2015 primary template v1 - st thomas more primary school – … · 2016-06-01 · develop brave...

ANNUAL REPORT TO THE SCHOOL

COMMUNITY

St. Thomas More Primary School Mt. Eliza

2015

REGISTERED SCHOOL NUMBER: 1822

.

St. Thomas More Primary School, Mt. Eliza

2015 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 ....................................................................................................................................... 6

Learning & Teaching ................................................................................................................................... 8

Student Wellbeing ..................................................................................................................................... 11

Leadership & Management ....................................................................................................................... 14

School Community .................................................................................................................................... 16

Financial Performance .............................................................................................................................. 17

Future Directions ....................................................................................................................................... 18

VRQA Compliance Data ............................................................................................................................ 19



Contact Details

ADDRESS 313 Canadian Bay Road Mt. Eliza VIC 3930

PRINCIPAL Mrs. Pat McConvill

PARISH PRIEST Fr. Laurie Pearson

SCHOOL BOARD CHAIR Mr. Chris Young

TELEPHONE (03) 9787 7788

EMAIL [email protected]

WEBSITE www.stmmtlza.catholic.edu.au

Minimum Standards Attestation

I, Pat McConvill, attest that St. Thomas More 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 2007 (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 2015 school year under the

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

20 May 2016



Our School Vision

OUR VISION

St. Thomas More Primary School aspires to be a nurturing Catholic school that

builds respectful relationships based on Gospel values and is committed to

excellence in education.

OUR MISSION

In our parish school community, we model the teachings of Christ through

compassionate and positive relationships. We provide a sense of belonging and

develop brave learners, spiritually, socially and academically.

OUR ASPIRATION

Passionate learners, acting justly within society.

OUR KEY VALUES

Respect

Value individuals and accept differences; listen to others; use positive language

Collaboration

Share ideas and responsibilities; co-operate and support one another

Innovation

Contemporary learning; risk taking; creative thinking; showing initiative

Integrity

Pride in self, learning and community; confidential; prompt; organised



School Overview

Established in 1981 with an enrolment of 126 students, St. Thomas More’s Mount Eliza, a co-educational

Catholic primary school, has grown to 356 students (222 families). There are 23 teaching (16 full-time

and 7 part-time) and 5 non-teaching staff. More than 97% of the 2015 enrolments are baptised

Catholics. There is a strong parish, school community feel with the church sitting adjacent to the school

and the community embracing the Parish Priest and staff's contribution.

The school's mission is to provide quality education, within a Catholic framework, in partnership with

parents and the wider community. The school is successful in promoting Christian values, pastoral care

and social justice. Recognising the importance of catering for individual differences the leadership team

is in the process of building a contemporary learning framework which embraces current learning

technologies.

The curriculum is rich, diverse and focused on developing the whole child - academically, spiritually and

socially. Specialist teachers cover Physical Education, Literacy Support, Reading Recovery, Music, Visual

Arts, Italian, Library and ICT. Students are encouraged to question, reflect, take risks, critique, analyse

and act. The school places a significant focus on the use of technology as learning tool. Each classroom

houses an interactive whiteboard. Digital cameras, a green room, technology room, webcams, an apple

Mac book program, a 1-to-1 iPad program, and a number of computers are designated to classrooms.

The school is set within a beautiful bushland setting of 25 acres. A number of pods provide the junior,

middle and senior schools with a degree of independence while not being isolated from one another.

The school has a large oval, basketball and netball courts and adventure playgrounds. In addition to the

bright and attractive classrooms (two Preps, four Grade 1-2s, four Grade 3-4 and four Grade 5/6

classes), the school has a technology room, a library, a multi-purpose area, a visual arts area and a

music/LOTE (Italian) room. A state of the art gymnasium is used by the school, parish and community

groups.



Principal’s Report

In 2015, St. Thomas More’s School continued building a strong school community in learning and in faith.

The focus on learning for the year centred on improving learning outcomes through goal setting, success

criteria and providing feedback. Professional learning around establishing and articulating learning goals

led to personalised learning goals for students. We believe this led to students being more independent

in owning their learning.

In 2015, teachers continued to explore student-centred approaches to assessment that enabled some

students to express their own learning goals, track their learning and report in meaningful ways to their

teachers and parents. Individual differences, with particular emphasis on students at risk, will continue

to be catered for through effective intervention and extension programs and the use of the ‘at risk’

register.

Student learning confidence and motivation to learn has been strengthened through staff participating

in the KidsMatter professional learning. The staff implemented their new strategies into the

classrooms. The staff have continued to monitor student wellbeing in staff meetings and unit meetings,

and students who required further intervention were then referred on to the Student Services Team.

The use of technology within the school continues to grow as a focus for both teachers and students.

The importance of using technology as a learning tool is constantly reinforced.

Unfortunately, the school plan to refurbish the administration block was not achieved in 2015. This work

will continue in 2016.

We are always appreciative of the parents and the amazing efforts they give in assisting in our school,

e.g. literacy support, PMP program, through to fundraising and social events. The school community is

based on a family philosophy and relationships between families and staff are very supportive.

I take this opportunity to thank Father Laurie and the staff for their commitment to the school, for their

hard work, and their support during 2015. A special thank you to our wonderful students who continue

to inspire us in the work we do.

Mrs. Pat McConvill

Principal



Education in Faith

Goals & Intended Outcomes

Goal: To focus on enriching the Catholic identity of the school through growing faith partnerships.

Intended Outcome: That students will be reflective and active in their Catholic Faith within the context

of the contemporary world.

Achievements

In 2015, the goals and outcomes to improve the Catholic Identity of the school were addressed in a

variety of ways.

In Term Four 2014, a new planning format was introduced, resulting from the last two years of

Professional Development in developing our Catholic Identity in the 21st Century. As a result of our new

planning format and professional development in teaching and learning in Religious Education within a

contemporary framework, our school has developed four new units from Prep to Year Six. These units

are uniform across the school and centred on the concepts of Identity, Sustainability, Social Justice and

Creativity. Each level across the school drew their learning intentions from the Level 1 – 4 Learning

Focus Statements of To Know, Worship and Love. The result has culminated in the production of four

very rich learning units that are integrated successfully within the wider framework of our Inquiry

Learning. Our RE units of work have become the underlying basis for all our learning and therefore, they

have become more relevant and meaningful to our school community. Consequently these units have

improved our pedagogical planning and delivery of the Religious Education Curriculum to further engage

our students, grow faith partnerships and develop student participation.

This major achievement was possible by building teacher capacity amongst the teaching staff through

professional learning sessions. The professional learning centred on developing the understanding and

practice of hermeneutical learning, which in turn transpired into the creation of engaging, meaningful

and rich Religious units of study. Having begun strongly in pedagogical planning and delivery, the plan is

to complete four more units in 2016 to complete a two year cycle of units. These units will be centred

on the concepts of Community, Change, Necessity and Curiosity to integrate with our Inquiry units of

work for 2016.

Another achievement was the whole school RE/Inquiry Unit on Social Justice in Term three in 2015,

which generated deeper understanding within the context of the Catholic Social Teachings. The

evidence of greater involvement and understanding of Social Justice were the rich assessment tasks the

students completed reflecting on their learning. This was accompanied by the generous expressions of

volunteer efforts to take this unit further and reach out to those in need.

2015 was a very successful year that resulted from the execution of our School Improvement Plan that

has taken our school to where it is now with promising developments for the future.



VALUE ADDED

A sense of social justice is strongly promoted through the school’s fund-raising and charitable works.

Sponsor child in the Philippines

Sister parish in East Timor / Rice Line

Caritas through Project Compassion in Lent and supporting the missions in October

St. Vincent de Paul Society, during the winter months and at Christmas time

Family Week fundraising and donations to Catholic Care

Oxfam donations at Christmas

Social Justice RE / Inquiry Unit of Work P - 6



Learning & Teaching


Goal: To focus on increasing the growth of learning for all students, challenging them in their own

lifelong learning journey.

Intended Outcome: That student performance is improved, particularly in literacy and numeracy.

Achievements

The school provides a secure and supportive multi-age teaching and learning environment and provides

intervention for students experiencing learning difficulties. NAPLAN data indicates a large number of

students achieving at the state mean and a reasonable percentage achieving levels at least more than

one year above in literacy and numeracy.

The school will continue to ensure a whole-school focus on purposeful teaching, so that there is shared

agreement about successful pedagogy that is consistently used by all teachers. In addition, emphasis will

be placed on highlighting a greater differentiation in assessment. Leadership is looking to build

teamwork and mentoring, allowing for effective one-to-one feedback. Teachers receive relevant

professional learning, professional learning team meetings have purpose and teachers are increasingly

having the desired professional dialogue with one another about their successes and challenges.

Significant resources have been allocated to update resources and facilities.

Literacy results in the junior school for 2015 are as follows:

96% of Preps reached the expected standard of level 5 or above, and 72% were at level 10 or

above.

96% of Year 1 children attained their expected standard of Level 15, with 89% of students above

Level 20.

At the end of Year 2, 95% of students had reached the benchmark level of 26 and 82% had

reached level 28.

That improved student outcomes will be achieved in Mathematics:

The school continued the focus on using the Contemporary Teaching and Learning Mathematics model

for our Maths teaching and professional development, which was led by the Maths leader.

NAPLAN data in Maths in 2013 and 2014 shows the Year 3 average to be below the State mean but

above the National mean. In 2015, the Year 3 average was above the State mean and well above the

National mean, showing the best results in 5 years. Our school baseline is significantly higher than that

of other schools.

More than a quarter of Year 3 students are one or more years above expected outcomes. In Year 3 there

has been an increase in the number of children at or above average in Maths between 2013 and 2015.

All Year 3 students were at or above the minimum standard for numeracy.



In Year 5, all students were at or above the minimum standard for numeracy. NAPLAN data in Maths in

2013, 2014 and 2015 shows the Year 5 average to be above the State mean and the National mean.

Nearly 35% of Year 5 students in 2015 are one year above expected outcomes.

PAT-Maths, a standardised test, applied to Years 1-6 recorded above expected results in 2015.

That improved student outcomes will be achieved in English particularly in Writing and Reading

Comprehension

During the last 3 years the school identified some areas for improvement in literacy. The school decided

to improve literacy growth through a more consistent approach to literacy teaching and learning across

the school and to look at more contemporary approaches to literacy teaching. Throughout 2015 staff

continued to modify and implement the ‘CAFE’ reading program in Years 1-4 and the ‘Read2Learn’

reading program in Year 5-6. This involved much professional development, reading and shared teaching

and evaluating. The confident and consistent approach to teaching literacy continued across the year.

A register of ‘at risk’ students in literacy was further developed in 2015 and became a focus for

professional learning team meetings examining growth and intervention. Across the school particular

students ‘at risk’ have been targeted for individual or small group sessions to focus their learning.

NAPLAN data for Year 3 in 2015, shows well above average results in Reading compared to State and

National results, with improvement made each year from 2013 to 2015. The mean scores in Writing,

Spelling, Grammar& Punctuation are above the state mean and national mean in 2015

Over 50% of Year 5 students in 2015 are one year above expected level in Reading and Writing. In

Writing this has been an area of improvement from 37% one year above in 2013, 45% in 2014 to 53% in

2015.

Seventy-five percent of Year 5 students made medium to high growth in Reading when tracked from

Year 3 in 2013 to Year 5 in 2015. In Writing, 69% of Year 5 students made medium to high growth when

tracked from Year 3 in 2013 to Year 5 in 2015. 83% of Year 5 students made medium to high growth in

Spelling and in Grammar & Punctuation when tracked from Year 3 in 2013 to Year 5 in 2015.

In Year 3, all students were at or above the minimum standard for Reading, Writing and Spelling, and

100% were above for Grammar & Punctuation.

In Year 5, all students were at or above the minimum standard for Reading, Grammar and Punctuation,

and 100% were above for Writing.

Data from using the PAT-reading test, a standardised test, shows similar results with almost 50% of Year

3 and Year 5 students one year above in Reading.

Leadership recognises the need to continue building the contemporary classroom. This includes

procedures to enable teachers to share more of their classroom experiences and share information with

teachers at the next year level to ensure effective transition for every student. To promote greater

consistency in approach, teachers will attend to analysis of data and sharing strategies and tools for

ongoing assessment and reporting.



STUDENT LEARNING OUTCOMES

NAPLAN data during the period 2013-2015 shows that the Year 3 and 5 children are above the state

mean in many areas.

At Year 3, the literacy results across 2013-2015 showed our growth to be above state mean in all

areas. The 2015 data shows that Reading, Writing and Spelling continue to be strengths for the

children, with the median being well above State and National results. The Year 3 Reading mean

score was the highest it has been for the last 5 years. In Writing the mean score was up on the 2014

result and again well above the national and state levels. Spelling also shows an upward trend. In

2015 the Grammar and Punctuation mean scores were significantly better than the previous year and

well above the State and national means scores. In Numeracy our results showed significant

improvement on the 2014 results, in contrast with a slight decline in both state and national mean

scores.

At Year 5 the mean score for Reading at our school showed growth from the 2013 and 2014 mean

scores and our mean was above both the State and National mean. Writing was also above the state

and national mean and showed growth since 2014. The 2015 Numeracy data shows growth since

2013.

Tracking our cohort of children from Year 3, 2013 to Year 5, 2015 shows growth, with the growth

being above the national and state average in the area of numeracy. In Maths 90% of Year 5 students

made medium to high growth when tracked from Year 3 in 2013 to Year 5 in 2015.



Student Wellbeing


Goal: To maintain and provide an environment where each student feels respected, safe and secure in

all elements of their development.

Intended Outcome: That the school provides a supportive, safe, engaging and challenging learning

environment for every student.

Achievements

Student wellbeing is at the heart of every staff member's responsibility. The school has a genuine focus

on whole-person wellbeing for its students. The focus of relationship building and strengthening social

and emotional development adopts positive behaviour principles. Classrooms are safe and friendly,

conducive to good learning and meeting individual differences.

KidsMatter Framework

The implementation of the KidsMatter Framework has been the major focus for Student Wellbeing. A

Core Action Team was established late in 2014. The Core team consisted of the Deputy Principal, a staff

member from each of the year levels and a parent representative.

In 2015, professional learning focused on leading the staff through the modules of the KidsMatter

Framework, one module each term. The focus for Year 1 of KidsMatter was ‘Every Face has a Place.’

Each unit planned and produced a wide variety of displays and signage around the school promoting the

importance of including all members of the school community. The introduction of the KidsMatter

initiative was widely promoted in the school newsletter. Surveys regarding KidsMatter, were completed

by staff, students and parents and the Core Team analysed the results and made recommendations for

future directions in relation to the surveys.

From the surveys the results showed that anxiety was a student issue which needed addressing. A

parent seminar led by Georgina Manning focused on Dealing with Anxiety in children; this was a huge

success with over 50 parents attending the night.

In Term 2 the Life Skills Program was implemented throughout the whole school. Each class participated

in a 45 minute session each week. Life Skills is a fundamental movement program focussing on physical,

social, emotional and attentional self- regulating strategies and skills, developed to systematically

cultivate wellbeing, resilience and lifelong learning, providing healthy skills for students physical, social,

emotional and mental wellbeing.

Another successful initiative was the NED Show. The NED Show is a character education program that

centres around three important messages that have lifelong relevance: Never Give Up, Encourage

Others, Do Your Best. All classes attended the show and classroom teachers followed up the messages

from the show with their students.



At St. Thomas More we believe that positive classroom behaviour is conducive to an effective learning

environment. Teachers recognise the need to be consistent in managing individual students and the

general classroom. This has been achieved through regular class meetings where students discuss and

solve issues together as well as celebrating positive things. At the beginning of each year the staff

revisited policies and procedures, ensuring a common language and expectations throughout the

school. Teachers were reminded of the importance of the recording processes and specific strategies

for behaviour incidents.

The Home School Liaison person continues to support children and families at risk for various reasons.

The school has provided a safe environment for all students as well providing avenues for connecting

students with their school, staff and peers. This has been enhanced through unit meetings to address

safety issues; whole class and whole school assemblies; student wellbeing leaders organising lunchtime

games; buddy system, Yr. 5 students buddied with Prep students; individual outdoor play plans for

students and cyber safety lessons in Technology classes.

A description of how non-attendance is managed by the school.

Staff members are to bring to the attention of the Principal any student/s whose attendance is irregular, any students who do not provide written notes adequately explaining absences, or whose absences appear unwarranted.

The Principal will, after consulting with the teacher, attendance records and the student, decide upon a strategy to be employed. As absenteeism is often indicative of other problems including engagement and family issues, the support strategies employed by the Principal will be determined on a case-by-case basis. However, they may include:

Initial telephone contact with parents Counselling sessions for parents and/or students Home visits Formation of a support group including outside support agencies if appropriate

Ongoing absenteeism will be reported by the principal to the appropriate welfare and government

agencies.



VALUE ADDED

Class Meetings, classroom teachers hold regular meetings to discuss any issues and celebrate good

things happening around the school. The meetings help the students to be heard as well as learning

how to problem solve in a safe environment.

Student Services, this team meets regularly to discuss issues with students inside and outside of the

classroom. Although not a formal team within the school, staff members attend because they are

interested in assisting other staff and students with various issues.

Social Skills, small group sessions are facilitated by the Principal, Wellbeing Leader and the Home

School Liaison person.

Dads and Kids Nights held during the year to provide opportunities for children to spend time with

their dads, and also for the dads to connect and build their networks.

Outreach program provides meals and support to families who are experiencing difficulties through

sickness.

Home visits by the home school liaison person strengthened the link between home and school for

children at risk.

Bullying strategies supported the zero-tolerance to bullying, particularly focusing on the important

role of the bystander.

School Camps for Years 3/4 (1 night) and 5/6 (2 nights) offer away from family opportunities, as well

as building connections for students.

STUDENT SATISFACTION

The school did not complete Insight SRC surveys in 2015. The children appear happy when they are in the rooms and on the yard. There is learning noise in the classrooms and fun and laughter outside.

The high attendance rate attests to the children’s happiness to attend school each day.



Leadership & Management


Goal: To continue to build a leadership and management culture that ensures collaboration to achieve

united and aligned goals for the school.

Intended Outcome: That formal and informal leadership will be shared across people and situations.

Achievements

The year began with a focus on giving and receiving feedback. Staff discussion clarified an understanding

of what constitutes feedback and how effective different forms are from various people. Staff were

challenged to practise giving and receiving feedback and also to implement these processes within the

classrooms. At the end of professional learning team meetings, time was provided for feedback to the

leader on their presentation.

The Year 5/6 teaching team completed the second year of the Read2Learn program conducted through

Catholic Education Office Melbourne; they attended 4 days, and implemented all elements of the

program in their English units. Again, children showed growth across this time.

In first term, staff were involved in the process of embedding the Religious Education program into the

Science, History and Health units of learning. This enabled the program to be more engaging for the

children and more relevant to their everyday world. It also enabled the integrated units to be planned

through a Catholic lens. Development of units in this manner continued across the year.

Opportunities were available for staff to take on a leadership role, although not necessarily in a formal

capacity; these opportunities were mostly accepted with all formal positions being filled when

advertised places for the 2016-2018 implementation plan. Working with a graduate teacher also

provided times to model the STM culture and ensure the graduate felt supported in her learning and

teaching.

Three staff were also involved in a new network, one of digital learning. The flow on effect was very

positive to other staff with the uptake of the Google platform, and Google Apps for Education. Google

became the main provider for email etc., and staff were upskilled in Google Mail, Drive and Calendar.

Many staff went much further exploring other aspects of the suite of apps.

Another area of importance is Work Health Safety, with training being available for management and

staff representatives. Staff also completed their annual training in Mandatory Reporting, Emergency

Management Training and health issues, such as anaphylaxis training.

Finally, a focus on developing student leadership was continued. Year 6s were inducted into their

leadership positions, regularly meeting with their mentor teacher. Several students attended specific

functions as school leaders e.g. the Parliamentary Convention, CARITAS Mass. Towards the end of

2015, the Year 5 students began their training for leadership by attending a training day at Rosebud

and some students attended a CARITAS day at Frankston.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2015

Whole group focus:

Integrating Religious Education with Units of Study

Data analysis, specifically use SPA analysis

Feedback – staff and students

Curriculum Audit

Student services

KidsMatter

Emergency Management Warden Training

Individuals also attended professional learning to meet their individual goals, e.g. network

meetings, Religious Education, LOTE, physical education, first aid, autism.

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 23

AVERAGE EXPENDITURE PER TEACHER FOR PL $ 3,511

TEACHER SATISFACTION

The school did not complete the Insight SRC surveys.

With over a 90% retention rate, it appears that staff are satisfied with their place of work. Of the two staff who left at the end of 2015, one retired and the other gained a promotion in another school.



School Community


Goal: To focus on improving parent connectedness to their child's learning by promoting a common

purpose and shared understandings.

Intended Outcome: That there continues to be a strong partnership between families and the school in

students' education.

Achievements

Investigate and setup online learning platform. Staff are constantly working towards improving sharing information about the children’s learning via

different modes of communication. As part of the Catholic Education Melbourne system, the school

was audited in 2015 for its readiness for rollout of the new Integrated Catholic Online Network. This will

fully establish an online learning platform, but will not be available until 2017.

Minor upgrades will be made to ensure readiness.

Professional learning for staff, students and parents. Staff were trained in the use of Google suite of applications through Google Apps for Education.

Consultants with Google training were engaged to teach staff in the area of Gmail, Drive and Calendar.

Shared calendars have been established across staff and parents.

Students were introduced to Google and have used it across all levels of leraning.

Planning to include opportunities for all stakeholders to use the online network. Using iPads, the senior students communicate weekly with parents via email to inform them about their

learning and upcoming events.

The weekly school newsletter, (available via email, on the website, or via a computer/Smartphone app –

TiqBiz), allows parents to connect with events which are part of students’ learning

Unit level newsletters inform parents in more detail about the current area of learning within a school

unit. These are similarly available online.

PARENT SATISFACTION

The school did not complete the Insight SRC surveys in 2015. On the whole, parents indicated that their children are happy attending St Thomas More’s. Anecdotal evidence suggests that parents as a whole see the school as having a very caring community that is supportive of the direction of the leadership team and the staff. Parents feel comfortable about approaching the school for any concerns they may have. The parents are confident that the staff is highly professional and is determined to improve student-learning outcomes.



Financial Performance

REPORTING FRAMEWORK MODIFIED CASH

$

Recurrent income Tuition

School fees 246,022

Other fee income 284,241

Private income 36,181

State government recurrent grants 635,431

Australian government recurrent grants 2,218,418

Total recurrent income 3,420,294

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 2,448,272

Non salary expenses 543,343

Total recurrent expenditure 2,991,615

Capital income and expenditure Tuition

Government capital grants -

Capital fees and levies 220,760

Other capital income 40,000

Total capital income 260,760

Total capital expenditure 156,922

Loans (includes refundable enrolment deposits and recurrent, capital and

bridging loans)

Total opening balance 275,625

Total closing balance 203,125

The information provided above does not include system levies charged to individual schools, intra-systemic transfers and, for primary schools, the diocesan supplementary capital fund supporting primary schools’ capital borrowings. The information provided in this VRQA template is not comparable with other educational sectors or to ACARA school-level income reports displayed on the MySchool website. ACARA school level reporting requires system level income from Government grants and some private income to be allocated to each school resulting in a small adjustment to the total level of school resources. Currently, recurrent income from Government sources, school generated income and capital expenditure are reported by schools. When assessing the private income of the school, both recurrent and capital school fees are included.



Future Directions

Sphere of Schooling

INTENDED OUTCOMES KEY IMPROVEMENT STRATEGIES

Education in Faith

That students will be reflective and active in their Catholic Faith within the context of the contemporary world.

Provide opportunities in units for students to take action and be outward to the community, in particular, strengthening links with the parish.

Learning and Teaching

That student performance is improved, particularly in literacy and numeracy.

Build teacher capacity to personalize learning to meet the needs of all students through focused professional learning opportunities Exercise strong shared leadership that sets clear direction and has a clear focus on the core things students need Ensure there is an agreed and consistent whole-school approach to contemporary pedagogy evident in classroom practice

Student Wellbeing

That the school provides a supportive, safe, engaging and challenging learning environment for every student.

Develop a learning environment in which safety and positive relationships are strengthened to promote learning

Leadership and Management

That formal and informal leadership will be shared across people and situations.

Provide opportunities to build leadership capacity at all levels that promotes high quality teamwork

School Community

That there continues to be a strong partnership between families and the school in students' education.

Develop personalised multiple modes of communication to engage parents in a deeper understanding of their child’s learning.



VRQA Compliance Data

E1321 St Thomas More's School, Mount Eliza

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2013

%

2014

%

2013–2014 Changes

%

2015

%

2014–2015 Changes

%

YR 03 Reading 98.1 100.0 1.9 100.0 0.0

YR 03 Writing 98.1 100.0 1.9 100.0 0.0

YR 03 Spelling 96.3 100.0 3.7 100.0 0.0

YR 03 Grammar & Punctuation 98.1 100.0 1.9 100.0 0.0

YR 03 Numeracy 98.1 100.0 1.9 100.0 0.0

YR 05 Reading 100.0 96.8 -3.2 100.0 3.2

YR 05 Writing 100.0 96.8 -3.2 100.0 3.2

YR 05 Spelling 97.9 93.5 -4.4 100.0 6.5

YR 05 Grammar & Punctuation 100.0 93.5 -6.5 100.0 6.5

YR 05 Numeracy 100.0 96.8 -3.2 100.0 3.2

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y01 96.67

Y02 96.92

Y03 95.93

Y04 95.48

Y05 96.03



Y06 96.62

Overall average attendance 96.28

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 91.98%

STAFF RETENTION RATE

Staff Retention Rate 91.67%

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 13.64%

Graduate 18.18%

Certificate Graduate 4.55%

Degree Bachelor 63.64%

Diploma Advanced 63.64%

No Qualifications Listed 0.00%

STAFF COMPOSITION

Principal Class 2

Teaching Staff (Head Count)

25

FTE Teaching Staff

20.500

Non-Teaching Staff (Head Count)

10

FTE Non-Teaching Staff

7.492

Indigenous Teaching Staff

0

2015 primary template v1 - st thomas more primary school – … · 2016-06-01 · develop brave...

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