st joseph’s payneham

St Joseph’s Payneham

Early Learning – Year 6

2020 School Performance Report

A: 78 Portrush Road Payneham SA 5070 T: 08 8206 5100

E: [email protected] W: www.stjopayn.catholic.edu.au

St Joseph’s Payneham is located in the inner-eastern suburb of Adelaide offering quality Education for children. It is a co-educational Catholic primary school providing a nurturing and enriching environment which encourages happy and successful learning from Early Learning to Year 6 including Playgroup (0-4 years) Piccolini (3-4 years), Preschool (4-5 years) Reception to Year 6 ( 5 – 12 years).

Our programs provide a framework which will equip each student with the skills to enjoy a lifetime of discovery

and learning with the latest ICTs and modern indoor and outdoor learning spaces. Our professional staff work

together to make sure the needs of every student are catered for through multi-faceted learning

experiences. We encourage our teachers to utilise models of contemporary learning to provide students with

flexible and diverse learning across curriculum areas as well as enabling access to online learning spaces.

At St Joseph’s Payneham, we provide learning experiences which: • enable flexible learning;

• are characterised by reflection, higher order thinking;

• encourage creativity and collaboration;

• respond to the diverse needs of each child;

• develop contemporary literacies;

• foster a learning community; and

• enable timely formative and summative assessment.

School Information

Teacher Standards & Qualifications

School type Primary

School sector Catholic, Non-Government

SES 104

ICEA value 1053

Total enrolments – Preschool 67

Total enrolments - Reception – Year 6 379

% Indigenous enrolments 6 students 1.3%

% Students with disabilities 40 students 10.5%

Masters 3

Bachelors 19

Graduate Certificates 14

Diplomas 9

Certificate III in Early Childhood 4

Other Graduate Certificates 0

Enrolments by Year level at November 2020

Student Attendance – by year level

Our school manages student non-attendance in a variety of ways including daily roll check login, Skoolbag

absences submission, phone calls for unexplained absences, follow up SMS messages for ongoing

absences, emails explaining holidays or extended absences and formal reporting to the attendance officer

for long term absences. Preschool children attend 15 hours per week and are thereby considered part-time

students.

Code Year Boys Girls Total

PS Preschool 30 37 67

RE Reception 65 41 106

01 Year 1 25 24 49

02 Year 2 28 28 56

03 Year 3 21 23 44

04 Year 4 23 18 41

05 Year 5 23 16 39

06 Year 6 27 17 44

TOTAL 242 204 446

2020 Staff

ROLE PERSON

Principal: Deputy Principal/APRIM:

Mr Simon Mechis Mrs Ingrid Douventzidis

Year 6: Ms Vanessa Saccardo Mr Matthew Annetta

Year 4/ 5 Ms Yvette Vingelis- Plant Ms Bernardette Robinson Mrs Rosanna Parrella

Year 3: Mrs Margaret McConnell Mrs Angela Scarpantoni

Year 2: Mrs Tania Tryant / Mr Michael Musolino Mrs Shendelle Watters

Year 1: Mrs Lucy Martino Mr James Cummings

Reception: Mrs Joyce Nero Ms Maria Prestia Mrs Amanda Karam Ms Sonia Tronnolone Ms Jennifer Annetta

Preschool: Mrs Annapurna Garimella Mrs Jessica Vreugdenburg

Preschool Co-educator: Ms Giovanna DeMeo

Preschool Co-educator: Playgroup Mrs Maria Lupoi

ESO Library Assistant, Teacher Support, Playgroup, Ms Manuela Ciniglia

LOTE (Italian)/ STEM Mr Michael Mastrangelo

Music: Mrs Emma Hills

P.E.: Mr Michael Musolino

Literacy / Inclusive Ed: Mrs Marie Polvere

ESO Inclusive Education: Mrs Maria Lupoi Mrs Julie Ward Mrs Milena Belperio Mrs Tania Cardone Mrs Rachel Armstrong

OSHC: Ms Verity Rye Mrs Karina Forte Mrs Josie Nicolescu

Enrolments / Admin / WHS Coordinator: Mrs Dora Cavuoto

Reception: Reception/Front Office:

Mrs Lanette Burke Mrs Peta Johnston

Bursar: Mrs Josie Ferragamo

Bursar Assistant/Front Office: Mrs Helen Crosato

ICT Support: Mrs Barb Cole

Canteen Manager: Mrs Josie Nicolescu

Maintenance/Grounds: Mr Fernando Belperio

Expenditure and Teacher Participation in Professional Learning

• Religious Education – New Crossways

• Australian Curriculum – General Capabilities

• Child Protection Curriculum

• Well Being (Pulse Check)

• Literacy – with Linda Clune and Carmel Small

• Workplace Health & Safety training

• Growth Mindset (Positive Education)

• Assessment and Moderation

• Literacy – Balanced Reader, Balanced Writer

• Numeracy – with Lisa-Jane O’Connor

Professional Engagement

Staff Profile

There were 16 full time staff members and 30 part-time staff in teaching and non-teaching positions. In 2020 we welcomed 1 part-time contract teacher. There were no staff who identified as Aboriginal or Torres Strait Islander. Teaching staff attendance for 2020 was 82% and our staff took sick leave, maternity leave, carer’s leave, bereavement leave and long service leave as is their industrial entitlement.

2020 NAPLAN

Student Outcomes in NAPLAN Standardised National Literacy & Numeracy Testing in May 2020 did NOT

take place due to COVID-19 pandemic. As well as using the data from previous NAPLAN assessments, our

school used Pat-M, Pat-R, Oral Language Program and Early Years Assessment (EYA) to inform student

learning and ensure teaching was differentiated to suit individual needs. There were a variety of assessment

tools used throughout the year to inform our teaching and learning programs from Preschool to Year 6.

Tthere were specific Individual Education Programs (IEP) for students assessed with special needs and

learning outcomes were also modified for students identified as part of the Adaptive Education and Gifted

Program.

male female TOTAL

Full-time teachers 4 12 16

Part-time teachers 1 10 11

Full-time Education Support Officers 0 0 0

Part-time Education Support Officers 1 18 19

STUDENT SATISFACTION

I can talk to my teachers about my concerns and they take my opinions seriously.

Answer Choices Responses % Skipped: 0

Agree 38 95.0

Disagree 2 5.0

TOTAL 40

I like being at my school.


Agree 39 97.4

Disagree 1 2.6

TOTAL 40

Student Voice is important at my school.


Agree 37 92.5

Disagree 3 7.5

TOTAL 40

I feel safe at my school.


Agree 39 97.5

Disagree 1 2.5

TOTAL 40

My school gives me opportunities to do interesting things.


Agree 39 97.5

Disagree 1 2.5

TOTAL 40

Teachers treat students fairly and motivate me to learn.


Agree 40 100

Disagree 0 0

TOTAL 40

The teachers at St Joseph’s Payneham expect students to do their best.


Agree 39 97.5

Disagree 1 2.5

TOTAL 40

My teachers provide me with useful feedback about my school work.


Agree 39 97.5

Disagree 1 2.5

TOTAL 40

My school is well maintained.


Agree 33 82.5

Disagree 7 17.5

TOTAL 40

Student behaviour is well managed at my school.


Agree 26 65.0

Disagree 14 35.0

TOTAL 40

PARENT SATISFACTION

Communication between school/home with E-newsletters, Seesaw and Skoolbag keeps me

informed.


Agree 39 97.5

Disagree 1 2.5

TOTAL 40

I am satisfied with the overall quality of teaching and learning and teachers encourage my child to

achieve their best.


Agree 38 95.0

Disagree 2 5.0

TOTAL 40

My child feels safe at school and s(he) is a valued member of the class/school community.


Agree 38 95.0

Disagree 2 5.0

TOTAL 40

I feel comfortable approaching teachers and staff with questions and problems.


Agree 38 95.0

Disagree 2 5.0

TOTAL 40

My child likes coming to St Joseph’s Payneham and is making good progress.


Agree 39 97.5

Disagree 1 2.5

TOTAL 40

I am kept informed of my child’s learning / progress and teachers explain how I can continue to help

my child at home.


Agree 26 68.4

Disagree 12 31.6

TOTAL 38

I am satisfied with general administration and how it welcomes / supports members of school

community.


Agree 37 92.5

Disagree 3 7.5

TOTAL 40

The school seeks the views of parents/families and takes suggestions into account and offers

feedback.


Agree 31 77.5

Disagree 9 22.5

TOTAL 40

The learning spaces, technology and resources are contemporary and well maintained.


Agree 36 92.3

Disagree 3 7.7

TOTAL 39

There are a range of different extra-curricular facilities and activities at St Joseph’s Payneham.


Agree 34 85.0

Disagree 6 15.0

TOTAL 40

STAFF SATISFACTION

Teachers at this school expect students to do their best.


Agree 18 100

Disagree 0

TOTAL 18

Teachers at this school provide students with useful feedback about their school work.


Agree 18 100

Disagree 0

TOTAL 18

St Joseph’s School Payneham is well maintained.


Agree 18 100

Disagree 0

TOTAL 18

The school takes staff opinions seriously.


Agree 16 88.9

Disagree 2 11.1

TOTAL 18

Students feel safe at this school.


Agree 18 100

Disagree 0

TOTAL 18

The school looks for ways to improve.


Agree 18 100

Disagree 0

TOTAL 18

Students’ learning needs are being met at St Joseph’s Payneham


Agree 18 100

Disagree 0

TOTAL 18

The school works with parents to support students’ learning.


Agree 18 100

Disagree 0

TOTAL 18

I receive useful feedback about my work at this school.


Agree 15 83.3

Disagree 3 16.7

TOTAL 18

Staff are well supported at St Joseph’s Payneham.


Agree 18 100

Disagree 0

TOTAL 18

SCHOOL IMPROVEMENT

2017-2020 School Development Plan

Religious Dimension:

Develop a pastoral plan to reflect the educational response to the needs of contemporary Catholic schooling and parish community life as a living example of Faith in Action within our community.

Community Dimension:

Communication and decision-making systems to promote consultation, collaboration and shared responsibility between home/school and school/parish. Promote positive involvement throughout the school.

Administrative Dimension:

Ensure that newly appointed staff feel welcomed and are able to access professional resources and are fully conversant with school policies. Develop communication and decision-making systems that promote collaboration and shared responsibility.

Continuation of our School Master Plan.

Maintain an enrolment policy/strategy that takes into account class maximums, student support, school growth and financial considerations.

Ensure all Workplace Health & Safety (WHS) policies are up-to-date and maximise communication and community understanding.

Ensure and review the Student Well-Being Policy reflects contemporary practice involving student behaviour management strategies and practices.

Curriculum Dimension:

To ensure appropriate facilities, access and learning through teaching methodologies that support an inquiry approach to learning utilising ICTs across all curriculum areas.

To ensure that children with special needs are supported to achieve their highest potential through Inclusive Education, Adaptive Education and Enrichment Program provision across the school. To ensure specialist provisions and POR allocation to be consistent with staffing allocations, system requirements and school priorities. Staff professional development schedule to reflect staff priorities, SDP, System requirements and include provision for flexible PD access and arrangements.

Self-assessment process

The School Board together with the leadership team and in consultation with the parent community, revised our School Development Plan to incorporate the domains specified in the Continuous Improvement Framework for Catholic Schools (CESA).

At each School Board meeting and various sub-committees, the School Development Plan was discussed, reviewed and assessed and aspects of the strategic plan were implemented.

The last few years have seen St Joseph’s in ‘inquiry mode’ about the future of work, student learning and naturally the future of education. These called on us to think differently about planning, teaching and learning in order to continue to challenge and support our students to achieve their personal best in a changing world.

Our work has also been to promote students as thriving people, capable learners, and leaders for the world God Desires (CESA). We looked at different ways to animate the General Capabilities within subjects to create meaningful learning opportunities for students in all learning areas. 2021 will see us continue this deep-dive in capabilities-based learning through different subjects. St Joseph’s Payneham has always been passionate about developing students who are resilient, have a love of learning and are unafraid to act in order to accomplish goals. We were very excited about our learning about Growth Mindset and applying its principles to the daily lives of our students. We look forward to achieving great things in 2021, in partnership with our parents as we work together, speaking the same language, to promote a Growth Mindset in all our students.

Progress towards achievement of 2017 - 2020 goals

The staff have supported, fostered and contributed to the expression of the Catholic faith and the vision and mission of the school. Attempts are made to strengthen the school’s Catholic identity by reflecting theologically and discerning issues by drawing sensitively and effectively from the Catholic faith tradition. The fundamental beliefs of the Catholic faith are expressed in meaningful and practical ways and are being integrated into school policies, decision-making structures and processes. Staff members have some understanding of Catholic social teaching and are beginning to effectively integrate this into classroom practices. The school has a structure for the leadership and organisation for the delivery and accountability of quality teaching and learning in Religious Education. Teaching and learning resources for religious education programs are adequate and there are some opportunities for collaboration and communication between staff. The school has structures and processes to support the involvement of most parents in the religious education of their children. The school provides opportunities for most members of the school community to engage in ongoing reflective practice and faith formation through prayer, liturgy and the Eucharist. The school is well-integrated with the life of its local parish.

The improvements in providing quality teaching and learning have come from staff training and professional development directly associated with the implementation of the Australian Curriculum and increasing ICT skills and perspectives to thoroughly embed the various aspects. There have been extended curriculum opportunities in order to customise and individualise learning programs suited to different levels of achievement. Together with extra curriculum resources and expanded ICT hardware and software, learning spaces improved in their flexibility, accessibility and contemporary implementation.

VALUE ADDED

SCHOOL INCOME

State Government Grants $ 843,092

State Government additional funding NIL

Commonwealth Government grants $3,169,522

School Fees (inclusive of levies) $ 971,450

Other income ( BER / donations / bequests / P & F levy) $ 1,950

Building fund $ 14,910

Diverse Learning Community Literacy, Numeracy and Digital Technologies are core components in all curriculum areas and lead teachers have helped to develop and integrate innovative practices to support our teaching and learning for twenty first century pedagogies. Our specialist areas include Physical Education, Italian as a Second Language, STEM and Music.

Our school curriculum is enhanced and extended to cater for our students’ unique interests and motivations through the provisions of many extra programs across the school including Inclusive Education, The Early Years Assessment and Reading Intervention. BYOD for Year 3-6 has enabled a greater opportunity for both teachers, Education Support Officers (ESOs) and students to incorporate digital technologies in their learning from using iPads to iMovie and Mac multimedia technology. The classrooms upstairs have their own IT Pods or computer cradles for laptops and iPads. Our Information Communication Technology Centre incorporates up to date hardware and software which will help to equip our students with information literacy skills necessary for the future. The STEM Room has many other digital technologies available to students. All buildings are well maintained and have heating and air-conditioning. Out of School Hours Care Program has grown to capacity and incorporates a very popular Sporting Schools Program of activities each week for up to 60 students and moving up to 80 in 2021. Vacation Care, which commenced in 2017, has continued to grow over the last two years. The Preschool has expanded (due to purchase of land in 2017) and includes an extra indoor learning area and outdoor play spaces. The school has two grassed areas (one artificial surface and the other natural grass) and a large asphalt space for team sports and recreational activities. Additionally, there is a playground with a cubby house. Extra land bought in 2019 next to the staff carpark has enabled two extra Junior Primary classes and extra play space as well. Fostering Partnerships All year levels encourage strong school / home partnerships through Parent Class Representatives, Parents & Friends events and volunteering through different committees or school work groups. The Preschool, I.T., O.S.H.C. and M.I.T.O.G. Committees have strong parent representation in both the supportive and management roles. Our Preschool has been assessed as exceeding in 5 of the 7 National Quality Standards in particular area 6: Engaging with Families. Reading Workshops, Parent Information Sessions for BYOD were also popular.

Inclusive Education Our school offers a comprehensive education that fosters spiritual, intellectual, physical, cultural and social growth. Using modern teaching and learning programs integrated with the latest digital technologies. Our Early Years Programs are informed by the Reggio Approach, and constructivist pedagogies are used with the Australian Curriculum for Primary Years. Individual Education Plans (IEPs) are created for students from Preschool to Year 6 in consultation with parents and other educational agencies. Reading Intervention, Funastics (gross motor skills) and Adaptive Education Program provide extra assistance through teachers or Education Support Officer (ESO) support. Outside agencies such as tutors and speech therapists provide support. There is a specific review process for Inclusive Education students whereby the family and school coordinator regularly consult, plan and review student progress with the support of CESA consultants. There are a number of extension options including: Australasian Maths Olympiad, Cartooning, ICAS competitions, Creative Arts and Literary/Numeracy initiaitves.

Co-curricular activities There were a variety of sporting and creative co-curricular activities available to students. Winter and Summer sports teams continued to grow in number with after school sports teams competing in the wider community. Sporting opportunities, including carnivals were a special focus for Year 4 – Year 6. Cartooning with an artist-in-residence took place in Term 2. Lunchtime chess, volleyball, badminton, futsal have extended play opportunities. The School Band has really grown to be part of the Instrumental and performance program. Both the School Choir and Catholic Festival Choir featured students from our school on the CD. Children’s University proved to be a great option for students who wanted to extend their learning outside school hours.

Sporting Events The completion of the St Mary’s Building including a large Gymnasium has enabled a greater variety and depth of Physical Education lessons. The Annual Sports Day was held at school and enabled all students to participate in team skills and athletics events. The whole school including our Preschoolers participated in Sports Day and it was a wonderful community event.

Personal Development Opportunities The New Beginnings Program at the start of the year enabled a whole school approach to learning with a focus on Well Being. There were parent, staff and student workshops to develop this area of understanding. Both staff and students had several opportunities to be engaged in areas of interest whether it was developing multimedia skills or attending workshops to expand their knowledge of various educational areas (National Quality Standards, Professional Learning).

The Arts The the flourishing Instrumental Program has the expanded St Joseph’s School Band and numbers have grown to include students studying piano, violin, drums, voice, flute and guitar as well as the School Choir and Festival Choir which enabled students to showcase their artistic talents. Some students also had the opportunity to attend cartooning, dance and drawing classes.

Community of Faith

We are fortunate that the school and the Church are on the same grounds. It allows us to celebrate masses together as a school and as individual classes, as well as providing children the opportunity to visit the Church. As a Catholic parish school in the inner eastern suburbs, we are proud of our Josephite tradition which underpins the life of our school. We value the inspiration of St Mary of the Cross MacKillop as someone whose life clearly reflected the Gospel values. This strongly influences the religious dimension of our school which includes Religious Education lessons, prayer and liturgy, Sacramental Program, social justice awareness and outreach activities.

st joseph’s payneham

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