St Mel's Catholic Primary School, Campsie Annual School Report to the Community 2016
School Contact Details 14 Duke Street, Campsie 2194
[email protected] http://www.stmcampsie.catholic.edu.au/ 9789 3800 9718 8402
Principal Mr Steve Borthwick
ABOUT THIS REPORT St Mel's 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
During 2016, our school community engaged in the Cyclic Review process. This involved collecting data related to achievement standards, Annual Improvement Plans and Annual Reports from the past five years, as well as surveys and interviews with key stakeholders. The data was used to help review our school's learning journey and to plan our key areas of focus for the next three years. A critical outcome of the process was recognition of our schoolwide learning framework Organic Learning. As an Organic Learning community, we have a clear mandate to support all of our members in becoming self-determined learners. In working collaboratively towards achieving this, we believe all learners will grow in their awareness that they have the capacity to change the world. Through our learning cycle, we have aligned school structures, processes and learning spaces, which is helping us to create an unambiguous learning environment. Our school is financially supported through the State Government's Literacy and Numeracy Action Plan, which aims to improve student outcomes in literacy and numeracy. This strategy supports our focus on data informed explicit learning. Parish Priest's Message
It is good for us to spend some time reflecting on the year that has gone. 2016 has been another successful year for our parish and school community. The parish and school have shared in many events over the year. The parish and school Community Masses have been well attended. All the sacramental programs, which include First Reconciliation, First Holy Communion and Confirmation, have run very smoothly. The children have received the sacrament of Reconciliation regularly and have attended whole school Masses with greater discipline and reverence. Our multi-cultural Christmas carols was a great success. There were performances by the students, parish choir and The Salvation Army Band. It was amazing to see children quickly learning and singing carols in different languages. It was a chance for everyone to enjoy our multiculturalism. In addition, this year, our new Family Educator has effectively helped in connecting families between parish and school. For this to happen successfully, I must thank our teachers and staff for their dedication, hard work and professionalism. I also wish to thank our parishioners who have generously contributed to these events. Parent Body Message Annual School Report to the Community 2016
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Parent Body Message
Our community has always been highly multicultural, enriched by many languages and customs. When we come together, we feel privileged to be part of such a caring, respectful community. There are many opportunities for families to be welcomed into the school, such as school and community Masses, helping in the classroom, fundraising and school events. There is a real sense of staff unity and the teachers work tirelessly to offer our children a unique curriculum called Organic Learning. With a strong focus on teaching literacy and numeracy, the teachers also help our children to become problem finders and solvers. The school has introduced a lot of new resources for Maker Education, which encourages our children to explore, tinker and create. Parents value the mutual respect shown by all members of the community and enjoy the many opportunities offered to discover the benefits of contemporary learning. Student Body Message
St Mel's is an exciting place for learning. We are fortunate to have access to a variety of mobile technology such as MacBooks, Chromebooks and iPads. During 2016, more resources were purchased for our Maker Spaces, including Spheros, Osmos, more Little Bits kits and a 3-D printer. All of these resources help us to think critically and creatively, and to work collaboratively. This year the Conscious Competence model was introduced in our senior classes to help us think about, understand and explain our depth of learning. It also helped to introduce our own Genius Bar for Mathematics as we could see which students had developed a deeper understanding of mathematical concepts. There are many opportunities at St Mel's for students to experience leadership. We have school captains, sport captains, Student Representative Council, library monitors and Mini Vinnies. As well, all students in Stage 3 are seen as leaders in the school and often help organise fundraisers in support of local charities.
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S ECTION TWO : S CHOOL F EATURES St Mel's Catholic Primary School is a Catholic systemic Co-educational School located in Campsie. St Mel’s is a diverse and vibrant multicultural school community catering for boys and girls in Kindergarten to Year 6. With a population representing over forty different cultural backgrounds, St Mel’s is quite a complex, unique community. Most of our students have a language background other than English. The school was originally established as St Anthony’s Canterbury in 1895 by the Sisters of the Good Samaritan, but was taken over by the Sisters of St Joseph in 1900. In 1915, the parish of St Mel’s Campsie was established and the school was moved from Canterbury to our present site in Duke Street, Campsie. The Sisters of St Joseph remained in the school until 1985. The school community continues to honour St Mary of the Cross MacKillop's call to 'never see a need without doing something about it'. Whilst the school offers a comprehensive contemporary education, we also provide other learning opportunities for our students during recess and lunch times. Many of our students choose to engage in learning activities such as Maker Space, coding, dance, chess club, choir, gardening, Mini Vinnies (St Vincent de Paul) and Student Representative Council. These are opportunities for students to follow their passions and interests. Students also have allocated class time each week to learn another language. Through the use of Rosetta Stone online language program, students have access to twenty-eight languages. Some students, who are fluent in English and their Mother Tongue, are learning a third language.
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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
148
155
299
303
* 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 92.52%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
93.53%
Year 1
92.70%
Year 2
91.27%
Year 3
93.64%
Year 4
91.49%
Year 5
91.44%
Year 6
93.54%
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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
24
12
36
* This number includes 12 full-time teachers and 12 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 Induction, Child Protection and Training
Term 2
Anaphylaxis and CPR Training; Curriculum Mapping
Term 3
Staff Spirituality Day: Head, Heart, Hands.
Term 4
Student Handover and 2017 Curriculum Mapping
The professional learning of each staff member is highly valued. Staff are participating in rigorous professional learning in the area of our school developed Organic Learning Cycle. Staff also lead their own learning through an Organic Learning Inquiry (OLI) process. Staff participated in additional twilight professional learning meetings consisting of six hours to create generic comprehension tasks that aligned to the Literacy Continuum. The school's Literacy/Numeracy Coach also enhanced professional learning opportunities in English and Mathematics.
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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.
24
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 has an active partnership with the parish. This partnership is fostered through the students’ attendance at weekly parish Masses, Sunday Community Masses, the sacramental preparation programs and the celebration of the Sacraments of First Reconciliation, First Eucharist and Confirmation. Throughout the year we were pleased to prepare four students who became part of the Catholic faith and were Baptised. The prayer life of the school is alive and at the centre of the Religious Education program. Each fortnight on a Friday afternoon, the school gathers and celebrates prayer as a community. The staff gather for prayer each week, engaging in the Sacred practices of Lectio Divina, or the Ignatian Examen. The school continues to maintain strong links with the wider community and students are given opportunities to develop an understanding of social justice issues and Catholic social teaching through personal and active engagement in a variety of activities. A representative from each class is a member of the Mini Vinnies program. This year the school community generously raised money to support Project Compassion, Charitable Works Fund and the St Vincent de Paul Winter Appeal. The 2016 St Mel’s Winter Sleep Out enabled us to broaden our links with local businesses, as Campsie RSL generously provided us with 80 litres of soup. The Sleep Out developed a sense of empathy in the students and as the event was planned and hosted by the Mini Vinnies students, it was also a testimony to the importance of student voice. Staff formation was a focus again this year with many opportunities being provided for staff to gather in prayer. This year we implemented the first year of our second three-year Adult Faith Formation Plan with a focus on ‘Heart’. This journey allowed teachers to get a sense of what it was like to learn something new and work as a team towards a common goal. It also focused on Jesus as a learner and how his teachings should influence our daily interactions with others. The addition of our Family Educator has been a blessing for the school and strengthened our connection to the Parish. Families are increasingly feeling welcomed and are attending many planned events, particularly through play group, craft, sacramental and liturgical programs and general volunteering throughout the school. The Family Educator has also had an impact upon Annual School Report to the Community 2016
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the staff in assisting with time to reflect on their learning, contribution and their calling to reach out to all members of the community. In 2017 the Religious Education Coordinator will continue to work with staff to develop quality Religious Education programs that meet the requirements of the Archdiocese, are data informed, contemporary and relevant to the students at St Mel's. 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
33.29
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 continued focus for professional learning and curriculum development has been in the area of data collection and analysis, particularly in the areas of English and Mathematics. Teachers at St Mel's have continued to develop a process to map all student outcomes across every area of the curriculum in order to plan, organise and implement quality programs that are rigorous, yet also allow for student inquiry, voice and choice in their learning. This has continued to be groundbreaking at St Mel's and we had the opportunity this year to share our work at the Australian Council of Educational Leaders (ACEL) Conference in Melbourne. Effective and consistent school-wide approaches in teaching English have been unpacked with focus areas being the continuation of improving literacy learning, comprehension strategies, learning intentions and success criteria. With the assistance of an embedded in-school Literacy/Numeracy Coach and our involvement in the State Literacy and Numeracy Project, there has been a thorough collection of student data, which has informed instructional tiered intervention programs to suit all learners and build teacher capacity. Mathematics continues to be a focus for further curriculum development at St Mel’s. Professional learning provided teachers with the opportunity to explore areas of mathematical pedagogy to align with the current syllabus. Teacher up-skilling of the Clinical Interview assessment tool has enabled them to use data to inform their teaching. Professional learning also focused on developing quality Mathematics scope and sequences for Kindergarten through to Year 6 for 2017 implementation. All staff have continued to work with Organic Learning in order to promote self-determined learning, which can be defined as combining empathy for the context of a problem, creativity in the generation of insights and solutions, and rationality in analysing and fitting various solutions to the problem context. It also allows both teachers and students to use tools to help make thinking visible. There has been a large focus on the use of learning spaces to enhance learning, with alignment of school structures and processes. Learning walks are enhancing understanding and sharing of good practice. These open mind sets are enabling us to create entire new ways of Annual School Report to the Community 2016
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doing things, as well as question 'why' we do things the way we do. We look forward to further extending our thinking in 2017 to continue to collaboratively take the school forward in a digital and contemporary way and further develop areas of 'best' and 'next' practice. Students have continued access to Mathletics, Reading Eggs and Rosetta Stone Languages online platforms to supplement their learning through the wide variety of technology available to them. Coding applications such as Sphero, Bee-Bots, Little Bits, Makey Makey and Osmo have enhanced student learning immensely. These innovations encourage learners to enhance their creative and critical thinking skills.
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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
41.67%
52.80%
13.89%
9.70%
Reading
41.67%
49.40%
16.67%
11.40%
Year Writing 3 Spelling
52.78%
48.60%
16.67%
6.20%
55.56%
46.50%
8.33%
12.30%
16.67%
35.70%
22.22%
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
21.43%
36.30%
21.43%
14.70%
Reading
23.81%
35.20%
14.29%
15.50%
Year Writing 5 Spelling
19.05%
17.40%
7.14%
18.30%
23.81%
29.60%
9.52%
17.00%
28.57%
28.20%
9.52%
16.30%
NAPLAN RESULTS 2016
Numeracy
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
It is the child who is the focus of all we do at St Mel's. Student welfare is the expression of concern for the spiritual, intellectual, social, personal and physical development of each of our students. We are aware that each child is unique in the image of God and that we need to respond to the various and unique needs of each child, as aligned with The National Safe Schools Framework. Through our Student Welfare Policy we aim to create and maintain an atmosphere where students, staff and the parent community feel they are well known, safe, valued, respected and happy. We endeavour to maintain a school spirit and atmosphere that welcomes each individual and is conducive to learning as well as develop a caring Christian community where each child comes to know God's love by the way we treat each other. Through our school values, we encourage love, faith, cooperation, trust, harmony and respect for the needs of others and promote warm and positive relationships between children, staff, parents and parish community. No changes were made to the Student Welfare Policy and it will be revisited in 2017 as wellbeing will be an ongoing area of focus. 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. We believe an effective student management program needs rules and routines to ensure that the rights of individuals are protected, encouraging students to show responsible and appropriate behaviour. Our school community consists of individuals with differing needs, who behave and respond in a variety of ways and we acknowledge that all people, including children, have an inalienable right to be treated with dignity and respect. At times, the behaviour of a child is influenced by internal and/or external factors, which contribute significantly to the way they interact with and respond to others. In our diverse and ever changing society, children need to develop skills that will enable them to interact positively and learn effectively. For this to occur, children need to be taught social skills that equip them with the ability to adapt and interact with many different contexts and situations. Annual School Report to the Community 2016
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We at St Mel’s believe that it is essential that all members of our school community are actively supportive and consistent in their approach to whole school behaviour and management. 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 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
St Mel's is continuing with initiatives in the area of student leadership through the ongoing development of our Mini Vinnies group and student leadership team. These groups have demonstrated how to put our school values of love, faith, respect, cooperation, harmony and Annual School Report to the Community 2016
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trust into everyday life, to the remainder of the student body. Respect and responsibility for others is also promoted in the broader context through these groups organising activities that highlight the needs of others and encourage children to reach out to people they do not know. Food drives, collections and fun days reinforce the message of service and promote respect and dignity for all people. Key leadership qualities of responsibility, role modelling, resilience, inter-personal skills and decision-making are areas of ongoing development throughout the school. Staff, parents and students are continually reminded that St Mel's is a safe and supportive learning environment where individuals are respected. This not only includes dealings in the physical world, but also in the digital world with ongoing digital citizenship and acceptable use education with relevant policies in place. We at St Mel's are mindful of the strengths of our staff, parents and students and are continually investigating ways to provide avenues for increased staff, parent and student voice and choice, especially in the area of learning. Students receive weekly awards at assemblies, recognising their outstanding citizenship and value-centred actions.
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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 Focus areas to enhance whole school improvement in 2016 derived from the Sydney Catholic Schools New Horizons Strategic Improvement Plan: Strategic Priority 1 - Catholic Identity & Mission: Developed student spirituality programs that are values driven and enhance the spiritual life and faith formation of staff and students. Strategic Priority 2 - Learning and Teaching: Created visible learning and metacognitive (thinking) walls in all learning spaces to encourage staff and students to articulate their stage of the learning process; Analysed student data to inform direct instructional and inquiry based teaching and learning opportunities; Staff participated in a rigorous Organic Learning Inquiry (OLI) process in order to improve teaching practices against the Professional Teacher Standards and Conscious Competence Learning Model. Strategic Priority 3 - Staff and Student Wellbeing: All school community members actively participated in the development and maintenance of a safe school community in which diversity is valued. Strategic Priority 4 - Capacity Building: All stakeholder consultation data was used to inform future areas of focus through the Cyclic Review process. Annual School Report to the Community 2016
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Priority Key Improvements for 2017 Focus areas to enhance whole school improvement in 2017 are derived from the Sydney Catholic Schools New Horizons Strategic Improvement Plan: Strategic Priority 1 - Catholic Identity & Mission: Strengthen faith formation approaches for students and parents that will enhance family evangelisation and bring families back to the Church. Strategic Priority 2 - Learning and Teaching: Employ a range of data to cater for diverse needs of learners; Align explicit teaching within the Organic Learning Cycle. Strategic Priority 3 - Staff and Student Wellbeing: Develop and promote a whole school approach to the enhancement of wellbeing for staff, students and parents. Strategic Priority 4 - Capacity Building: Embed Organic Learning to create consistency in spaces, structures and processes; Align Authentic Learning principles in order to build individual and collective capacity in staff, students and parents. Strategic Priority 5 - Stewardship of Resources: Develop a design brief as the basis from which a master plan can be develoiped for a revitalisation project; Fully embed governance procedures into the daily life of the community.
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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
This year feedback was received from parents via surveys, forums and interviews. Parents unanimously agree that the staff are helpful in their daily interactions with students and as a whole are united and care for all members of the school community. Parents celebrated the fact that the school is God centred and the Catholic ethos is lived through the charism of St Mary of the Cross MacKillop and the Josephite tradition. It is believed the school's emphasis on promoting Christian Values of Respect, Cooperation, Love, Harmony, Trust and Faith is a true testament to the sense of community built by all stakeholders. Parents also expressed that they are impressed with the teaching and learning that takes place throughout the school and the balance between educational rigour in English and Mathematics, alongside inquiry-based learning. The accessibility to a range of technologies and devices assist in the school supplying an education for students that is rich, motivating and contemporary, that celebrates individual difference and personalised learning. Parents stated that they feel welcome within the school and enjoy volunteering their time to assist staff to promote learning for all. Student Satisfaction
Data was collected from students on a number of occasions throughout the year by various qualitative and quantitative surveys. As a whole, students feel very safe and valued as members of the St Mel's community. Very high percentages of students indicated that they have choice in how their learning space is created and that visual spaces reflect the learning that has taken place. Students also expressed high satisfaction in the areas of finding learning enjoyable, the opportunities for them to critique others' work, have their work critiqued and the view that they can change the world around them through the Organic Learning process. The students at St Mel’s also value the range of technology and online learning opportunities like Reading Eggs, Mathletics and Rosetta Stone Languages as well as new innovations such Annual School Report to the Community 2016
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as coding applications like Little Bits, Makey Makey, Osmo and Sphero. Students stated that learning is fun and they feel safe enough to take responsible risks in their learning and that failing and making mistakes creates opportunities for new learning. Teacher Satisfaction
Staff surveys and interviews revealed a shared view that there has been an increase in community culture, enthused by passionate learning, where staff are becoming more selfdetermined in their learning and enjoy sharing this learning with each other. Staff believe that collaboration and team-work are essential in order to create a new standard in learning. This is achieved by using and sharing interests, strengths and passions with other staff and students. Staff also stated that there has been a shift in how learning spaces are effectively utilised with students by making learning visible and experimenting with new ideas and concepts. Staff indicated that they feel valued when they devise and implement new ideas and innovations in teaching and are feeling success in their profession. They indicated that there has been value added to learning by increasing student voice through implementation of learning intentions and success criteria and promoting students to develop individual learning goals. Staff feedback also showed that professional learning has been at an all time high, particularly around data tools that are purposeful, to assess and inform student learning.
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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 $2,458,030
Capital Expenditure 6
$64,222
1
Salaries and Related Expenses 7 Government Capital Grants State Recurrent Grants
$792,597
3
Fees and Private Income
$0
2
4
Total Expenditure
$824,368 $3,551,609
$557,829
Other Capital Income 5 Total Income
Non-Salary Expenses 8
$2,663,019
$38,574 $3,847,030
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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