performance report 2016 as at 7th december 2016 performance report_7... · page 1 of 25 performance...

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PERFORMANCE REPORT 2016 as at 7th December 2016

As required by the “Australian Education Act 2013”, Catherine McAuley School has produced an annual performance report. Introduction Catherine McAuley School is a Catholic Reception to Year 7 Primary School, in the Mercy tradition. The school is located in Craigmore. The catchment for Catherine McAuley is Craigmore/Blakeview, Munno Para with some families traveling from the new Andrew’s Farm Development and Elizabeth. Catherine McAuley School shares a Campus with Playford Primary School and offers a Defence Service Transition Aide, Outside of School Hours Care and Vacation Care Services to students from both schools. The school has an SES of 89. Our current total enrolment is 366 students; please see the table below for a year level breakdown of our current enrolments:

2016 Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

Number of students

57 49 38 56 46 47 36 37

4.3% of our enrolments are Indigenous

13.4% of our enrolments are EAL

8% of our enrolments are students with disabilities (students for whom the school receives special education funding support from the Catholic Education Office)

Professional Engagement In 2016 Catherine McAuley School has 24 teachers on staff working at a full time equivalent of 20.5 and 16 non-teaching staff working at a full-time equivalent of 10.5. Seventeen per cent of our staff are male, eighty-three per cent of our staff are female. Staff Attendance Teaching staff attendance for the 2016 school year was 90.9% and our teachers took sick leave, maternity leave, carer’s leave, bereavement leave and long service leave as is their industrial entitlement. Staff Retention In 2016 we retained 97% of our teaching staff from the beginning of the previous year. We celebrate the dedication, commitment and ongoing passion and wisdom of our existing staff and welcome the enthusiasm and expertise that our new staff members bring to our school community. In 2016 we welcomed back Mrs Katherine Wotherspoon (0.6 FTE) from Parental Leave. In Term 2, Ms Ashlee Leahy joined the 2/3 Team while Ms Courtney Starr assumed the Acting REC role and Mrs Ciara James assumed the Acting Deputy role while Ms Eleni Vailias took Leave. In Term 3, Ms Rebecca Philip joined the 4/5 Team as Ms Danielle Hodson took Maternity Leave and Ms Emma Paradiso was appointed as the Term 3 and 4 Reception Teacher. During the 2016 year, Ms Louise Gellard took 12 months Leave, Ms Vanessa Lynch took Parental Leave and Mrs Carmen Rees (nee Bint) took Maternity Leave and then decided to resign from her permanent position at Catherine McAuley School. We have almost completed our staffing for 2017 and we anticipate being able to announce the details of our Acting APRIM before the end of the school year. During 2017, Mrs Eleni Colonico will be on 12 months Leave and we welcome Mrs Ciara James to the Acting Deputy Principal position. The school was able to advertise a permanent (0.5FTE) Physical Education Teacher position and we congratulate Mr Scott Hughes on his appointment to the role. In 2017, we welcome back Mrs Megan Pollard as Expressive Arts Teacher, Mr Scott Hughes (0.4FTE Classroom Teacher), Mr Nick Guidolin, Mrs Liesa Lombard, Ms Rebecca Philip, Ms Leanne Crompton, Mrs Malissa Jones,

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Mrs Ashna Kenyon, Ms Julia Fergusson and Ms Ashlee Leahy in Replacement Positions. Sadly, we farewell Mrs Sara Armeni and Ms Emma Paradiso who complete their contracts at Catherine McAuley School. We also farewell Ms Louise Gellard (who has resigned from her permanent position since being offered a position in another Catholic school) and Mrs Tammy Bruecher (who resigned from her permanent position to take up a role with TAFE SA). Ms Milda Fahey has been granted 12 months Leave during 2017 and Ms Vanessa Lynch will take 12 months Parental/Maternity Leave. Our staffing for 2017 is:

Principal Mrs Belinda Bennett Deputy Principal/Inclusive Education Ms Ciara James APRIM Bianca Bruno Business Manager Mrs Anne Richards Reception Mrs Leonie Wood, Mrs Malissa Jones Year 1 Ms Julia Fergusson, Mrs Ashna Kenyon Year 2/3 Ms Courtney Starr, Mrs Liesa Lombard,

Mrs Rachel Probets (0.6FTE) / Ms Ashlee Leahy (0.4FTE) Year 4/5 Mr Richard Cochrane, Ms Rebecca Philip,

Mr Nick Guidolin, Ms Leanne Crompton Year 6/7 Mr Craig Leahy, Mrs Linda Caldinez, Mrs Katherine Wotherspoon (0.6FTE) / Mr Scott Hughes (0.4FTE) Expressive Arts Mrs Megan Pollard LOTE Ms Samara Offen Physical Education Mr Scott Hughes Resource Centre and ICT Mrs Maureen Nicholls ICT Mr Mac Assaad ESO Administration Mrs Trish Jones, Ms Lynda Giles, Mr Andrew Fittes ESO Curriculum Mrs Kerryn Lawson, Mrs Tina Guthrie, Mrs Sue Jones,

Mrs Lee-anne Vandenberg, Ms Sarah Guthrie, Mrs Anna Rositano, Mrs Mary-Anne Hayward, Mrs Serena Fisher

Wellbeing Coordinator/Counsellor Mrs Lee-anne Vandenberg ESO Services Mr Andrew Fittes Elizabeth Community Connections Mrs Jo Williamson Playgroup Coordinator Mrs Cheri-Ann Barbaro Out of School Hours Care Service Ms Tanya Giester, Mrs Valerie Bowley

During 2016, we also farewelled Mr Trevor Spencer who contributed 14 years of hard work and dedication to our school. We thank Trevor, Emma, Sara, Louise and Carmen for their contributions to Catherine McAuley School and wish them all every blessing for the future. Teacher Qualifications The table below highlights the qualifications that our teaching staff have obtained:

Bachelor Degree 110%

Masters Degree 8%

Other (Diploma, Graduate Certificate, Graduate Diploma) 35%

Expenditure and Teacher Participation in Professional Learning In 2016, there has been 100% participation by the teaching and ancillary staff in professional learning. There has been a wide range of Professional Learning involving the whole school, Year Level Teams, Sub-Schools, Key Learning Areas and individual staff. Pupil free days, staff meetings, sub-school meetings and individual teacher time was used for professional learning. Some of the professional learning that has informed teaching practice in 2016 included:

Positive Education – Geelong Grammar

SA Nature Play

Australian Curriculum – English, Mathematics, Science, Technology

Australian Curriculum - Cross Curriculum Perspectives

Literacy Training – Reading Comprehension training, planning and development

National Literacy and Numeracy Test training

Autism SA – Autism Spectrum Disorder Training

Behaviour Education Support

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Religious Education/Made in the Image of God/Crossways

Mercy Cluster Development

Restorative Practices

ICT -O365, One Note, Scorelink data tracking

PAT Analysis

Numeracy Projects

WHS Training

EAL Scaling and Training

EAL Cluster Group

Indigenous Education - Curriculum and ILP’s

SPiNs Training

Gowrie Centre Training In addition to this, Catholic Education South Australia (CESA) provided professional development and consultancy services for all Catholic Education SA Schools. Our Early Years Teachers have been involved in Early Years Assessment supported by Catholic Education South Australia (CESA). During 2016, the school spent $34,590 on professional learning for staff and were fortunate to receive a grant from the SACPPA association and Northern Connections to assist in staff engagement with Positive Education. The school is committed to ensuring that all staff are provided with the opportunity to engage in ongoing learning surrounding education and the needs of school aged children, to extend their professional knowledge and to update their pedagogical understandings and skills. Student Attendance The average student attendance rate for our school, year to date is 92.15%; the average attendance rate per year level year to date is shown in the table below:

2016 Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

Attendance Rate of students

92.2% 93.7% 89.2% 90.1% 93.6% 92.2% 94.8% 91.4%

Our school manages non-attendance in a variety of ways including daily roll book log in, phone calls for unexplained absence, follow up phone calls for ongoing absence, formal letters explaining habitual and chronic absence, parent meetings and formal reporting to the attendance officer if required.

Early Years Assessment Data 2016 Collection and 2016 NAPLAN Statistics Our teachers and students are to be congratulated on the overall learning growth in both the Early Years Assessment Data Collection Report and the NAPLAN tests. The ‘Report on Early Years Assessment Data - 2016 Collection’ is shown on page 9 of this report and the 2016 NAPLAN data is shown on pages 10 to 12 of this report. Value Added We add value to the school curriculum by providing a rich educational experience for all students through the provision of extra programs across the school. 1. Programs:

The Italian Language and Cultural Program, Expressive Arts Program, Physical Education Program, Early Intervention Programs, ICT Specialist Program.

Made in the Image of God, Crossways, Sacramental Program.

Counselling and Wellbeing Programs - Mentoring and Round Table Project, Community Kids, Anti Bullying and Harassment Strategy, Restorative Practices, Positive Education, Better Buddies Program, Social Skills Programs - Play is the Way and What’s the Buzz, Breakfast Program, Healthy Eating/Brain Food Program, Cyber Bullying Workshops.

Catholic Schools Music Festival, Premier’s Reading Challenge, Student Leadership and Ministries.

Small Mercies Transition Programs, Extended Transition to School Program in partnership with Adams Road Kindergarten.

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Early Years Programs (0-5) Toddler Bop, Baby Playgroup, Little Learners SPiNS Playgroup, ELY and Early Reading Programs providing support, learning and development for families and children within the school and wider community.

Elizabeth Community Connections Project and our Out of School Hours Care (OSHC) and Vacation Care Service all serve the community in a variety of ways.

2. Catholic Culture:

Beginning and End of Year combined Staff Mass with the Regional Mercy schools, Staff Commissioning Mass, Mercy Cluster Family Masses, Diocesan Spring Gathering, Mercy Day Regional activities and interactions with the two other Mercy Parish schools.

Michael Mangan Concert.

Liturgical Celebrations - Liturgies, Masses, Weekly Whole School Prayer, Shrove Tuesday, Ash Wednesday, Holy Week Reflections, Advent, Lent, Saints and Feast Days, Staff/Student Retreats End of Year and Graduation Liturgy, End of Year Staff Mass.

Mercy in Action/Social Justice Programs (soup, fundraising and out-reach activities), Green and Brown and Charities Days, Missions and Liturgy Committee.

ANZAC and Remembrance Day Ceremonies.

Sacramental Program in conjunction with the Elizabeth Catholic Parish, Parish Renewal Program. 3. Extra Curricular:

Student Representative Council / Better Buddies.

Indigenous Cultural events, Movie Nights, Sleepovers, Camps, Discos, Middle School Retreats, Zumba, Carols and Concerts.

Catholic Schools Music Festival Choir, Private Piano Tuition, Interschool Sports Activities, SAPSASA, SACPSSA.

4. Parental/Caregiver Involvement: Catherine McAuley School is proud of the rich partnership between

home and school and provides a variety of ways in which families can become involved in the school based education of their children in particular through:

Parent/Carer Information Nights and Parent/Teacher/Student interviews.

Special Person/Grandparents Day.

Walk Safely to School Day.

Catholic Education Week.

School Tours.

Charities Day and Green and Brown Day.

Liturgies and Masses.

Shrove Tuesday.

School functions and events.

SAPSASSA events.

WHS Induction, Mandatory Notification - Responding to abuse and neglect - Education and Care Induction Session for Volunteers’ Training.

Support with the screening process for all of our volunteers using the updated Police Check Procedures.

School Board and Finance Committee.

Parent Survey and feedback.

Catherine McAuley Community Team (CMCT).

Early Learning Programs - Playgroup, Early Learning Years (ELY) Program, Toddler Bop.

Fitness and Walking Programs.

Classroom support - listening to children read, assisting with learning activities, assisting on excursions, retreats, sports day, sport events, coaching.

Catholic School Music Festival Choir.

DSTA Support – Our Campus DSTA works closely with the students of Defence families and provides added support to the family during times of deployment. Students have the opportunity to participate in various programs: - Optimistic Kids Program, supported by the Port Adelaide Football Club - ANZAC Day and Remembrance Day ceremonies - Kidz Club

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We are extremely grateful for the work that Mrs Jacqui Langstreth does across the Campus to provide a variety of support programs for the children. Jacqui joined our Campus at the beginning of the year and she has quickly endeared herself to staff, students and families.

5. Facilities:

Shared Resource Centre, Community Oval and Canteen.

Joan Haren Performing Arts Centre, which incorporates OSHC.

Early Years and Elizabeth Community Connections Centre (0 - 5 years).

Sensory/Playroom.

CMCT/Uniform Shop/WHS Room.

Evangelista Learning Centre classrooms provide flexible learning opportunities where classes can utilise break out spaces for group work including the Sustainable Garden.

Teacher Resource Centre and Wellbeing Counsellors Room.

Music Room – Piano Instrumental Tuition.

Koala Crossings (Adams Road, students are trained by Police on a yearly basis to be monitors), Kiss and Drop Zone.

6. Student Support: Our school believes that the health and wellbeing of our students is paramount to their

learning. During 2016 we have provided support though:

Establishment of a School-based Counselling Program.

Social Skills Programs – Play is the Way, What’s the Buzz, Social Groups and structured play sessions.

Small group and individual learning support programs.

Mentoring Program - Leadership, Teachers and Education Support Officer’s (ESO’s) provide mentoring for a variety of students. The results clearly indicate that the Program works and teachers report that they spend more time on teaching than classroom management. Parents/caregivers have also indicated that they value the Program and believe that it has real benefits for their children.

Fine and Gross Motor Program, Kay-a-Day.

Sensory Programs - a space is set up to support students with sensory needs and also doubles as a ‘cool down space’ for students who require this quiet space.

Occupational Therapy, Speech Therapy, Autism SA support, In-School Psychology.

Indigenous Support Groups – Campus Nunga Club.

Better Buddies Program, affiliated with the Allanah and Madeline Foundation provides peer mediation and social support in the yard and empowers students to support one another through a variety of activities.

Community Kids Program supported by Bower Place and UniHealth Playford, continues to flourish assisting children in developing resilience, self-esteem, social skills and mindfulness.

Breakfast Club (Wednesdays - Fridays, supported by Kick Start for Kids).

Restorative Practices - students learning skills that will assist them further in life.

Round Table – Round Table has continued to support Central Region School staff in dealing with some of the social, emotional and behavioural challenges that students presented with across the region. Meetings are held twice each term and often include members from the Catholic Education Office (CEO) Behaviour Education Team, Northern CAMHS, visiting psychologists, teachers and leaders. The meetings use a format to respect privacy and encourage rich and robust professional discussion, which supports teachers and leaders to deal with challenging behaviours in all of the schools.

Student Profile and Resource Folder. As a school community we believe “It takes a village to raise a child” and together we are responsible for each student and their wellbeing.

7. Community: In 2016, the Catherine McAuley Community Team (CMCT) continued to enthusiastically

support the fundraising and community building of the school. Throughout the year the Team and their helpers have supported the following events:

Sports Day and Be Active Day support/ Sausage Sizzles.

Pancake Day.

Easter Raffle.

Show Down Donut Day.

Mother’s Day and Father’s Day Shop.

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Father’s Day Breakfast.

Discos.

Family Portraits.

Ceili and Carols Night BBQ.

Year Book. The contribution of these volunteers has been immeasurable and their generosity of time, skill and spirit has been an inspiration to all of us. Funds raised in 2016 have assisted the school in many ways and has enabled the school to purchase PE equipment, Maths Resources, Literacy Resources, support the CSMF Choir, and purchase ICT equipment. We thank all of our volunteers who assist in so many ways across the school for all their hard work and dedication.

The Elizabeth Community Connections (ECC) Project provided a range of training and educational opportunities for the school and wider Elizabeth community. Programs made available this year include:

Introduction to Working with Children and Families which is a pathway program into Children’s Services, Education Support or Community Services. This program has two modules that are accredited through TAFE.

A variety of workshops to assists our community to gain skills and to participate in the wider community.

The promotion of health, welfare and wellbeing of the community such as City to Bay Fun Run, Heart Foundation Walking Group and the Biggest Morning Tea.

Toddler Bop.

Playgroup (SPiNS).

ELY (Early Learning Years for 3 - 5 year olds). The Literacy Library continues to grow providing packs containing a book and activities to extend the story and increase language, literacy and numeracy development. Our Coordinators and volunteers including Jo, Cheri-Ann and Karen are the driving force that brings to life the ECC Programs. We thank all of the parents and caregivers who have participated and supported the Programs and we especially acknowledge Mrs Jo Williamson for her tireless work in making ECC so successful.

Parent/Caregiver, Student and Teacher Satisfaction The school is always open to hearing the views, suggestions and ideas from the community. The Leadership Team has an Open Door Policy and we encourage parents and carers to contact members of the School Board when they wish to voice an opinion or make a suggestion. In 2016 we again surveyed Families, Students and Staff with the results shown on pages 13 to 23 of this report. These findings along with the Continuous Improvement Framework (CIF) will guide the school’s Annual Improvement Plan. School Income The table below shows our sources of income as at 31 October 2016:

Government Grants $2,857,073 Fees 469,944 Other 173,784

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School Improvement During 2016, our Schools Improvement Plan was developed from our Strategic plan and the Domains specified in the Continuous Improvement Framework for Catholic Schools. The Annual School Improvement Plan for 2016 is summarised below:

CIF - Domain 1 “Catholic Identity” Focus: To recontexualise and develop further our Catholic Identity and connections with the Elizabeth Parish. Develop further staff/student knowledge and understanding of the Catholic Faith, with a particular focus on Scripture. Understand, articulate and make visible the core principles of Social Catholic Teaching. Strategies Implemented: Enhance visuals around the school and introduce the values of Respect and Kindness as a whole school focus. Sharing/reflecting on scripture more deeply using the ‘doing Theology’ model as part of prayer and staff meeting and when making school related decisions. A focus on using scripture including the Sunday Gospel during Monday Morning prayer. Identify the principles, actions and practices that embed Social Catholic Teachings within our school with a focus on ‘Faith in Action’ and support the Mission and outreach works of the sisters of Mercy and other Catholic agencies. Develop pathways to work closer with the Parish Team Outcomes: Whole school understanding and common language being used with RESPECT and Kindness underpinning our interactions enabling all in our community to be the face of Jesus to one another. Visuals (posters, words, symbols) being displayed in classrooms and around the school serving as a reminder of our values and Catholic identity being embedded in our daily interactions. Sharing and breaking open the word during Monday Morning prayer bringing a greater connection of the Gospels to our daily life. Adoption of our Termly Mercy Cluster meetings with the other Mercy schools in our region to develop our Mercy Charism, Catholic identity and collegiality. Contribution to the Parish Renewal Program and Spring gathering with Family Masses being introduced each term and further ideas of bringing Parish and school together. Expansion of our outreach to Mercy House and continued support of St Vincent de Paul, Caritas and Centacare as part of our Social Catholic Teaching.

CIF - Domain 4 “High Expectations of All” Focus: Improve attendance rates across all year levels Strategies Implemented: Follow up student non explained absentees quickly and monitor non explained absentees regularly. Highlight in the newsletter attendance rates fortnightly. End of term attendance awards. Outcomes: Improvement in non-explained attendance improved across all year levels with the introduction of sms alerts through CSiS. Overall attendance improved in Year 1,4 and 6 however our data shows that absentee can be attributed to illness and family reasons. Attendance continues to be an area of focus for our school into 2017 as it is directly related to student progress and success.

CIF - Domain 5 “High Quality Teaching and Learning” Focus: To sustain and build upon agreed practices in Literacy with a focus on improving Reading strategies and comprehension. Expansion of ICT availability and skill development across the primary and Middle years and implementation of O365. Strategies Implemented: Whole staff professional learning in the area of Reading and Comprehension utilizing the ‘Teaching and Learning Cycle’ model. Greater use of data to inform teaching, particularly the use of PAT/NAPLAN data. Introduction of 1:1 laptops for 6/7 and 1:2 for 4/5. Professional learning with O365, OneNote, class notebook and sharepoint. Outcomes: Improved understanding of the process of teaching and scaffolding quality teaching instruction when teaching reading. Scope and Sequence for the Early Years to ensure sequential and continual development of our youngest learners, review of Early Years Assessment data, development of a common language/pedagogy across R-7, greater use of data to track students and inform practice through introduction of scorelink software, greater engagement of students, improved ICT and Technology skills amongst students and staff.

CIF - Domain 7 “Orderly and Safe Learning Environments” Focus: To develop a shared understanding of the importance of Social Skills, Positive Education and Restorative Practices and embed and implement strategies to develop skills in these areas in our daily work. Strategies Implemented: Training of staff in Positive Education and ongoing professional/personal development of Restorative Practices. School focus on Respect and Kindness. Better Buddies

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redevelopment, focus on care for our physical environment, feedback from students, review of the physical environment of the school. Outcomes: The development of a common language and teaching pedagogy that develops Growth Mindset, gratitude, Meditation/Mindfulness practices across the school to enable learners to flourish and develop resilience and self-regulation. Development of a common language/understanding of Restorative Practices, review of practices and development of school norms, greater use of Circle Time in some classes to address and manage issues, greater accountability of children/parents in relation to inappropriate behaviour, greater levels of empathy, self-regulation and resilience being observed, less yard issues, more respectful play and cooperation.

CIF - Domain 8 “Strong Home/School/Community Engagement” Focus: Raising the school profile within the community. Ongoing development of school/teacher/family relationships and communication. Providing more opportunities for parents/carers to be involved in the life and learning of the school. Strategies Implemented: Involvement in community events and program, marketing our school, developing connections with the kindy, implementation of SPiNS playgroup, development and expansion of Early Years Services, collecting email addresses of families for staff to email directly, celebrating achievements, visibility in the yard each morning, Surveys, improved Community Kids Programs, greater use of SMS and promotion of Skoolbag, and class dojo, encouraging parents to join the School Board. Outcomes: Greater engagement with parents particularly at the classroom level, positive word of mouth in the community, greater exposure, greater communication between home and school, improved aesthetics of the school, more families attending Early Years Programs. Development of an extended transition program with Adams Rd Kindy providing Term 4 children with smoother transition to school.

Review 2016-2019 School Strategic Plan Focus: Review the school’s direction and develop annual plans to address areas of need identified by staff, students and families in consultation with the School Board. Strategies Implemented: Feedback and input from the staff, School Board, students and families through direct discussion, end of year Surveys, DISA Survey, gap analysis, review of the past Strategic Plan and vision for where we would like the school to be in 3-5 years’ time, exploration of expansion of Early Years services. Outcomes: The 2016-2019 School Strategic Plan can be found on pages 26 to 27 of this report.

Belinda Bennett, Principal.

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REPORT on EARLY YEARS ASSESSMENT DATA CATHERINE McAULEY SCHOOL

2016 COLLECTION

Report on Early Years Assessment Data

CATHERINE McAULEY SCHOOL

2016 Collection

School Targeted Groups

(see code below)

ESL Band Scale

ESB Scale

Instructional Running Record

level

Letter Identification

Concepts about Print

Word Test

Writing Vocabulary Hearing and

Recording Sounds in

Words

Maximum 30.00 7.00 9.00 6.00 9.00 7.00

Your school's

2014 Averages

10.50 5.10 4.70 4.50 3.50 5.00

Your school's

2015 Averages

14.40 5.40 4.80 4.50 3.80 5.40

Your school's

2016 Averages

13.10 5.20 5.30 5.10 2.90 5.00

Regional

Group Averages

12.00 4.70 4.70 4.40 3.50 4.50

Overall Cohort

Average

2.00 13.20 5.10 5.20 4.90 4.00 4.90

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NAPLAN ANALYSIS REPORT 2016

Year 3 2016

The black arrow shows the Australian average and the clear arrow shows the CMS school average.

Our Year 3 cohort is generally the group furthest from the Australian average. We are below in all areas

however we are closing the gap in Reading, Writing Spelling. Our largest gap is Grammar/Punctuation

and Numeracy. Our current Year 3 cohort is the strongest performing group in several years.

90% - 98% of students achieved National Minimum Standard across all assessment components.

Given this is the first year this cohort have been tested, we are not able to determine academic growth.

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Year 5 2016


Our Year 5 Cohort are below the Australian average in all areas, however the gap across all areas is

closing. This year 98% of students attempted the test including our children with disabilities and learning

needs. 86% of students achieved National Minimum Standard across all assessment components.

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Year 7 2016


As you can see we are extremely close to the Australian standard in all areas. Our Year 7 cohorts

generally, are our best performing students with scores mostly reflecting similar scores to ‘like’ schools.

The 2016 cohort were slightly down with mean scores were slightly less than 2015.

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CATHERINE McAULEY SCHOOL FAMILY FEEDBACK SURVEY 2016

In 2016, there were 25 Total Responses and 23 Complete Responses to the Family Feedback Survey, the collated results are as follows:

Q2 How well does Catherine McAuley School give daily witness to Christian values and

support the Spiritual growth of your child?

Q1 What is the Year level of your child/children?

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Q3 How well does Catherine McAuley School welcome, show compassion, understanding

and support members of the school community?

Q4 How satisfied are you with the general administration of Catherine McAuley School?

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Q5 How do you access information regarding school?

Q6 How satisfied are you with the facilities and grounds at Catherine McAuley School?

Q7 How satisfied are you with the resources and technology at Catherine McAuley School?

Other (please specify):

Class Dojo

Notes that come home

School notes

Ask the teacher

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Q8 How high are the expectations for students at Catherine McAuley School?

Q9 Is your child required to do too much homework, too little homework, or about the right

amount of homework?

Q10 How satisfied are you with the Specialist Programs offered at Catherine McAuley

School? (Italian, Physical Education, Expressive Arts)

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Q11 How satisfied are you with the activities offered at Catherine McAuley School?

(Inter- Catholic school sport, SAPSASA, Choir, Specialist Piano)

Q12 Please rate the items below:

What other programs/ins…

Like to see an Asian language offered

I have never heard of the above programs being offered

Of course instrumental and vocal music would be good. But this is difficult to maintain at a small primary school.

Choir for younger year levels

Other musical instrument lessons

Guitar, percussion and basic music theory for the older students as part of the curriculum.

I would also like to see organised sports skills to be taught at sports class (ie football, soccer, basketball, hockey)

My child has not been involved in any of these as yet

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Q13 Please rate the items below (continued):

Q14 What are the strengths of Catherine McAuley School?

Q15 What are the challenges for Catherine McAuley School?

Teachers at this school are amazing. Teacher and leadership accessibility by students and parents is excellent. They are very family orientated. And work with families on all of the types of

issues that may arise with their child. Admin Staff to Parent interaction is very good. Great teachers and really good programs and extra events. The Mercy tradition instils wonderful values in our children, but more than that

is welcoming and accepting which makes the children feel safe and loved. Friendly, safe learning environment. It's accepting and nurturing community.

Providing information: making available notes etc. on the website, for parental accessibility.

Lack of respect to substitute teachers.

The drop off zone on Adams Road needs to be monitored or a letter sent out reminding parents it’s to drop off or pick up, not to park and block the way of other parents.

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Q16 Suggestions for consideration …….

There needs to be more supervision around kiss and drop lane gate. Bullying is always a challenge for any school … but I like the compassion

approach and demonstrating that there is goodness in the world, but keeping in mind of the consequences.

It might be an advantage for some students to have the ability to use personal devices to promote a consistent work flow and make use of digital organisation tools. BYOD in middle school could be a possibility.

More play areas for the children to enhance their imagination (Nature play), upgraded playgrounds.

Strategically placed recycling bins could be provided for the student usage. Class recycling facilities are too small.

Children would like more outdoor seating, particularly the older children.

Keeping the website updated. Parking is an ongoing issue on drop off … a lot of parents not adhering to

rules.

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CATHERINE McAULEY SCHOOL STUDENT SURVEY 2016

The collated results are as follows:

Q1 What Year Level are you?


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Q3 Suggestions for consideration…….

YARD

Improve oval by putting the lines on

More equipment

Have an area only Year 6 and 7 can be

Shade over Year 3 to 5 playground

Making room for constructions and messy play

Smaller/lower netball goals on the courts LEARNING

More Pos Ed Days cook day/play day and electronics day

Help other schools ATTITUDES and BEHAVIOUR

Keep sharing kindness around.

Kids need to respect school property more

More time to work on manners

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CATHERINE McAULEY SCHOOL STAFF SURVEY 2016

The collated results are as follows:


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Q2 Strengths:

Q3 Challenges:

Q4 Suggestions for Consideration:

School strengths this year have been the Positive Education and concepts which have been used and supported across the school.

Positive Education Restorative Practises Inspiring and motivated staff

Kindness Respect Sense of community

Pastoral care of everyone.

The support of all students in encouraging them to achieve their best.

Strong team work, Leadership have wide and long vision and always there is a way to Financially Support all the IT requirement and needs.

Catering for some students with complex needs

Addressing some of the complex behaviours of a small cohort of students

I feel blessed to be working at Catherine McAuley. The team I work with is very supportive and school Leadership inspires me as a teacher.

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CATHERINE McAULEY SCHOOL STRATEGIC PLAN

2016-2019

Mission To be a high quality Catholic School in the Mercy Tradition.

Vision

Catherine McAuley School is a Catholic Faith community which promotes and celebrates excellence in education. A spirit of reconciliation is encouraged through our experience of faith, growth and unity. We endeavour to prepare children for a life that is lived in justice, dignity and mutual respect.

Core Values

Respect, Justice, Dignity, Compassion, Responsibility, Integrity and Loyalty

Continuous Improvement

Framework Domains Elements Focus

1. Catholic Identity

1.2 – Catholic social teaching 1.4 – Religious education 1.5 – Faith formation

Promote a clearer Catholic identity

Quality learning in Religious Education

Establish stronger Parish connections

Promote ecological conversion and sustainability

Develop staff spiritual and religious formation

Develop knowledge and understanding of Scripture and Theology

2. Focussed Vision and Goals

2.2 – Strategic planning Staff, students and families know the school vision and goals and are committed to its continuous improvement

Establish a contemporary, dynamic and futures focussed vision for learning

3. Strong Leadership

3.2 – Setting directions 3.3 - Building leadership capacity

The effectiveness of teaching and learning is monitored and evaluated through observation, feedback, analysis and use of relevant data

Develop a culture of high expectations, innovation, inquiry and improvement

Parent and student voice in learning is actively encouraged

Develop and implement effective strategies for staff development, induction, succession planning, professional learning, faith formation, leadership development and professional review

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4. High Expectations of All

4.1 – Shared responsibility 4.2 – Engagement with families

Develop a learning environment that promotes intellectual rigour and celebrates achievement

Develop an improved sense of belonging and pride within the school

Improve attendance rates across the school

Develop strategies that promote the engagement of families in the learning partnership

5. High Quality Teaching and Learning

5.1 – Curriculum 5.2 – Quality teaching 5.3 – Student engagement with learning

Promote an agreed school culture of excellence in learning and teaching

Review teaching and learning programs to ensure they are relevant, engaging and meaningful

Review the documentation of teaching and learning programs

Review integration of ICT across the curriculum

6. Effective Use of Data

6.2 – Analysis and interpretation of data 6.3 – Monitoring and use of data

Review and improve whole school data collection, analysis, storage and retrieval processes

Develop a cycle of regular review of data for continuous improvement and future planning

Develop a deeper understating of assessment FOR learning and assessment OF learning

7. Orderly and Safe Learning Environment

7.3 – Identifying and responding to issues 7.4 – School practices and policies

Develop a whole school positive behaviour policy and approach

Review and improve student leadership programs

Maintain and review pastoral care and wellbeing programs

Develop shared and agreed practices which enable safe and orderly work spaces

8. Strong Home/School/ Community Engagement

8.1 – Family engagement 8.2 – Community engagement

Build stronger more inclusive family and community relationships

Review and improve communication between home and school

Raise the profile of the school amongst the wider community with a focus on quality catholic education

9. Effective Administration and Resourcing

9.3 – Infrastructure and physical resources 9.5 – Environmental sustainability

Review of policies, procedures and practices for inclusion and improvement of all students

Development of a future school infrastructure plan

Development of school wide environmental and sustainability initiatives

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