St Pius' Catholic Primary School, Enmore Annual School Report to the Community 2016
School Contact Details 209 Edgeware Road, Enmore 2042
[email protected] http://stpenmore.catholic.edu.au 9557 4027 9519 3649
Principal Mrs Susan Bates
ABOUT THIS REPORT St Pius' 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
St Pius’ Catholic Primary School, Enmore has a rich heritage based on our motto, Everyone a Helper inviting us to love, serve and respect others. We welcome students and their families from a variety of cultures into the school community. In partnership with parents, carers and the parish, our school is committed to the development of students by: nurturing a Catholic community of strong and living faith with the Gospel message of Jesus learned and lived fostering a love of learning by delivering a dynamic and challenging curriculum that develops creative, critical thinkers supporting and nurturing the needs of each child leading students to value and respect diversity within and beyond the school. To work towards these goals the school has engaged in facilitating professional learning for staff that assists in meeting student learning needs, in the development of student personal attributes and in spiritual and religious activities that support students’ faith development. This year the school successfully engaged in processes that enabled teachers to develop their understanding of contemporary pedagogy, including an emphasis on collaborative planning and capacity building. Parish Priest's Message
Our school is here to ensure that every student receives a high quality Catholic education. St Pius' Catholic Primary School can build on the faith that hopefully has started at home. I can see that the school is providing the students with the skills they will need to make a contribution to what is a rapidly changing world. The school is supportive, particularly through the Family Educator, of enhancing the parish. With the Sacraments for the students, our wish is that they will strengthen the religious life of everyone, both students and adults. As with last year parents and carers will play a big part in preparing their children in 2017. I appreciate the warm welcome that I have received from the School Leadership Team and Staff and look forward to next year. God bless.
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Parent Body Message
St Pius’ Catholic Primary School, Parents and Friends (P & F) are actively involved in the community and school life of St Pius’. This year regular P&F meetings were held, where parents contributed ideas to be acted on by the committee. This ensured that during the year we provided many opportunities for the school as a community to be involved in fundraising and social events, both for the students and community. Many successful events were held including, a Welcome Night for new parents, Bingo, Sport-a-thon, Mother’s Day and Father’s Day stalls, Newtown Jets fundraiser, and V Factor. St Pius’ is a community in which we, as parents, feel welcome. There are ample opportunities for us to be engaged in the life of the school through celebrations, liturgies, events and assemblies. We have many opportunities to go on excursions and we participate in many and varied sporting activities. Parents believe that it is important that their children participate in prayer times, celebrate liturgies and take part in the Sacraments. They see evidence of their child's interest and participation in these school and Church traditions. Student Body Message
This year we were very thankful to be given the opportunity to attend Ignite the Faith and participate in the new leadership program, especially the fun activities. This has helped Year 5 become better leaders that the school will be proud of in 2017. We really enjoyed the extra-curricular activities such as yoga, Dance Fever, swimming, gymnastics, band, choir, library, drama, music and the language classes. These activities have helped us extend our knowledge and learn to do things we had never thought we could do or enjoy. We had fun doing the Quicksmart program and we all improved our math skills in many areas of the Mathematics curriculum. It gave us a wider and better knowledge of number, division and multiplication. This is a life skill that we will all use now and in the future. The carnivals for athletics and swimming have been highlights of the year for many of us. The carnivals were extremely well organised and gave us a great opportunity to achieve the distances and times required to progress to the next level. Annual School Report to the Community 2016
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S ECTION TWO : S CHOOL F EATURES St Pius' Catholic Primary School is a Catholic systemic Co-educational School located in Enmore. The school caters for students in Years Kindergarten to Year 6. St Pius' Catholic Primary School is an integral part of Our Lady of the Southern Cross Parish community. The parent community is supportive of and participates in many aspects of parish life. The school is surrounded by a rich tradition and history. It was opened in 1907 in the first Enmore Catholic Church and was administered by the Good Samaritan Sisters from Newtown, Sisters Stanislaus, Callaghan, Winifred, Tarlington and Bernadine Graves who opened the school. In 1907 the Sisters of Mercy bought the land on which the school now stands. The sisters travelled daily by horse and tram from their community in Parramatta until a separate community was formed in 1910, when Mother Mary Francis purchased the Convent and grounds at Enmore. In 1915 a new school building was officially opened and is still in use today, although refurbished by funds from the 2010 Australian Government’s National School Pride Project. The refurbishment provided modern open-spaced classrooms for Year 1 to Year 6. In 1989 Religious Orders ended their direct association with the school. The tradition of Parish support has continued through the years with a new administration block and modern extension being erected in 1995, joining the old and the new, to cater for the growing population. The completion of the Building the Education Revolution (BER) project in 2011 provided a new hall with a kitchen which has been a valuable addition to the school. The intrinsic nature of St Pius' Catholic Primary School is expressed in its motto: Everyone a Helper. This is reflected in the ethos of fairness, co-operation and justice for all. The community strives to live the Gospel values as it builds its future based on faith, hope and love. The school’s vision for learning Search, Serve and Soar sits comfortably with this motto and underpins all learning in the school. Today, parents, staff and students share an integral role in the life of the school and there is a strong family connection with many students being second and third generation students. The school has an active (P & F) and parents are warmly welcomed as parent helpers in classrooms as well as on excursions. The partnership between parents and teachers is important in seeking Annual School Report to the Community 2016
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to provide the very best learning opportunities for students.
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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
81
104
100
185
* 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 92.86%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
95.52%
Year 1
94.42%
Year 2
92.18%
Year 3
91.46%
Year 4
91.86%
Year 5
92.38%
Year 6
92.19%
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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
15
8
23
* This number includes 8 full-time teachers and 7 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
School Administration and Professional Standards
Term 2
Spirituality Day and Cluster 5 Writing workshop
Term 3
N/A
Term 4
Twilight meetings on Syllabus implementation. End of year processes including handover of students for 2017.
Staff have engaged in wide ranging professional learning throughout 2016. This has included support from Sydney Catholic Schools, Leaders of Learning across a range of areas, but particularly Religious Education, Data Analysis and Reading Comprehension. Staff have also attended conferences and inservices in regard to Mathematics and programming using the Understanding by Design method. The in-school literacy/numeracy coach provided targeted professional learning in English and Mathematics and organised observations of classroom practice to develop whole school practice in the area of literacy. Teacher Standards Annual School Report to the Community 2016
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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.
17
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 Catholic life of staff, students and families at St Pius’ has continued to be enriched through the Religious Education (RE) Curriculum, prayer and faith formation, active participation in the life of the parish and social justice opportunities. These have provided students with opportunities to enhance their faith and live out the Gospel values. After analysis of Year 6 RE Test results, Scripture has become a focus in programs to deepen student knowledge and understanding. Comprehension strategies and vocabulary-building tasks have been included in RE programs to enhance scriptural understanding and ensure students gain greater meaning from scripture passages. To Know, Worship and Love texts are sent home regularly to help parents engage with their children about RE. St Pius’ has engaged in the process of revitalising RE resources to ensure teachers and students have up-to-date materials that enhance student understanding. A key aspect of the religious dimension of St Pius’ is engagement in prayer, liturgies and Masses. Prayer assemblies were led by children from K-6. These prayer assemblies have become a more prominent feature of school assemblies and are based on what students have been learning in the RE Curriculum or on special occasions within the Church calendar. Students also engaged in prayer opportunities, liturgies and Masses on significant feast days. Parents were provided with opportunities to participate and engage in these celebrations. Staff engaged in professional development opportunities to enhance their skills in using different prayer forms within staff prayer, including Lectio Divina, Visio Divina and Digital Prayer. These prayer styles were then used with students throughout the course of the year, exposing them to the various ways people communicate with God. Prayer boxes continue to be sent home to make prayer a focus for families. Australia’s Greatest Lemonade Stand. The St Pius’ Mercy Action Group has been developed to organise and promote these initiatives within the community. Annual School Report to the Community 2016
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Staff and students at St Pius’ have engaged enthusiastically in opportunities for faith enhancement. Stage 3 students participated in the Ignite Faith Evangelisation Program, discussing ways they can share their faith. Fund-raising opportunities such as the Winter afternoon-out have been used to support students as they break open and explore their own faith. Staff participated in a Faith Formation Day helping to enhance their personal faith journey and developing strategies to support the faith development of their students. 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
33.19
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 St Pius’ Catholic Primary School’s Vision for Learning and the Sydney Catholic Schools (SCS) Sydney’s Learning Framework underpin all aspects of learning and school life and provide the foundation for curriculum development. Learning programs are supported by a number of specialist teachers which includes: a Literacy and Numeracy Coach, a teacher librarian, a Diverse Learning teacher, a Reading Recovery teacher, a Physical Education teacher, a Music and Drama teacher and Learning Support staff. During 2016 there has been a whole school approach to using data to inform the teaching and learning process. Student voice is valued as an integral part of the learning process. Students are encouraged to engage in decision making and direction setting for their learning. Teachers continued to work within the Key Learning Areas, with a particular focus on reading, numeracy and Religious Education. At risk readers and Aboriginal students were supported by the Making Up Lost Time in Literacy (MultiLit) program. The program was delivered by a Learning Support Officer trained in MultiLit. The QuickSmart program, facilitated by Learning Support Officers, was extended across the school from Year 2 to Year 6. The program aims to develop children's mental recall of mathematical facts in order to improve skills in mathematics. During the course of the year participation in the Archdiocesan Early Years project continued. Personalised Learning Plans for Indigenous students were developed by class and specialist teachers in collaboration with parents. Our Diverse Learning teacher developed Personalised Learning Plans (PLP's) for students to differentiate their learning and cater for their additional Annual School Report to the Community 2016
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needs. Teachers and students were able to use a range of Information and Communication Technologies to enhance learning across Key Learning Areas. In particular, Stage 2 were involved in the launching of the Bring Your Own Designated Devise (BYODD) Project. All students participated in weekly, physical activity with a wide range of opportunities being offered. Qualifying students represented the school in events such as swimming, athletics and cross-country at cluster and regional levels. Netball, soccer and touch football teams represented the school at cluster Gala Days. Opportunities for participation in co-curricular programs that showcased their skills and talents were also provided to encourage students' enjoyment of learning. These included a swimming program from Kindergarten to Year 6 and choir performances at school and community events. A highlight of the year was the setting up of a school band with an inaugural performance at the end of the year. A school concert involving all the students from Kindergarten to Year 6 concluded a very successful year at St Pius'.
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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
50.00%
52.80%
16.67%
9.70%
Reading
62.50%
49.40%
16.67%
11.40%
Year Writing 3 Spelling
29.17%
48.60%
0.00%
6.20%
50.00%
46.50%
8.33%
12.30%
41.67%
35.70%
12.50%
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
45.45%
36.30%
9.09%
14.70%
Reading
54.55%
35.20%
18.18%
15.50%
Year Writing 5 Spelling
22.73%
17.40%
18.18%
18.30%
40.91%
29.60%
18.18%
17.00%
47.62%
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
The Student Welfare Policy is based on the Archdiocesan Pastoral Care document, Pastoral Care Guidelines. St Pius' Student Welfare policy is built upon the practices of Restorative Justice and works to protect the rights of every student to be safe, be happy and receive a quality Catholic education and to encourage personal and group responsibility. Students who are in caring relationship with their peers, teachers and others in the school community will know, understand and be able to demonstrate a level of wellbeing that enhances their learning experiences and behaviours within the school community. No changes were made to the policy this year. The full text of the School's Pastoral Care Policy may be accessed on the School's website or at the administration office. Discipline Policy
Corporal punishment is expressly prohibited in this School. The School does not sanction administration of corporal punishment by School persons and non-School persons, including parents, to enforce discipline in the School. The school's Discipline Policy includes the Pastoral Care Policy and the Behaviour Management Guidelines. It states that pastoral care is integral to the school community, where everyone has the right to be safe, to learn, to be respected and treated with dignity and teachers have the right to educate. The policy is based on procedural fairness and the rights and responsibilities of all. Students and staff have a clear understanding of the expectations articulated through this policy. Open communication is promoted and a clear set of rules, expectations and procedures to protect the rights of every individual is established and enforced. The policy promotes a safe and caring learning environment. The policy is explained to parents at Kindergarten Orientation. Class rules and consequences are decided upon in a collaborative manner by teachers with their students and communicated to parents. Class rules are displayed in classrooms. Changes were made to the Policy this year to include School Wide Positive Behaviour for Learning (SPBL) Strategies. Annual School Report to the Community 2016
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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
This year the school has promoted respect and responsibility through the following existing and new practices and initiatives: The introduction of (SPBL) in an effort to create more positive, helpful and cooperative students and thereby improving the school's culture. Students involvement in setting learning goals and sharing the responsibility for monitoring and evaluating their achievement thus developing responsibility for themselves. Singing of the National Anthem, commemorating ANZAC Day and Remembrance Day, celebrating religious feast days and acknowledging students displaying positive behaviour Annual School Report to the Community 2016
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at weekly assemblies thus promoting respect for our nation and other people. Working together to support those in need in Australia and internationally through a range of outreach activities and contributing to social justice appeals such as the St Vincent de Paul appeal thereby developing a sense of responsibility to those in need and global citizenship. Years 5 and 6 continuing to develop respect and responsibility for being leaders as they assist their buddies to adjust to school. Students engaged in meaningful learning opportunities which enable them to understand the impact of their actions on the environment and their responsibility to make appropriate choices for its care.
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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 following components of the 2016 Annual Improvement Plan were achieved: Supporting the introduction of the Board of Studies History Curriculum and preparing for the introduction of the Geography Syllabus in 2017. Review of current teaching and learning within the Innovative Designs for Enhancing Achievements in Schools (IDEAS) processes to develop a School Wide Pedagogy. Working with the English/Mathematics Coach to develop a whole school approach to the teaching of reading, writing, speaking and listening and Mathematics. Improved data literacy to inform and shape teaching practice in English and Mathematics. Continue the implementation of RAMP strategies from Kindergarten to Year 6 to improve reading comprehension. Implementation of QuickSmart strategies in Stages 1, 2 and 3 to improve students' automatic recall of number facts. Priority Key Improvements for 2017 The following Key Improvements for 2017 are: Engaging staff in the ongoing current three year Faith Formation Plan linking the focus of the plan to the scripture and prayer units of study. Consolidation of effective critical thinking strategies in RE to depth students' knowledge. Incorporate Authentic Learning Principles into the planning and programming in RE and across all KLA areas. Reviewing and developing assessment tasks and practices of assessment for, of and as learning to reflect the specific learning intentions of the unit of study. Annual School Report to the Community 2016
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Strengthening professional learning and practice in wellbeing through the introduction of KidsMatter as a foundational resource. Aligning Kids Matter and SPBL. Embed the coaching strategy as a means of reflective practice on teaching and learning. Continue with the QuickSmart numeracy program with the focus moving from number facts to problem solving. Implementation of a School Wide Pedagogy based upon the Innovative Designs for Enhancing Achievements in Schools (IDEAS) processes conducted over the past two years.
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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
The school community expresses its satisfaction in many ways. The opinions of parents are sought through surveys, at open days and orientation days, during enrolment interviews and via correspondence to staff. Parents comment positively on the sense of community that exists within the school. They are particularly pleased with the school’s strong curriculum and the emphasis on the Religious Education Program. Parents appreciate the links to the parish especially through the work of the new Family Educator who commenced working at the school this year. They indicate a high degree of satisfaction with the happy atmosphere of the school, its level of care, the exemplary education provided for their children, the quality and dedication of the teachers and the consistent approach to student management. Parents are appreciative of the ongoing affirmation and encouragement given to students and are impressed by the school’s warm and welcoming environment. Student Satisfaction
Students in Years 3 - 6 were asked to reflect upon what they valued about St Pius’. They particularly expressed an appreciation of the opportunity to participate in the Christmas concert. They spoke of their enjoyment in learning the various dances, drama acts and Christmas carols needed for the concert. Years 5 and 6 noted the importance of their leadership days to their school experience, with both classes especially talking about the excursion to the Sydney Academy of Sport and Recreation which improved their feelings of wellbeing, as well as improving their communication and a greater sense of teamwork. Year 3 and 4 particularly liked the introduction of the BYODD program as it helped them explore, Annual School Report to the Community 2016
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investigate and build up their own knowledge. Year 6 students spoke with the younger students, who were asked to state what they liked best about St Pius’. Overwhelmingly, participation in the Buddy Program was named as a highlight of their introduction to school. A number of children in Years 1 and 2 also talked about how much they enjoyed taking part in the swimming carnival and other sporting activities.
Teacher Satisfaction
Teachers were surveyed to determine their level of satisfaction with the school. They commented on many of the school's outstanding features. Teachers appreciate the level of support for all members of the school community. The strong pastoral care of students is a very positive feature for them. Teachers enjoy the collegiality and sense of professionalism that exists amongst the staff. They value the emphasis placed on professional learning and appreciate being part of a professional learning community. Teachers are happy with the many programs offered by the school. They are particularly pleased with the strong focus on social justice and the outreach programs. The Problem Based Learning program (PBL), as well as the introduction of the BYODD have been very positive changes for them this year. They value the range of innovative strategies in place to identify and cater for the different learning styles and needs of students and name the work done by the Literacy and Numeracy Coach and Diverse Learning Support Team as examples. Teachers also comment positively on the quality learning environment provided by the school.
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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 $1,795,619
Capital Expenditure 6
$44,265
1
Salaries and Related Expenses 7 Government Capital Grants State Recurrent Grants
$536,375
3
Fees and Private Income
$0
2
4
Total Expenditure
$574,187 $2,560,615
$439,546
Other Capital Income 5 Total Income
Non-Salary Expenses 8
$1,942,163
$47,247 $2,818,787
For the 2016 year the St Pius' Catholic Primary School received $2,068 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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