Our Lady of The Rosary Catholic Primary School, Kensington Annual School Report to the Community 2016
School Contact Details Kensington Road, Kensington 2033
[email protected] http://olrkensington.catholic.edu.au 9663 3346 9663 3450
Principal Mrs Marie Nilon
ABOUT THIS REPORT Our Lady of The Rosary Catholic Primary School is registered by the Board of Studies Teaching and Educational Standards (BOSTES), and managed by Sydney Catholic Schools (SCS), the ‘approved authority’ for the Registration System formed under Section 39 of the Education Act 1990 (NSW). The Annual School Report to the Community provides parents and the wider School community with fair, reliable and objective information about School performance measures and policies, as determined by the Minister for Education. The Report also outlines information about initiatives and developments of major interest and importance during the year and the achievements arising from the implementation of the School’s Annual Improvement Plan. The Report demonstrates accountability to regulatory bodies, the School community and Sydney Catholic Schools. This Report has been approved by Sydney Catholic Schools in consultation with the Regional Consultant who monitors that the School has appropriate processes in place to ensure compliance with all Board of Studies Teaching and Educational Standards requirements for Registration and Accreditation. This Report complements and is supplementary to School newsletters and other regular communications. Further information about the School may be obtained by contacting the School or by visiting the School’s website.
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S ECTION O NE : M ESSAGE FROM K EY G ROUPS IN OUR COMMUNITY Principal's Message
I am able to reaffirm and celebrate that Our Lady of the Rosary Catholic Primary School (OLRCPS) is an inclusive Catholic community, which is contemporary in its mission as a place of faith and learning. The school's focus on working in partnership with the parish continues to underpin our moral purpose to educate students within the context of the Catholic faith. Students and their learning, as always, is at the centre of our striving for excellence. We are therefore continually seeking ways to improve in our practice. We have set our foundations strongly on the four pillars of our Mission: Faith Dignity Excellence Love and Service. It is always a privilege to work in the diverse, supportive culture that exists at OLRCPS. The vision for learning and student growth is exciting and challenging. Parent Body Message
There is much to celebrate about this year at Our Lady of the Rosary Catholic Primary School. Energised by the highly effective leadership team and the committed staff, we have, as a community, continued to build strong relations that benefit our children. One aspect that has added to an already dynamic community has been the introduction of electronic communication systems, which have improved the flow of information between home and school. Students are at the forefront of the school’s planning and delivery of programmes that are innovative and forward thinking. The Sacramental program is an important part of the school calendar and each event is a highlight of the year for both students and their families. The involvement of the whole OLRCPS community (both parish and school) in supporting the children at each Sacrament is important and adds to the experience for all. Our Parents and Friends Association (P & F) works tirelessly to provide funds for specific projects and to bring families together. We can be proud of all that has been achieved in 2016. Student Body Message
Recently all the Year Six students were asked to answer on the question, ‘What’s good about OLR?’. We took time to reflect on the seven years that most of us had been at the school and found that we agreed on these important things: Annual School Report to the Community 2016
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We learn about being Catholic and we practice it through prayer and service. We enjoy learning and our teachers make it fun. We have been given many opportunities to participate in lots of activities and events. We enjoy being with our friends. We hope that new students coming into our school will continue being keepers of our story as we have been. OLRCPS is special because it is proud of its history and looks forward to an exciting future.
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S ECTION TWO : S CHOOL F EATURES Our Lady of The Rosary Catholic Primary School is a Catholic systemic Co-educational School located in Kensington. Our ‘Keepers of the Story’ tradition ensures that the mission of the school is deeply embedded into its life and culture. The school site has two campuses, Chevalier and Hartzer. These are named after the founders of the Daughters of Our Lady of the Sacred Heart, who began the school in 1907 and continued to lead it until the end of 2001. We honour our past and our Catholic identity through symbol and action. The school services the immediate local community and neighbouring suburbs. A strong, positive reputation amongst the community has resulted in close to capacity enrolments in most classes. Our Lady of the Rosary Catholic Primary School is a two-stream school with a ‘bubble’ class, currently in Year 4. Our community is diverse and inclusive of students from various cultural and language backgrounds. Indonesian, Arabic, Greek, Korean and Tagalog (Philippines) are the most significant languages. The majority of our families are Catholic and come from the local parish. Our students are at the core of our purpose and are actively engaged in the life of the school through the Student Leadership Team, the Student Representative Council and a wide range of intra and extra- curricula activities. The large classes are catered for by a professional team of staff dedicated to meeting the needs of every student. It is through a rigorous curriculum, continuous professional development and a strong commitment to building teacher capacity and leadership that we best serve our community at OLRCPS. Restructured classrooms and learning areas have been implemented to maximise the effective use of the school's facilities. Student engagement is greatly enhanced though our 'buddies program'. The Parents and Friends' Association (P & F) has a strong connection with and commitment to the school and works in partnership with the principal and staff to improve the learning resources and facilities available to the students. The continued financial success of the P & F is testament to their dedication and the strong sense of community at the school. A variety of courses are offered to the parent body that address contemporary learning and a range of other issues relevant to their partnership in the education of their children.
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S ECTION THREE : S TUDENT PROFILE Student Enrolment
The School caters for students in Kindergarten to Year 6. Students attending this School come from a variety of backgrounds and nationalities. The following information describes the student profile for 2016: Girls
Boys
LBOTE*
Total Students
252
210
281
462
* Language Background Other than English Enrolment Policy
The Archdiocese of Sydney has established an Enrolment Policy for Systemic Catholic Schools. Sydney Catholic Schools monitor the implementation of this policy. The policy has been developed in the context of government and system requirements. Children from families who are prepared to support the ethos and values of the Catholic Church may be considered eligible for enrolment. Total fees are made up of the Archdiocesan tuition fee, the parish school levy and local fees and charges. A pastoral approach is adopted for parents experiencing genuine difficulty with the payment of fees. Information about enrolling in a systemic school in the Archdiocese of Sydney may be accessed at the Sydney Catholic Schools website. Student Attendance Rates
The average student attendance rate for 2016 was 96.04%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
96.34%
Year 1
96.00%
Year 2
96.24%
Year 3
95.77%
Year 4
96.52%
Year 5
95.10%
Year 6
96.32%
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Managing Student Non-attendance
Regular attendance at school is essential if students are to maximise their potential. The School, in partnership with parents, is responsible for promoting the regular attendance of students. While parents are legally responsible for the regular attendance of their children, School staff, as part of their duty of care, monitor part or whole day absences. School staff, under the Principal’s leadership, support the regular attendance of students by: providing a caring teaching and learning environment which fosters students’ sense of wellbeing and belonging to the School community maintaining accurate records of student attendance recognising and rewarding excellent and improved student attendance implementing programs and practices to address attendance issues when they arise. The Principal is responsible for supporting the regular attendance of students by ensuring that: parents and students are regularly informed of attendance requirements and the consequences of unsatisfactory attendance all cases of unsatisfactory attendance and part or full day absences from school are investigated promptly and that appropriate intervention strategies are implemented documented plans are developed to address the needs of students whose attendance is identified as being of concern the Executive Director of Sydney Catholic Schools or designated Sydney Catholic Schools officer is provided with regular information about students for whom chronic nonattendance is an issue and for whom School strategies have failed to restore regular attendance.
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S ECTION F OUR : S TAFFING PROFILE The following information describes the staffing profile for 2016: Total Teaching Staff*
Total Non-Teaching Staff
Combined Total
25
8
33
* This number includes 15 full-time teachers and 10 part-time teachers. Percentage of staff who are Indigenous
0%
Professional Learning
The ongoing professional development of each staff member is highly valued. Professional learning can take many forms including whole school staff days, subject specific in services, meetings and conferences and a range of professional learning programs provided by Sydney Catholic Schools. The School takes responsibility for planning, implementing, evaluating and tracking of its staff professional learning and individual staff members take responsibility for their ongoing professional development. All teachers have been involved in professional learning opportunities during the year related to improving student outcomes. The School held the equivalent of five staff developments days this year with areas of focus as follows: Term 1
Gifted Education - Philosophy Toolkit
Term 2
Faith Formation - What makes a Catholic School Catholic?
Term 3
Wellbeing - Circle Solutions Framework
Term 4
Gifted Education - online Gifted Modules (2 days)
Teacher Standards
The following table sets out the number of teachers who fall into each of the two categories determined by the Board of Studies Teaching and Educational Standards:
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Teacher Qualifications
Number of Teachers
1 Those having formal qualifications from a recognised higher education institution or equivalent.
25
2 Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent.
0
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S ECTION F IVE : CATHOLIC L IFE AND R ELIGIOUS EDUCATION Catholic Schools have a unique role in the evangelising and educating mission of the Church. The Archbishop's Charter for Catholic Schools sets out the purpose and mission of Catholic schools in the Archdiocese of Sydney. In responding to the Charter, the School engages in processes to reflect on and revitalise its mission and strengthen the religious life of members of the School community. The School follows the Archdiocesan Religious Education (RE) Curriculum and uses the student textbooks To Know, Worship and Love, as authorised by the Archbishop of Sydney. Our tradition and history, articulated in our vision and mission, are strengthened as we build the future firmly on our past. As Keepers of the Story we seek to provide every opportunity for the community to live out the Gospel values. Initiatives such as our sister school, St Patrick’s on Yule Island in Papua New Guinea, continue to allow our community to be informed about and involved in our continuing story. Through participation in a variety of community events, activities and fundraisers we promote the importance of reaching out to others. Our Service Learning Framework, continues to provide the challenge for outreach that is reciprocal. Such outreach through partnership encourages collaboration and provides students with opportunities to learn and develop from the experience of engaging with each other on a common goal. Scripture, prayer, Liturgy and the Sacraments are a vibrant and lively element within our school community. Our prayer life is central to all we do and this is obvious at all gatherings throughout the year. Parent prayer and meditation sessions engage parents in the prayerfulness of the school. Our three year Staff Formation Plan developed in 2014, as well as individual staff Professional Growth Plans, continues to impact on teacher capacity to give witness through knowledge and understanding. The latter has been linked to the Archbishop's Charter for Catholic Schools. Our Religious Education (RE) program is systematic, coherent and coordinated. It is both a discrete entity and an integral part of the curriculum. Data analysis of RE tests and programs drives continuous improvement in this Key Learning Area. Knowledge of contemporary pedagogy has had a significant impact on teaching, which is planned and programmed using the Understanding by Design (UBD) Framework. The retreat attended by our Evangelisation Prefects strengthens their understanding of their role and builds on the school's commitment to prayerfulness and action based on reflection. Students in Years 6 and 8 in Catholic schools in the Archdiocese of Sydney undertake the Archdiocesan Religious Education (RE) Test annually. The test consists of fifty multiple-choice questions. Results of the test are analysed by teachers and are used to inform teaching and learning in Religious Education. Annual School Report to the Community 2016
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Our School's average result (as a mark out of 50) Year 6
37.27
Further information about the Archdiocesan Religious Education Curriculum and the RE Tests may be accessed at the Religious Education and Evangelisation site on the Sydney Catholic Schools website.
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S ECTION S IX : CURRICULUM The school provides an educational program based on, and taught in accordance with the Board of Studies Teaching and Educational Standards syllabuses for Primary Education. The Key Learning Areas (KLAs) are English, Mathematics, Science and Technology, Human Society and its Environment, Creative Arts and Personal Development, Health and Physical Education. In addition, the school implements the curriculum requirements of Sydney Catholic Schools. The teaching and learning processes are informed by the Statement on Authentic Learning in Sydney Archdiocesan Schools. Staff members are committed to continuous improvement of teaching and learning in all facets of the school curriculum. A significant focus for our school has been developing an understanding of the key ideas and principles that underpin the new Australian Curriculum. All teachers have participated in Sydney Catholic Schools' professional development programs throughout the year. In keeping with our commitment to knowing our students and meeting their needs, we have focussed on the educational potential of learners. We are continually improving our capacity to identify and target the learning needs of the individual student and to effectively differentiate teaching and learning programs to meet these needs. Students, teachers and parents have been supported through training, professional learning, mentoring and networking in order to enhance learning opportunities in the school system and wider community using new and emerging technologies. Through the Gradual Release Model, we have sharpened our delivery of quality learning and teaching. Parent engagement in the homework format, which informs them of the learning intention and success criteria, continues to be invaluable. Across all grades we give opportunities for students to demonstrate growth in learning and provide information to them through both feedback and feedforward measures. Teacher Professional Growth Plans are aligned to The Australian Professional Teaching Standards, which are directly linked with evidence in practice. The Understanding by Design framework (UbD) provides our planning process and structure to guide curriculum, assessment and instruction. The focus is on teaching and assessing for understanding and learning transfer. This framework is strengthened by our mission and underpinned by our learning principles. Learning collaboratively and through professional dialogue, continues to transform us into a genuine community of learners. Working within teams has allowed cross pollination of craft knowledge and expertise to the benefit of students and classroom practice. Through structures such as grading conferences, learning walks and differentiated, targeted professional learning workshops, teachers have built on their capacity to deliver a rich and diverse curriculum and demonstrated Professional Growth in Action (PGIA). Annual School Report to the Community 2016
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S ECTION S EVEN : S TUDENT PERFORMANCE IN N ATIONAL AND S TATE -W IDE TESTS The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. NAPLAN assessment results provide valuable information about student achievements in literacy and numeracy. An analysis of these results assists School planning and is used to support teaching and learning programs. The tables below show the percentages of students who achieved particular skill bands in numeracy and the aspects of literacy. The School results shown are compared to students nationally. Literacy is reported in four content strands (aspects): Reading, Writing, Spelling, Grammar and Punctuation. Numeracy is reported as a single content strand. % of students in the top 2 bands
% of students in the bottom 2 bands
School
Australia
School
Australia
Grammar & Punctuation
72.73%
52.80%
1.52%
9.70%
Reading
72.73%
49.40%
3.03%
11.40%
Year Writing 3 Spelling
78.79%
48.60%
0.00%
6.20%
71.21%
46.50%
1.52%
12.30%
53.03%
35.70%
4.55%
13.40%
NAPLAN RESULTS 2016
Numeracy
% of students in the top 2 bands
% of students in the bottom 2 bands
School
Australia
School
Australia
Grammar & Punctuation
57.14%
36.30%
5.36%
14.70%
Reading
62.50%
35.20%
7.14%
15.50%
Year Writing 5 Spelling
37.50%
17.40%
3.57%
18.30%
44.64%
29.60%
7.14%
17.00%
51.79%
28.20%
7.14%
16.30%
NAPLAN RESULTS 2016
Numeracy
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
Our policy clearly defines our belief in the importance of a pastoral approach to working with students and their families. Student welfare is acknowledged as a shared responsibility between school, home and community. No changes were made to this policy this year. The full text of the School's Pastoral Care Policy may be accessed on the School's website or at the administration office. Discipline Policy
Corporal punishment is expressly prohibited in this School. The School does not sanction administration of corporal punishment by School persons and non-School persons, including parents, to enforce discipline in the School. The Behaviour Management Policy reflects restorative practices, which help us to achieve our vision of a supportive, positive and challenging environment, in which students can achieve their best. Our practices and processes, outlined in the policy, reinforce the desired behaviour, while implementing consistent and reasonable intervention to address challenging behaviours. They encourage self-monitoring and willingness to restore relationships. These principles are aligned with restorative justice practices. No changes were made to this policy this year. The full text of the School's Student Discipline Policy may be accessed on the School's website or at the administration office. Anti-Bullying Policy
The Archdiocese of Sydney has established an Anti-Bullying Policy which is implemented by our school and all systemic schools in the Archdiocese. It provides a framework for school communities to work together to prevent and address issues of student bullying, in order to build respectful relationships that respond effectively and sensitively to the needs of each person. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was reviewed in August 2016 and no changes were made to the policy this year. The full text of the Anti-Bullying Policy may be accessed on the School’s website, the Annual School Report to the Community 2016
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administration office or at the SCS website at this link. Complaints and Grievances Resolution Policy
The Archdiocese of Sydney has established a Resolution of Complaints Policy which is implemented by our school and all systemic schools in the Archdiocese. The rationale for the policy is that within the reality of the schooling experience, it is recognised that, from time to time, misunderstandings and differences of opinion will occur, and that these need to be resolved satisfactorily. Addressing such matters within a framework of dignity, respect and truth can provide powerful opportunities to model the love of Christ in the reality of our contemporary world. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was reviewed in December 2015 and no changes were made to the policy this year. The full text of the Resolution of Complaints Policy may be accessed on the School’s website, the administration office or at the SCS website at this link. Initiatives Promoting Respect and Responsibility
Students in each class who, through attitude and action, demonstrate an understanding of what it means to belong to community and the responsibilities that are part of that belonging, are acknowledged each week with the Citizenship Award. Each year we promote leadership and student involvement through our active Student Leadership Program. The Student Leadership Team and the Student Representative Council engage in regular meetings focussing on a range of topics aimed at developing their capacity for responsibility through leadership. The Restorative Justice Program continues to provide us with a framework for engaging in positive dialogue when dealing with conflict or issues. Our Social Justice Leaders support and reinforce our restorative justice practices. A more proactive approach to respectful and responsible behaviour using restorative justice practices, has been trialled with senior students. The staff continually strive to model respectfulness in their relations with others. Our School Pride and Marvellous Movers Awards support our work in acknowledging and developing respect and responsibility.
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S ECTION N INE : S CHOOL R EVIEW AND IMPROVEMENT The School implements the Sydney Catholic Schools' School Review and Improvement (SRI) Framework which outlines the processes and benchmarks for creating the culture and practice of continuous improvement with students as the focus. Each year, the School develops an Annual Improvement Plan indicating the intended key improvements for student learning outcomes. The plan is drawn from the School’s Strategic Improvement Plan and informed by the document New Horizons: Inspiring Spirits and Minds. The School engages in an annual evidence-based evaluation of its effectiveness against these external standards in collaboration with the Regional Consultant. A copy of the Strategic Improvement Plan and the Annual Improvement Plan may be obtained from the school administrative office. Key Improvements Achieved in 2016 Throughout this year we have achieved the following key improvements: Increased the depth of teacher knowledge and understanding of the Catholic Tradition. Supported and challenged teachers to improve their practice against professional standards to enhance student outcomes. Strengthened the school as a safe and supportive environment. Increased the capacity of teachers and learning support staff to respond to the holistic needs of all students. Priority Key Improvements for 2017 We have identified the following priority key improvements for 2017: Continue applying quality pedagogical practices in the teaching of Religious Education. Successfully implement One Network, Catholic Education (ONCE) project. Increase enrolments through strong marketing. Effectively use 'assessment as learning' to assess the impact of learning and make instructional adjustments. Strengthen mutually respectful relationships through the use of Circle Solutions. Maximise student learning through effective use of resources and the environment.
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S ECTION TEN : PARENT , S TUDENT AND TEACHER S ATISFACTION The opinions and ideas of parents, students and teachers are valued and sought. Their suggestions are incorporated into planning for and achieving improved outcomes for students. This year, the School has used a variety of processes to gain information about the level of satisfaction with the School from parents, students and teachers. Parent Satisfaction
Parents are given a number of opportunities to provide feedback through regular email, parentteacher interviews, specific purpose meetings and surveys. Parents have indicated a high level of satisfaction with OLRCPS and this is evidenced by the school’s excellent reputation in the local community. Parent satisfaction is also evident in the support they provide to the school through fundraising, participation in events such as sporting carnivals and programs, school assemblies and Liturgies. Parents indicate that they are happy with the level of consultation regarding the education provided by the school and the opportunities they are afforded to be involved in the life of the school and the education of the child. Student Satisfaction
Student satisfaction is measured through dialogue with individuals and groups, through the Student Representative Council and by engagement in learning. Students continue to rate highly their sense of safety at school, particularly focussing on their understanding of the processes to be followed should they feel unsafe at any time. They indicated that they love the opportunities to learn, specifically when using technology. They enjoy working together. Students expressed pride in their school and their classrooms. They feel a very strong connection with the school’s history and story, which provides security in belonging. Teacher Satisfaction
A very strong professional culture exists within the school, which is both supportive of individual pathways and focussed on the school as an effective organisation. Feedback was gained through the use of staff interviews at regular intervals throughout the year. The teachers are committed to improving their skills as professionals and nurturing their own wellbeing along the way. They see that giving an explicit focus to these two aspects of their personal and professional personas supports a strong organisational culture where student needs (academic, social and emotional) can be targeted, supported and improved. Staff enjoy the collaborative atmosphere that expects and supports each person to sharpen their skills and perform professionally at the highest level in order to improve student outcomes.
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S ECTION ELEVEN : F INANCIAL S TATEMENT This School Financial Information is based on the detailed information provided to the Commonwealth Government in the Commonwealth Financial Questionnaire. School Financial Information for the 2016 year is detailed below: RECURRENT and CAPITAL INCOME
RECURRENT and CAPITAL EXPENDITURE
Commonwealth Recurrent Grants $2,757,007
Capital Expenditure 6
$98,901
1
Salaries and Related Expenses 7 Government Capital Grants State Recurrent Grants
Other Capital Income 5 Total Income
$838,961
3
Fees and Private Income
$0
2
4
Non-Salary Expenses 8 Total Expenditure
$3,278,603 $994,690 $4,372,194
$967,958 $159,804 $4,723,730
For the 2016 year the Our Lady of The Rosary Catholic Primary School received $20,357 as Interest Subsidy. Our school community is appreciative of the support it received from the NSW State Government under the Interest Subsidy Scheme Notes 1. Commonwealth Recurrent Grants includes recurrent per capita grants and special purpose grants. 2. Government Capital Grants includes all capital grants received from the Commonwealth and State Governments. 3. State Recurrent Grants includes recurrent grants per capita, special purpose grants and interest subsidy grants. 4. Fees and Private Income include Archdiocesan and school based fees, excursions and other private income. 5. Other Capital Income includes building levy fees and capital donations used to fund Capital Expenditure. 6. Capital Expenditure includes expenditure on School Buildings, and Furniture and Equipment. 7. Salaries and Related Expenditure includes all salaries, allowances and related expenses such as superannuation and workers compensation insurance. 8. Non-Salary Expenses include all other Non-Salary Recurrent Expenditure covering resources, administration, operational expenses, utilities, repairs and maintenance.
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