly takes responsibility for ensuring that each and every child is cared for, educated and nurtured so that they may reach their potential Fr Gary has continued to be a wonderful support to me and the school and I thank him for his commitment and interest as Canonical Administrator of St. Michael’s. His presence, advice and encouragement is always of enormous benefit. Ethan Corfee Principal



Catholic School Culture

Goals & Intended Outcomes ExploreeffectivepedagogyfortheteachingofRE

● Initiate greater diversity of prayer formats and structures. ● Strengthen understandings of what it is to be a “recontextualising” school. ● Ensure social justice is taught in line with Catholic social teachings.

Achievements • Staff engaged in professional learning facilitated by CEO personnel around the Awakenings

curriculum and how to engage students with their own real life context. • The principal attended a 3 week course in Leuven, Belgium, attending KU Leuven as part of

an ECSI study tour. • Teachers implemented a planned yearly sequence of Religious Education units with an

emphasis on using the Composite Model to examine scripture effectively in the classroom. • St. Michael’s assumed responsibility for conducting the Sacramental Program. The Program

is parent run, school conducted and parish supported with Reconciliation, Confirmation and Eucharist available for grade 4 students. Grade 6 students also revisited the sacrament of Reconciliation.

• We continued our support of Catholic Mission by promoting and participating in Caritas fundraising during Lent, as well as October Mission month by holding a crazy sock day.

• All classes participated in at least one Parish weekday Mass each term, quite often several. • The whole school participated in the celebration of the Eucharist for the Opening of the

School Year, Ash Wednesday, Feast of the Assumption and the Close of the School Year. • A special liturgy was held to celebrate the important events of Holy Week and Easter. • We reviewed our iconography, driven in part, by the new school refurbishments.

VALUE ADDED

• St. Michael’s is a Catholic school which actively promotes the traditions and practices of the Catholic Church.

• The school strives to be demonstrably Catholic through the provision of a structured Religious Education program, celebrating regular school Masses and liturgies and participation in the life of St. Peter’s Parish. Jesus Christ is our model for how we act as individuals and the teachings of the Church are central to our school Vision and Mission.

• The Ballarat Diocese Religious Education Program, Awakenings, continues to be implemented in the school. Religious Education is a lifelong process to which Catholic schooling contributes.

• The school celebrates a whole school mass to begin and conclude each term throughout the year.

• The school celebrated Mothers’ Day and Fathers’ Day with whole school liturgies which were very well attended by families.



Community Engagement

Goals & Intended Outcomes Activelyseekwaystoenhancestudentlearningandwellbeingbypartneringwithfamilies.

• Seek valid opportunities to engage parents in their child’s learning.

Achievements • The school performance at the Daylesford Town Hall attracted a large audience of parents

and friends who expressed delight with the talents of the children. • 3 way chats were held during term 1 and term 3 to promote good communication between

home and school and to provide information about student progress. • Our end of year ’Presentation Assembly’ (which followed our Closing Year Whole School

Mass, consistently draws a very large crowd as we see off our departing students and families and acknowledge the work of many throughout the year.

• Parent helpers were welcomed across the school and were of great help in supporting class programs.

• Families were very supportive of a number of events across the school most notably our bi annual fete which was an outstanding success. Our working bee was another occasion drawing large numbers to the school to help out.

• The PA were active in both promoting our school in the broader community, and also supporting school based initiatives such as open days, by supplying morning teas.

• The celebrations of Mother’s Day, Father’s Day, Swiss Italian Festival, ANZAC Day to name a few attracted large numbers of families strengthening the relationship between school and home and building on our community engagement.

• Regular school newsletters keep the school, parish and wider community informed as to school happenings.

• The Parents’ Association and School Advisory Council continue to provide leadership across many areas of school life.

• The annual Book Fair was held in the library and all monies raised went towards purchasing new resources for the library.

• The school ‘Casserole Bank’ which is provided by parents is an invaluable support to families in times of need.

• The annual ‘Pool Night’ is a pleasant way to begin the year in a relaxed social setting for all families.

PARENT SATISFACTION

During 2018 (our most recent Insight SRC data), staff, students and parents completed the Insight SRC School Improvement Survey. There are three aggregate indicators that can be used to provide a high level picture of a school’s effectiveness. These indicators measure the different aspects of a school’s functioning. • The Organisational Climate aggregate indicator for 2018 was 62, a decrease on the 2015

score of 77.4. • The Community Engagement aggregate indicator for 2018 was 82.99, an increase on the

2015 score of 72.90.



When compared to all other Victorian Primary schools the Insight SRC Survey indicates that parents scored St. Michael’s in the middle 50% of Victorian schools on the indicators for Community Engagement, Learning Opportunity, Staff Engagement, Student Engagement and Peer Relations. Parents scored St. Michael’s in the top 25% of Victorian schools for the area of Student Behaviour. The following activities would strongly suggest there is a high level of satisfaction among staff, parents and students on the operation of the school: • involvement in the parish sacramental program • attendance at school liturgies • regular and productive School Board meetings • support for the Parents Association • excellent support for the biennial Arts night • excellent attendance and engagement in parent teacher interviews • regular parent attendance at school assemblies and special celebrations • willingness of parents to openly discuss issues with the principal and staff



Leadership & Stewardship

Goals & Intended Outcomes Live our visionary pillars: “Excellence, Nurture, Community”

● Define leadership functions required to live the pillars. ● Develop mechanisms to track progress and celebrate success through the use of personal

Professional Learning Plans.

Achievements • Ensured regular opportunities for teachers to plan together to examine and interpret student

data. • Staff Professional Learning Team meeting schedule was devised for each term in order to

address the various curriculum and school operational priorities. Priorities included Child Safety, Literacy, Numeracy, Special Needs, Health and Wellbeing, Curriculum Documentation, Scope and Sequence.

• Staff spent time at staff meetings reviewing the implementation of the school’s Annual Action Plan, which helped to ensure that in the busyness of school life that our priorities were being addressed and met.

• The SIMON reporting package continues to be used by staff to complete student achievement reports at the end of term 2 and 4. Teachers find this program very accessible and for the first time SIMON was used to complete Religious Education reports.

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2018

• Science of Learning • School visits • Primary Principals Professional Learning Program • Awakenings Religious Education curriculum • Literacy and Numeracy practice • Oral Language Supporting Early Literacy • Information and Communication Technology • Leadership • Victorian Curriculum • Catholic Identity • Catholic Social teaching • Mandatory Reporting • Special Education • Autism Spectrum Disorder • Disability Discrimination Act • Curriculum Documentation • Reading Recovery • Languages • Individual Learning Programs



• SIMON Student Information Management System

NUMBER OF TEACHERS WHO PARTICIPATED IN PL in 2018 7

AVERAGE EXPENDITURE PER TEACHER FOR PL $3400

TEACHER SATISFACTION

During 2018 (our most recent Insight SRC data), staff, students and parents completed the Insight SRC School Improvement Survey. There are aggregate indicators that can be used to provide a high level picture of a school’s effectiveness. These indicators measure the different aspects of a school’s functioning. • The Organisational Climate aggregate indicator for 2018 was 62, a decrease on the

2015 score of 77.4. • The Teaching Climate aggregate indicator for 2018 was 76.39, a slight decrease on

the 2015 result of 81.50.

When compared to all other Victorian Primary schools the Insight SRC Survey indicates that teachers scored St. Michael’s in the middle 50% of Victorian schools on the indicators for Staff Wellbeing (2 components), Empathy, Clarity, Engagement, Learning, Outcomes, Team Based Practices, Improvement Focus and Teaching and Learning. Teachers scored St. Michael’s in the top 25% of Victorian schools for the area of Student Behaviour. Teachers scored St. Michael’s in the bottom 25% of Victorian schools in the Individual Morale and Individual Distress components of Staff Wellbeing.



Learning & Teaching

Goals & Intended Outcomes Build teacher capabilities to engage students in purposeful learning. ● Engage in the study of neuroscience to better understand the functions of the brain and the

science of learning. ● Improve curriculum mapping assisting transition through all levels with a focus on writing. ● Review assessment practices.

Achievements • Staff used our newly developed curriculum templates to document their implementation of

the Victorian Curriculum. • A guaranteed and viable curriculum was created by teachers to enable a Bump It Up Wall to

be implemented where students could track their learning in writing. • Teachers implemented the St. Michael’s Inquiry Learning Scope and Sequence cycle

modified to accommodate the change from AusVels to the Victorian Curriculum. Towards the end of the year a new Cycle of Units was developed to better reflect the Victorian Curriculum and to cater better for our school structure.

• Scope and Sequence documentation for English and Mathematics was completed early in the year and work has begun on developing a refined Scope and Sequence for other curriculum areas. This work will continue into 2019 as staff build a picture of essential learnings for the St. Michael’s students.

• A further refinement of the school Assessment schedule saw the introduction of the Single Word Spelling Test which was used to help with the analysis of children’s spelling.

• Having implemented OLSEL (Oral Language Supporting Early Literacy) during 2014, the school continued to implement this approach to literacy learning and continued to access professional development in this area.

• Literacy and Numeracy tests were conducted at the beginning and end of the year to inform teacher planning and to assess student progress.

Value Added

• All grade 3 & 5 children sat the NAPLAN national tests as required by government and system authorities.

• Our whole school Performing Arts night included each class producing pieces and was a real celebration of our children’s talents.

• Our own school athletics sports were conducted in term 1 and the Goldfields Cluster Athletics which was held early in term 2 resulted in St. Michael’s were the winning school.

• Grade 4 - 6 students participated in the Goldfields Cross Country Championships with several progressing to Divisional level.

• Students participated in a 6 lesson swimming program at Kyneton Sports & Aquatic Centre.

• Teachers put a lot of time into completing reports ensuring they are reflective of each child’s achievements and progress. Student Progress Reports were completed at the end of term 2 and term 4 together with Student Learning Journals and Digital Portfolios.

• A very successful school camp for grade 3 – 6 was held at Sovereign Hill Camp, enabling students to experience an environment reflective of the 1850s.



• Parent - teacher meetings were conducted at the beginning of term 1 and term 3. • The Languages program through which Italian is taught is well received by students and

parents.



Wellbeing

Goals & Intended Outcomes

Actively engage with staff and students’ EQ to support self and collective efficacy. ● Survey students’ school experiences as feedback for staff. ● Increase focus of non cognitive factors in learning environments. ● Build greater engagement of students in self and peer assessment. ● Deepen and expand student, staff and parent understanding of ‘growth mindset’. ● Integrate mindfulness for all students and staff. ● All staff engage in positive feedback with each other in recognition of efforts and

achievements.

Achievements • The introduction of new Victorian Child Safe Ministerial Requirements in 2016 necessitated

a large amount of work to continue to ensure that the school was compliant with the new legislation.

• Reading Recovery, Multi-Lit and Speech intervention programs were implemented to try to meet the learning needs of targeted students. The aim of these programs is to enable students to develop self sustaining strategies for their learning.

• Various supervision and operational procedures were revised and modified to better ensure the wellbeing and safety of all students.

• Seven of our students were deemed eligible for special needs funding which provided for the employment of Learning Support Officers as well as extra teacher time to work with individuals and small groups..

• Staff professional development saw staff undergoing training around Autism Spectrum Disorder and the Disability Discrimination Act as well as CPR and Anaphylaxis training.

• The Parent Managed Headlice programme was implemented during the year thanks to the generosity of parents who gave of their time to make the programme work. The results would indicate that this programme had a significant positive effect on the number of headlice outbreaks.

• Program Support Group meetings were held for all children on the integration program. Teachers developed Individual Learning Plans as part of the PSG process.

• Individual Learning Plans were developed for all children requiring intervention or specialized support regardless of whether they were funded or not.

• Student Leadership emphasised the role of grade 6 students as significant leaders in the school community and as such took a more prominent role in the conduct of assemblies and in promoting school/community initiatives such as the School Garden program and support for the Hepburn Wildlife Shelter.



VALUE ADDED • Students With Disabilities applications for children who receive system support for

disability were successfully completed for the 2018 school year. These submissions include an extensive learning program for each child.

• We also moved to the new NCCD funding model which required teachers to identify and document students receiving support at varying levels.

• The Transition Program for new Preps consisted of 3 transition sessions aimed at giving experiences of different parts of the day.

• Continuation of private music tuition available during school hours. • Grade 5 & 6 children attended a transition and secondary experience day at the

Daylesford Secondary College which they enjoyed. • School support staff have been given increased responsibility for working with the general

class enabling teachers to engage in direct instruction with targeted students. • The school camp experience for grade 3 – 6 helps to build resilience amongst the

students. • Hepburn Health Service was engaged to deliver a sexuality program to the grade 5 and 6

students. • Our Mindfulness program was run each term delivering an 8 week program to a separate

group of 8 chosen students each time.

STUDENT SATISFACTION During 2018 (our most recent Insight SRC data), staff, students and parents completed the Insight SRC School Improvement Survey. There are aggregate indicators that can be used to provide a high level picture of a school’s effectiveness. These indicators measure the different aspects of a school’s functioning. • The Student Engagement aggregate indicator for 2018 was 72.23, a decrease on the

2015 score of 77.10. When compared to all other Victorian Primary schools the Insight SRC Survey indicates that students scored St. Michael’s at the lower end of the middle 50% of Victorian schools on the indicators for Emotional Wellbeing. Students scored St. Michael’s in the middle 50% of Victorian schools for the area of Teacher Relationships and Student Behaviour. In the area of Engagement in Learning students scored St. Michael’s in the lower 25% of Victorian schools in the components of Learning Confidence and Student Motivation.



STUDENT ATTENDANCE

Attendance records are kept for all students, with attendance being checked and marked twice daily. Parents are expected to notify the school of a child’s absence and to give reasons for that absence. If parents do not notify the school they are contacted and asked to give a reason for their child’s non-attendance.



Child Safe Standards

Goals and Intended Outcomes

• Create and establish a child safe culture using the Child safe standards to implement best practice.

The ongoing implementation of the Child Safe standards continued to be a focus school wide as we strive to create a child safe culture. A lot of work was done with parents in promoting the standards as a response to the Ministerial order. Staff were also inducted through professional learning of the standards, as well as items such as mandatory reporting. We dedicated staff and professional learning time to consider policy to reflect a child safe environment, as well as social emotional curriculum and pedagogy to include student voice and empowerment.

Achievements • All staff have received and signed a code of conduct. • Staff was inducted into the ministerial order and Child safe standards. • All volunteers to the school have received and signed a code of conduct. • All volunteers provide a WWCC which is kept on file at school. • All staff, volunteers receive a copy of our Child safe policy for their own records. • The SAC and governing authority were inducted into the child safe standards. • Policy implementations recognized and accommodated the standards and were

reviewed by the SAC before being ratified. These included: pastoral care, safe school, enrolment, electronic media, behavior management, school discipline, critical incident, and privacy policies.

• Visual displays are placed around the school expressing a child safe environment. • Child safe recognition and compliance was written into interview procedures for the

hiring of new staff. • Student voice initiatives were undertaken to allow students the opportunities to identify

and respond to occasions where they may not feel safe. These included: establishing class norms, Mindfulness programs, Social Emotional programs and buddy systems.

• Staff completed Mandatory reporting training. • A standing item was included into staff meeting agendas on student safety. • Regular information on the Child safe standards was shared with the community via

newsletters, flyers and emails. • A risk management register established to identify areas for further attention.



School Performance Data Summary

E2076 St Michael's School, Daylesford

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2016

%

2017

%

2016 - 2017 Changes

%

2018

%

2017 - 2018 Changes

%

YR 03 Grammar & Punctuation 100.0 100.0 0.0 100.0 0.0

YR 03 Numeracy 100.0 100.0 0.0 92.3 -7.7

YR 03 Reading 100.0 100.0 0.0 100.0 0.0

YR 03 Spelling 90.9 100.0 9.1 100.0 0.0

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar & Punctuation 100.0 100.0 0.0 100.0 0.0

YR 05 Numeracy 100.0 93.8 -6.2 100.0 6.2

YR 05 Reading 100.0 100.0 0.0 87.5 -12.5

YR 05 Spelling 100.0 100.0 0.0 87.5 -12.5

YR 05 Writing 100.0 94.1 -5.9 87.5 -6.6



AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y01 88.7

Y02 91.0

Y03 91.5

Y04 91.5

Y05 91.5

Y06 88.9

Overall average attendance 90.5

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 94.4%

STAFF RETENTION RATE

Staff Retention Rate 100.0%



TEACHER QUALIFICATIONS

Doctorate 0.0%

Masters 14.3%

Graduate 0.0%

Graduate Certificate 0.0%

Bachelor Degree 85.7%

Advanced Diploma 28.6%

No Qualifications Listed 0.0%

STAFF COMPOSITION

Principal Class (Headcount) 1

Teaching Staff (Headcount)

9

Teaching Staff (FTE)

5.7

Non-Teaching Staff (Headcount)

7

Non-Teaching Staff (FTE)

6.1

Indigenous Teaching Staff (Headcount)

0

smd annual report primary 2018 - irp-cdn.multiscreensite.com...excellence, nurture and community, 3...

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