holy trinity primary school, granville

Holy Trinity Primary School, GranvilleGrimwood Street, Granville 2142Principal: Ms Helen BoyerPhone: 9682 4911 Fax:Email: [email protected]://www.htgranville.catholic.edu.au

mailto: [email protected]

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

Introduction

About the Annual School ReportHoly Trinity Primary School is registered by the Board of Studies Teaching and EducationalStandards (BOSTES) NSW, as a member of the Catholic system of schools in the Diocese ofParramatta.

The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2014 and gives informationabout the 2015 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.

The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.

Holy Trinity Primary School, Granville Page 1

http://www.comlaw.gov.au/Details/C2008A00153/

http://www.parliament.nsw.gov.au/prod/PARLMENT/NSWBills.nsf/0/024AF2E5E17C7B88CA256E3D0031FC35?Open&shownotes

Key Messages

PrincipalI am proud to present to you the 2014 Annual School Report for Holy Trinity Primary School,Granville.

Holy Trinity Primary School is a part of the Catholic parish community at Granville, whichprovides hope and confidence, and a quality education to equip our children to participate in achanging society.

2014 was a year of quality teaching and learning. Holy Trinity Primary School is a multiculturalschool with students coming from 23 different cultural backgrounds, which adds to the richnessof life at our school. Religious Education, prayer and faith development are major parts ofthe curriculum and the culture of the school.

At Holy Trinity Primary School, the teaching of Christian values and the development of thewhole child are central to our values and beliefs.

We value:our Catholic faith traditionthe dignity of each individualthe welcoming and hospitable atmosphere in our school.

We believe:Every child has a right to learn and feel safe, secure, valued and respected.Parents and teachers are partners.The multicultural nature of our school is something to be celebrated.

Holy Trinity Primary School's motto of Love, Serve and Hope underpins what our school is allabout. Our commitment is to engage students in 21st century learning, being creative,collaborative, communicative and critical thinkers.

The school reports to families twice a year with interviews being held in Term 1, and followingthe mid year report. All aspects of the national curriculum are covered in each Stage. Committedand dedicated staff integrate technologies across the curriculum. The school enjoys the fullsupport of our parents. In 2014 we implemented the Numeracy Now project which has changedthe way we teach Mathematics to deep mathematical thinking where children engage in warmups, rich tasks and reflection each day. Our literacy teaching and learning is very strong andsupports all students learning at their individual level.

ParentThere is no formal parent body at Holy Trinity Primary School, but parent involvement isencouraged and invitations to parents and carers are extended at every level of school life.Parents lend their help and expertise in a variety of ways:

as classroom helpersorganising and running Mothers Day and Fathers Day stallsas helpers at sporting carnivalsThursday afternoon Library Chatsattending assemblies and liturgiesmanaging the school uniform shop on a voluntary basisparent volunteers operating the school canteen twice a weekattendance at parent learning afternoons and eveningsparent coffee club after assembliesparent class visits after assemblies.


Parents are encouraged to give feedback on events that take place, to maximise the involvementand sense of community within the school.

StudentMany of the Year 6 students in 2014 had leadership roles within the school. There were fourschool leaders elected by their peers and teachers to represent the student body. These studentspossessed excellent leadership qualities and acted as role models for all students. Theyrepresented the student body when visitors came to the school as well as fulfilling duties duringthe school day such as assisting at assemblies.

Eight colour house captains were also elected to represent their sporting house. These studentswere responsible for leading their teams at carnivals and for managing the daily use of sportequipment on the playground.

The liturgy committee was made up of ten students. They assisted the Religious Educationcoordinator to set up for mass and they also assisted during the mass.

Students from Year 5 were selected to be library monitors in 2014. These students assisted thelibrarian in returning and shelving books and they also assisted other students that came to thelibrary during lunch time to borrow books and play board games such as chess.

In 2014 a number of Stage 3 students were given the opportunity to be a part of the Holy TrinityGranville Media Team, while other Year 6 students were support leaders, supporting fund raisingand care of younger students.


Who we are

History of the schoolHoly Trinity Primary School was established in 1885. It was founded by the Sisters of St Josephand continued under the Sisters' administration until 1976 when the first lay principal, MissShirley Reid, was appointed. The school has seen many changes with building programs takingplace in 1913, 1934, 1964 and 1995. In 2009, the school received Australian Government fundingas part of the Building the Education Revolution (BER). There were two components: theNational School Pride (NSP) program with work carried out in 2010 and the Primary Schools in the21st Century (P21) program with work completed in term 4, 2010.

During 2011 the office and staff resource area underwent a refurbishment. A 'Friends and Fun forKinder and Year 1' play area was set up and artificial grass and soft fall were added to theplayground and undercroft area, making these areas more appealing. Playground games werealso painted on the playground.

Location/drawing areaThe school is located in Granville and serves the parish of Holy Trinity.

Holy Trinity Primary School is a small school and draws on students from Granville, Merrylands,Guildford and a number of other suburbs. School spirit is a high priority and parents areencouraged to build happy working relationships with members of staff.

At Holy Trinity Primary School 95% of the children come from language backgrounds other thanEnglish. The Lebanese culture forms the dominant group and makes up 46% of the studentpopulation. Twenty three languages other than English are spoken as the first language of thechildren.


Workforce Composition

Category Numberof Staff

Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines

17

Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications

0

Number of teachers accreditated to teach Religious Education 15

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 5

Percentage of teachers who are indigenous 38

The average teacher attendance for 2014 96

Percentage of 2014 teaching staff who were retained from 2013 90

Catholic Identity and Religious Education


Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesWhole-school masses were regularly celebrated during the Friday Parish Mass and othersignificant occasions such as the beginning of the school year, Catholic Schools Week, MothersDay, the Feast of the Holy Trinity and St Mary MacKillop's Feast Day. Liturgical celebrationsalso took place during Lent, Easter and Advent. Students were involved in daily class prayer andYear 6 students formed a liturgy team. Students in Years 4 to 6 received the Sacrament ofReconciliation each term.

The school gathered for prayer each morning and the Angelus was recited every day. In manyclasses, the children were responsible for organising liturgies. There were whole-school liturgiesduring 2014 for a variety of celebrations. Some were celebrated with Delany College, Granville.Staff prepared and presented prayer for each other once a fortnight.

Social JusticeBoth staff and students participated in Project Compassion fundraising with special mufti daysheld to raise money on Ash Wednesday for Caritas and during Mission Week for the marginalisedin our community. Each class and staff member collected food and other hamper items for theHoly Trinity Parish St Vincent de Paul Christmas Appeal. A 'Mini Vinnies' group was established inthe school.

School home and parish partnershipsThe school has a close relationship with the parish priest and there is a regular liaison betweenschool and parish. The school supports the parish-based Sacramental programs. Mass and liturgytimes for major parish celebrations are listed in the school newsletter. There has also been acontinued strengthening of ties with Delany College, as evidenced by a combined AshWednesday liturgy, a Holy Week prayer liturgy, and celebrating Mothers Day together.

Parents were invited to, and included in, special liturgies and school celebrations. Families wereencouraged to recite the Angelus at home. They were also involved in the school as helpers inthe classroom, on excursions and at sporting events and fundraising activities. Parent teachermeetings were held formally in February and July, and at other times when necessary. Twonumeracy workshops were offered to support parent involvement. Parents were invited to visitclasses after assemblies and then to have morning tea with the principal.

Religious EducationThe Diocesan Religious Education syllabus, Sharing Our Story, was used in each Stage witha sample pathway being the starting point for each unit. Teachers were encouraged to adapt thelearning/teaching strategies for Sharing Our Story to the needs of their students. The ReligiousEducation program was supported by the To Know, Worship and Love text (from the SydneyDiocese). Assessments reflected the use of English as a Second Language (ESL) guidelines andcatering for individual differences. 'Godly Play' kits were used for 'breaking open the Word'.Students in Years 4 and 6 completed the Religious Literacy Online Assessment.

The Religious Education program at Holy Trinity Primary School values the children's lifeexperiences and encourages them to discuss, question and make judgements and decisions.Children are encouraged to express their new insights through actions and they are givenopportunities to reflect and respond at appropriate levels. Children regularly engage in prayerand liturgical celebrations.

Professional Learning of staff in Religious EducationStaff attended professional learning sessions for the Parramatta Diocesan Religious LiteracyAssessment. The children's work was then assessed by all staff.

Fortnightly, staff members prepared a liturgy and led their colleagues in prayer. The ReligiousEducation coordinator attended meetings and was regularly inserviced in accordance withupdates from the Catholic Education Diocese of Parramatta (CEDP), and resources were updatedto assist teachers to implement the units of work.


Staff professional learning for 2014 focused on a deeper understanding of Scripture, throughprofessional learning in staff meetings and staff development days.


Learning and Teaching

National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2014. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.

NAPLAN RESULTS 2014

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 100 94 68 71

Literacy 100 94 82 69

Reading 100 94 64 69

Writing 96 94 93 69

Spelling 100 93 86 67

Numeracy 100 95 39 64

NAPLAN RESULTS 2014

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 93 93 53 62

Literacy 97 92 57 56

Reading 90 93 43 60

Writing 93 90 47 46

Spelling 100 93 67 61

Numeracy 97 93 33 54

Analysis of these results supports the direction the school is taking in terms of interventionprograms and supporting student learning. The school acknowledges and supports the need toimprove numeracy results in both Year 3 and Year 5 and has implemented the Numeracy Nowproject to develop and facilitate growth. The school continues to have in place programs toHoly Trinity Primary School, Granville Page 8

project to develop and facilitate growth. The school continues to have in place programs toimprove reading and comprehension across all areas of the curriculum.

Our NAPLAN data indicates that 90% or above of students are meeting the national minimumstandard in both Year 3 and Year 5. Our challenge and area for growth is to extend the numberof students to achieve in the top three bands, especially in Year 3, grammar and punctuation,reading and Numeracy and in Year 5 in all areas.

School curriculumAdditional teaching and learning programs included:

Premier's Reading ChallengeReading Owl ChallengeLiteracy SupportF160 literacy support teacherA reading recovery teacher worked with children in Year 1 who were identified as being atrisk regarding reading.Literacy support teachers worked in classrooms in collaboration with classroom teachersto identify and support student needs.Numeracy Now Project with support through a teacher educator Kindergarten to Year 6(K-6)Drama Literacy program K-6Chasing Rainbows program - University of Western Sydney (UWS)Year 2 Literacy Intervention for At Risk StudentsF160 professional developmentStage 3 students and their teachers participated in Project Based Learning in HumanSociety and Its Environment (HSIE) and Science and Technology.Canberra excursion - Year 6.

Transition Programs

Kindergarten Orientation program:Students attended two orientation sessions. Parents attended an information session and workshop. Each student received a Holy Trinity Primary School Orientation sample bag. There was a welcome barbecue and disco for Kindergarten students and their families.

Year 6 Transition program:Principals from regional Catholic high schools visited Year 6 students to talk aboutsecondary school life.Students visited their respective high schools for orientation prior to commencement.Year 6 and special needs teachers liaised with high school personnel with regard tostudents' needs.

Initiatives to promote respect and responsibilityThe school's Mission and Vision statement highlights the importance of respect in relation tothe rights of all members of the community. Respect and responsibility were promoted in ourschool through the following initiatives:

Reminders about respect and responsibility occurred at regular intervals throughout theyear and, in particular, at school assemblies.


The inclusion of a social skill focus in the school newsletter also featured the importanceof respect for self, for others and for the rights and property of others.Weekly assemblies were held to promote national pride and respect for the flag.Opportunities for leadership were provided through school captains, sportingcaptains, liturgy team, library monitors, support leaders and media team.Individualised teaching and learning encouraged personal initiative and responsibility forlearning in many students.The school's Student Management and Pastoral Care policy encouraged students to showrespect to others by 'never taking the happiness away from anyone else'.

Professional LearningProfession learning undertaken by staff in 2014 included:

principal mentor/coach programinterpreting data - NAPLANbeginning teacher daysreading recovery trainingVoice of YouthQuality Catholic Schools surveystaff development daysReligious Education formationprincipal's master classFocus 160Numeracy Now ProjectReligious Education Assessment markingProject Based Learning Stage 3four teachers on staff studying at Master’s level.


School Improvement

Annual school prioritiesPriority 1 Our first priority was to allow opportunity for staff to develop a deeper

understanding of Scripture.

Reason for priority 1 This priority was chosen as a result of analysis of the Religious LiteracyAssessment results.

Steps taken to achievepriority 1

Professional learning plan, including:review of outcomes and key concepts of Sharing Our Story unitsof workdeveloping understanding of theological background of unitsdeveloping a culture of using correct Catholic language andterminology.

Status of priority 1 Ongoing

Priority 2 Our second priority was to develop and plan meaningful, targeted andappropriate learning experiences for all students with a focus onreading comprehension and writing.

Reason for priority 2 This priority was chosen as a result of National and school based dataanalysis. Staff were identified as needing focused professional learningto build capacity and shared understanding of Focus 160 successcriteria.


implementing the national syllabus for Englishfocus on analysis of writing using the continuum clustersensuring all students were reading at instructional levelimplementing Success Criteria for Focus 160 from Kindergartento Year 6.



Priority 3 Our third priority was to improve student learning outcomes innumeracy.

Reason for priority 3 This priority was chosen as a result of National and school-based dataanalysis.


to implement the Mathematics Assessment Interviewto use growth point data to inform teaching and learningto establish a data wall



Projected school prioritiesPriority 1 Our first priority will be to develop a deeper understanding of Scripture

read, understood and lived.

Reason for Priority 1 This priority was chosen as a result of analysis of Religious LiteracyAssessment data.

Steps taken to achievePriority 1

staff professional learning to gain deeper understanding ofScriptureScripture word walls evident in all learning spacesexploring Scripture kits used to assist students in gaining deeperunderstanding of Scripture.

Priority 2 Our second priority will be to investigate and implement strategies tosupport the English Additional Language/Dialect (EAL/D) learner at HolyTrinity Primary School, in order to plan targeted meaningful andappropriate learning opportunities in the area of readingcomprehension K-6 and writing K-6.

Reason for Priority 2 This priority was chosen as a result of national and school-based datawhich has indicated the need to explore the English AdditionalLanguage/Dialect (EAL/D) learner and the implications in the literacylearning cycle.


professional learning around success criteria for Focus 160strategycase management meetings for those students requiring extrainterventiondata walls displaying reading comprehension, writing andvocabulary levels for whole-school analysis and evaluationdrama literacy implemented as a strategy for Year 6focus on oral and written language K-6deeper understanding and use of the English as a SecondLanguage (ESL) scales to inform teachinganalysis of NAPLAN data to identify areas of need.


Priority 3 Our third priority will be to ensure that growth point knowledge andunderstanding are at the core of rich task design, assessment, datacollection and creation of learning intention and success criteria.

Reason for Priority 3 This priority was chosen as a result of 2014 implementation, feedbackand teacher reflection where it is apparent that teacher knowledge ofgrowth points is not currently used to make informed decisions aboutteaching and learning.


development of a deeper understanding and use of rich tasks K-6analysis and assessment with outcomes and growth points inmindregular critical analysis of data wallcase management meetings focused on numeracy.

Community Satisfaction


Community Satisfaction

Parent satisfactionDuring 2014, Catholic Education Diocese of Parramatta engaged Insight SRC to conduct theQuality Catholic Schooling (QCS) survey to provide feedback from parents, students and staffabout our school. This survey will be conducted annually.

QCS data collected and reported showed that parents were understood and that they should begiven an opportunity to contribute to school planning.

Student satisfactionThe QCS data collected and reported showed that students felt connected to the school, they feltthat lessons were delivered in an energetic way but might not always feel that they were listenedto or that lessons were interesting and enjoyable.

Teacher satisfactionThe QCS data collected and reported showed that teachers were on board with school goals. Teachers were self-motivated in their ownership of school goals rather than being built throughteamwork and empowerment.


Student Profile

Enrolment PolicyHoly Trinity Primary School follows the Catholic Education Diocese of Parramatta (CEDP)document, Enrolment Procedures in Parramatta Catholic Systemic Schools, September 2014. Thisdocument can be obtained from the school office or is available on the CEDP websitehttp://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolmentYear Boys Girls Total

2012 99 90 189

2013 102 96 198

2014 104 92 196

Student attendance ratesThe table below shows the percentage of student attendance by Year level and school average.

Kindergarten 93.7

Year 1 96.2

Year 2 94.8

Year 3 96.8

Year 4 96.8

Year 5 96.5

Year 6 96.1

School Average 95.88

Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.

Language background other than English (LBOTE) 184

Students with disablities (SWD) 15

Indigenous 0

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schools age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.They maintain accurate records of students attendance, follow up unexplained absences throughwritten and verbal communication, implement programs and practices to address attendanceissues when they arise, and provide clear information to students and parents regarding


http://www.parra.catholic.edu.au/policy-central

issues when they arise, and provide clear information to students and parents regardingattendance requirements and the consequences of unsatisfactory attendance. The principal ortheir delegate, may grant permission for late arrival or early departure from school, leave orexemption from attendance only in individual cases, on written request from parents andguardians. The principal/delegate will undertake all reasonable measures to contact parentspromptly if an unexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.


Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careThe role of the Catholic school, in partnership with parents and caregivers, is to nurture youngpeople by providing optimum levels of support in learning, positive interpersonal-relationshipexperiences, and social support networks. At Holy Trinity Primary School we believe we all have aright to be respected and a responsibility to respect each other as we strive to develop a safeand supportive environment, which is conducive to learning.

The school has developed a successful Pastoral Care of Children policy that focuses on positivebehaviour as well as behaviour that needs to be addressed. The policy aims to provide clearguidelines for dealing with members of the Holy Trinity Primary School community so that equity,dignity and responsibility are nurtured and that all actions reflect the school's belief statement.

Students are taught in a school environment, which is free from physical, verbal, sexual andracial harassment. Bullying and harassment are not acceptable at Holy Trinity Primary School andwe are committed to preventing and eliminating bullying in all its forms. We do this by teachingstudents skills, which foster respect for self and others. School staff have a duty of care tostudents, ensuring a safe and non-threatening environment for all.

The full student management, welfare and discipline policies are available from the school officeor the school's website http://www.htgranville.catholic.edu.au/. The Anti-bullying policy isavailable from the school office.

The policies remained the same during 2014.

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta (CEDP), ComplaintHandling policy. A copy of the school policy is available from the school office or is available onthe CEDP website http://www.parra.catholic.edu.au/policy-central.

There were no changes to the policy during 2014.


Section Eleven: Financial Statement

Income Expenditure

Commonwealth (65.3%)Capital (0%)State (21.6%)Fees (12.4%)Other (0.7%)

Capital (1.4%)Salary (77.8%)Non-Salary (20.8%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants 1 $1,635,303

Government Capital Grants 2 $868

State Recurrent Grants 3 $539,613

Fees and Private Income 4 $310,522

Other Capital Income 5 $17,143

Total Income $2,503,449

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $34,848

Salaries and Related Expenses 7 $1,894,513

Non-Salary Expenses 8 $506,707

Total Expenditure $2,436,068

1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purporse grants.

2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and

special purpose grants .4. Fees relates to diocesean and school based fees, excursions and other private income

from fundraisers.5. Other refers to Other Capital Income including drawdowns from the Diocesean School

Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to to the total of all Salaries, allowances and related expenses such as

superannuation, workers compensation and leave.8. Non-Salary refers to all other Non-Salary Recurrent Expenses.

12.4%

21.6%

65.3%

■■■■■

20.8%

77.8%

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holy trinity primary school, granville

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