2017 primary template report 2017.pdf · continued to support students to understand our school...

ANNUAL REPORT TO THE SCHOOL

COMMUNITY

BETHANY CATHOLIC PRIMARY SCHOOL

Werribee North

2017

REGISTERED SCHOOL NUMBER: 1945

BETHANY CATHOLIC PRIMARY SCHOOL Werribee North

2017 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 ............................................................................................................................................... 10

Child Safe Standards ............................................................................................................................................ 13

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

School Community ............................................................................................................................................... 17

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



Contact Details

ADDRESS 80 Thames Blvd Werribee North VIC 3030

PRINCIPAL Marlene Monahan

PARISH PRIEST Fr Albert Yogarajah

TELEPHONE (03) 9742 9800

EMAIL [email protected]

WEBSITE www.bswerribeenth.catholic.edu.au

ABN 30737791149

E NUMBER 1365

FEDERAL DET NUMBER 14347

Minimum Standards Attestation

I, Marlene Monahan attest that Bethany Catholic 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 2017 school year under the

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

May 4th 2018



Our School Vision

‘Creating authentic relationships

for successful living

within a Catholic tradition.’

It is a Vision permeated by the values and teachings of Jesus as

presented in the Gospel and proclaimed by the Church.



In such learner-centred

environments as these,

students are engaged and

outcomes are high.

School Overview

Bethany Primary School is situated in Werribee North. It is one of five Catholic Primary Schools in the St Andrew’s Parish of Werribee. It was established in 1995 and has an enrolment of 600 students. Bethany brings together a diverse range of students from twenty ethnic backgrounds. Such cultural diversity is highly valued within the school. Bethany places a strong emphasis on the value of partnership. True partnership produces an environment where students, teachers and parents can actively work together to provide higher student outcomes within a vibrant and caring school community.

Our School Vision forms the basis of all that we do.

We believe it is only through authentic relationships that we can bring about

success for all.

At Bethany, the learning environment promotes strong personal and social capability and the students' needs, backgrounds, perspectives and interests are reflected in the learning program. Every endeavour is made to ensure that the program promotes sustained learning that builds over time and emphasises connections between knowledge, ideas and concepts.

The learning spaces at Bethany have been designed to provide rich environments

conducive to relevant and meaningful learning, where students are supported to

develop and maintain skills for successful living now and into the future.

Bethany has four Learning Centres

The Exploration Centre - Foundation

The Discovery Centre - Year 1/2

The Bridging Centre - Year 3/4

The Leadership Centre - Year 5/6

http://www.education.vic.gov.au/school/teachers/support/Pages/unpacked12.aspx#anchor_three



Principal’s Report

Throughout 2017, we have been proud of our endeavours to translate our Vision, ‘Creating

authentic relationships for successful living within a Catholic Tradition’ into action.

During the past year, as a community, we have worked hard to always operate under a specific

vision of inclusive education that hinges on the notion of deep belonging, of rich, engaging

opportunities for young and adult learners and of strong mutually supportive relationships within

the community.

The success of our work is best endorsed by our senior students. These students have been

powerful examples and witnesses of our work as demonstrated by the following student

narrative.

In the Leadership Centre everyone is welcome. Our actions reflect the gospel values and contribute to the Bethany culture of Heart, Healing, Hospitality and Hope. We embrace cultural diversity and endeavour to build strong relationships with others based on respect, compassion and the belief that we are amongst friends. We believe we are called to serve, and of the importance to be witnesses to our faith by making connections to our Bethany and wider communities. We believe in praying together to show gratitude and respect to our God. As stewards of the earth, we strive to protect our common home. We believe in forgiveness and the importance of second chances.

Our learning is continuous, engaging and we are always open to new ideas and prepared to take risks. A high level of self-management is to be encouraged and admired. As learners, we aim to be solution focused, and reflect on our learning in order to reach our full potential. We believe that cooperation and collaboration are life skills that need to be encouraged. Students and teachers learn together through active listening and critical and creative thinking. The way we express our thoughts, knowledge and ideas is continually evolving and we recognise there are many pathways open to us.

We are motivated by our teachers, who demonstrate a high level of planning, organisation, and a passion for what they do. We know that putting others first is rewarding. We encourage and acknowledge the achievements of others and stand together with pride in all that we do. We know the importance of being an upstander and standing up for what we know is right. When we leave, we take a part of Bethany with us in our heart, and we leave our spirit behind for those who follow.

This student narrative was co-constructed by Year 5/6 students in 2017.

My congratulations to every parent, carer and staff member for having been worthy stewards of

our vision throughout 2017 and for having influenced our students to attain strong academic

outcomes but more importantly thank you for your tireless work in ensuring that the students in

our care are demonstrating success in their living.

Marlene Monahan



Education in Faith

Goals

To engage students in making sense and meaning of everyday life in the light of the teaching of

the Catholic Church and the traditions of the Catholic Community

Intended Outcomes

That students will:

Be supported to understand and express their Catholic Identity in relevant and authentic

ways

Understand and act on the Successful Living Skill of Witnessing–How and why will I live

my life in service to others?

Achievements

The Vision of our school is “Creating authentic relationships for successful living within a

Catholic Tradition”. Bethany has always been a place that seeks to establish and nurture

authentic relationships. Through our School Vision, together with our Core Values of Faith,

Welcome, Learning, Service, Justice and Celebration, and our 4H culture of Heart, Healing,

Hospitality and Hope, our relationship focussed culture continues to flourish and be of high

priority in our school. Our staff are committed to leading by example and embedding our Vision,

Core Values and 4 H culture into all aspects of our school life. This is strongly underpinned by

our Catholic Faith and Gospel Values, which staff are continually deepening their understanding

of and reflecting on how they can live the Gospel Values each day.

Professional development of our staff in the area of Religious Education has always been rich

and highly valued. A current focus continues to be our Catholic Identity and we are engaged in

ongoing work in this area. Fr. Richard Leonard, a Jesuit priest from North Sydney, has spent

time in our school working with us to deepen our understanding of what it means to be Catholic

and who we are as a Catholic school. Richard has also worked with our staff in helping us

deepen our understanding of our 4 H culture, focussing on Hospitality.

Another key focus of professional development continues to be our work in implementing the

new Religious Education Curriculum Framework into our school and aligning it to our 4H

culture. Staff have continued to work together in Centre teams to co-construct guiding faith

questions, rich assessment tasks and learning experiences in Religious Education that engage

students in making sense and meaning of everyday life in the light of the teaching of the

Catholic Church and the traditions of the Catholic Community. We have developed learning

experiences that assist students with articulating their knowledge of what it means to be

Catholic in today’s world. This work has impacted positively on staff in the manner and

confidence with which they approach their teaching in Religious Education.



Staff readily participate in liturgical celebrations and other initiatives within St. Andrew’s Parish

such as the Parish Fair. Staff members actively engage in building and sustaining the life of the

parish through contributions they make to the Parish Liturgy Team, Music Ministry and the

Home Based Religious Education Program and many staff are also active participants in the

parishes in which they live. The school also supports the Bethany Faith Community through

staff and student attendance at the monthly Community Masses, as well as supporting the

monthly Gathering Group Meetings.

Through our Successful Living Skill of Witnessing, students are encouraged to live out and

express their faith in action in their own lives. Students explore and experience ways of living

and responding to the activity of God in the world. There is a strong sense in our school of the

importance of service and contribution to the local community and to our world.

VALUE ADDED

In 2017 we:

● Continued to engage the Religious Education Leadership team in professional learning

centred on the new Religious Education Curriculum Framework in the Archdiocese of

Melbourne.

● Continued to implement the new Religious Education Curriculum Framework into our

school and aligned our teaching in Religious Education to our 4H Culture.

● Continued to engage in professional learning with Fr Richard Leonard FJ on Catholic

Identity and our 4H culture.

● Continued to support staff in working on their faith goals within the Ethical Framework.

● Continued to support students to understand our School Narrative, and to write their own

Centre Narrative in student language, creating a video articulating the new meaning they

had made for themselves about what it means to be a Catholic school.

● Continued to engage staff in coaching and mentoring.

● Provided many rich prayer experiences for our students, including School and Centre

prayer times, Class Masses and Exposition for students in the Leadership Centre,

Liturgical celebrations for First Reconciliation, First Eucharist and Confirmation.

● Celebrated the Sacraments from Prep to Year 6 to strengthen the religious connections

of the school as a spiritual community.

● A cohort of our students visits a nursing home each year to sing Christmas carols and

celebrate Mass with the residents.

● Scheduled monthly Bethany Community Masses at the school and encouraged students

from the Leadership Centre to give witness to their faith through their participation in

these Masses.



Learning & Teaching

Goal

To further embed a vibrant student learning culture which expects the best from each student

and which maximises the learning for all students

Intended Outcomes

That students will:

experience a rich and engaging learning program matched to their academic, social and

organisational needs and abilities

sustain and improve achievement in Literacy

sustain and improve achievement in Maths.

Achievements

Bethany is a community where trust and relationship are nurtured for the ongoing success of all.

It is a place where structured teaching, strong management and close parent relationships

enable students to have a safe, secure and consistent environment in which to flourish

academically, socially and organisationally.

It is a school where students have access to many excellent learning and social opportunities.

Students work in Centres with groups of teachers who collaborate closely to ensure that each

child has the highest opportunity to access and experience success with the highest level of

adult support possible.

The staff at Bethany understand that persistent and authentic assessment is vital to meeting

students’ needs and that students will need constant and creative opportunities for practise and

growth in order to meet the ambitious goals that teachers and parents plan for them. We also

understand that the criteria for success are diverse and are always co-created with the students

and their families. We also have ongoing interaction with Catholic Education Melbourne –

Western Region Office personnel as well as medical and allied professionals and experts in

regard to meeting student specific needs.



STUDENT LEARNING OUTCOMES

Over the past three years (2015-2017) we have had consistent results in Year 3 and Year 5 NAPLAN.

We are equal or close to the 100% minimum standard in all areas. Scores in all areas are above 96%

of students above minimum standards with most areas close to 100% above minimum standards.

Over the period 2015-2017, our student NAPLAN scores remained largely consistent. Our scores

across each testing area remain at or slightly above ‘like-schools’ averages.

We have extensive, specific and strategic intervention programs in place for students with identified

needs. These programs and approaches have seen the NAPLAN achievement of those students rise

more than might be expected when compared to students at ‘like schools’.

We use many sources of data, including:

NAPLAN

direct observation

student and parent conversations

moderation of work samples

formal and informal testing before, during and after learning.

We use these formal and informal assessments in order to direct resources, time and staffing where it

is most needed to ensure that each cohort of learners has the highest possible academic, personal

and interpersonal outcomes.



Student Wellbeing

Goals

To continue to develop the knowledge of self, so as to become a more productive and

contributing member of society.

Intended Outcomes

That students will:

grow in their understanding of their social, academic and organisational goals

understand how they can be contributing community members

grow in their understanding of what it means to be a good person (acting ethically).

Achievements

At Bethany, student wellbeing is regarded as the most important consideration that guides the

teaching and learning program. Many elements need to come together to create an

environment that supports ‘wellbeing’. At Bethany, time is given to ensuring that it is a safe,

welcoming and engaging environment and this enables students and families to feel connected

to the staff and to each other. This ‘connectedness’ is another vital element of wellbeing. Much

time is given to ensuring that ‘social and emotional learning’ permeates through the curriculum

and into each part of the students’ day, whether they be inside or out in the playground. The

school focuses its effort into ensuring that student wellbeing is the strongest influence in the

way programs and structures are set to meet the needs of the individuals in each level of the

school.

Our school data reflects the educational value of this approach by indicating achievement above

that which could be predicted given the school profile and the data of like-schools. Placing the

wellbeing of students at the centre of all our efforts at Bethany means empowering teachers to

meet a wide range of student needs. Professional learning to support this has included:

Ongoing staff professional development in the strong management and pedagogical

structures of the school to maintain calm, well-managed environments so that all students

have the opportunity to achieve higher outcomes.

Ongoing work in deepening our understanding of the Bethany Social Curriculum so that

students can develop successful relationships to build stronger school and neighbourhood

communities.



VALUE ADDED

Successful living skills enable us to make friends, engage with learning and be responsive and resilient to

the ups-and-downs of life. At Bethany, we have focused on the importance of successful living skills for

many years and these skills form a central point that help shape many of the learning opportunities

available for the students. Specific skills in areas such as Witnessing, Thinking, Creating,

Communicating, Managing and Socialising are taught and fostered via strong relationships and point-of-

learning teaching. According to observational and survey data the students feel that they are able to learn

effectively and socialise successfully due to the caring adults that support them and the calm, quiet

atmosphere that exists in the school.

Students have many curricular and co-curricular opportunities:

Music, drumming, dance and choir – student opportunities within the school as well as

public performances.

Sports program: school and Interschool - A wide variety of sports clinics with local experts and

coaching opportunities during lunchtimes and dedicated sport lessons (Basketball, Soccer,

Table Tennis, Rugby, Badminton, AFL).

Lunchtime Clubs – Chess, Drawing, Gizmos and Gadgets (ICT engagement), Gardening Club,

P-6 Buddy Club

Student Leadership - the Year 5/6 Centre is called the Leadership Centre and the pedagogy

supports students to develop their leadership skills in authentic ways throughout the school

year across academic, social and sporting opportunities.

Non-Attendance: Parents are reminded often via Newsletter to alert the Hub Teacher(s) or the School Office of an impending expected absence. Where a child is absent without explanation, the Office will contact the family. Parent/Teacher meetings are held where regular unexplained school absence is occurring.



STUDENT SATISFACTION

The Student Survey results show that the high levels of student morale and motivation according to the

Insight SRC surveys at Bethany remain in the highest 5-10% of all Victorian schools.

The data shows that students at Bethany feel they have the confidence and motivation to learn in a

context where they have positive relationships with other students. They report within the surveys that

they feel that the learning is stimulating and the environment is conducive to learning and higher

achievement.

The Student Wellbeing Aggregate Index, (which assesses students’ emotional wellbeing) sits at 92%

which is well above the average when compared to all Australian schools.

The students here at Bethany, enjoy school and have very positive perceptions of themselves as

learners.

From the youngest students in Prep right up to the Year 5 and 6 students, this positive view of school and

learning is demonstrated in the calm and peaceful environments within the school.

(Ref. Insight SRC 2017 Survey Results)



Child Safe Standards

Goals and Intended Outcomes

To ensure that the safety of children while in the care of all members of the learning

community is a priority

To work closely with our community to review and strengthen child safety policies, codes

of conduct and related procedures and practices for the wellbeing and protection of all

students.

To continue to welcome and engage parent volunteers to share their skills, experience

and expertise

Achievements

Several policies exist within the school and are accessible on the school website in relation to

compliances in this area.

These are the:

Privacy Policy

Child Safety Policy

Child Safety Code of Conduct

Community Grievances

Child Protection: Reporting Obligations

These policies are designed to help the school to embed an organisational culture of child

safety. They express our commitment to child safety by establishing clear expectations for

appropriate behaviour with children. The policies include the arrangements the school makes

for the screening, supervision, training and other human resource practices that reduce the risk

of child abuse. The policies also include the processes for responding to and reporting

suspected child abuse.

Parents play a central part in the education of their children and as such they are a vital part of

the school’s operation. We welcome parent participation and strongly encourage parents to

acquire Working with Children Check cards.

We rely on volunteers for many aspects of the school’s life such as:

Mother’s Day and Father’s Day Stalls

School policy guidance e.g. developing the school’s Code of Conduct

Parent Subcommittees

Excursions

Sports training and coaching inside and outside school

Reading Tutor Program

Working Bees each Term



Leadership & Management

Goals

To sustain effective leadership and management in order to provide an environment that is

research focussed, positive, stimulating, safe, harmonious and accessible for all.

Intended Outcomes

That teachers will sustain and improve on all current practices as well as:

building capacity through coaching and mentoring in both professional and personal

areas

develop a more defined knowledge of specific learning needs to enable them to be more

inclusive and to ensure the curriculum is differentiated to achieve higher outcomes for all.

Achievements

Within the staff, there exists an extremely strong professional culture which is both supportive of

individual pathways and focussed on the school as an effective organisation. This performance

and development culture in the school is very strong and staff enjoy working in teams to ensure

that student needs are being met via:

professional learning conversations around learner needs

the setting of professional goals to improve teaching practice and;

differentiating the learning to allow for higher student engagement and motivation.

In terms of meeting the learners’ needs, teachers use a team approach to monitor progress via:

observation (during curriculum based opportunities as well as during social interactions)

discussion with students and other teachers regarding academic, social and organisational

goals

conversations with other teachers, parents and students

formalised testing.

In order to maintain this environment, the school continues to:

Maintain connections with a range of professional organisations locally, nationally and

internationally.

Provide opportunities for staff mentoring and targeted coaching opportunities.

Provide support for teachers engaging in further academic education studies.

Maintain and develop the external areas – grounds, play and learning spaces and toilets.

Ensure ongoing expansion and maintenance of Information Technology equipment.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2016

Our professional learning is linked to the school’s 4 Year Plan and Annual Action Plans. It is also linked

to the Statement of Intent that was devised during the 2014 Negotiated Review of the school. This

Statement of Intent linked all our professional learning to the aim of improving student opportunities and

outcomes.

Through 2017, staff participated in a wide range of school based professional learning as well as

attending local, state, national and international professional learning opportunities.

Some of these professional learning opportunities included:

ACHPER Conference, ACT – Physical Education and Health

Formation program for Reflection and Renewal - Ireland

Social Inclusion Professional Learning – Zones Of Regulation

Western Region Teaching and Learning Network

Growth Coaching International- Coaching and Mentoring Training

ACEL Conference NSW – Australian Council of Educational Leaders

ACSA Conference NSW – Australian Curriculum Studies Association

Religious Education Network

Fr Richard Leonard – Staff and Parent Information Sessions, Religious Education and Catholic

Identity

Dr Loretta Giorcelli – Student Wellbeing, ‘Conversational Intelligence’ and School Improvement

eSmart program

Anaphylaxis Staff Training

Mandatory Reporting Staff Training

Attendance at a number of Conferences and Events

Berry Street Education Model

St Andrew’s Parish Santa Fe Study Tour - George Otero

Autism Spectrum Disorder Professional Learning Opportunities.

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 45

AVERAGE EXPENDITURE PER TEACHER FOR PL $2450



TEACHER SATISFACTION

The data from the Insight SRC Surveys shows that the staff survey scores remain in the highest 5-10% of

all schools for items in Appraisal and Professional Growth as well as in Engagement (Teamwork,

Empowerment and Ownership). These scores indicate a collaborative atmosphere that expects and

supports each person to improve their skills and perform professionally at the highest level in order to

improve student outcomes.

The data from Insight SRC indicates a very strong organisational climate within the school.

(Organisational Climate incorporates teacher perceptions of Supportive Leadership, Role Clarity,

Teamwork, Empowerment, Ownership, Appraisal & Recognition and Professional Growth).



School Community

Goals

Creating authentic partnerships in order to develop a stronger community

Intended Outcomes

That the school will partner with parents and community members to:

Increase their understanding of their own Catholic Identity alongside an increased

understanding of their family identity

Deepen parent understanding of Bethany’s Successful Living Skills

Provide opportunities and information that supports our families’ connection to the

school and their community

Achievements

We have continued to strengthen our parent engagement via the Family Partnership Framework

that outlines the ways that parents can partner with the school, each other and the wider

community.

This framework has many foci. It outlines parent partnership in response to daily timetabled

activities as well as a response to a range of parent-actioned services and families taking

responsibility for encouraging our community to be more outward facing.

There are several understandings that shape our partnership in this area:

All school families and staff want the best for the students in our care.

Families are the first and continuing educators of the children.

Partnerships can involve all organisations that support families and schools.

Together we can create a strong sense of community within and beyond our school so that

our children can be safe.

Other achievements in this area include:

The Year 6 school student leaders play an active role in the weekend Bethany Community

Masses once per month

Strong transition programs with:

o Council-based and community Kindergartens

o Our Out of School Hours Care facility at Quantin Binnah

o Our neighbouring primary and secondary schools

Parent Information Sessions with guest speakers regarding Sacraments, Faith, Anti-Bullying

Parent Tours of the school in action



Opportunities for parents to attend educational forums from Prep to 6 to learn about the

curriculum, reporting, Sacramental programs and Student Wellbeing programs

Opportunities for parents to experience the richness of our school community, our

achievements and our journey at school assemblies, our Bethany Festival, the Athletics

carnival, Sacrament Liturgies and monthly Community Masses.

PARENT SATISFACTION

Bethany is a community where there is a high level of teacher-parent trust. The community

understands that the school is partnering with them to provide high quality social, academic and

organisational outcomes for their children.

Once again, the Parent Survey scores are in the highest 5% of the state indicating a community that

deeply trusts the work of the school and their own partnerships with the school.

According to the Survey data, parents:

feel that the school is receptive of, and understands, their views and concerns.

see teachers as being enthusiastic and passionate about their work.

feel the educational programs and standards of the school address the needs of their children.

feel that they are engaged in collaborating with staff to achieve student outcomes.

believe their children enjoy and are motivated by the teaching and learning provided by the school

believe their children have positive relationships with other students.

see their children enjoying and wanting to be a part of the learning at school.

believe their children were well prepared and supported during their transition to the next stage of

their schooling.



VRQA Compliance Data

E1365

Bethany Catholic Primary School, Werribee North

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2015

%

2016

%

2015 - 2016

Changes

%

2017

%

2016 - 2017

Changes

%

YR 03 Grammar & Punctuation 100.0 100.0 0.0 98.5 -1.5

YR 03 Numeracy 98.7 100.0 1.3 100.0 0.0

YR 03 Reading 100.0 100.0 0.0 98.5 -1.5

YR 03 Spelling 97.5 98.8 1.3 98.5 -0.3

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar & Punctuation 97.5 96.3 -1.2 100.0 3.7

YR 05 Numeracy 97.5 100.0 2.5 100.0 0.0

YR 05 Reading 96.3 100.0 3.7 100.0 0.0

YR 05 Spelling 97.5 96.3 -1.2 98.7 2.4

YR 05 Writing 97.5 98.8 1.3 96.2 -2.6



AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y1 92.15

Y2 92.65

Y3 93.21

Y4 92.01

Y5 93.22

Y6 92.47

Overall average attendance 92.62

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 92.06%

STAFF RETENTION RATE

Staff Retention Rate 89.13%



TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 11.11%

Graduate 17.78%

Certificate Graduate 8.89%

Degree Bachelor 88.89%

Diploma Advanced 26.67%

No Qualifications Listed 2.22%

STAFF COMPOSITION

Principal Class 3

Teaching Staff (Head Count)

53

FTE Teaching Staff

47.100

Non-Teaching Staff (Head Count)

11

FTE Non-Teaching Staff

12.096

Indigenous Teaching Staff

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/

2017 primary template report 2017.pdf · continued to support students to understand our school...

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