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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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY2
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 principal@scgleniris.catholic.edu.au
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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY3
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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY4
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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY5
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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY6
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.
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY7
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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY8
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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY9
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.”
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY10
(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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY11
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.
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY12
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.
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY13
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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY14
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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY15
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.
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY16
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.
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY17
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 Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY18
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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY19
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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY20
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.
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY21
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
St Cecilia’s Primary School, Glen Iris
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY22
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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