St Francis Xavier Catholic School Ashbury, Croydon Park Annual School Report to the Community 2016
School Contact Details 40-44 Forbes Street, Croydon Park 2193
[email protected] http://stfxashbury.catholic.edu.au 9797 9923 9716 0681
Principal Mrs Margaret Morgan
ABOUT THIS REPORT St Francis Xavier Catholic School Ashbury 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
St Francis Xavier Catholic School (SFXCS) is a growing community grounded in the traditions of our Catholic faith. Our vision, 'Come, Learn, Live, Serve', has been refined this year to more closely reflect learning experiences that are holistic and based on the pedagogical principles of Authentic Learning. This year we have continued our work of improving student outcomes through the professional development of teachers. This work has focused on building teacher capacity in the areas of literacy and numeracy. Improved NAPLAN results confirms for us the positive nature of this work. The school continued the implementation of the Bring Your Own Device (BYOD) program to school, so that all students from Years 3 to 6 have the opportunity to participate. Playgroup was introduced this year and is run by our family educator and supported by parents. This runs weekly with growing numbers and has been positively received by our parents. Students commencing in 2017 were invited to join the playgroup in Term 4, as a way of getting to know the SFXCS community and assist the transition to school. Parent Body Message
This year has been a successful and exciting year for the Parents and Friends (P & F) committee. We began the year with our annual welcome disco, welcoming the school community back from the holidays and also welcoming new families to our school community. The P & F also helped the school with its first spelling bee, raising over $10,000 for the school to purchase mathematics equipment. We also saw continued development and improvement of the school playgrounds. Old matting was replaced and moved to suit the schools needs. This was completed with the generous help of many school families and the fund-raising efforts of the committee. The P & F faced a few challenges this year with fewer families participating in the committee in its current format. This led to a survey seeking the community's thoughts and reflections upon the current set up of the P & F and offered parents an alternative version. Families are enthusiastic to trial a new format comprising of small interest and school needs based committees in 2017.
Student Body Message
As student leaders, we regularly met with the religious education coordinator and family Annual School Report to the Community 2016
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educator to promote social justice issues and we are proud of our contributions to support the school motto 'Serviam' (I will serve). Events led by the students have been the CARITAS fundraising, awareness of and support for the Charitable Works Fund, St Vincent De Paul Winter Warrior appeal, Grandparents' Day and open days for new families. Year 6 continued the buddy program with Kindergarten students and we enjoyed helping them settle into school. We also took on the role of playground monitors helping students get play equipment out as well as taking time to talk to students who needed company on the playground.
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S ECTION TWO : S CHOOL F EATURES St Francis Xavier Catholic School Ashbury is a Catholic systemic Co-educational School located in Croydon Park. The school is located on the same site as the St Francis Xavier parish church. The school is a feeder school for De La Salle College, Ashfield for boys and Bethlehem College, Ashfield and St Ursula's College, Kingsgrove for girls. The primary school was established on the current site in 1929 and conducted by the Ursuline order of nuns until 1985 when the first lay principal was appointed. The order also staffed a high school on the same site until 1965. The school site has undergone many changes since that time. Students attending this school come from a variety of backgrounds and nationalities. The school's enrolment has grown in 2016 due to demographic changes with new families moving into the area with young children and the good reputation the school has in the community. The Creative Arts program is a long standing feature of the school. Music and Art lessons are conducted by specialist teachers. Additionally, extra-curricula opportunities are provided through two school bands along with junior and senior choir. We continue the tradition of holding a whole school annual musical concert in Term 3. This global format of the school music and performing arts program is now in its twentieth year of operation. Another significant school feature is the Italian language program in Years K - 6, which is now running in its fifteenth year. This year we also saw the introduction of a specialist sport teacher to improve the quality of sports lessons for students. As an extra activity for students this year we have introduced jujitsu and chess club for students to participate in at lunch time. These have proven to be very popular with students with numbers growing each week.
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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
165
140
244
305
* 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 95.38%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
94.61%
Year 1
95.16%
Year 2
95.04%
Year 3
95.91%
Year 4
95.71%
Year 5
95.69%
Year 6
95.52%
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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
26
9
35
* This number includes 12 full-time teachers and 14 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
Staff procedures and directions for the school in 2016 and mandatory child protection training.
Term 2
Staff Spirituality Day: Reconnecting and confirming our school mission and vision.
Term 3
Explicitly Teaching Writing: A workshop for teachers by an exterrnal provider
Term 4
Pastoral Care and Student Wellbeing
The staff this year have focused their learning on the: explicit teaching of writing, where they have been involved in coaching sessions, professional learning walks and professional readings use of technology in student learning through the further extension of the BYOD program, introducing it to Year 3 in 2016 needs of the 'English as an Additional Language or Dialect' (EAL/D) learner, with a review of the student data base continuation of the Cluster 5 Literacy and Numeracy Project to further build staff capacity. Annual School Report to the Community 2016
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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.
26
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. The school continues to work closely with our parish priest and we enjoy the close working relationship we share. Our goal continues to be developing a closer relationship with the wider parish community as we participate in the evangelising mission of the Church. We follow a program of grade and whole school Masses throughout the year. Sunday grade Masses are followed by morning tea to continue building a sense of parish community. Major feast days are celebrated with whole school Masses, where liturgical music is played by our students, and singing of hymns remains a strong component of these celebrations. Our students in Years 2, 3 and 6 once again engaged in the parish-based Sacramental programs with preparation for, and celebration of Reconciliation, Eucharist and Confirmation. These programs are supported by the school in teaching support, prayer and the provision of resources. We engage each morning in daily prayer at assembly which is student led. Each week a different class takes responsibility to prepare the prayer, which reflects the liturgical seasons of the Church year and units of work being studied in class. Parents and carers are encouraged to pray with us while attending assembly.
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. Our School's average result (as a mark out of 50) Year 6
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44.05
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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. St Francis Xavier Catholic School (SFXCS) provides a rich curriculum that is inclusive, individualised and emphasises the development of literacy and numeracy skills. Students are supported through a differentiated curriculum and learning support programs such as Reading Recovery and Special Education, which provide for varied abilities and talents. We continue to integrate the principles of Early Learning to better meet the developmental needs of all children, but particularly those in Early Stage 1 and Stage 1. The school continues its participation in the Sydney Catholic Schools (SCS) Cluster 5 Literacy and Numeracy Project, which funds a literacy and numeracy coach to work closely with teaching staff in a mentoring/coaching capacity to focus teachers on the explicit teaching of reading and numeracy. Teaching staff now have a deeper understanding on the purpose of collecting and analysing student data to better inform their teaching. We have continued to purchase new literacy resources for primary grades and through parent support, numeracy resources for the whole school. This project has also given the staff an opportunity to further develop their understanding of the English as an Additional Language or Dialect (EAL/D) learner and revised explicit teaching strategies that best serve their learning needs.
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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
56.00%
52.80%
2.00%
9.70%
Reading
64.00%
49.40%
2.00%
11.40%
Year Writing 3 Spelling
76.00%
48.60%
0.00%
6.20%
60.00%
46.50%
4.00%
12.30%
44.00%
35.70%
6.00%
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
65.52%
36.30%
0.00%
14.70%
Reading
55.17%
35.20%
0.00%
15.50%
Year Writing 5 Spelling
44.83%
17.40%
0.00%
18.30%
41.38%
29.60%
3.45%
17.00%
51.72%
28.20%
0.00%
16.30%
NAPLAN RESULTS 2016
Numeracy
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
In Term 4 2016, a Staff Development Day (SDD) was set aside to review the school’s Pastoral Care and Wellbeing Policy. This day was for teachers to review their beliefs and practices in this area, in light of the National Safe School Framework Audit. The school continues to implement the School Wide Positive Behaviours for Learning (SWPBL) program. This provides a framework for the school's pastoral care practices and for monitoring challenging behaviours and rewarding positive behaviour. Allegations of bullying behaviour and instances of bullying are recorded on a data base and dealt with as per the Sydney Catholic Schools Policy. The continued growth in students using social media has seen the school once again inviting the police Youth Liaison Officer to run workshops with students in Stage 3 and for the first time with students in Stage 2. No changes were made to the Student Wellbeing Policy in 2016 but changes resulting from the SDD will be implemented in 2017 when the policy is changed. 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 Archdiocese of Sydney has established an Anti-Bullying Policy which works in tandem with the school Discipline Policy that 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 approved in December 2013 and no changes were made to the 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. Annual School Report to the Community 2016
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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 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
Respect and responsibility for others is promoted through student leadership roles. Senior students are selected by their peers to be leaders of Liturgy, Mission, Student Council Leaders, as well as House Colours and School Captain. These types of activities demonstrate how students take their roles seriously. An example of this was their attendance at the local ANZAC Day ceremony. A Student Representative Council (SRC) exists with student representatives from each class, Years 1 to 5. This body takes on a number of roles including planning and running whole school events, demonstrating their commitment and sense of responsibility. Student leaders act as tour guides for Open Day during Catholic Schools' Week and received many positive comments on their mature and positive behaviour. The extra-curricular Annual School Report to the Community 2016
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band program gave an opportunity for our senior students to support the development of the junior band members. Numerous community service initiatives included opportunities for students to demonstrate an understanding and responsibility to others in our community who may need their help.
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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 The refocus by staff working with our literacy and numeracy coach on improved teaching practices has resulted in students’ reading and comprehension levels being raised. In 2016 the school's National Assessment Program in Literacy and Numeracy (NAPLAN) results improved. Particularly pleasing was all students made ‘growth gains’ above the state average. Of particular note were the Year 5 results, where students performed at level or above level against all Australian students in both literacy and numeracy. This result was also mirrored by the Year 3 students with students outperforming all Australian students in the top two bands. There were also significant gains in student results in the Archdiocesan Year 6 Religious Education Test with twenty-two students participating. In total, ten high distinctions, eight distinctions, three credits and one participation were awarded. The parents and parish priest were very supportive of the school's vision for a revitalised playground for the students. The staff participated in a systemic School Cyclic Review this year, where feedback was given on a variety of areas. This feedback will help the school shape its next Strategic Plan in 2017.
Priority Key Improvements for 2017 Annual School Report to the Community 2016
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To support student learning in 2017 the school will focus on: pastoral care and well-being early learning numeracy curriculum differentiation for gifted students continuation of literacy through the Cluster 5 Literacy Project. The Australian History and Geography syllabus will be implemented in line with the New South Wales Board of Studies guidelines. This will be supported through staff professional development and a new scope and sequence plan for the school will be finalised. In partnership with the SFXCS parish, the school will continue to strengthen and nurture student's knowledge and understanding of the Catholic tradition.
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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
In 2016 parents engaged in a number of P & F meetings, parent/teacher interviews, social events, school events and parish liturgies in which their opinions were sought regarding their satisfaction with the school. Mostly, opinions were very positive and any areas of concern were listened to and accommodated if possible. Parents were also invited to ‘coffee and chat' with the leadership team twice a term to provide an opportunity to ask questions and make suggestions. These sessions were very well received and attended in 2016. As a result, they will continue in 2017. Parents with older children at SFXCS were asked at Kindergarten 2017 interviews about their satisfaction with the school. Mostly parents responded that they were happy at SFXCS and that is why they chose to stay. New families reported the school had a fine reputation and that the school achieved good NAPLAN results. Throughout 2016 a number of emails have been sent to the school office congratulating the staff on the work of the school. Parents and visiting professionals affirmed the pride our students have in their school, the professionalism of the staff and a positive community perception of the school. Student Satisfaction
Students engaged enthusiastically in all school activities and gave positive feedback to visitors, throughout the year on how proud they were of their school. This evidence was collected from parents and staff when students acted in the role of tour guides at specific events such as Catholic Schools Week, Grandparents' Day and other major school events. New parents to the school reported that students enjoyed being at school and felt they had strong relationships with their teachers. The highlight of the year continues to be their involvement in the annual school musical where every student Kindergarten to Year 6 participates and performs in a variety of ways. Students' overall comments from a student survey indicated satisfaction around the care and Annual School Report to the Community 2016
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attention they received from teachers and how they enjoyed the opportunities to lead the school in caring for the environment, the athletics carnival, buddy program and morning prayer. Anecdotal evidence from students during conversations with staff and parents have also expressed excitement about the playground revitalisation and students now express and demonstrate more creative play at break times. Teacher Satisfaction
Teachers on staff were given opportunities throughout 2016 to complete staff surveys and meet with the principal and their mentors to provide feedback, reflect on their teaching practice and plan future goals. All staff reported feeling supported in their work and there was a general satisfaction reported on school events and professional development provided. Most comments were positive such as: I am lucky to work in a small school close to home. The staff are friendly and always supportive. The leadership team are approachable and understand the pressures of teaching in this day and age. I am proud to teach in a Catholic school where the teachings of Jesus Christ are our moral compass. The staff are continuing to work towards building a collaborative culture in order to build community. The school leadership team continued to work on building teacher capacity and encouraging a positive culture.
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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 $2,633,357
Capital Expenditure 6
$76,307
1
Government Capital Grants State Recurrent Grants
$839,242
3
Fees and Private Income
$0
2
4
$2,728,437
Non-Salary Expenses 8
$1,214,639
Total Expenditure
$4,019,383
$825,593
Other Capital Income 5 Total Income
Salaries and Related Expenses 7
$97,651 $4,395,843
For the 2016 year the St Francis Xavier Catholic School Ashbury received $55,039 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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