St Thomas More's Catholic School, Brighton-Le-Sands Annual School Report to the Community 2016
School Contact Details Francis Avenue, Brighton-Le-Sands 2216
[email protected] http://stmbrighton.catholic.edu.au 9597 5884 9597 1916
Principal Mrs Jennifer Frost
ABOUT THIS REPORT St Thomas More's Catholic 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 Thomas More's Catholic School is an educational community that fosters a culture of learning where students develop confident, creative and critical thinking skills in order to be caring, responsible members of the global society. We strive to enable each child attain their best academically, socially, emotionally and spiritually. As a school we encourage and nurture positive relationships and I thank the staff, students and parents who work together in partnership to ensure that our school is a safe and happy place of learning where children are challenged to be the best they can be. Our school mission promotes the ideals of justice, love and respect and a concern for the welfare of others. Our Parish Priest continues to support the school community. We work in partnership supporting families as the first educators of their children in faith. Parent Body Message
St Thomas More’s Catholic School is a caring and nurturing community. As a parent you can expect to make incredible friends, and share in the spirit of like-minded community members. On a formal level, the school has a fundraising committee. This year the committee held a Trivia Night, a Mother’s Day stall, Father’s Day breakfast along with various raffles. Early in the year all parents are encouraged to join this committee. The school also has an Advisory Council which assists in general school business including enrolment, financial and infrastructure matters. The secondary and equally important role of this council is to create an official voice for the parents. Student Body Message
St Thomas More's Catholic School is an inclusive environment where all students are valued and included. The Student Representative Council (SRC) is made up of two students from each year in Years 2 to 6, a Year 6 President, Vice President and Secretary. We meet regularly to discuss ideas for fundraising and other activities.
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We would like to thank you the students, teachers and parents of St Thomas More’s Primary School, who have supported us during the year. Some of our activities included: Popcorn Day to raise money to support St Canice's Soup Kitchen St Vincent de Paul Winter appeal Mini Olympics to promote enjoyment of the 2016 Olympics.
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S ECTION TWO : S CHOOL F EATURES St Thomas More's Catholic School is a Catholic systemic Co-educational School located in Brighton-Le-Sands. The parish of St Thomas More’s Catholic School was proclaimed in November 1937. The foundation stone for a new combined school and church was laid on the Feast of Christ the King, 30 October 1938, by Archbishop Norman T. Gilroy. The building was completed in 1939 and the Sisters of Charity began conducting classes at St Thomas More’s Catholic School until they withdrew from the school at the end of 1985 and the following year the Catholic Education Office appointed a lay principal. The school has strong links with the parish and families are involved in Sacramental and liturgical celebrations throughout the year. Parent contributions are well acknowledged and they are actively involved in the life of the school including classroom assistance, excursions, sports carnivals, fundraising and social events. Students have the opportunity to participate in a variety of extra curricular activities including karate, dance, gymnastics, swimming, Oz Tag, netball and soccer gala days. Stage 3 students also participate in the eastern region inter-school debating competition. Students participate in the Premier’s Reading Challenge and the archdiocesan art competition, ‘The Christmas Story'.
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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
98
108
156
206
* 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 94.67%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
94.51%
Year 1
95.03%
Year 2
95.05%
Year 3
95.16%
Year 4
94.52%
Year 5
93.86%
Year 6
94.58%
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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
17
7
24
* This number includes 7 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
Preparation for 2016 /Child Protection Update
Term 2
Quality Literacy Teaching in the Eastern Region Initiative: Board of Studies Teaching and Educational Standards (BOSTES) English
Term 3
Staff Faith Formation:The Year of Mercy
Term 4
NSW Board of Studies Teaching and Educational Standards (BOSTES): History and Geography
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.
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. Religious Education (RE) is at the heart of Catholic education. It informs and influences all learning in the school and is integrated throughout the curriculum. Sending a child to a Catholic school involves supporting this religious dimension. Working together with parents and parish priest, we aim to give children a sound understanding of our Catholic doctrine, tradition and Gospel values and emphasise the importance of living these out in our daily lives. St Thomas More’s Catholic School is committed to nurturing a Catholic environment that is invitational, inclusive and responsive to needs and has the capacity to build community. We have a strong relationship with the parish and work closely with the parish priest. The richness of the school’s Catholic identity and culture is expressed through our Religious Education curriculum, prayer, liturgy and Sacraments with emphasis on the Archbishop's Charter. Our school motto is God First, which is embedded in the school vision and mission; Inspired by the teaching of St Thomas More and the charism of the Sisters of Charity, we are called to serve with justice, love and truth, seeing God in all things. The school’s mission is: Celebrate Faith, Value Knowledge, Promote Justice, Inspire Hope. The Religious Education curriculum brings together the essential components of knowledge, understanding, appreciation and celebration of our rich tradition. Students continue to develop a greater understanding of the Mass and enhance our liturgies through various ministries. The curriculum is intended to complement the work of the parents and the parish in assisting with the life-long process of the religious education and faith formation of each individual.
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We take a proactive approach to educating the school community about social justice issues and stewardship. This year the Mini Vinnies Group continued to make a significant contribution to various Catholic charities. The group also met regularly to explore local and global social justice issues. 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
42.50
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 school provides an educational program based on, and taught in accordance with the BOSTES syllabuses for primary education. The Key Learning Areas (KLAs) are English, Mathematics, Science and Technology, History, Geography, Creative Arts and Personal Development, Health and Physical Education. In addition, the school implements the curriculum requirements of Sydney Catholic School. The curriculum and the teaching and learning processes are informed by the document How Effective is our Catholic School? Indicators of Effectiveness for Catholic Schools in particular: Key Area 2 (Students and their Learning) and Key Area 3 (Pedagogy). Staff members are committed to continuous improvement of teaching and learning in all facets of the curriculum with a focus on 'Quality Literacy Teaching' and the effective use of data to inform teaching.
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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
78.79%
52.80%
3.03%
9.70%
Reading
78.79%
49.40%
0.00%
11.40%
Year Writing 3 Spelling
65.63%
48.60%
0.00%
6.20%
72.73%
46.50%
3.03%
12.30%
60.61%
35.70%
3.03%
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
52.00%
36.30%
16.00%
14.70%
Reading
44.00%
35.20%
12.00%
15.50%
Year Writing 5 Spelling
36.00%
17.40%
8.00%
18.30%
48.00%
29.60%
8.00%
17.00%
20.00%
28.20%
16.00%
16.30%
NAPLAN RESULTS 2016
Numeracy
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
Pastoral Care is attending to the physical, emotional and spiritual needs of every person in the community of St Thomas More’s Catholic School. This approach is reflected in the Pastoral Care Policy. Pastoral care is an integral part of successful learning. It is exemplified by quality teaching and learning, high expectations of student achievement and a genuine caring for students. It should be read in conjunction with the Discipline and Positive Relationship and Anti-Bullying Policies. The policy reflects the School Wide Positive Behaviour Program that has been implemented throughout the school. No changes were made to this policy this year. The full text of the School's Pastoral Care Policy may be accessed on the School's website or at the administration office. Discipline Policy
Corporal punishment is expressly prohibited in this School. The School does not sanction administration of corporal punishment by School persons and non-School persons, including parents, to enforce discipline in the School. Our school mission of 'Promoting Justice', fosters the dignity, self-esteem and integrity of each person, rejoices in cultural diversity and promotes social justice in witness, word and action. One way in which the mission is implemented is through the Discipline and Positive Relationships Policy. This policy outlines the school's approach and procedures for student behaviour management and approaches to acknowledging positive behaviour. The policy reflects the School Wide Positive Behaviour Program that has been implemented throughout the school. 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 Annual School Report to the Community 2016
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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 values of respect and responsibility are very strongly embedded in the school’s vision and mission and are present in daily interactions in our school community. These values are embedded through Religious Education, and across other key learning areas. Our School Wide Positive Behaviour for Learning (SPBL) Program has developed positive relationships and respect across all grades through daily interactions on the playground. Respect and responsibility for others are evident in the outreach work of the Mini Vinnies and the Student Representative Council. These students have organised food collections that reinforce the message of service and promote the dignity of others. The school acknowledges student, staff and parent achievements and contributions in a variety of forums.
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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 In 2016 the school prioritised and achieved the Key Improvements as indicated on our New Horizons Strategic Improvement Plan for Catholic Schools. These included: nurturing and deepening students’ knowledge and understanding of the Catholic Tradition by deepening teacher knowledge and understanding of the content of the RE curriculum implementing the History and Geography syllabuses with emphasis on teachers’ understanding the outcomes and content improving student literacy and numeracy outcomes through the development of consistent quality practice K-6. Priority Key Improvements for 2017 In 2017 our Key Improvement priority areas, related to the New Horizons Strategic Improvement Plan for Catholic Schools are to: demonstrate shared pedagogical practice in literacy and numeracy so there is measurable improvement in learning outcomes and growth for all students implement School Wide Positive Behaviour for Learning (SWPBL) into classrooms with consistent expectations for behaviour across the school for staff, students and families.
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enable staff to demonstrate shared pedagogical practices in RE, so that students consistently display a high standard of achievement.
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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
St Thomas More’s is a small school that is characterised by a strong sense of community. It values the importance of welcome and inclusion and has a committed group of parents who assist the school in a variety of ways. This comes through opportunities in Advisory Council, fundraising teams and during Parent Conferences. The opinion of the community is valued and assists the leadership team to identify areas for future development.In order to gather this information a survey tool was used. It identified areas of commendation and areas for expected development over the coming years. Areas of commendation include: the high level of commitment to faith development of students especially the masses and liturgies experienced by the students to support the liturgical calendar, the valuing of extra-curricular activities that allow students to show skills in a variety of ways, the variety of technology that is utilised and applied to learning experiences and the great sense of community where everyone knows each other. Parents also indicated a number of areas for future development, including increasing parental involvement in everyday and development of more effective Maths programs. Student Satisfaction
It is important to gauge students’ opinions on what they believe to be the best things about our school. This also helps in developing a plan for the school that ensures their voice is heard. Processes like student leadership teams and Mini Vinnies assist the school in planning future directions. When surveyed, students indicated a high level of pride in their school and in particular, their participation in extra-curricular activities which add to their learning experiences. Many students provided the example of the way students share the leadership of the school through the SRC being crucial in ensuring our school was a happy, faith filled community. Students identified more choice in the games they play and the equipment they use on our vast playground areas was an important step forward for 2017. Teacher Satisfaction
The opinion of staff in future school directions is a valuable way to ensure collective ownership of endeavours and a way forward that builds clarity and shows an invested interest and responsibility for what we do at school. Staff were asked to contribute to an online survey that requested their opinion on future directions for the St Thomas More’s community. Teachers have appreciated the opportunity for professional development opportunities including those in Quality Literacy Teaching (QLT), which allowed them to explore more effectively the ways they Annual School Report to the Community 2016
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Quality Literacy Teaching (QLT), which allowed them to explore more effectively the ways they taught reading and writing. Collaborative planning also ensure a collective response to the learning needs of our students. The introduction of ‘data’ time was, according to staff, a way for them to take ownership of the data of their students as well as being able to see the whole school’s data by using the data wall. Staff indicated that their teaching of Religious Education has been enhanced by the focus on programming and the introduction of the 'four pillars' model to teacher Religion. Staff also requested a refinement to our processes for learning walks, feedback and peer observations.
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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 $1,645,397
Capital Expenditure 6
$31,679
1
Salaries and Related Expenses 7 Government Capital Grants State Recurrent Grants
$492,517
3
Fees and Private Income
$0
2
4
Total Expenditure
$542,558 $2,448,939
$492,465
Other Capital Income 5 Total Income
Non-Salary Expenses 8
$1,874,702
$37,255 $2,667,634
For the 2016 year the St Thomas More's Catholic School received $2,041 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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