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St Cecilia’s Primary School

Glen Iris REGISTERED SCHOOL NUMBER: 1354

2014 Annual Report to the School Community

St Cecilia’s Primary School, Glen Iris

2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY1

Contents

Contact Details ................................................................................................................................................... 2

Minimum Standards Attestation ...................................................................................................................... 2

Our School Vision ............................................................................................................................................... 3

School Overview ................................................................................................................................................ 3

Principal’s Report ............................................................................................................................................... 5

Education in Faith .............................................................................................................................................. 6

Learning & Teaching ......................................................................................................................................... 9

Student Wellbeing ............................................................................................................................................ 12

Leadership & Management ........................................................................................................................... 14

School Community .......................................................................................................................................... 17

Financial Performance ................................................................................................................................... 19

VRQA Compliance Data ................................................................................................................................ 21

Book Week



Contact Details

ADDRESS 4 Van Ness Avenue Glen Iris VIC 3146

PRINCIPAL Gavan Murphy

PARISH PRIEST Father Ian Waters

SCHOOL BOARD CHAIR Peter Bourke

TELEPHONE (03) 9809 2142

EMAIL [email protected]

WEBSITE www.scgleniris.catholic.edu.au

Minimum Standards Attestation

I, Gavan Murphy, attest that St Cecilia’s School is compliant with:

all of the requirements for the minimum standards and other requirements for the registration of schools

as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform

Regulations 2007 (Vic), except where the school has been granted an exemption from any of these

requirements by the VRQA.

Australian Government accountability requirements related to the 2014 school year under the Schools

Assistance Act 2008 (Cth) and the Schools Assistance Regulations 2009 (Cth)

22 May 2015



Our School Vision

St Cecilia’s is a Catholic Primary School rich in history with a welcoming active community living and learning in faith. We are committed to the values of the gospels and believe that every person is created in the image and likeness of God. Our environment is unique in that it provides a secure, safe, intimate, friendly, positive place for our community to be successful. Our quality curriculum nurtures the spiritual, intellectual, physical, social, emotional and creative development of all. Our broad range of learning experiences prepares children for our changing world and fosters skills values and attitudes needed in the active pursuit of a sustainable global future. We strive to deliver programs and teaching in a manner that supports and promotes the principles and practice of Australian democracy. This includes a commitment to: elected Government; the rule of law; equal rights for all before the law; freedom of religion; freedom of speech and association; the values of openness and tolerance.

Opening School Mass

Eucharist Celebration District Swimming Carnival

State MP Ted Baillieu visit Yr 5/6 Camp Paynesville



School Overview

St Cecilia’s is a Catholic coeducational primary school with an enrolment of 239 students who are taught

in eleven classes. A friendly, welcoming atmosphere characterizes the school where all students are

known personally and encouraged, challenged and supported in their learning by a caring and dedicated

staff.

The school embraces and celebrates the potential of each child to be a lifelong learner and aims to equip

each child with optimism and resilience, which will assist them in making a worthwhile contribution to

society as responsible global citizens. Student wellbeing and support programs ensure that the needs of

individual students are addressed through early prevention and intervention programs. There are

seventeen students funded under the LNSLN program who are supported by seven teacher aides with

guidance of our Special Needs Leader.

St Cecilia’s has strong links with the parish and wider community and the students are provided with a

variety of learning opportunities within the school and a broader range of experiences beyond the

classroom.

St Cecilia’s has demonstrated a strong commitment to social justice and action in the school and wider

community though initiatives such as the Year 6 social justice program, ‘Little Feet, Big Footprints’ where

the students raise awareness of and money for charities of their choice. The selection of charities varies

each year and often has a direct connection with one or more of the students. Other initiatives include

Project Compassion, sponsorship of a World Vision child and the Parish of Kwisarara in Tanzania.

The school offers a well-balanced, comprehensive curriculum that retains a strong emphasis on literacy

and numeracy. The school is committed to catering for individual differences as well as providing a very

attractive learning environment. It offers a broad range of specialist programs including Visual and

Performing Arts, Italian (LOTE) and Physical Education.

The final stage of the school masterplan was completed in 2014 with the demolition of the existing

administration complex. The administration has now moved into the original building facing Van Ness

Avenue after extensive refurbishment. An Arts/Music studio has been constructed above the undercroft

together with ramps into the courtyard and upstairs learning areas.

Walk - Ride to school breakfast Mother’s Day breakfast preparations



Principal’s Report

In 2013 Smith & Tracey Architects were selected to design stage 2 of the school master plan developed

in 2007-8 after consultation with all the parish stakeholders and the local community. The ADMA group

submitted the successful tender and commenced in December 2013 beginning with the demolition of the

administration building. The final stage was completed in July 2014.

The entire project cost $5 million and would not have been possible without the support of the whole

parish and school community. The Parents Association has been instrumental in raising funds through

major events such as the school fair and mid-year function to enable us to afford such a major

redevelopment and at the same time continue to update and resource our teaching programs. We are

indebted to Michael Hynes and Robyn Marshall who have so generously provided us with their time,

expertise and advice throughout the whole project.

The Catholic Education Office has indicated that all schools will move towards implementing Google Apps

for Education [GAFE] which gives teachers and administrators access to a common e-mail and

communication system which is a cloud based, monitorable online platform.

The benefits are that GAFE is free, schools using google apps have seen academic performance improve

and students are prepared for digital communication in the real world.

Staff have commenced intensive training to become certified users of the programs. The school network

has been upgraded to the latest optic fibre wireless technology. 75 chrome books have been ordered for

use in Years 3 to 6 in 2015 with the view to gradually provide chrome books for all year levels and phase

out netbooks in Years 1 and 2.

Principal for a Day



Education in Faith

Goals

To enrich and deepen personal engagement in faith across the whole school community

Intended Outcomes

Improve student engagement and understanding in Religious Education

Strengthen school and parish links

Strengthen the Catholic Identity of the school

ACHIEVEMENTS

STUDENT ENGAGEMENT

During 2014, we endeavoured to deepen student engagement in R.E. by making explicit links between

our RE lessons, the Well Being program ( Bounce Back) and Social Justice programs such as Little Feet,

Big Footprints and collections for Project Compassion/ Caritas and St Vincent de Paul. The Confirmation

candidates (consisting of over 70 present and past pupils) participated in an innovative program where

young adults shared their personal faith journeys and enabled the Year 5 and 6 students to make strong

links between belonging to the Catholic faith, receiving the sacrament of Confirmation and taking action in

their own lives.

PARISH LINKS

We continued to foster School/ Parish links by scheduling school liturgical celebrations so that, wherever

possible, they linked with Parish events. Reciprocal notices in the school and Parish newsletters ensured

that all members of the community were invited to attend celebrations together.

CATHOLIC IDENTITY

In 2014, staff, parents and our Year 5 and 6 students participated in the Catholic Identity survey. A large

proportion of our families supported the process by completing the survey.

What is our religious identity / affiliation? Our data shows that the majority of adults and students

affiliate with Christian faith and give obvious support to Catholic identity of our school in particular. The

majority of the respondents agree that our school continues to be a very good place to grow closer to

God. This is in line with the CEOM preferred stance for schools.

“These results show that St Cecilia's School is not just a Catholic School 'in name' but that the school is

also lived and experienced by the school members as a religious environment.” - 2014 ECSI report.



How do we make connections with, explore and apply what we believe in? Our data from students,

staff and parents indicates that the community of St Cecilia's wants to connect beliefs and faith

experiences to the context in which we live. This means being open to other beliefs, traditions and

philosophical stances in order to shed light on and enrich our own Catholic faith tradition. Our data also

shows that we are a community moving towards a symbolic believing style rather than a literal

interpretation of our Catholic story. This supports the CEOM preferred stance.

How do we see our school’s Catholic identity? What is the 'current practice' in our school? The

majority of adults and students in our school seek to be a school where the Catholic faith is reinterpreted

and understood in a quickly changing world. This is referred to as ‘recontextualisation’. Schools that

engage in recontextualisation encourage questioning, wondering, reinterpretation and applying our core

beliefs to life today. This enables students to make sense of their faith/religion in an often confusing

society, whilst still holding firm to our Catholic tradition. Our results here again support the CEOM

preferred stance.

Is our school combining our Catholic school identity with religious and philosophical

diversity? Our community supports the idea of a dialogue school - a place where there is an openness

to diversity of experiences, traditions and viewpoints always seeking to interpret these in the light of our

faith tradition. This preferred CEOM stance of the dialogue school is enacted in the way in which we

engage with one another and facilitate the learning of our students.

Easter Paraliturgy First Reconciliation

Confirmation retreat day First Communion



VALUE ADDED

The Welcome Function was held on the same day as the Foundation & Year 6 Buddies Family

Mass to foster links between the school and parish

Special Family Masses were again scheduled for 5pm on some Sundays to encourage

attendance by families who have sporting commitments

The Ash Wednesday and Holy Week paraliturgies were attended by an increased number of

parents

The Year 6 Religious Education leaders prepared and led whole school prayers at each

assembly and on special days such as Remembrance day

We raised an unprecedented amount of $2,000 in our Annual Lenten collection for Project

Compassion this year

We expanded our collection for the St Vincent De Paul Society on the Feast of the Sacred Heart

to include blankets, coats, children’s clothing, bathroom products and items for babies as well

as non-perishable foods

Father Dowling again said Mass for the First Communion Family Activity night and explained

key elements throughout the Mass

The YEP team ( Youth Enrichment Program ) lead our Year 5 / 6 students in a fantastic retreat

day to prepare for the sacrament of Confirmation

We held our annual Foundation to Year 2 Family Activity night in October and the topic was

different styles of Prayer

Many families and the Year 5 and 6 students participated in the Catholic Identity Survey

New RE resources were purchased with a focus on enlivening Scriptures by presenting it to the

students in various formats including historical background information and music or drama

presentations

Year 6 Little Feet Big Footprints Social Justice Program



Learning & Teaching

Goal

To personalise student learning

Intended Outcomes

Improve overall learning outcomes in Literacy & Numeracy Improve Climate survey and Student Attitude survey scores

ACHIEVEMENTS

Staff plan in teams and work together to develop an innovative and engaging curriculum and are

committed to high quality teaching and learning.

ENGLISH

Planning and developing a sequential English curriculum has continued to enhance student learning and

outcomes. Staff use AusVELS to create learning intentions and success criteria to plan a differentiated

and dynamic curriculum.

The Handwriting Policy was reviewed and updated and a scope and sequence developed with skills

appropriate for Foundation to Year 6. Spelling was also a focus and the employment of SOUNDWAVES

Spelling Program to provide a sequential Foundation to Year 6 program has been agreed. This will

enable staff to differentiate the learning for spelling whilst developing skills to become successful in their

ability to spell and use words. This also has a direct impact on student writing.

MATHEMATICS

Differentiation in Mathematics continues as the major approach and is readily supported with a range of

resources to ensure a curriculum that caters for the varied needs of individuals. Teachers planned

lessons to provide explicit teaching, scaffolding of the learning to accommodate the varying levels and

student requirements. Pre and post testing enabled students to move across levels depending on their

ability. The responsibility of student learning is also expected as at times students are required to select

the level of need to work on ongoing development of skills.

INQUIRY

Inquiry units are planned using the five learning emphases from Global Education.

Interdependence and globalisation – an understanding of the complex social, economic and political

links between people and the impact that changes have on others.

Identity and cultural diversity – an understanding of self and one’s own culture, and being open to the

cultures of others.

Social justice and human rights – an understanding of the impact of inequality and discrimination, the

importance of standing up for our own rights and our responsibility to respect the rights of others.

• Peace building and conflict resolution – an understanding of the importance of building and

maintaining positive and trusting relationships and ways conflict can be prevented or peacefully resolved.

• Sustainable futures – an understanding of the ways in which we can meet our current needs without

diminishing the quality of the environment or reducing the capacity of future generations to meet their own

needs.”



(Global Perspectives – A Framework for Global Education in Australian Schools page 8)

Units of work continue to be developed with a view to investigate, using the AusVELS domains of

Science, Civics and Citizenship and The Humanities – Economics, Geography and History and include

special attention to the cross curricula priorities:

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

ASSESSMENT & REPORTING

Assessment and reporting is ongoing in all areas especially English and Mathematics. There is a mix of

summative and formative assessment and staff use this to plan for, and teach, at the point of need for all

students. NAPLAN results indicate that there is exceptional growth and significant value added for

students which reflects high quality teaching. Students learning is enhanced and supported to ensure

that they are developing at the expected rate or above.

Work Sample Folios, Parent Teacher Interviews and Formal Reports were used to inform parents of

student progress. Data analysis is a key to learning and teaching and teachers use this to plan

accordingly.

SPECIALIST TEACHERS

Visual arts, Music, Physical Education and LOTE – Italian enhance the teaching program. Students

participate in weekly sessions that develop varying skills that further enhance their learning. Students

enjoy the ability to explore the creative dimension and discover their hidden talent. Student skills and

abilities are developed and recognised in the innovative curriculum that is planned by each of

the specialist staff who in their own right are well renowned in their field.

TECHNOLOGY

Technology continues to enhance the

curriculum now that the school has transferred

to the Google Apps For Education (GAFE)

platform. Netbooks and iPads are readily

accessible and students use these as a tool for

their learning. This has continued to increased

engagement and learning. Professional

development is a key in providing staff with

greater knowledge of GAFE.

Peer Tutor program

http://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures

http://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities/Asia-and-Australias-engagement-with-Asia

http://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities/Sustainability



STUDENT LEARNING OUTCOMES

Data provided by the Catholic Education Office indicates the following percentage of students in the school who met

the national benchmark, as assessed from 2012-2014 and the percentage of variance in results from the previous year at

Years 3 & 5

Proportion of Students meeting National Minimum Standard

Year 3

Year 5

2012 2013 2014 2012 2013 2014

Reading 100% 100% 97.2% 95.2% 100% 100%

Writing 100% 100% 100% 100% 100% 100%

Spelling 100% 100% 100% 100% 100% 100%

Grammar & Punctuation 100% 100% 100% 100% 100% 100%

Numeracy 100% 100% 100% 100% 100% 100%

Change in Proportion of Students meeting National Minimum Standard

Year 3

Year 5

2011-12 2012-13 2013 - 14 2011-12 2012-13 2013 – 14

Reading 2.9% 0% -2.8% -4.8% 4.8% 0%

Writing 0% 0% 0% 0% 0% 0%

Spelling 0% 0% 0% 0% 0% 0%

Grammar & Punctuation 0% 0% 0% 0% 0% 0%

Numeracy 0% 0% 0% 0% 0% 0%

In 2014 100% of Year 5 students achieved the National Minimum Standard in all areas. 97.2% of Year 3

students achieved the National Minimum Standards in Reading and 100% in all other areas. This level of

success continues to be evident for most areas with only slight variances in Reading across 2013-2014

for Year 3 and 2011-2012 for Year 5.



Student Wellbeing

Goal

To maximise each students sense of wellbeing and connectedness to school and their learning

Intended Outcomes

Continue to strengthen student connectedness to teachers, peers and learning

Foster and improve student resilience

ACHIEVEMENTS

In 2014 the school held its first ever “Wellbeing Week”. This was an opportunity to focus as a school

community on the wellbeing of ourselves as individuals and those around us. The children participated in

many activities over the course of the week focusing on and promoting physical health and fitness, mental

health and the importance of healthy relationships. They we involved in Zumba classes, boxercise, walk

or ride to school day, meditation sessions and a day learning old fashion games such as hopscotch, and

elastics. This successful week concluded with a healthy breakfast on the Friday which was provided by

the P&F.

The school chess club continued in 2014. Students from Foundation through to Year 6 had the

opportunity to be involved and around 60 elected to participate. The sessions were taken by a

professional chess coach during lunch times over the course of a term.

The Student Representative Council (SRC) gives students a voice and a forum for sharing ideas and

comments from all students in the school. Representatives from Foundation – Year 6 attended SRC

meetings led by the Year 6 SRC Leaders and facilitated by a nominated Staff member. Two students

from each class were selected as representatives for one semester and as a group discussed issues that

included collecting money to support the school sponsor child, Horlan from HONDURAS and other issues

that have been raised during regular class meetings that impact on the student environment or learning.

The SRC organised whole school fundraising events, talent quests and promoted important messages

throughout the school.

Student Leadership was developed through a range of roles and responsibilities including an intervention

Peer Tutoring program where students in Year 6 were trained to support Foundation students and those

in other classes who were experiencing difficulties in English. They met together to practise, for ten

minutes before school every day, to learn alphabet letter names and sounds initially and then when they

were proficient in this, worked on recognition and spelling the 100 most commonly used words.

St Cecilia’s values specialists, performing arts and sports programs which support student development

and engagement. These include the Year 5&6 camps, interschool sport, cross country, PMP, swimming

program and CEOM art show.

The Year 5&6 and Prep Buddy program was highly valued in the school and the Year 5&6 students took

their role very seriously. It helped the Foundation students to feel comfortable and safe about their

environment and provided a person for them to seek out if they had issues in the playground.



Weekly Student of the Week Awards were presented with a focus on positive achievements both on the

playground and in the classroom. These awards were presented by the school Leaders at a weekly

assembly.

Brilliant Behaviour Boxes were introduced in 2014. This is a house team approach to encouraging and

promoting positive behaviour throughout the school. At the end of the year the house that has scored the

most Brilliant Behaviour points has their name engraved on the Brilliant Behaviour trophy.

The school running club took place at Ferndale Park each week. The students met staff members before

school to take part in running and other physical activities to aid fitness and wellbeing.

A junior and senior School Choir met with the music teacher at lunch time each week. They performed at

various school events such as Masses, Mother’s Day and Grandparent’s Day. They also participate in

the Ashburton Festival for the very first time.

In 2014 the Bounce Back Program continued throughout the school to promote resilience and included

units on core values, people bouncing back, courage, looking on the bright side, emotions, relationships,

humour, no bullying and success.

Two counsellors from the Cairnmillar Institute provided group and individual counselling for students.

Parents and Teachers are able to refer students they believe will benefit from such sessions.

In 2014 the school was notified that it had been successfully in its application to be part of the CASEA

program in 2015. The CASEA (CAMHS and Schools Early Action) program is part of the Austin Health.

It has been developed to help children understand and express emotions, and to be better at problem

solving and getting along with others. The program involves a student group and a parent group and runs

for 8 weeks. The school developed a CASEA team consisting of four staff members and began

preparations for its implementation in 2015.

There is 100% attendance except in the case of illness

VALUE ADDED

CASEA [CAMHS and Schools Early Action]

Chess Club

Running Club

Student Representative Council

Foundation – Year Six Buddy program

Peer Tutor program

Student Leadership Roles for all Year 6 students

School Counsellors

School Choirs

Weekly Student Awards

Parenting articles in each newsletter



STUDENT SATISFACTION

In the 2014 Insight SRC Student Attitude to School survey students rated their attitude to their

emotional wellbeing, teacher relationships, engagement in learning and student behaviour above the

mean when compared with all other schools. They rated connectedness to school and to their peers

as well as school safety in the top 25% of Victorian schools.

Guest speakers for Health and Wellbeing Day

Former student and Australian Decathlon Champion Steve Caine,

Kinesiologist Erica Boettcher & former AFL footballer and wellbeing consultant Heath Black

Running Club



Leadership & Management

Goal

To develop and embed a contemporary professional learning model

Intended Outcomes

That leadership team capacity be improved

That staff professional learning be strategically implemented and sustainable

That staff morale be improved

ACHIEVEMENTS

In 2014 the leadership team, guided by consultant Helen Goode, has continued implementing the

initiative commenced in 2012 when we received a $43 500 grant from the Federal Government National

Partnership – Empowering Local Schools program to develop a more distributive model of leadership,

build individual and team capacity and establish a distributive leadership model.

As a result we have achieved the following:

1. Implemented a model of highly effective leadership at all levels in the school and continued to

participate in the Performance and Development Culture program

o Provided training for the leadership team and teachers, in the analysis and use of

performance data to inform the planning and development of programs and pedagogy

o Provided structured leadership training for the leadership team with a focus of developing

accountability within the leadership team and the staff

2. Developed a more contemporary whole school approach to professional learning

o Implemented a comprehensive whole school professional development plan that focused

staff on key school priorities and ensured that professional learning was translated into

improved classroom practice

o Ensured that teachers were fully skilled to maximise the opportunities provided by new ICT

infrastructures and equipment with all staff trained in the use of Google Apps for Education

3. Use of data to systematically plan teaching that is explicit to student needs

o Pre and post testing for units of work

o Introduction of PAT Maths and English software

Since the school had been working on its performance and development culture over the previous two

years, Psychologist Brian Walsh was engaged towards the end of 2014 to provide the leadership team

with feedback on the organisational climate of the organisation.

Every member of staff was interviewed and Brian’s comprehensive list of recommendations covering staff

meetings, parents, students and peers will be a major focus in 2015.

The final stage of the masterplan began in December 2013 and was completed in 2014. The school now

has outstanding contemporary learning facilities and ICT infrastructure.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2014

Principal, Deputy Principal, RE, Student Wellbeing, E-Learning, Curriculum, Literacy,

Mathematics, Reading Recovery and Library networks

Global Education workshops – Inquiry Unit Planning and Resources

Reading recovery Ongoing Professional Learning

Mathematics Regional Leadership Cluster

Performance and Development Culture

Mandatory Reporting Obligations

Differentiated and Personalised Learning

Spelling and AusVels

Global Education Project-Health and Wellbeing

Google Apps for Education

Kodaly Music Education Certificate

Christian Meditation – A Gift for Life

PERI – Phonological Early Reading Intervention

Induction – Newly appointed Student Wellbeing Leaders

Leading Catholic Identity and School Improvement

Student Performance Data 2015 Review Schools

Emerging Leaders Year 1

Know Your Agreement for Principals

Change 2 Facilitator Training 2015

LNSLN Guidelines Briefing

CAM Accrual Accounting

2014 Admin Conference – Waves of Change

Know Your Agreement for Education Support

Information Session – Literacy Intervention

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 22

AVERAGE EXPENDITURE PER TEACHER FOR PL $1342

TEACHER SATISFACTION

The 2013 staff climate survey indicates that the school rated school morale, supportive

leadership, teamwork, appraisal and recognition, work demands, student behaviour, curriculum

processes, student motivation, quality teaching and school improvement focus, in the top 25% of

Victorian schools. In 2014 the same indicators dropped into the middle 50% of schools so

consultant Brian Walsh was engaged to report back to the leadership team on strategies to move

the organisational climate and role clarity in the school back into the top 25% of all schools.



School Community

Goal

To enhance student sense of belonging and connectedness with the school and wider community

Intended Outcomes

That student learning is enhanced through greater connection between home, school and wider community

ACHIEVEMENTS

A major goal in 2014 was to continue enhancing each students sense of connectedness and belonging to

the wider St Cecilia’s community. The school aimed to do this by providing occasions which invited a wide

range of community members to interact and participate together.

A strong link already exists with the community through inclusion in liturgies, sacramental programs and

other community events such as Whole School Open Mornings, Parish Picnic, Mother’s Day Function,

Father’s Day Breakfast, School Fair, Sunday Year Level Liturgies, Parent Information Evenings,

Mathematics and Book Week activities, Mystery Readers, Footy Day, Grandparents' Day, School Sports

Day, School Disco, Sacramental Activity Nights, Book Week, Art Show, School Fair, Parent Mid-Year

function, Christmas Concert, Graduation Dinner and Running Club.

Parents are invited to be directly involved in their child’s learning as classroom helpers during the Literacy

Block. Parents and grandparents who volunteer participate in a comprehensive training program before

being rostered on to assist in the classroom.

Our very committed parents have also been involved in assisting with running the Foundation Perceptual

Motor Skills Program, as coaches for interschool sport, the Parents’ Association and Parish Education

Board, as guest speakers, as class coordinators, working bees, supervision on excursions, with

fundraising for the ‘Little Feet, Big Footprints’ charities, co-ordinating and coaching the district swimming

team and organizing the Ride and Walk to School Day activities.

The School Board and Parents' Association are forums in which parents were able to provide advice and

give their opinions on a range of policies and initiatives. The Masterplan working party had a broad

membership which included representatives from the school board, parents' association, tennis club,

parish finance committee and teaching staff. It was able to achieve consensus on many difficult issues

which is a sign of the good will that exists in the community.

The successful School Fair organized annually by the Parents Association draws together the school,

parish and wider community through sponsorship, participation and attendance. The financial success of

the fair and other parent fundraising activities made a substantial contribution to the school’s ability to

upgrade resources and facilities. The Parents Association conducted a number of other fundraising

activities in 2014. Through the Parents Association fundraising efforts, the school was able to continue to

improve facilities and resources for the students.

Various parish groups including the Netball and Tennis clubs use the school facilities.



St Cecilia’s School Fair

A parent education and information evening was held on the very important issue of the safe use of

Technology. Greg Gebhart from Australian Communications and Media Authority presented a session for

students, teachers and parents on Cybersafety which was very well received by all who attended. This

occasion demonstrated again the high level of engagement the parent community has within the school

and was a great opportunity to discuss and share thoughts on this important issue.

Parents from the school community have undertaken to establish regular fortnightly children’s liturgy

celebrations at Parish Sunday masses and a monthly morning tea after mass. A Christmas children’s

liturgy is held each year which is also organized by the Parish Liturgy committee. A Parish Youth Group

was also established by parents from the school which has engaged senior primary students and acted

as a way to keep former students connected to the community.

Grandparent’s Day



The school also engaged a number of experts and specialists from the wider community to enhance the

students education in a range of areas. Our special guests included Stephen Cain, an ex-student who

competed at the Commonwealth Games in the decathlon, Krista Bell, a Children’s Author, Ted Baillieu,

former Premier and members of the Richmond AFL Club.

PARENT SATISFACTION

In the 2014 School Improvement Survey, the parent responses to all items were at or above the mean

for Victorian schools. Community engagement, learning opportunity, staff engagement, peer relations

and student behaviour were rated in the middle 50% of Victorian schools.

Teacher morale, student motivation, student safety and social skills remain in the top 25% of Victorian

schools.

The percentage of parents who responded favourably to all the survey questions was in the 90%+

bracket apart from classroom behaviour 70.73%, extra curricula 79.88%, homework 89.63% and student

safety 88.21%

Annual Concert



Financial Performance

REPORTING FRAMEWORK MODIFIED CASH

$

Recurrent income Tuition

School fees 29 973

Other fee income 144 518

Private income 81 628

State government recurrent grants 438 480

Australian government recurrent grants 1 575 943

Total recurrent income 2 270 542

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 1 711 530

Non salary expenses 391 813

Total recurrent expenditure 2 103 343

Capital income and expenditure Tuition

Government capital grants -

Capital fees and levies 330 695

Other capital income 29 177

Total capital income 359 872

Total capital expenditure 1 225 863

Loans (includes refundable enrolment deposits and recurrent, capital

and bridging loans)

Total opening balance 1 454 636

Total closing balance 2 272 000

Note that the information provided above does not include the following items:

System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings

for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not comparable to

the ACARA school-level income reporting requirements which are to be reported on the MySchool website. ACARA school level reporting

requirements will require system level income from Government grants and some private income to be allocated by school. This will be a

small adjustment in relation to the total level of school resources. At this stage, recurrent income from Government sources, school

generated income and capital expenditure are to be reported by schools. Additionally when assessing the private income of the school

include both recurrent and capital school fees.



VRQA Compliance Data

E1135

St Cecilia's School, Glen Iris

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2012

%

2013

%

2012–2013

Changes

%

2014

%

2013–2014

Changes

%

YR 03 Reading 100.0 100.0 0.0 97.2 -2.8

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 03 Spelling 100.0 100.0 0.0 100.0 0.0

YR 03 Grammar & Punctuation 100.0 100.0 0.0 100.0 0.0

YR 03 Numeracy 100.0 100.0 0.0 100.0 0.0

YR 05 Reading 95.2 100.0 4.8 100.0 0.0

YR 05 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Spelling 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar & Punctuation 100.0 100.0 0.0 100.0 0.0

YR 05 Numeracy 100.0 100.0 0.0 100.0 0.0



AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Year 1 97.33

Year 2 97.18

Year 3 95.41

Year 4 94.44

Year 5 96.09

Year 6 96.67

Overall average attendance 96.19

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 89.42%

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 5.88%

Graduate 5.88%

Certificate Graduate 0.00%

Degree Bachelor 76.47%

Diploma Advanced 52.94%

No Qualifications Listed 5.88%

STAFF COMPOSITION

Principal Class 3

Teaching Staff (Head Count)

24

FTE Teaching Staff

16.480

Non-Teaching Staff (Head Count)

7

FTE Non-Teaching Staff

3.327

Indigenous Teaching Staff

0

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