Chisholm Catholic Primary School, BlighParkPO Box 5724, South Windsor 2756Principal: Mr Michael MifsudPhone: 02 4573 3200 Fax: 02 4573 3299Email: Chisholm@parra.catholic.edu.auhttp://www.chisholmblighpark.catholic.edu.au

Introduction

About the Annual School ReportChisholm Catholic Primary School is registered by the New South Wales Education StandardsAuthority, NESA, as a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2018 and gives informationabout the 2019 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.

The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.

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Key Messages

PrincipalI am pleased to present to you the 2018 Annual School Report for Chisholm Catholic PrimarySchool, Bligh Park.

Chisholm Catholic Primary School is a safe, honest, respectful learning community. In keepingwith our school's motto, Faith, Family, Future, we share our faith, welcome all into our extendedfamily, and work together to ensure the best future for every student.

We follow in the footsteps of Caroline Chisholm whose pioneering spirit inspires us to embracethe changes necessary to improve constantly the educational outcomes of our students and tolook to the future with hope.

We set high expectations for our students and we encourage them to accept responsibility fortheir learning and behaviour. We aim to develop students who are confident, independentlyminded and well-placed to contribute to a just society, as well as having a deep understandingof, and commitment to, the Catholic faith.

ParentThe Chisholm Community Group worked closely with staff to ensure the best educational settingfor all children.

The aims of the Chisholm Community Group in 2018 were to:maximise parental involvement at Chisholm Catholic Primary Schoolfoster community spirit within the school parent bodyassist in school/parent communicationassist Chisholm Catholic Primary School in meeting resource targets

Membership is open to all parents and carers of children attending our school.

StudentAt Chisholm Catholic Primary School in 2018 we had many wonderful opportunities to makefriends and mix with different people. The teachers were very encouraging and acknowledgedour achievements. At Chisholm Catholic Primary School, we were safe, honest and respectfullearners. Our school motto was Faith, Family, Future. As a Catholic school, we looked for ways toshare our faith in Jesus. We tried to follow in the footsteps of Caroline Chisholm who shared herfaith with courage. There were high expectations at our school about how to treat others andhow to accept responsibility for our own learning and behaviour. We were also expected to takepride in our school environment and in the wearing of our uniform.

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Who we are

History of the schoolSt Matthew's Parish, Windsor, has two Catholic primary schools. Chisholm Catholic PrimarySchool was established in 1994 and is one of the two schools serving the church's mission.

Location/drawing areaThe school is located in Bligh Park and draws on students from Bligh Park, Windsor, WindsorDowns, Llandilo and Londonderry. It serves the parish of St Matthew's, Windsor.

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Workforce Composition

Category Numberof Staff

Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines

37

Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications

0

Number of teachers accreditated to teach Religious Education 36

Number of teachers currently undertaking accreditation to teach Religious Education 1

Number of non-teaching staff (includes teachers' aides) 10

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 95

Percentage of 2018 teaching staff who were retained from 2017 92

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesThe school’s major celebration in 2018 was Chisholm Day (Caroline Chisholm's birthday). Specialprayers and assemblies honoured and highlighted the lives of Mary, All Saints, All Souls, and StMary of the Cross MacKillop.

Liturgies were held for important events in the liturgical year such as Ash Wednesday, HolyWeek, Easter, Advent and Christmas. ANZAC Day and Remembrance Day were also celebrated asthey are important national days. Other special celebrations were Grandparents Day andCatholic Schools Week.

The parish priest and assistant priest visited the school regularly to celebrate mass and classReconciliation. The priests and parish Sacramental coordinator assisted children and theirfamilies in the parish-based Sacramental preparation. Regular prayer was an important part ofschool life including daily prayer in classrooms, staff prayer and community prayer at whole-school assemblies.

In 2013 the praying of the Angelus each day at midday was implemented and continued as anembedded practice in 2018.

Social JusticeSocial justice initiatives were an important feature of school life. The school community wasinvolved in the Caritas Project Compassion Lenten appeal; fundraising for Catholic Mission; food,toys and money collection, as well as the Giving Tree Christmas Appeal for St Vincent de Paul,and items to support the St Vincent de Paul Winter Appeal.

School home and parish partnershipsThe school supported the family-centred, parish-based Sacramental programs by linking these,where possible, with our Religious Education lessons.

The children were acknowledged at school assemblies and teachers were always present atSacramental celebrations (eg First Eucharist and Confirmation) and parish preparation days.Parish events were highlighted in school newsletters and families were encouraged to attend.

Parents were involved in many aspects of school life. These included the Chisholm CommunityGroup; fundraising; working in the canteen; assisting students with classroom learning; assistingat sports carnivals and on school excursions; hosting and facilitating Sacramental groups, andattending school liturgies.

Religious EducationThe school program was based on the Parramatta Diocesan curriculum document, Sharing OurStory. Each year, every Stage studies units of work relating to mission, the Easter season, Adventand Christmas. Where appropriate, units of work also focused on the Sacraments andcomplemented the parish-based Sacramental program. Other units generally followed thesethemes:

Early Stage 1 and Stage 1 - 'God's love', 'Families', and 'Jesus'Stage 2 - 'Jesus', 'Mary', and 'The Bible'Stage 3 - 'The Early Church', 'The Church in Australia', 'Leadership', and 'FaithCommunities'

Professional Learning of staff in Religious EducationDuring 2018 Chisholm Catholic Primary School staff placed a focus on Scripture. In particular, thestaff worked with the Religious Education coordinator in developing a whole-school approach tointegrating and presenting Scripture across all Religious Education units. This work had astrategic focus on understanding Scripture at three levels: literal, spiritual, and moral application.Staff members participated in Religious Education workshops and a staff development day with

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Staff members participated in Religious Education workshops and a staff development day withthis focus.

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Learning and Teaching

National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2018. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 94 94 65 73

Literacy 97 95 69 73

Reading 100 96 88 76

Writing 96 94 59 72

Spelling 97 94 53 70

Numeracy 100 96 71 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 92 94 61 64

Literacy 97 93 55 58

Reading 98 95 56 66

Writing 97 90 47 44

Spelling 97 94 64 64

Numeracy 98 96 55 58

From the results above it can be seen that, compared to children in schools across Australia,there was the same, or a greater, percentage of children at Chisholm Catholic Primary Schoolwho were performing at, or above, the national minimum standards in all areas of Literacy andNumeracy for Year 3. Chisholm Catholic Primary School, Bligh Park Page 8

There was the same, or a greater percentage of children at Chisholm Catholic Primary School,who were performing at, or above, the national minimum standards in grammar andpunctuation, Literacy, reading and writing for Year 5.

Year 3 students achieved at, or above, the national average for the percentage of students in thetop three bands in Literacy and writing. Year 5 students achieved at, or above, the nationalaverage for the percentage of students in the top three bands in Literacy, reading and writing.

Improving Literacy and Numeracy outcomes will continue as we focus on ensuring thesustainability of improved results in all areas.

School curriculumThe following programs were an important part of the curriculum at Chisholm Catholic PrimarySchool:

The school followed all requirements regarding curriculum according to the New South WalesEducation Standards Authority (NESA).

There was a Learning Support Team that worked with children who had been identified asrequiring additional support to meet syllabus outcomes.

The Reading Recovery program was an intense intervention program that targeted identifiedvulnerable students in reading in Year 1. In 2018 two trained specialists were involved infacilitating this program. R3 was also provided for vulnerable students in Stage 3 for reading.

Extending Mathematical Understanding (EMU) was a small group intervention program thattargeted identified vulnerable students in Mathematics in Year 1 and in a middle years group inStage 2. In 2018 we had three trained specialist teachers who were involved in facilitating thisprogram.

A counsellor from the Catholic Education Office (CEDP) was available two days a week to supportstudents and their families with personal, social and/or emotional needs.

Our Kindergarten Orientation program was offered to all families whose children were beginningtheir school life at Chisholm Catholic Primary School.

An information meeting was held for parents to make them aware of the ethos and culture ofthe school and the general expectations of the school. Children attended an orientation morningto give them the experience of a classroom and reassure them about 'big school'. An additionalTransition program was also provided for children identified as needing extra assistance insettling into the routines of school.

In Physical Education we had a specialist teacher, and many opportunities for children toparticipate in representative sport were available. These included swimming, athletics, soccer,netball and cricket.

In creative arts we had a specialist teacher, and other cultural opportunities were facilitated.

Initiatives to promote respect and responsibilityChisholm Catholic Primary School has had clear school expectations founded on the values ofbeing safe, honest and respectful learners. The school policy in setting these expectations wasbased on the six key principles of the Positive Behaviour Support program. In 2018, theKindergarten to Year 6 (K-6) Social Skills program continued as essential school practice, beingpart of the student management and pastoral care policy. This ensured consistency ofexpectations across the school.

In 2018, the student leadership structure continued to enable greater student involvement indetermining the areas of leadership they believed were necessary for Chisholm Catholic PrimarySchool. In 2018, Year 6 students worked in six teams, each with a leader. These groups were:Social Justice, Sport, Entertainment, Technology, Learning Services and the Environment. The sixstudent leaders who formed the Chisholm Catholic Primary School student leadership team metregularly with the principal.

Other leadership opportunities for students included a buddy system involving Year 5 studentsChisholm Catholic Primary School, Bligh Park Page 9

Other leadership opportunities for students included a buddy system involving Year 5 studentsassisting Kindergarten children in settling into school, and supporting them throughout their firstyear. These same buddies assisted the children as they moved to Year 1. This program supportedthe school's commitment to providing leadership opportunities for the Stage 3 students.

In 2018 school leaders represented the school at the Young Leaders Conference and the HydePark ANZAC service. They acted as ambassadors at special school events.

Professional LearningProfessional learning undertaken by staff in 2018 linked directly to the priority focus areas ofReligious Education and formation, literacy and numeracy. As a commitment to a whole-schoolapproach to learning, all staff attended professional learning in the following areas:

Religious Education and formationstaff and Stage meetings focusing on Scripture and the levels of understanding ofScripturestaff meetings focusing on Scripture and interpreting student datastaff development day focusing on staff formationliteracya staff development day focusing on collaboration in agile learning spacesstaff meetings focusing on reading comprehension, NAPLAN data analysis and ProgressiveAchievement Tests in Reading (PAT-R)professional learning days focusing on Early Years Assessment (EYA) data analysis, runningrecords, reading Kindergarten to Year 2 (K-2), reading Years 3 to 6 (3-6).Stage 3 Focus 160 reading - triads of teachers working collaborativelynumeracy - multiplicative thinking in Stage 3 with triads of teachers workingcollaborativelya staff development day focusing on analysing and interpreting school data, based onMathematical Assessment Interviews (MAI)staff meetings focusing on assessment for, of, and as, learning in Mathematicsprofessional learning days providing lead teacher training and early years EMUintervention training and collaboration

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School Improvement

Annual school prioritiesPriority 1 For all students to deepen their faith through prayer and by showing

an understanding of the messages of the scriptures in their daily lives

Reason for priority 1 Religious Literacy Assessment (RLA) data showed the gap had beenclosed between diocesan averages and the school average, but prayerremained the greatest area of need.

Teachers and students had been exposed to the core Catholic values,although teachers indicated that authentic implementation was still tobe achieved.

We wanted to consider a creative way to increase parent participationin the religious life of our school.

Steps taken to achievepriority 1

These included:use of Religious Literacy Assessment (RLA) datathe implementation of learning intentions and success criteriato extend studentsshowing an increased connection between success criteria andassessment 'for', 'of' and 'as' learningthe implementation of Catholic values in all Key Learning Areastracking and monitoring students (formative assessment)through selected methods at beginning, middle and end of year

Status of priority 1 Achieved

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Priority 2 For students to increase their ability to understand and apply morecomplex vocabulary when speaking and listening, reading and writing

Reason for priority 2 PAT-R and NAPLAN data showed that the number of students reachingbenchmarks and achieving expected growth had risen only slightly insome grades. It was clear that we had not provided enough richopportunities for the students to develop a higher level of vocabularyto comprehend texts. In NAPLAN, the majority in both our Year 3 (92%)and Year 5 (64%) students were only scoring a 2 out of 5 in vocabularyas they applied only basic vocabulary to the texts they composed.

Steps taken to achievepriority 2

These included:independent reader’s data wall, based on vocabulary indicatorsof understanding texts in the Literacy Learning Progressionsstudents' writing work samples collected twice a term andanalysed according to vocabulary indicators of creating texts inThe Literacy Learning Progressionsstudents' verbal work samples (recordings) collected twice aterm and analysed according to vocabulary indicators ofspeaking and listening in The Literacy Learning ProgressionsOctober - NAPLAN, PAT-R data

Status of priority 2 Achieved

Priority 3 For students to make mathematical connections across all strands tobecome fluent problem solvers of rich tasks

Reason for priority 3 NAPLAN data indicated students in the middle to lower bandsdemonstrated consistent growth but growth in the higher bands wasnot as positive. Action Plan reflections in 2017 indicated needs in theseareas. Staff feedback also influenced this focus.

Steps taken to achievepriority 3

We aimed to:increase the number of students in the higher bands in NAPLANand Progressive Achievement Tests in Mathematics (PAT-M)demonstrate a minimum of one year’s growth in the MAIuse rich tasks to encourage the application of understandingsand appropriate strategies across strandstrack and monitor processes to support the use of successcriteria as assessment 'for', 'of' and 'as' learninguse learning intentions and success criteria to establish goalsand reflect on student learning

Status of priority 3 Achieved

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Projected school prioritiesPriority 1 For students to develop a deeper understanding of Scripture through

the three senses

Reason for Priority 1 In keeping with the system priority in Religious Education, ChisholmCatholic Primary School will be implementing the new ReligiousEducation curriculum with a focus on quality learning and formation inReligious Education to continue our journey in Scripture, Catholicvalues and prayer.

Steps to be taken toachieve Priority 1

We plan to do this through:through the implementation of the draft Religious Educationcurriculumwork samplesstudent responses

Priority 2 To improve student writing through the use of sophisticatedvocabulary

Reason for Priority 2 We believe vocabulary is improving with the reading but not yetimpacting students' writing.

Of our Year 5 cohort, 49% were proficient in Year 3.

Steps to be taken toachieve Priority 2

These will include:ensuring consistent attention to vocabularydevelopment/instruction through reading, viewing, speakingand listeningusing the Australian Curriculum Assessment and ReportingAuthority (ACARA) Literacy Learning Progressions sub elements -creating textsan increase in the number of students in the higher bands ofproficiency in writingstudent writing samples which demonstrate greater quality invocabularyliteracy programs reflecting the gradual release of responsibility

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Priority 3 For students to make connections across all strands to solve openinquiry tasks

Reason for Priority 3 NAPLAN indicates students in the middle to lower bands demonstrateconsistent growth, but growth in the higher bands is not as positive.The previous year’s Action Plan reflections indicated needs in theseareas. Staff feedback was concerned with how we stop the plateau andasking questions such as:

Are we just roaming the known?How are we supporting the vulnerable students, even at the topend of the spectrum?

Steps to be taken toachieve Priority 3

We plan to:increase the number of students moving into the higher bandsin NAPLANincrease the number of students demonstrating a minimum ofone year’s growth or better in the MAIfocus on open inquiry tasks that encourage the application ofunderstandings and preferred/derived strategies across strandsuse preferred and derived strategies which promote higherorder thinking

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2018, the Catholic Education, Diocese of Parramatta, engaged the Tell them fromMe (TTFM) survey to provide feedback from parents, students and staff about our school.

The TTFM data collected and reported to our parents, students and staff, showed that ourparents identified that they:

felt welcome when visiting the schoolcould easily speak with the teachersfelt well informed about school eventscould easily speak with the school principalfelt written information from the school was in clear and plain language

Student satisfactionThe TTFM data collected and reported to our parents, students and staff showed:

Of students in the school 36% had scores that placed them in the desirable quadrant with highskills and high challenge.

Of the students (25%) were confident of their skills but did not find classes challenging, and 31%of students were not confident of their skills, and found English or Mathematics challenging. TheTTFM norm for this category is 17%.

Eight percent of students lacked confidence in their skills and did not feel they were challenged.

Teacher satisfactionThe TTFM data collected and reported to our parents, students and staff showed that teachersidentified that school leaders have:

helped them establish challenging and visible learning goals for studentshelped them create new learning opportunities for studentsprovided them with useful feedback about their teaching and helped them improve theirteachingprovided guidance for monitoring student progresstaken time to observe their teachingsupported them during stressful times

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Student Profile

Enrolment PolicyChisholm Catholic Primary School follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. The full text or a link to the full text of the school’s enrolmentpolicies, including all prerequisites for continuing enrolment can be obtained from the schooloffice or can be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures and Guidelines.

Current and previous years' student enrolmentYear Boys Girls Total

2016 286 259 545

2017 286 259 545

2018 236 252 488

Chisholm Catholic Primary School enrolment numbers have continued to remain around 490 for2018.

At February 2017 census the student population was 524 and at August census 514.

In 2018 the school consisted of 20 classes. It is projected that this level enrolment will bemaintained in 2019.

Chisholm is a transient community with many members of the RAAF being transferred and othermembers of the community moving interstate and to the country for a change of lifestyle.

Student attendance ratesThe table below shows the percentage of student attendance by Year level and school average.

Kindergarten 96

Year 1 92

Year 2 92

Year 3 95

Year 4 93

Year 5 92

Year 6 93

School Average 93

Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.

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Language background other than English (LBOTE) 73

Students with disablities (SWD) 29

Indigenous 24

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.

They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.

The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careThe Pastoral Care and Student Welfare policy was initially implemented in 2009 and reviewed in2016. It is based on six key principles of positive behaviour support:

common purpose and approach to disciplinea clear set of expectations and behavioursprocedures for teaching expected behavioursprocedures for encouraging expected behaviourscontinuum of procedures for discouraging inappropriate behavioursprocedures for ongoing monitoring and evaluation

The review of this policy in 2018 recommended no changes to its current form.

Strong links were maintained with the Kindergarten to Year 6 Social Skills program, focusing onbeing a safe, honest, respectful learning community. The focus of the Chisholm Catholic PrimarySchool behaviour code was: we are safe, honest, respectful learners.

This policy is underpinned by the principles of procedural fairness, natural justice and ofunbiased decision making. The policy expressly forbids corporal punishment. Parents are alwayscontacted if there is a serious incident at the school involving their child.

The full text of the Pastoral Care and Student Welfare policy that includes student welfare,discipline and anti-bullying policies can be accessed on the school's website or obtained throughthe school office.

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta (CEDP), ComplaintHandling policy and procedures. A copy of the school policy is available from the school office oris available on the CEDP website http://www.parra.catholic.edu.au/policy-central.

There were no changes to the policy during 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (63%)Capital (0%)State (21%)Fees (14.7%)Other (1.2%)

Capital (8.2%)Salary (73.4%)Non-Salary (18.4%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $3,990,333

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,331,593

Fees and Private Income 4 $933,013

Other Capital Income 5 $77,716

Total Income $6,332,655

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $521,475

Salaries and Related Expenses 7 $4,677,582

Non-Salary Expenses 8 $1,170,065

Total Expenditure $6,369,122

1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purpose grants.

2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and

special purpose grants.4. Fees relates to diocesan and school based fees, excursions and other private income from

parents.5. Other refers to Other Capital Income including drawdowns from the Diocesan School

Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to the total of all Salaries, allowances and related expenses such as

superannuation, workers compensation and leave.8. Non-Salary refers to all other Non-Salary Recurrent Expenses.

14.7%

21%

63%

■■■■■

8.2%18.4%

73.4%

■■■

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