St Joan of Arc Catholic Primary School, Haberfield Annual School Report to the Community 2016
School Contact Details 88 Dalhousie Street, Haberfield 2045
[email protected] http://stjahaberfield.catholic.edu.au 9798 9780 9716 8045
Principal Mr Bernard Carey
ABOUT THIS REPORT St Joan of Arc 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
The school has completed the second year of it's Strategic Improvement Plan (SIP) that was developed from the Cyclic Review Process in 2014. With the release of the Archdiocesan SIP, New Horizons, Inspiring Spirits and Minds, the school's Leadership Team (LT) has aligned both documents into a clear and comprehensive plan that incorporates both local and Archdiocesan initiatives. The school's Leadership Team has continued to develop leadership performance and learning goals, developed tools to use with staff to raise expectation and learning outcomes and implemented theories of action to drive change. The Australian Institute for Teaching and School Leadership (AITSL) standards have continued to develop and focus professional learning within the school, as teachers work towards accreditation and professional proficiency. The use of a Cluster Coach in 2016 has allowed the development of literacy within the school, with student data being used effectively in the planning of future teaching and learning. The use of the Regional Leader of Learning in Numeracy has allowed further development of numeracy in Stage 2 classes. Parish Priest's Message
A brief experience of the Haberfield Catholic community has revealed an impressive standard of dedication and commitment, in St Joan of Arc School, to the privilege of educating young minds and hearts not only in academic areas but also in faith and spirit. The tasks of refreshing the faith of families and individuals as well as their awareness about the intrinsic relationship of schools to their Parish have become a significant challenge to all of us, a challenge that we know we have to face together and are willing to do so. Parent Body Message
Friends of Arc (FOA) is the parent committee of St Joan of Arc Catholic Primary School. The FOA is a social, fundraising and educational body that has family welfare, social justice and environmental sustainability as goals within its guidelines. As a group that promotes social engagement, the FOA organised park play dates,parent dinners and end of year events for the students and parents.This year this included a Year 4 Disco Night and a Year 6 Graduation party. Annual School Report to the Community 2016
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This year the FOA had a fundraising focus on the refurbishment of teh school's playgrounds. The major fundraisers were a Walkathon in March and a Dinner Dance in September. To support these events teh FOA also conducted monthly cake stalls and a Christmas Market in December. This year the FOA communicated to the parent community via a monthly newsletter and extensive use of a school app alert device. This year has been a very happy and successful year and we look forward to continuing to build the FOA in the community by offering day time meetings in 2017 to be more inclusive of parents who find night meetings difficult to attend. Student Body Message
We are the St Joan Of Arc school leaders for 2016. At this year’s Opening Mass, we accepted the responsibility to look after and represent our school, in many ways including the ANZAC Day March, open day tour guides, Kindergarten Orientation, Mary Un-doer Of Knots Pilgrimage, Representing the Student Representative Council.(S.R.C) Team, organising Captain’s Choice Day, Burwood Returned Services League Leadership Awards and leading the morning assembly on Tuesdays and Wednesdays. We also congratulate those who get an award at our weekly gathering. Being a part of our Mini Vinnies group here at St Joan Of Arc, we are privileged to visit the St Joan of Arc Villa Nursing Home twice a term with the Religious Education Coordinator. Being Captains, we are looked up to by the younger students of the school and we encourage them to go Forward With Courage, just like St Joan Of Arc taught us. Being role models in the school, we make sure everyone is having a great day and if they’re not, we make it right. This year has been great fun and we hope that the 2017 Captains have just as much fun and do good things, just as we did.
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S ECTION TWO : S CHOOL F EATURES St Joan of Arc Catholic Primary School is a Catholic systemic Co-educational School located in Haberfield. The school is a pathways feeder school to Domremy College Five Dock and De La Salle College Ashfield. The school adjoins the parish church of St Joan of Arc under the pastoral care of Fr Phil Zadro, the Parish Priest. St Joan of Arc Catholic Primary School was opened in 1910 and was under the care of the Presentation Sisters before transferring to lay leadership in the late 1980’s. The charism of Nano Nagle, the founder of the Presentation Order, is strong in this school with symbols of the lamp of learning and the Nano Nagle icon prominent in the school. The school is a member of the Nagle Education Alliance in Australia (NEAA) group and has become more actively involved in national Presentation Schools’ events. This year the school continued the Crunch and Sip initiative with Federal government funding. This has proved popular with students, parents and teachers and it has been observed by staff that student energy levels remain higher for longer because of this initiative. The Sydney Chess Academy has continued to provide chess tuition and competition opportunities for interested students each week. The Feast of the Presentation of the Blessed Virgin Mary was observed in liturgy within a week of focused learning on aspects of the Presentation Sisters, both in Australia and internationally. Through the year the school submitted student entries into the Board of Studies Teaching and Educational Standards (BOSTES) Writing Competition and Archdiocesan Art Awards. In 2016 one student received a Gold Award and one student received a Silver Award. In response to parent requests, workshops were held through the year in using technology in learning. These were offered as both day and night sessions and were well attended. The feedback from each session will assist in planning future parent workshops to best meet the needs of parents as learning partners. As the school is within a conservation heritage zone, the maintenance of the 1910 school building is a priority within the community. Under a grant from the Sydney Catholic Schools Repairs and Maintenance Program, funds were provided to build a disabled compliant ramp between the two playground levels, eliminating the need to use steps. It is also planned for the installation of an outdoor mini theatre and adding a new stage area. A new deck area has been added to the Gadigal Learning Space and the Stage 2 corridor will be refurbished to Annual School Report to the Community 2016
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extend learning areas beyond the classrooms. The major refurbishment of the playground will commence in the January school holidays.
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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
177
168
276
345
* 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 93.95%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
95.86%
Year 1
92.97%
Year 2
94.68%
Year 3
92.94%
Year 4
93.53%
Year 5
94.25%
Year 6
93.45%
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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
23
8
31
* This number includes 13 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
Child Protection and Mandatory Reporting
Term 2
Introduction to Board of Studies Teaching and Educational Standards (BOSTES) Geography syllabus
Term 3
Information Technology and use of new apps.
Term 4
Staff Spiritual Formation retreat
The Regional Cluster Coach has worked with Stage 3 teachers on modelling a Literacy block, while the Regional Leader of Learning has worked on authentic assessment in numeracy. Gifted Education, within local network and Leader of Learning (LOL) intervention, continued to refine our identification processes for Gifted learners. With this now embedded in school routine, the focus has changed to differentiation through pre and post assessment tasks. Staff have been identified to attend various professional development opportunities in technology, Grammar and Punctuation, Road Safety and Reading. 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.
22
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 spiritual life of the school underpins the very nature and values of the school. This year the Religious Education Coordinator, in association with the Parish Priest and Principal planned the religious calendar for 2016. The Opening School Mass heralds the beginning of the school year in which the school captains, members of the School Representative Council (SRC) and the Year 6 Leadership Class, are installed. Staff members personally give witness to the importance of prayer in the life of the school as they pray together weekly and prepare students for the liturgical events throughout the year. The use of daily Christian meditation has continued to be enhanced by the continued use of bible references and music in meditation time, promoting quiet and stillness. The Angelus has now become a well-known daily prayer practice, with students leading the prayer in their classrooms at 12 noon. Throughout the year students celebrate School and Class Masses, Liturgies of the Word and Reconciliation with a particular focus on the Sacramental Classes. Students in Year 2 (Reconciliation), Year 3 (Eucharist) and Year 6 (Confirmation), participate in the Sacramental programs that coincide with the Parish catechist program. Students held discussions about the sacraments with the Parish Priest. In preparation for their special sacramental celebration students in Years 2, 3 and 6 also had an opportunity for a reflection day with their teachers. Throughout the year, the Religious Education Coordinator has worked closely with the CEO Religious Education (RE) Adviser looking at the rigour and knowledge components of the K-6 curriculum. The Year 6 RE test results over the past six years has shown the school to be above the average State and Sydney test scores. The aim of this collaboration is to raise achievement and move all cohort student results into Credit level or above.
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The social action group, Mini Vinnies, have further developed their profile within the school. The students continue to work with the Religious Education Coordinator to meet the needs of groups in the wider community. This year the school continued the partnership with The House of Welcome to support its work, with asylum seekers and refugees. From this partnership the school has hosted guest speakers, run food and clothing appeals and awareness raising of refugee issues in the community. This year staff attended a cooking class with refugee women to gain greater understanding of their needs and desires. The staff have completed two cycles of the Heads, Hearts and Hands process, raising their spiritual formation opportunities with members of the Sydney Catholic Schools Faith Formation Team through a staff retreat in Mittagong. 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
39.37
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. The following list highlights the particular features of the St Joan of Arc curriculum: The raising of performance expectation and student outcomes across all KLA's is articulated school wide by teachers in a variety of forums. The opportunity to access the Cluster Coach has heightened teacher awareness of targeted intervention with students in literacy, particularly in the planning of the English Block. The development of the skills and understanding of the use of data to differentiate learning and measure student growth. The student data wall has enabled staff to put a face on data, enabling whole staff ownership of the growth of every student in mathematics. The Gifted program, called Enrichment, has formalised identification of students through the General Ability Test (AGAT) testing tool. From this comprehensive identification, planning for pre and post-testing assessment has followed. This testing informs teaching within the classrooms through the provision of differentiated learning tasks for students. Collaborative planning has been built into the timetables to allow grade partners to meet with specialist staff (Teacher Librarian, English as an Additional Language /Dialect teacher, Special Needs teacher) to plan teaching and learning in three-week blocks. Digital resources have continued to be made available in classrooms with enhanced staff use of the Google platform, Techie Breakies and Teacher Dashboard. Student knowledge and learning is being developed through the use of specific apps that integrate into learning at an appropriate age level. Parent workshops and the Kinder orientation sessions have enabled staff to break open new BOSTES syllabus documents and be updated in latest trends in the teaching of Early Learning, reading, numeracy and technology. The school choir has grown in number and enthusiasm with invitations to perform at liturgies, Masses and at community events such as ANZAC Day, parent recitals and the Haberfield Festa. The provision of specialist teachers in Visual Arts and Performing Arts has raised skills and standards of art and performance, with skills carrying over into debating and public speaking opportunities. The introduction of Bring Your Own Dedicated Device (BYODD) in Stage 2, 2017 has been Annual School Report to the Community 2016
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completed with parent information nights presented, open classrooms completed and regular updates provided. The sports program has been further developed with the introduction of specialised skipping routines and a gymnastics program. Mathematics Kinder to Year 2 and at risk Year 3 to Year 6 students has been enhanced by the introduction of Clinical Interviews to assess student learning.
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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
69.23%
52.80%
1.92%
9.70%
Reading
59.62%
49.40%
7.69%
11.40%
Year Writing 3 Spelling
74.51%
48.60%
1.96%
6.20%
61.54%
46.50%
5.77%
12.30%
48.08%
35.70%
7.69%
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
58.70%
36.30%
8.70%
14.70%
Reading
43.48%
35.20%
8.70%
15.50%
Year Writing 5 Spelling
33.33%
17.40%
6.67%
18.30%
41.30%
29.60%
13.04%
17.00%
30.43%
28.20%
8.70%
16.30%
NAPLAN RESULTS 2016
Numeracy
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
The Student Management and Wellbeing Policy within the school is based on the principles of Restorative Justice. In dealing with student behavioural, emotional and social issues, the staff understand that while important to establish cause and reason, it is equally important to plan for the 'getting back up', so students feel supported and valued. The five school rules are written in a positive language and each one has a listed set of suggestions as to how a student can be successful in following each of the five rules. The school conducted a resilience program in both Infants and Primary levels based on parent and teacher nomination. Thirty students participated in the first offering of this program. The school hosts a counsellor on site and has ready access to advice and intervention to assist students with behavioural and emotional needs. The counsellor works within a multi-disciplinary team of allied specialists who can offer extra assistance if required, under the direction of the Sydney Catholic School Wellbeing Team. The Student Safety Team planned a Harmony Day initiative across K-6 which was very successful. No change has been made to this policy over the past 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. Allied to the school's Restorative Justice practices, students are supported in their classrooms by the Magic 1-2-3 program. This program allows students to be made aware of behavioural issues and give them time to reflect and change behaviours, through a staged process. Students who work through the stages of Magic 1-2-3 are rewarded with immediate visual feedback and verbal praise in their classrooms. Students in senior classes use a variation of 1-2-3 Magic with consequences and rewards age appropriate to them. 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 Annual School Report to the Community 2016
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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
The weekly Gathering time continues to be the main vehicle to enhance respect and responsibility within the school. This time allows the whole school to come together and talk about issues of commendation and areas needing attention. From the Gathering time a new program of respect for the school environment has begun with initiatives for gardens, littering, recycling and care of the poor commenced and regularly updated. More students are now taking personal responsibility for aspects of the school environment, evidenced in their communication with the school leadership and peers through posters, competitions and speaking at the Gathering. In addition to Teacher awards, student groups such as Student Council, Safety Team and House Leaders give out their own merit awards to students in recognition of good deeds. The Student Safety Team was again, an effective way of having senior students trained in Restorative Practices and being easily identified so students can seek them out on the Annual School Report to the Community 2016
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playground for immediate assistance and advice. These senior students use a 'child friendly' language amongst themselves which gives a different perspective on an issue than an adult might bring in forming solutions. The fortnightly newsletter and monthly Friends of Arc newsletter, both have featured student achievement inside and outside the school. This includes sporting, cultural, academic and social achievements that are celebrated by the whole community. In particular, deaths in families are recorded to allow communal expressions of grieving and support for families at difficult times.
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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 Key priority improvements achieved in 2016 include: integration of the National Safe Schools Framework to determine priority areas and measure progress in the development of a safe school environment development of scope and sequence charts for English staff-wide implementation of peer observations to raise expectations, feedback and standards reviewing and make learning decisions on the spelling program K-6 implementing, with effective professional development, the History and Geography syllabus documents supporting the staff spiritual formation plan into its second year of operation improving test scores in Year 6 Religious Education Test to move all students above Credit results improving National Assessment Program in Literacy and Numeracy (NAPLAN) results to move identified students from middle to top bands. Priority Key Improvements for 2017 Key priority improvements for 2107 will be: develop a K-6 Scope and Sequence using the Mathematics continuum incorporate Numeracy Directions into our programming revisit data wall to put specific aspects of Clinical Interview and a component of English (either reading or writing Gradual Release of Responsibility (GRR) model is now evident in listening, speaking and writing proformas, it will move towards GRR for reading Annual School Report to the Community 2016
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identifying connections between running record assessments and reading on the literacy continuum. placing students on literacy continuum in reading to identify growth consolidate scope and sequence plan to inform programs review grammar scope and sequence to inform planning and programming continue phasing of English as an Additional Language /Dialect (EAL/D) students using the EAL/D progression align and incorporate Literacy Directions into programming.
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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 early Term 4 a survey was conducted within the parent and parish community to test the reputation of the school in the community. Thirty school based families, with current and pre school children, were surveyed in an open ended style survey and twenty six Catholic families from local State Schools were surveyed using a check list style survey. There was strong support for the school from school based families. The school was identified as having a strong reputation in the community with major satisfaction in areas of relationships, school leadership, anti bullying initiatives, student happiness and the quality of classroom programs. Areas named as challenges for the school were the provision of a wider extra curricula program for students and a softer looking playground with more contemporary play and discovery activities for students. The parents of Catholic State School students articulated the Haberfield area had an excellent choice of Catholic and State schooling options. The survey named the physical look of the school environment as an area to enhance the reputation of the school. The information gained from this satisfaction survey will be used in enrolment planning. Student Satisfaction
In Term 4 an exit survey was conducted with the forty three Year 6 students who are leaving the school. This survey was conducted in an open ended style called Three Stars and a Wish. This survey asked students to identify the three most important things they gained from the school over their time here and to name one thing they would like to see changed or implemented. Overwhelmingly students identified their teachers, past and present, as the most important thing in their enjoyment of school. There was strong support for friendships, the opportunities for sport, performing arts and visual arts. Also supported were areas such as overnight camps, lunchtime activities, the leadership program and being more responsible for the care of younger students as buddies. In the one wish section, most of the students identified the lack of grass on the playgrounds as Annual School Report to the Community 2016
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the one thing they would change. Allied to this was the wish for a greater variety of choice for those not wanting to play ball games.Some students wished they could learn a language in school time as opposed to the current after hours language option. Teacher Satisfaction
In Term 3 teachers were all asked to complete a survey on their level of satisfaction with their current technology skills. This survey was to assist the Leadership Team and eLearning leaders plan for content areas in the Techie Breakie professional development opportunities we offer three times per term. Staff expressed high levels of confidence in using the Google platform, learning applications we have recommended and the integration of Chrome Book devices. The teachers also identified areas of need in the use of Teacher Dashboard, adapting BOSTES programming templates in English and Mathematics and using iPads for oral recordings. These areas were integrated into Techie Braekies in Term 4. Areas of electronic student assessment tracking were named by some teachers and this area was taken up within staff meetings. The teachers also expressed high level satisfaction for the provision of personal Chrome Books by the school for their use in programming and lesson planning. By mid Term 4 all identified areas were addressed and on-going individual support provided for staff to ensure continued confidence in the technology we use.
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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 $2,425,347
Capital Expenditure 6
$65,628
1
Government Capital Grants State Recurrent Grants
$807,039
3
Fees and Private Income
$0
2
4
$2,835,491
Non-Salary Expenses 8
$1,067,178
Total Expenditure
$3,968,297
$960,800
Other Capital Income 5 Total Income
Salaries and Related Expenses 7
$43,352 $4,236,538
For the 2016 year the St Joan of Arc Catholic Primary School received $85,309 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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