St Josephs Oatley - Annual Report 2005
ABOUT THIS REPORT
St Joseph's Oatley, school is registered by the Board of Studies (NSW) and managed by the Catholic Education Office, Sydney, the 'approved authority' for the Registration System formed under Section 39 of the NSW Education Act 1990.
The Annual Report to the School Community for this year provides the 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 to the school community during the year, and the achievements arising from the implementation of the school�s Annual Development Plan.
Accordingly, the Report demonstrates accountability to regulatory bodies, the school community and the Catholic Education Office, Sydney.
This Report complements and is supplementary to school newsletters, portfolios and other regular communications. This report has been checked by the school's Regional Consultant and meets the requirements of the Education Act 1990. This report has been forwarded to the Board of Studies and is available on the school's website.
The Regional Consultant monitors the processes undertaken by the school to ensure compliance with all NSW Board of Studies requirements for Registration and Accreditation.
The contents of this report will be discussed at the Parents & Friends Meeting in February of next year.
Further information about the school or this report may be obtained by contacting the school on 9580 6588.
Philip Moore
Principal
18 July 2006
CATHOLIC LIFE AND RELIGIOUS EDUCATION
This school follows the Archdiocesan Religious Education Curriculum and uses the student texts, To Know, Worship and Love, as authorised by the Archbishop of Sydney, Cardinal George Pell.
This year saw the continued implementation of the revised Religious Education curriculum. This included the use of RE Online to aid the development of teaching and learning programmes. Two new staff members participated in professional development in the use of RE Online and the new curriculum. Throughout the year teachers in Years 3-6 used RE Online to develop teaching and learning programmes.
A number of opportunities existed for the staff and students to develop their understanding, appreciation and practise of liturgical rituals including the use of traditional prayers, sacred spaces and signs and symbols of our faith. Individual classes took responsibility for the planning and implementing of at least one of the major liturgies throughout the year. All children, including Kindergarten, celebrated Mass on Thursdays. A number of students from Years 2-6 participated in Sacramental programmes, which were supported by staff attendance. Each class also took on the responsibility of the Sacred Space in the foyer, which welcomes people to our school. As part of our development of the understanding and appreciation of the traditional prayers of the Church we introduced the Rosary Bag. The Rosary Bag gave families the opportunity to come together and pray the Rosary. The daily prayer at assembly and the school song also modelled to students the role of prayer in daily lives.
As a school we have continued to develop a close connection with the parish link through promoting children’s liturgy, the Kindergarten welcome Mass, Sacramental Programs and collecting for the St Vincent de Paul Winter and Christmas appeals. We have developed the students’ understanding of how to live out their faith through Project Compassion, Catholic Mission Week, the Tsunami appeal and Daffodil Day.
Throughout the year a number of articles were written by the Religious Education Coordinator for the school newsletter, which provided parents with information about the Liturgical Seasons and Feast Days being celebrated in our Church, as well as other information on topics such as the Year of the Eucharist and the Season of Advent.
We have continued to strengthen the symbolism and traditions of the Sisters of St Joseph in the school, through our St Joseph’s Day Awards and our celebration of Mary MacKillop’s Feast Day. The newsletter also contains a guiding message from Mary MacKillop each week.
We continued to achieve high results in the Year 6 RE Test. We achieved an increase of 5% in our average mark to an average of 75.8%, which was higher than the Archdiocesan average of 73.1%.
This school follows the Board of Studies syllabus for each course offered (as required for Registration and Accreditation under the Education Act 1990) and implements the curriculum requirements of the Catholic Education Office.
The Educational Audit conducted in 2004 identified the need to further develop a whole school approach to student Literacy Development. Using the Archdiocesan Literacy Position Paper as a framework, the development of quality pedagogy in the teaching of Literacy was implemented. This initiative was in response to Annual Plan Goal 2005 2.2.3:
Support a whole school approach to student literacy development to include:
- phonemic awareness
- guided /reciprocal reading
- shared /modelled reading
- writing practice
The restructuring of the Early Literacy Program in Term 3 addressed the balance of responsibility for maintaining an accurate understanding of how students were performing in the classroom. Through the analysis of reading levels over the past years it was evident that targets needed to be adjusted to raise the level of expectation. The Regional Literacy Adviser modelled and observed guided reading lessons and supported the implementation of the following expectations:
- guided reading implemented with group sizes of approximately 6 students.
- guided reading was to occur daily.
- informal assessment needed to play a bigger role in guiding student performance.
The Regional Literacy Adviser also ran a parent workshop to explain the guided reading process.
Sue Radovich was employed to implement phonemic awareness strategies in the school. Teachers participated in modelled lessons, class visits and staff development. The program was a great success with a number students being targeted across the school, through intensive lessons. The Sutherland Phonological Awareness Test and Astronaut Invented Spelling Test were administered to Year 1. This information was used to assist with target setting in the early years. The observational survey was administered to Kindergarten in Term 4.
In reviewing teaching and learning practices in Stage 3 through the Educational Audit process the following Annual Plan Goals were established.
- Continue to build upon best practices of the Archdiocesan Numeracy and Literacy strategies.
- Develop a K-6 scope and sequence to implement the Talking and Listening strand of the English syllabus.
- Continue the implementation of ‘Myinternet’ to include homework.
- Apply contemporary research to support improved educational outcomes of boys.
The Stage 3 teachers, through the analysis of Basic Skills results from the past four years, have set targets that aim to have all Year 5 students achieving at band 4 or above and Year 6 students performing equally well in the Year 7 ELLA and SNAP tests in 2006.
The decision was made to combine Stage 3 (years 5 and 6) providing intensive teaching sessions in reading, writing and numeracy for three days a week between the hours of 11:15am – 1:15pm.
Targets were set at an unlikely level to raise the expectations held of students. The teachers set about devising teaching and learning strategies to actively engage the students. The smaller intensive groups provided a unique opportunity for the students and teachers to develop an effective working relationship. The strengthening of assessment and implementation of reciprocal reading and the assistance of the Regional Adviser were key to the success of this project. The teachers and parents were pleased with the students’ results and are highly motivated to continue the program in 2006.
Teachers were released each term in stage groups to plan Religion, Numeracy and Literacy teaching and learning programmes. This programming utilised the Quality Teaching Framework to develop units of work that demonstrated Intellectual Quality, a focus on the Teaching and Learning Environment and Significance to the students’ life experience. The focus for Numeracy was to develop a programming proforma that clearly identified mental computation, guided and modelled activities, opened tasks, language and evaluative comments that focused on learning pathways for individuals and small groups of students.
SCHOOL PERFORMANCE IN STATEWIDE TESTS
Students in Year 3 and Year 5 participated in the Basic Skills Test. The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and aspects of Numeracy. The test provides a measure of the students’ performance against established standards and against other students in the state. This gives an indication of areas of strength and areas for improvement. Each year the results are analysed by the school to inform teaching with a view to improving student performance. The following tables report on the percentage of students in our school in the top three (3) skill bands. From 2005 the Literacy results include the Primary Writing Assessment results, this was not the case in previous years.
Nestle Writing Competition
Abbey G in Year 6 was a zone finalist for the second year in a row.
MS Readathon
Rebecca C completed the MS readathon challenge.
Premier’s Reading Challenge
25 students across the school participated in and completed the Premier’s Reading Challenge.
Mackillop Trials
Emily K in year 4 reached the Mackillop trials in swimming achieving the following results 50m free 23rd 38.05 and 5om Breast 6th 44.66.
Debating
Year 5 and 6 students successfully participated in the Regional Debating Competition with great skill and poise. In line with the school’s Gifted and Talented Policy two selective teams were chosen and supported as part of the Learning Centre Strategy. All St Joseph’s teams performed exceptionally well, with the selective teams in particular competing with great distinction.
Chess
4 teams were entered in the St George interschool chess competition and proudly represented our school.
CASPA-Entertaining Angels
Tess R (soloist,) Chelsea H, Laura F, Kate N (ensemble choir) and thirty students from
Years 3-6 represented the school at the Entertaining Angels performance at the Sydney Entertainment Centre in October.
UNSW Competitions
- 29 Students participated in the Science Competition and were awarded 1 High Distinction, 2 Distinctions, 4 Credits, 2 Achievements and 20 certificates of Participation.
- 30 Students participated in the Computer Competition and were awarded 4 Distinctions, 7 Credits, 1 Achievement and 18 certificates of Participation.
- 28 Students participated in the Writing Competition and were awarded 1 Distinction,
6 Credits, 3 Achievements and 18 certificates of Participation.
- 39 Students participated in the Mathematics Competition and were awarded
4 Distinctions, 8 Credits, 3 Achievements and 24 certificates of Participation.
- 34 Students participated in the English Competition and were awarded 4 Distinctions, 12 Credits and 18 certificates of Participation.
- 27 Students participated in the Spelling Competition and were awarded 2 Distinctions,
5 Credits, 2 Achievements and 18 certificates of Participation.
Our school is located in the growth area of the St George railway corridor and draws most of its students from the local parish community. The school was established in 1953 by the Sisters of St Joseph and is closely linked to the parish. The parent community actively support the school financially and through involvement in various curricula and extra curricula activities. The school has an active Parent and Friends Association and applies a levy as an alternative to fundraising activities. The Parents and Friends Association runs several social events throughout the year and has a support group for parents new to the school community. The support group’s activities extend to Kinder Orientation, Tears and Tissues morning tea and a welcome evening for new families held at the start of the year.
The school actively encourages the involvement of parents to support the implementation of the Board of Studies Syllabi. Parents have been involved with the implementation of the Archdiocesan Literacy Position Paper by assisting with independent tasks within the literacy block. They have also assisted with the successful implementation of the Gross-Motor Skill Programme.
Parent workshops were held in Literacy and Numeracy to assist parents’ understanding of the strategies currently being employed within the classroom.
A forum was held in Term 4 to review the school’s policy regarding parental involvement and communication methods. The following recommendations from this forum will be implemented in 2006:
1.Parent helpers will be commissioned into the role during the whole school mass at the start of the year.
2.The Parent Helper Policy will be revisited and communicated to parent helpers.
3.Badges will be distributed to helpers to indicate involvement in school-sanctioned activities.
4.Workshops to support Literacy and Numeracy will continue to be conducted.
The following table sets out the number of teachers on this staff who fall into each of the three categories determined by the Board of Studies:
ENROLMENT POLICIES AND PROFILES
The current student population is 184 Students, which continues the upward trend in enrolments. Strong enrolment pressure exists in years K-4 with some drop of boys to Congregational schools in years 5 and 6. Currently there are 93 males and 94 females; with 91 students classified as having a language background other than English. The overwhelming majority of students are Roman Catholics from the parish of St Joseph’s. However, there are an increasing number of families from other Catholic traditions joining our school community. There is increasing a number of families that would identify as speaking English as a second language.
Classes are broadly arranged in the seven class groups Kindergarten to Year Six. Some grades are arranged in stages in some key learning areas. Special targeted programs in Literacy and Numeracy such as the Learning Centre Strategy in Years 5 and 6 have mixed grade groupings.
The full text of school policies may be accessed via:
- Archdiocesan Enrolment Policy
- Archdiocesan Policy on the Enrolment of Students with Special Needs
- School Administration Office
There were no changes made to this policy during the year.
STUDENT WELFARE
The school’s Pastoral Care Policy is based on the Archdiocesan Pastoral Care document Pastoral Care of Students in Catholic Schools (2003). The school’s network of pastoral care measures are based on the principles of restorative justice and due process.
The full text of school policies may be accessed via:
- Archdiocesan Pastoral Care Policy for Catholic Schools (2003)
- School Administration Office
The following changes were made to this policy during the 2005 school year.
- The Code of Conduct was developed in 2005 as a result of a student forum. This forum provide the opportunity for the student leaders to work in small groups to develop code statements that reflected the school’s motto of Growing in Faith and Knowledge; Living in Peace.
The school bases its Discipline Policy on the document Pastoral Care of Students in Catholic Schools (2003). The policy is based on procedural fairness and is discussed with students on a regular basis. Information on the policy is also included in regular school newsletters.
Corporal punishment is expressly prohibited in this school.
The full text of school policies may be accessed via:
- School Administration Office
The following changes were made to this policy during the 2005 school year
- The Code of Conduct was developed in 2005 as a result of a student forum. This forum provide the opportunity for the student leaders to work in small groups to develop code statements that reflected the school’s motto of Growing in Faith and Knowledge; Living in Peace.
COMPLAINTS AND GRIEVANCES RESOLUTION POLICY
Parents who have a major area of concern about a child's learning progress or behaviour are advised to contact the secretary to arrange a meeting or return phone call from the class teacher. At this initial contact parents are asked to state the reason for this communication. Parents may also send a note outlining their concerns and requesting a meeting or a phone call, direct to the class teacher. Teachers or parents who feel that a particular concern is not being resolved satisfactorily can request that the meeting be discontinued. A further meeting will then be negotiated at which the Teacher’s mentor, an executive member, will be present. The Principal will always be available for further discussion.
The full text of school policies may be accessed via:
- The school web-site http://www.stj.oatley.syd.catholic.edu.au
- School Administration Office
The following changes were made to this policy during the 2005 school year
- A draft document was established by CEO Sydney outlining a flowchart of events leading to the resolution of complaints and grievances.
SCHOOL DETERMINED IMPROVEMENT AND TARGETS
Diverse Learning Needs of Students
A special needs flowchart was developed to provide teachers and parents with clear guidelines for dealing with students who are considered at risk. Teachers utilised Individual Teaching Plans to cater for the specific learning needs of students who are outside the criteria for special needs funding.
The teaching and learning programmes were differentiated to provide for the learning needs of all students within the classroom. Several activities were held throughout the year to support this including, Book Week, Literacy/Numeracy Week, Science Week and Maths Fun Week in Years K-2.
Pastoral Care
A playground forum was held in Term 1 to gather information from the students regarding their expectations of what constituted suitable behaviour. The Code of Conduct was produced as a result of this forum. Mrs Mc Kie worked with the teachers and students in the following classes, years 5,4,3,and 2 throughout 2005 implementing a social skills programme. Year 6 students trained as Peer Support Leaders and conducted the Peer Support Program with students from K-6, to develop strategies to prevent bullying behaviours.
Information and Communication Technology
Mrs Sullivan was employed to support the implementation of the school’s Technology Plan, including MyInternet. A staff development day was held to investigate the use of MyClasses to assist with catering for students who needed extension. A unit on Senses was developed for Stage 1 students; a unit on Food was developed for Stage 2 and a unit on Rainforest was developed for Stage 3.
The technology levy was used to upgrade technology in Years K-2 and the computer lab. A scope and sequence linking syllabus outcomes and technology skills is currently being developed.
Assessment and Reporting
We reviewed the reporting practices of the school and surveyed the parents to help inform this process. The results overall showed support for the current reporting system with the common suggestions being more information regarding students strengths and weaknesses and how parents can assist their child.
In reviewing and streamlining reporting practices we also have to adhere to new Federal Government guidelines in providing parents with reports that are written in plain English, indicate achievement levels and provide for parent teacher interviews.
The portfolios will not form part of the assessment and reporting practices of the school in 2006. Parents will be kept informed of changes to assessment and reporting practices for 2006 as more information comes through the Catholic Education Office, Sydney.
Priorities for 2006 Annual Development Plan
1. Religious Education
After comparing the 2004 / 2005 results and looking at the school’s results for 2005 in comparison to the Region and the Archdiocese, the following areas have been identified for targeting in 2006:
- Church
- Liturgical Year
- Sacraments
- Decision Making
The targeted average score for the 2006 RE Test is 76%.
In order to meet this target the following whole school processes will be implemented
- Incorporate information about the Liturgical Year (e.g. colours, seasons etc) into daily prayer at assembly.
- Through weekly revision of the Church, Liturgical Year and Sacraments in K-6
- Through the continued implementation of To Know, Worship and Love Religion textbooks K-6.
- Implementation of New K-2 Religious Education Curriculum.
- Providing more opportunities for the children to be engaged in social justice and decision-making processes (e.g. social justice committee).
- Through regular class visits by Religious Education Coordinator to discuss and highlight these areas.
- Through revision of content of units such as Mary from earlier grades by highlighting feast days, traditional prayers etc.
2. Reading Recovery
In 2006 the school will commence the Reading Recovery Programme. This is the preferred early literacy intervention program of the Archdiocese of Sydney. Miss Holmes will train as the Reading Recovery teacher for our school. Implementation will involve teaching a minimum of four students individually for 30 minutes per day 5 days per week. The training sessions for the teachers are held fortnightly.
3. Reporting on Student Achievement
The school will utilise the review of the current reporting system and further parent consultation to effectively implement the requirements of the Federal Governments plain English report, while ensuring quality assessment practices within the context of St Joseph’s Oatley.
4. Enrichment Program
Mrs Valliere with be employed for 0.1 FTE to assist teachers with the development of teaching programs that cater to the needs of children who are working beyond their current stage outcomes. The use of technology and MyInternet will assist the delivery of differentiated curriculum content.
This information is for the 2005 school year. The audited financial information will be published in the school newsletter during Term 2, 2006. This information will also be included in the 2006 Annual Report to the Community.
Catholic Schools are accountable for all monies received. Each year, the Sydney Catholic Education Office submits to the Commonwealth Government a financial statement on behalf of the 148 parish primary and regional secondary schools. This statement details the income and expenditure of each school and for the Archdiocesan system of schools. In addition, the financial accounts for each school and for the Catholic Education Office is audited annually. A summary of the income and expenditure reported to the Commonwealth Government for 2005 is as follows:
Notes
1. Parents' Contributions include Archdiocesan tuition fees of $47.4 million, School Charges & Building Levy & P&F contributions of $50.9 million.
2. Income from Commonwealth and State recurrent government grants is received by the Catholic Education Office on behalf of the schools. Staff Salaries are paid from this income.
3. CEO Administration and Support excludes salaries which are included in total salary costs.
Parents' contributions to our school as reported in the school's annual Financial Questionnaire for 2005 was: