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ANNUAL REPORT TO THE SCHOOL

COMMUNITY

St Bernard’s Primary School East Coburg

2016

REGISTERED SCHOOL NUMBER: 1459

ST BERNARD’S EAST COBURG

2016 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

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

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

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

School Overview .......................................................................................................................................... 4

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

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

Learning & Teaching ................................................................................................................................... 8

Student Wellbeing ..................................................................................................................................... 14

Child Safe Standards …………………………………………………………………………………………….18

Leadership & Management ....................................................................................................................... 20

School Community .................................................................................................................................... 24

VRQA Compliance Data ............................................................................................................................ 27



Contact Details

ADDRESS 36 Patterson Street East Coburg 3058

PRINCIPAL Joanne Doherty

PARISH PRIEST Fr Leo De Marzi

SCHOOL BOARD CHAIR Frank Bonavia

TELEPHONE (03) 9384 8500

EMAIL [email protected]

WEBSITE www.stbernardscoburg.catholic.edu.au

Minimum Standards Attestation

I, Joanne Doherty, attest that St Bernard’s Primary 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 2016 school year

under the Australian Education Act 2013 (Cth) and the Australian Education Regulations

2013 (Cth)

19 May 2017



Our School Vision

At St Bernard’s, our vision is guided by the goals,

beliefs and traditions of the Catholic Church.

We foster a community where there is a strong sense

of belonging and inclusiveness.

We endeavour to develop resilient individuals who

respect and value themselves and others.

We aspire to instil a passion for learning that

promotes a sense of wonder, awe and curiosity, to be

carried into the future.



School Overview

St Bernard’s is a co-educational Primary School situated in the northern suburbs of Melbourne, providing a Catholic education for children from Years Foundation (Prep) to Six. The school opened on 3rd February 1941, with an enrolment of 106 children and currently has an enrolment of 226.

The multicultural and diverse nature of the school continues, with twenty-nine different nationalities being represented. St Bernard’s has 43.4% of students being from a LOTE background. The area is residential and the socio economic status is changing. The changing demographic of the area is resulting in a decline in enrolments.

We structure our classes in such a way, as to provide optimal learning opportunities for the children. Our 2016 enrolment was divided into eleven class groups - two x Foundation (Prep), three x Year 1/2, three x Year 3/4 and three x Year 5/6. We have specialist programs in Literacies, Information and Technology (L.I.T.), L.O.T.E. (Italian), Physical Education and Music. We also had a Reading Recovery Program and Leaders of Learning and Teaching, Numeracy, Literacy, Wellbeing and Welfare.

An Out of School Hours Care Program is offered on site. Before and After Care programs are provided on both a casual and permanent basis. We also have a Vacation Care program. The program provides a much needed service to our community in a welcoming, well supervised and structured setting.

At St Bernard’s, we have endeavoured to provide an environment that is safe, inclusive, supportive and empowering. Our programs, policies and procedures have aimed to improve the students’ resilience and provide understandings and strategies for all members of our community.

The Staff at St Bernard’s work collaboratively to facilitate positive growth for all and to drive a professional learning culture. Structures and strategies are in place to ensure positive relationships between all members of our community and improved learning, are the focus. The Visible Leaning Framework has driven our focus on data to inform learning and the development of a shared language and understanding of the characteristics of effective and assessment capable learners. Identifies learning dispositions, clear and explicit learning intentions and success criteria are also our focus. The management of resources and facilities, to ensure an optimal teaching and learning environment, has been and continues to be, a priority.

We recognise the importance of the many members of our community working with us to help our students achieve all that they can. Through increased opportunities of connection and interaction, within both our own and the wider community, we have aimed to improve communication and create and maintain positive relationships.

The following pages outline the main achievements in the five spheres for school improvement

in 2016.



Principal’s Report

St Bernard’s is committed to providing quality Catholic education for all students in partnership with parents, parish and the wider community. We are continually evaluating and planning in order to work towards achieving our goals.

Once again this year has been wonderfully busy, productive and exciting. Our community continues to be vibrant, caring and supportive and this has been evident in so many ways throughout the year.

There have been many developments during the 2016 school year at St Bernard’s, with our commitment to improve outcomes for all students seeing increased use of data, improvement in planning structures and professional development opportunities. There continues to be a focus, on the two ‘pillars’ of our school, relationships and improving student outcomes. The use of data to drive teaching and learning, increased student voice, continued development of professional learning teams, goal setting by staff and students, engagement of parents in learning and high expectation of and for all, have driven our work as a school. As we celebrated our 75th anniversary together with the opening of the senior learning hub completed in 2015 we focussed on building upon both the valued traditions of the past and the exciting challenges of the present and future.

I would like to thank Fr Leo De Marzi, our Parish Priest for his support of our school. Fr Leo cares for every member of our community: - students, parents and staff and this is very much appreciated. I also would like to thank the staff for their hard work, professionalism and dedication. Thank you also to those in our community- parents and parish, who assist us in so many ways.

Joanne Doherty

Principal



Education in Faith

Goals & Intended Outcomes

To enhance the unique Catholic Identity of our school community within a contemporary world.

To further develop the spirituality and faith of the community, in particular to improve the appreciation and importance of the Catholic nature of the school.

To strengthen the links between the parish and school community.

To celebrate important liturgical events and holy days of the Church’s calendar.

To encourage regular participation in parish, school, class and buddy Masses.

To encourage a strong prayer life through regular prayer experiences and celebrations.

To continue to encourage understanding of the sacraments through Family Faith sessions.

To continue to investigate, trial and implement strategies that enable students to engage in, enjoy and be challenged during R.E. lessons.

To provide opportunities for personal and professional faith development for staff.

To improve the understanding and provide meaningful opportunities to respond to social justice issues as part of the Christian call to service.

To improve knowledge, understanding and use of current teaching approaches and assessment and reporting strategies in Religious Education.

That the number of teachers accredited to teach in a Catholic school and to teach Religious Education in a Catholic school increases.

Achievements

The following was achieved in the 2016 school year:-

The role of Religious Education Leader has continued with a time allocation of 0.2 FTE.

As part of our Sacramental rotation, the Year 5/6 students celebrated their Confirmation in September.

A Family Faith session was held for parents and students preparing for the sacrament and was facilitated by Pauline Cicutto (CEM Northern Region).

Buddy Masses were held once a term.

Reconciliation was celebrated once a term for Years 3-6.

School Masses were held to celebrate various school, parish and liturgical events and seasons such as the Beginning of the School Year, Ash Wednesday, Easter and Feast of the Sacred Heart, Mission Week and the End of School Year.

Weekly meetings between the R.E.L. and the Parish Priest occurred.

Shared responsibility and the preparation of prayer and reflection at weekly staff meetings focussed on liturgy consistent with our Catholic traditions incorporating prayer, gospel story and song linked to St Paul, ‘The Year of Mercy’ and the teachings of Pope Francis.

A focus on the life of St Paul, as his role in the establishment of the early church was a focus in semester 2 following the Principal’s participation in a pilgrimage.

Staff participation in R.E. focussed staff meetings, enabled whole school perspectives, foci and sharing of ideas and knowledge.

The R.E.L. led staff meetings to unpack the new 2017 R.E. Curriculum Frameworks.

Processes and structures to enable meaningful faith connections with our Through Lines and Inquiry units continues with support from our R.E L.

The R.E.L. was released each term to work with level teams, during Planning, to develop units.



Two staff members completed their Accreditation studies. Staff who are yet to obtain the required accreditation are encouraged and supported to apply for sponsored study. One staff member applied to begin accreditation studies in 2017 and was successful in her application.

A focus on reverence, prayer, respect and participation whilst in the Church, continued.

During assemblies, there was a continued focus on use of the school prayer to open each gathering.

The Mini Mission Fete was held on 28th October and raised $2,631.00. Half of this was sent to the Good Samaritan Inn to support their work with women and children who are victims of domestic violence and homelessness. The other half was sent to Catholic Missions to support communities in Cambodia having more access to educational tuk- tuks.

The annual Feast of the Sacred Heart Mass and collection of food, blankets, toiletries and clothing was exceptionally well supported. The Good Samaritan Inn was again our chosen charity for this appeal.

Social justice projects through our ‘Social Justice Crew’ continued with projects involving visiting the elderly, Links Not Chians, Refugees and Asylum Seekers and Operation Coburg Christmas. The focus was not only on financial support but the power of raising awareness. Interest and ideas groups were formed within the SJC and continue in 2017.

A weekly reflection in the Bernardo provided prayer and reflection for families.

The school celebrated St Bernard’s Feast Day on 20th August with the celebration of Mass focussing on St Bernard and was followed by a Sausage Sizzle.

Professional Development session for staff focused on Islam and interfaith dialogue. This encouraged staff to reflect on our Catholic story in relationship with other beliefs, in our contemporary world. A tour and session at the Islamic Museum and then a session led by Denise Arnel highlighted the links and similarities between Catholicism and Islam.

VALUE ADDED

There has been a noticeable increase in the rankings, by students in all aspects of Catholic Culture, (Opportunity 91%, Compassion 89% and Social Justice 87%) identifying this an area of strength. Staff rankings of Catholic Culture have remained stable except for an increase in Behaviour of staff reflecting an increase in consistency with our faith-based values. Parents ranked Social Justice marginally higher in 2016 (80-81%) showing their continued awareness of the work in and focus on this area. Social Justice remains an area of strength at our school. (Staff 79%, Students 87% and Parents 81%) (Insight SRC Data).

Over 93% of students identified themselves as Christian with 69.4% identifying themselves as Catholic. Over 95% of staff identify as Christian with 70.8% identifying themselves as Catholic. There is high support for Catholicism from both staff (91.7%) and students (74%). Over 80% of students and over 90% of staff engage in personal prayer and 82% of students and 95% of staff attending mass either regularly or sometimes. The majority of students (36.4 % and staff (70.8%) want a ‘Recontextualising’ Catholic school identity which lies between tradition and culture meaning they wish to rearticulate Catholic identity in a legitimate and plausible way (Enhancing Catholic School Identity Project 2016). Prayer celebrations occurred in all grades in a variety of ways. Student involvement in this aspect of faith, together with increased student involvement in Masses has been a continued success. School and Parish Masses were celebrated for Holy Week, Easter and Christmas. There has also been an increase in parent attendance at these masses and at paraliturgies and special prayer and faith celebrations. Attendance by classes at Buddy Masses on Thursdays continued throughout the year and the sacramental preparation sessions were attended by families.



Learning & Teaching


The focus in Learning and Teaching has been to embed good practice and strategies into all programs. We have continued to ensure our ‘Through lines’ provide authentic links between the curriculum and our students. Our focus has been to ensure data drives our teaching and learning to improve student outcomes and encompass the broad range of abilities of our students.

We aim to:

To continuously improve all students’ engagement and learning across all curriculum areas.

To ensure our learning is ‘visible’ to teachers, students and parents.

To enhance opportunities for authentic student engagement in order to improve student outcomes.

To develop an action research plan for our Visible Learning Project.

To develop an understanding and profile of what a good learner is and does.

To continuously improve all students’ engagement and learning in literacy and numeracy by continually striving to develop consistent understandings and practice.

To use data to inform and improve practice.

To continuously improve all staff members’ knowledge and delivery of the curriculum.

To continuously improve all staff members’ knowledge and understanding of the data gathered.

To effectively use data to drive learning.

To continuously improve assessment and reporting across all curriculum areas.

To continue to develop a shared vision and goals for learning and teaching.

To continue to plan our ‘Through lines’ to develop a whole school approach to Inquiry.

To continue to use the ‘Through lines’ to link other learning areas where possible.

To critically evaluate and embrace, where appropriate, new programs, concepts and initiatives.

To have ‘student voice’ embedded in our programs.

To continue to use Professional Learning Teams to effectively support learning and teaching.

To improve student achievement in Mathematics.

To investigate links between anxiety and performance in Mathematics, particularly for girls.

To improve children’s oral language.

To improve the reading skills and therefore results for children in Years 3-6.

To include thinking skills into all areas of the curriculum.

To improve student achievement in spelling.

Achievements

The following was achieved in 2016 school year:

The role of Learning Leader has continued with a time allocation of 0.6 FTE.

The Visible Learning Impact Coach position was combined with the Learning Leader role

Opportunities were provided and encouraged for professional dialogue around Visible Learning - Learning Intentions and Success Criteria.

Learning Dispositions were a focus for all grades through the use of ‘Superheroes’ linked to each.



Facilitated planning continued with the Learning Leader attending all planning sessions F-6.

Discovery Based Inquiry was implemented in 1 /2 level.

Moderation in Terms Two and Four was used to drive reporting to parents in Professional Learning Teams (PLTs).

Data was used to drive Facilitated Planning Sessions.

Data collection processes were streamlined and staff were supported with implementation and use of effect sizes.

A charter was reviewed by each level to guide PLTs.

The Home School Communication Plan was developed.

Student Assessment Portfolios were reviewed.

Learning Conversations were introduced twice during the year at midyear (June & September) and students led discussion about their learning.

Digital portfolios were used in Years 3-6 for the Learning Conversations.

NAPLAN data was collated and analysed to inform planning, teaching and learning.

The Assessment Schedule was revised to align with the requirements of the Visible Learning Project

Peer reading of reports continued as a means of collegial support and exposure of staff to reporting at the different levels of the school.

Further professional development was undertaken to support Visible Learning and Literacy.

Our sister school relationship with Kebon Dalem in Semarang, Central Java, continued allowing for teachers from both schools to travel and work at each school. This program encourages teachers to become Asian literate and to use their knowledge and experiences to enhance the curriculum in a unique and authentic way. The visit of their staff to our school continued to provide much excitement and eagerness to learn about another country from our students. Sister school staff worked in grades on arts projects such as paper weaving and language development such as greetings, colours and numbers.



LEARNING TECHNOLOGIES

An Information Technology Coordinator maintained the school’s Local Area Network and liaised with the ‘Compnow’ technician weekly.

44 Chrome books were purchased to add to our bank of laptops and Chrome books.

The Years 3-6 students were given access to Google (GAFE).

The use of the ‘Skoolbag’ School App continued.

The use of the N-Forma electronic roll, First Aid program and Reporting package continued.

School Interview software continued for a variety of events, including Three Way Conferences, Sacraments and Family Faith sessions.

Staff and students began using Windows 8/10 (touch and non-touch version).

A rolling upgrade from Windows 8 to Windows 10 of all computers in the school began.

Staff and students continued using GAFE (Drive, Docs and Calendar).

NUMERACY

The role of the Numeracy Leader continued with a time allocation of 0.4 FTE.

The Numeracy Leader attended Professional Development sessions.

Data, identifying the relationship between girls, anxiety and low performance provided impetus for work with groups of girls and parents.

‘Master Classes’ for parents were held and were extremely well attended. Feedback was very positive.

An intervention program was again implemented with a staff member 0.2 FTE, targeting groups of children identified by data as requiring support. The areas of focus with small groups were extending high achieving students, place value and counting and problem– solving.

PLTs from Years 3-6 focussed on analysis of data to drive student outcomes.

The focus at planning sessions included data analysis using PAT and Early Years Numeracy and pre and post testing, incorporating Alistair McIntosh’s strategies for Mental Computation and use of concrete materials.

PAT Maths and the Early Years Numeracy Interview data was used to inform planning.

Pre and post testing was carried out at all levels.

Numeracy data was analysed at a team and whole staff level, to inform planning.

Numeracy resources were updated and purchased according to program and staff needs.

Our Maths Coach, Colleen Monaghan, continued working with the whole staff and at levels with a focus on particular levels needs, including, differentiation, questioning and structure of a lesson. Staff met with Colleen twice a term.

LITERACY

The role of the Literacy Leader has continued with a time allocation of 0.6 FTE.

The Literacy Leader attended Professional Development days facilitated by CEO Melbourne for classroom practice and Literacy Leadership.

‘Master Classes’ about phonics and reading were conducted and were very well attended. Feedback was very positive.

The Reading Recovery Teacher role was maintained with intervention provided to our Year 1 students in need. Support was offered to students, in need, in the Prep-Year 2 classes.

PLTs were facilitated at each level where Literacy was a focus each fortnight.

The F-2 Team continued to use ideas and strategies from ‘CAFÉ’ to support literacy.

Pre and post testing in Literacy was completed.

Literacy data was analysed at a team and whole staff level to inform planning.



The Letters and Sounds Program and Jolly Phonics Programs continued in the junior grades. Staff grouped the students across Year 1/2 into groups based on need and this involved timetabling grades and spaces to ensure smooth and successful transitions.

Years 3-6 used the Fountas and Pinnell Benchmark Testing in January and November to identify comprehension levels, developed a common language/system and use to drive literacy learning across the school.

A Spelling Program, based on ‘Words Their Way’ was introduced and implemented F-6. This developed whole school understanding, language and learning

Resources such as Guided Reading texts, take home readers and teacher resources were purchased for Foundation - Year 6.

INQUIRY

An external consultant (coach), Deb Vietri continued to work with staff, once a term, to plan and implement Through lines, Inquiry Learning and Discovery Based Inquiry (Foundation-Year 2).

Teachers participated in the Discovery Based Inquiry professional development sessions and clusters learning from and with their colleagues in other schools.

The Learning Leader attended planning sessions.

There was a focus on shared learning experiences through incursions and excursions throughout the various units. At times these excursions focused on individual/small group investigations and as such were not always whole grade focussed.

A range of excursions such as the Museum, Zoo IMAX Theatre, City Tour, Don Bosco Youth Centre and incursions such as Puppetry Inc., Once Upon a Time, Border Security Dogs, Fire Education and Lee Hobbs, Author.

HEALTH & PHYSICAL EDUCATION

All students in Foundation-Year 6 participated in a weekly Physical Education lesson with a specialist teacher.

All students participated in games/skills sessions with their classroom teachers in addition to their specialist lessons.

The students in Years 5 and 6 were given the opportunity to participate in the Interschool Sport Program as organised by the Coburg District Primary School’s Sports Association. Competitions were held in basketball, softball, bat tennis, football, netball and soccer. Students at this level were also able to participate in a variety of team sports organised at the ‘intra school’ level.

The School Camping Program continued. The Foundation students experienced breakfast at school in their pyjamas and they had to change into their school uniform ready for the school day. The Year 1/2 students had dinner at school after the school day, snack and activities. They changed into their pyjamas before being collected to go home in the evening. The Year 3 /4 students participated in their one night two day program going to Camp Sunny stones in Bacchus Marsh. The Year 5/6 students went to Lady Northcote Camp, Bacchus Marsh, for two nights and three days. The program aims to increase and encourage self-confidence, participation, initiative, develop problem solving skills and to motivate and challenge.

Representatives from Years 3-6 have had the opportunity to participate in competitions such as Cross Country and Athletics, swimming and tennis at Zone, Regional, District and State levels.

The school participated in the Ride to School and Walk to School initiatives.

The Perceptual Motor Program continued for Foundation students with the assistance of parent volunteers.

Government funding through the Sporting Schools Program was applied for and received, to enable sports programs to be conducted - Year 3/4 soccer clinics and Year 5/6 softball.



LANGUAGES OTHER THAN ENGLISH Each student in Years Foundation – 6 participated in a weekly lesson with a specialist

teacher.

Incursions were organised and an Italian Drama Group presented a program, highlighting language and the culture of Italy.

Units of study have been linked, where possible to the through lines each term.

MUSIC/DRAMA A major focus of the music program was to encourage children to be involved in making

and enjoying music.

Drama was introduced and students studied both Music and Drama for a semester.

The Orff/Kodaly approach was introduced and students were introduced to the fundamentals of this program. This will continue in the future allowing students to build on the skills learnt.

Tuned and un-tuned percussion instruments were incorporated into lessons.

Metro Music ran a private specialist music program which offers tuition in guitar, violin and keyboard.

Students from Years 3-6 had the opportunity to join the school choir.

The choir performed at Sacraments, assemblies, nursing homes, local kindergartens and school events.

Students who play instruments performed at school, assemblies and Masses providing walk-in and walk out music.

A Strings Group was established with students and parents working together

We participated as a whole school in “Count Us In’ with students and parents involved the in the initiative which sees us perform the same song at the same time as students across Australia. This was enjoyed by all.

Student musicians and the choir also performed at our Carols night.

Classroom teachers supported the music program in their classrooms.

Musical performances and accompaniment at Masses and assemblies have enhanced the program.



ARTS The focus for 2016 was on Visual Arts.

We had an ‘Artist in Residence’ program during Term 3 with the focus being on a Community Project.

As a community we worked with Kez Knight (Empowered Art Therapy) to create Family Boards. Each family was invited to sessions during the day and after school to create a board reflecting their ancestry, culture and family.

These Boards were then placed on display in our Hall to represent our broader St Bernard’s Family.

The Boards are then presented back to each family when their youngest child finishes Year 6.

The aim was to foster positive engagement between students, families and the school and to create an art work representing of our community.

STUDENT LEARNING OUTCOMES

The Year 3 results in all areas have shown improvement with 100% of the students, in Reading,

Writing and Numeracy meeting the minimum standard in 2016. The areas of greatest

improvement since 2015 have been Grammar and Punctuation and Reading. The use of data to

drive teaching and learning has and will continue to contribute to the improved outcomes. Year 3

results in Writing have remained consistent over 3 years with 100% of students meeting the

minimum standards. The Year 5 results dipped last year but overall there is an improvement in

all areas from 2014. The use of data and targeted teaching in Year 5 Reading, Writing and

Numeracy will be a focus in the coming year as we continue to use of ‘effect size’ at both six and

twelve month intervals to support future improvement.



Student Wellbeing


To improve the resilience and wellbeing of all students.

To continue to strengthen relationships across the school, student connectedness to teachers, peers and the school.

To continue to enhance student wellbeing programs and practices.

To continue to enhance value and respect for individuals and communities, through building social relationships.

To continue to provide support to all members of the school community who are experiencing difficulty or have special needs.

To ensure that individual differences are catered for.

To provide a welcoming environment that is conducive to developing positive, confident life-long learners.

To provide practices and processes for effective referral, consultation and support services.

To continue to implement a social emotional learning program, to enhance the wellbeing of our students.

To continue to encourage healthy life style practices.

To ensure polices, practices and procedures comply with Child Safety Standards as mandated from 1st August 2016.

To ensure First Aid training and procedures are current and compliant with legislation.

To establish new and maintain existing links and relationships with community organisations.

To provide opportunities for staff and students to participate in interest based activities.

To increase the opportunities for student involvement in the classroom and school.

To improve the learning environment to support student satisfaction and stimulate learning.

To increase opportunities for student participation in decision making in the classroom and school.

Achievements

St Bernard’s School works with parents and guardians to provide every assistance and support for the welfare and wellbeing of our students. The Student Welfare and Student Wellbeing Leader works with the Principal and staff to develop and maintain a safe and supportive school environment for all students. Catholic school communities have access to a wide range of wellbeing and welfare support, including child protection, student health services, personal development, safety, resilience and mental health, behaviour management, anti-bullying and drug education services.


A Student Wellbeing and Welfare Leader continued in the role with a time allocation of 0.4.

The social emotional learning program, “Bounce Back” continued with a whole school focus each term. Information about the focus area is in the newsletter at the beginning of each term.



The students are encouraged to have water bottles and fruit and vegetable snacks with them in class throughout the day. A program of awareness was organised to enable parents to see the value and importance of ‘Snack Attack’.

The individual needs of students were catered for through a variety of intervention strategies such as Reading Recovery, enrichment activities and programs, Personal Learning Plans (PILPs), Program Support Groups (PSGs), referral processes and procedures.

The St Bernard’s Intervention Framework (as adapted from CEM resource) was reviewed and revisited by all staff.

The Student Representative Council (SRC) met weekly with the Student Wellbeing Leader.

Students in Years 5/6 ran the Passive Play area to enable students another option for recess and lunch involvement and activity.

Student leaders took turns to attend Leadership Team meetings to provide feedback and ideas to the staff on the Leadership Team.

The School Leaders lead our fortnightly assemblies.

An increased number of students at risk were supported through targeted teaching and support.

The Student Welfare Support Group (SWSG) met fortnightly to discuss and support children experiencing difficulties.

The protocols, systems and proformas used to make internal referrals were reorganised.

Two provisionally registered psychologists worked at the school for two days each (a total of 4 days each week) as a result of a partnership between ACU, CEM and our school, enabling staff, students and parents an opportunity to provide support very quickly.

Eighteen students were funded under the Students with Disabilities Program (SWD).

The Positive Behaviour Management Program was revisited.

Extracurricular activities were organised and included private music lessons, Glee, Games, Library and Computer Clubs. These activities were interest based.

The school canteen continued to implement new selections and healthy options.

The Buddy program continued with all students having a buddy. Buddy grades conducted activities and attended Masses together.

Fortnightly assemblies were held and provided opportunities for the community to gather and share activities, songs and classroom learning, with a level taking responsibility for organising and hosting the assembly.

Student awards and stars were given at assemblies. The star forms part of our constant display, ‘St Bernard’s Star Students’. Names of award winners are also published in the newsletter. The focus of these was to link to the dispositions and Superheroes and the characteristics of a Visible Learner.

The government funded School Nurse program continued with children in Foundation being screened for general health problems.

Orientation programs were held. The Foundation program consisting of three sessions, for prospective Foundation students, allowed them to experience school and teachers were able to gain valuable information to ensure a smooth transition and inform groupings. A program for student in Years Foundation–Year 5 was held in December to allow students to meet with their new teachers and classmates.

Parenting Tip Sheets and articles of interest are included in the newsletter.

Our sister school relationship with Kebon Dalem encourages the forming of new relationships and ways of working collaboratively with others. This enhances the understandings, builds relationships and allows us to connect with a community outside our own. The values of tolerance, respect and understanding of a culture and life other than our own, encourages our students to become truly global citizens.



The Camp program from Foundation–Year 6 continued with most students attending at each year level. Non-attendance was due to illness or absence. Parents are very supportive of this program, as are the staff. The program is sequential as follows:- Prep: 5th May. Breakfast and Pyjamas at school – 7:45am arrival (children

change into school clothes). Year 1/2: 20th April. Late stay at school with activities during the day incorporated

(8pm pick up). Year 3/4: 14th-15th July. One night/ two-day camp at Camp Sunnystones Bacchus

Marsh. Year 5/6: 28th- 30th November. Two night/three-day camp at Lady Northcote Camp

Bacchus Marsh (Dates vary each year)

NON ATTENDANCE

Parents are contacted via phone, by the classroom teacher, if a child has been absent for more than two days without notice. If no contact can be made, the Principal will follow up with phone calls. Interviews may be conducted to discuss absences. The school endeavours to work with parents to minimise student absences.

Parents are required to provide written notification after an absence and in the case of a holiday during the term, they are required to provide written information detailing date of departure, reason and date of return to school.

A process to monitor and follow up regular non-attendance forms part of the policy and involves varying degrees of intervention and response based on absences. Should attendance still be of concern despite discussions and strategies with families, an Attendance Improvement Strategy will be implemented by the Principal. All correspondence is as per the policy.

Information through our newsletters and discussions with parents and posters about the importance of regular school attendance, ensure parents are aware of their responsibility and expectations.

VALUE ADDED

Various extracurricular interest based clubs have been established throughout the year. These have included Sports activities and Book Club, Games Club, Computer Club and Choir. Participation in each of these has been extremely popular with students as they can choose to be involved for one session or all, with the exception of Choir which requires a commitment. Glee Club focussed on singing and dancing but also incorporated drama and cheerleading at various times throughout the year, in response to student interest. A Drama club also allowed students to participate in fun activities and cheerleading formed part of this for a term, Sports activities enable student to participate in a larger scale game and mix across levels. Teachers also join in these games, much to the delight of students. Student lead initiatives and projects linked with Social Justice and the SRC have enabled a



strong sense of student voice and ownership. The ‘Links Not Chains’ project to free children from detention, together with the Coat Drive for Refugees and Social Justice initiatives around helping those who do not have what we do, were powerful and well supported. Students have lead passive play, fundraisers for Royal Children’s Hospital and yard cleanliness drives. A number of students participate in the Metro Music program as a private option, with an average of forty-eight students participating in voice (singing), guitar or keyboard lessons each term. A performance by these students was conducted at the end of the year.

STUDENT SATISFACTION

Students feel that they belong to our community and enjoy coming to school and there has been an increase in this variable over the past year (Connectedness to Peers 77%-85%, Year 5 /6 and 79%-88%, Year 3 /4). There has continued to be an increase in Student Motivation (88%-90%) which indicates that our students’ motivation to learn and achieve is continuing to improve, placing us in the top 25% of Australian Primary Schools. Engagement in Learning indicators, Learning Confidence (81%), Connectedness to Peers(85%) and Student Motivation(90%) have increased and are very positive, with student responses now in the top 25% of Australian schools. Students believe that teachers make the learning interesting and enjoyable and that teaching is planned effectively (Teacher Relationships). Learning Confidence (81%) is also a strength, highlighting that students have a positive perception of themselves as learners. They believe that teachers understand their needs and work to assist them in their learning (Teacher Empathy 82%). The increase in Student Morale (67%-74%) is very pleasing and indicates that our students feel positive at school (Insight SRC Data).



Child Safe Standards

Goals and Intended Outcomes

St Bernard’s Primary School is committed to providing a safe environment for all students and young people and will take active steps to protect them against abuse. St Bernard’s Primary School maintains a culture of ‘zero tolerance’ to child abuse.

To develop Child Safety Strategy.

To establish strategies to develop and embed culture of child safety.

To develop and communicate a policy reflecting the school’s commitment to child safety.

To promote a safe and respectful environment for students where they are encouraged to reach their full potential. To devise and implement a Code of Conduct.

To establish human resource practices to reduce the risk of child abuse and promote a child safe learning environment.

To revisit and communicate procedure for responding to and reporting child safety concerns and or allegations.

To develop a risk management strategy to identify, reduce or remove risks of child abuse.

To develop and maintain strategies to promote student participation & empowerment in creating an environment where they feel respected, valued and are capable of reaching their full potential.

To develop and actively enforces Child Safety Strategies to ensure that any person involved in ‘child connected work’ is aware of their obligations & responsibilities.

Achievements


Work towards VRQA compliance.

Development and implementation of a statement of zero tolerance to child abuse to be included in all official documentation.

Development, consultation and implementation of a Child Safety Code of Conduct for Staff.

Development of a Child Safety Policy.

Review and update of requirements related to responding and reporting to allegations of child abuse.

Information sessions for staff, parents and Out of School Hours Care (OSHC) staff about Child Safety.

Explanations of each of the seven Child Safety Standards in the newsletter to inform parents.

Development of a culture of Child Safety through inclusion in all meeting agendas, discussion, professional development (e.g. Mandatory reporting).

Revised human resource practices as outlined in CEM resource documents including advertisements, reference checks and induction.

Inclusion of material related to Child Safety on our website.

Development of Risk Management Strategies to take into account all matters of Child Safety.

Development of a plan to give authentic student voice to the Child Safety Policy.

Provide resources to support families when discussing child safety.



Keep accurate records and documents related to all staff and student matters of Child Safety (including Sick Bay, VIT, WWCC registers).

Ensure all polices have statement about child safety included.

Completion by all staff of e-learning Mandatory Reporting module.

Ensure signage around the school reflects our commitment to child safety.



Leadership & Management


To promote and develop a strong professional learning culture.

To continue to develop structures and strategies designed to empower staff.

That staff understanding, skills and strategies will reflect a contemporary approach to learning.

That staff professional learning will be explicitly aligned with school and individual needs focused on improved students’ outcomes.

To improve communication throughout the school community.

To enhance staff commitment to the school goals and vision.

To manage resources in a manner that maximises learning opportunities, staff wellbeing, is in accordance with School Improvement Plan priorities and ensures compliance.

To provide a supportive and safe environment for the school community.

To provide professional learning opportunities for the Leadership Team.

To ensure policies, protocols and practices are in place and take into account legislation, industrial relations and OH&S requirements.

To develop an Annual Action Plan for 2016.

To encourage the use of ICT by and for staff development and communication.

To develop clear expectations and understandings of the roles, expectations and objectives of and for staff.

To empower staff to participate actively in leadership and decision making processes.

To increase opportunities for professional learning, dialogue and feedback.

Achievements


Our census numbers were:- February 242 August 239

The Leadership structure for 2016 has been: - Principal Joanne Doherty Deputy Principal Phil Pearson Religious Education Leader James McMahon Learning Leader & Impact Coach Visible Shane Crawford Numeracy Leader Shane Crawford Student Welfare Leader Eva Dimitropoulos Wellbeing Leader Eva Dimitropoulos Literacy Leader Franca Fragomeni

The Parish Priest and Principal met weekly.

The Leadership Team met weekly.

Our Vision is given to each staff member at the beginning of the year and is displayed on the TV in the foyer to promote it to our community and all who visit our school.

Work on the Child Safety Standards throughout Terms 1, 2 & 3 ensured compliance by the 1st August. Staff were involved in professional development around this including policies and the Code of Conduct.

The Leadership Team worked on the Annual Action Plan as a guide to school improvement.



Victorian Registration and Qualifications Authority (VRQA) documentation, which ensures schools meet minimum standards for registration, was collated and presented as part of the School Review to ensure compliance.

The Consultative Committee met throughout the year to plan for class sizes and issues around face to face teaching and Positions of Leadership (POLs).

Professional Learning Teams developed individual charters and met weekly. Agendas were shared documents via Google, before each meeting.

Staff committees such as the Social, Garden, Social Justice, Sister School and Welfare/ Wellbeing Committees were formed and organised various activities. Some of these were for staff only, others involved students and parents.

Professional Learning Teams (PLTs) and staff meetings focussed on collegial discussions and professional learning in the areas of Literacy and Numeracy in particular.

Staff set personal learning goals through their Professional Learning Plan, each term, which aligned their own learning with that of the school’s Annual Action Plan and School Improvement Framework.

Each teaching staff member met with the Principal three times over the year, to review and evaluate their goal and set a new goal.

The Australian Institute for Teaching and School Leadership (AITSL) standards were used with staff as a basis for goal setting and professional expectations.

Annual Review meetings for all staff were held during Term 4.

Professional Development programs were accessed by staff. Opportunities were both ‘in house’ and external activities and at least two staff members attended sessions.

Google Calendar was used by staff to ensure that information regarding activities, events, professional development activities, incursions and excursions was available to all staff.

Staff are using Google Docs and Google Drive as the main form of communication.

Minutes from Leadership Team meetings were shared with all staff via a google doc to encourage communication and transparency.

The Leadership team undertook professional reading and discussion.

All classroom helpers have a Working with Children Check and a register for whole school access continued.

The Positive Behaviour Management Policy (PBM) was revisited and reviewed.

Staff meetings on PBM were held to review our processes and protocols and clarify understandings as a whole staff.

An Excursion/Incursion Helpers program was again held to educate parents about processes and protocols for helping on excursions.

OH&S is an agenda item at each staff meeting. Throughout the year staff have attended sessions related to OH&S and have worked on policies and protocols.

Two staff members successfully completed their studies and now have gained their accreditation to teach R.E. in a Catholic school.

One staff member is working towards their Masters in Educational Leadership.

The Student Representative Council and School and House Captain roles, provided opportunities for students to participate in leadership.

Our sister school relationship has also benefitted all staff, as we work collaboratively to increase our understandings of school and life in another country, with a purpose of working together to learn from one another. We are collaboratively discovering ways that we can learn from and with each other for the benefit of students at both schools.

Opportunities exist for staff to visit and work at SD Kebon Dalem and also to work alongside their staff when they visit us.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2016

Instructional Leadership Religious Education- Faith for All Creative Connections- Building Learning Communities through the Arts Child Safe Standards Enhancing Catholic Identity Spelling- A Whole School Approach Visible Learning Evidence Into Action CELF 4 Screener ASD- Our Journey Metacognition- Student Voice Mandatory Reporting Social Learning Theories Year of Mercy CPR Update Training Anaphylaxis Update Training Inquiry Coaching Sessions Sister School (Inter country) Study and Work Tour with SD Kebon Dalem Collaborative Impact Strategy (Visible Learning) Discovery Based Inquiry Chronic Illness in Children Literacy Leader Clusters Wellbeing Network Reading Recovery Networks Religious Education Networks Math’s Coaching Sessions Curriculum Planning for 2017

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 22

AVERAGE EXPENDITURE PER TEACHER FOR PL $4,209



TEACHER SATISFACTION

The results of the Insight SRC Data indicate that there is stability across the areas of Clarity, Empathy, Learning and Engagement. It is these four pillars that impact on wellbeing, motivation and performance and are the basis of school climate. There has been growth in all four with the most improvement seen in the areas of Clarity and Engagement. This is especially pleasing as it reflects the move towards a professional learning culture where team work, empowerment and ownership of staff is crucial. There have been slight increases in Teamwork (70-74%) Teacher Confidence (82-88%), Curriculum processes (71-77%), Engaging Practice (69-82%) and Quality Teaching. The results show an upward trend over the past 2 years. Our involvement in the Collaborative Impact Strategy (Visible Learning) has definitely impacted on the confidence of the staff, as they believe that the school is focussed on quality teaching that creates a learning environment that maximises outcomes for students (Insight SRC Data).



School Community


To improve community connectedness.

To strengthen family engagement in our learning community.

To strengthen connection and communication within the school community.

To strengthen the links between the school, parish and home.

To promote the school within the wider community

To encourage parental engagement and involvement.

To provide opportunities for increased parent input and involvement at school. To provide opportunities for parents to increase their understanding of and engagement in contemporary approaches.

To learn more about effective ways to engage families to improve outcomes.

To provide students with authentic opportunities to learn and be supported by their families.

To continue to build up the profile of the school within our school and local community.

To develop partnerships with agencies and secondary schools.

To ensure effective and smooth transition programs

Achievements


A supportive and involved Parents and Friends Association.

Positive feedback for the Home School Communication Plan based on staff and parent feedback.

An increase in attendance at Home School Partnership Meeting, Learning Conversations and Report Feedback sessions.

All elements of the Communication Plan were renamed to focus on the purpose of each.

Parents engaged with their children about the learning through the Learning Conversations.

A Managing and Improving Student Outcomes (MISO) Group was established with staff and parents working together at ideas and strategies to engage parents in the learning.

The continued use of the community notice board that is maintained by the Parents and Friends Association.

The school newsletter continued to be sent home weekly to each family and was also made available on the school website and App. The majority of families now receive the Bernardo electronically. This is the main channel of communication between school and home.

The ‘Skoolbag’ App continues to be an important and much utilised avenue of communication.

A SMS service enables us to contact all families, via SMS in the event of an emergency or when urgent contact may be required.

The Uniform shop continued to run on-site for ease of purchase for all parents.

Parents were encouraged to attend fortnightly assemblies on Friday afternoons, at which, organisation is taken on by a year level on a rotational basis.

A morning tea and Welcome Barbecue were held to welcome new Foundation families to our school community.



New Foundation families were allocated a ‘Buddy Family’ to support their transition to school life.

The Parish Feast Day was celebrated with a Sausage Sizzle organised by the PFA.

An increase in publicity via Real Estate Agents boards and the local papers advertising the school, enrolments and tours, raised awareness and the profile of the school.

Contact was again made with each of our local kindergartens and offers made to come and visit the school and for the Principal to speak at kindergartens if required.

The Principal spoke at two local feeder kinders on school readiness and promoting St Bernard’s.

Kinder staff visited our Foundation classes.

The Parish Education Board met six times throughout the year. There are ten members of the Board, a Board Secretary and Fr Leo De Marzi, our Parish Priest, in attendance at all meetings. Feedback was given to the community after each meeting via the Bernardo. Various presentations such as Discovery Based Inquiry (Foundation Staff), Maths (Shane Crawford) and the Child Safe Standards were given to inform the Board of relevant initiatives, plans and programs.

Links were established with agencies such as ACU, CEO departments and secondary schools such as Mercy College and Parade College.

Transition programs were established with secondary schools and within our school for transition between grades.

St Bernard’s Primary School accommodates classrooms, resource areas, administration and play areas and a community garden.

Activity mornings in classrooms were held to celebrate Mother’s Day and Father’s Day. Attendance at these was high and parents are extremely positive and supportive of these events.

Social and fundraising events included raffles, discos, walkathon, Trivia Night and stalls. All were well attended and supported and aimed at increasing community spirit.

Training programs for Parent Helpers on Excursions were facilitated.

Parent Education Sessions were held, with all parents invited to attend. Topics included Letters and Sounds, Maths – Anxiety, Reading Master Classes, Positive Self Esteem and Body Image and Autism.

Parents were invited to events such as Glee performances, assemblies and to the Stations of the Cross at Easter.

Families participated in the workshops and sessions to design and produce their Family Board for our Visual Arts focus.

A Carols evening was held during the last week of school, in the yard and it was extremely well attended. There was positive feedback about this event with parents, extended families, staff and students gathering for a festive and faith filled celebration.



PARENT SATISFACTION

Parents are generally satisfied believing that their children want to go to school and enjoy being

part of our school. Connectedness to School (78%) and Student Motivation (79%) both reflect

this, with increases from last year. Parents believe their children are happy and safe at school,

developing appropriate social skills and strong relationships. Classroom Behaviour (62%) and

Student Safety (74%) relate to the beliefs parents have, that learning is not affected by

disruptive behavior or negative experiences. These variables have shown positive growth.

Learning Opportunities variables, have remained stable with parents believing that their child is

being given the best opportunity to learn, that the school has a strong focus on learning, quality

extra-curricular activities and effectively supports their child. Parent participation in surveys and

feedback forums has been beneficial in helping us plan for the future (Insight SRC Data).



VRQA Compliance Data

E1151 St Bernard's School, Coburg East

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2014

%

2015

%

2014–2015 Changes

%

2016

%

2015–2016 Changes

%

YR 03 Reading 94.6 93.8 -0.8 100.0 6.2

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 03 Spelling 100.0 96.9 -3.1 97.4 0.5

YR 03 Grammar & Punctuation 100.0 90.6 -9.4 97.4 6.8

YR 03 Numeracy 100.0 96.9 -3.1 100.0 3.1

YR 05 Reading 90.5 100.0 9.5 97.1 -2.9

YR 05 Writing 97.6 100.0 2.4 97.1 -2.9

YR 05 Spelling 97.6 100.0 2.4 100.0 0.0

YR 05 Grammar & Punctuation 95.2 100.0 4.8 100.0 0.0

YR 05 Numeracy 90.5 100.0 9.5 97.1 -2.9



AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y03 95.53

Y06 94.60

Y01 94.24

Y04 93.09

Y02 95.29

Y05 93.32

Overall average attendance 94.35

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 90.21%

STAFF RETENTION RATE

Staff Retention Rate 75.00%

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 12.50%

Graduate 25.00%

Certificate Graduate 6.25%

Degree Bachelor 87.50%

Diploma Advanced 25.00%

No Qualifications Listed 0.00%

STAFF COMPOSITION

Principal Class 2

Teaching Staff (Head Count)

14

FTE Teaching Staff

11.720

Non-Teaching Staff (Head Count)

4

FTE Non-Teaching Staff

2.052

Indigenous Teaching Staff

0

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