ST MARY’S MEMORIAL SCHOOL Glenelg, South Australia

2016 SCHOOL ANNUAL PERFORMANCE REPORT TO THE COMMUNITY

ST MARY’S MEMORIAL SCHOOL __________________________________________________________________________________

St Mary’s Memorial is an Reception to Year 5 Catholic parish school in Glenelg. The school can be traced back to 1869 and was run for some thirty-four years by the Sisters of St Joseph. The Dominican’s took over the conduct of the school in 1903 and remained until the appointment of the first lay principal in 1982.

St Mary’s Memorial School’s philosophy draws on the rich tradition of both the Josephite and the Dominican Sisters with its deep respect for the uniqueness of the individual child, and its emphasis on justice and equity with all that this means for programs and pedagogical style.

The parent community plays a leading role in the development of the school and contributes much to its friendly, supportive atmosphere. Parents are discriminating and discerning partners in the educational process and will soon note the tone of a school.

The parent attitude towards a school will have a powerful influence on how well their children will progress and ultimately how well the school will succeed.

Many influences contribute to create the “climate” of a school and then fashion the image the school develops in the eyes of parents and the local community.

The Principal and the R.E. Co-ordinator are the key people in the creation of Christian Community in a Catholic School. While administration, supervision, organisation and teaching are important roles of the Principal and REC their most valuable contribution is creating a warm, supportive climate of Christian Community.

In the eyes of parents and students, the most important people in the educative process are the classroom teachers. Teachers then, are also important links in fostering a healthy climate. Together with a supportive climate, the children need sponsors or models. In other words, dedicated Christian teachers, religious and lay - who will struggle with, search alongside and affirm the faith of students, are vitally necessary if the young are to grow in faith.

As a learning community, we believe that the best environment for learning exists where a sense of belonging is valued, where excellence in effort and achievement is recognised and where students develop independent learning skills and take full advantage of educational opportunities.

At St Mary's Memorial we aim to do this by:

assisting the total development of the individual student, religious, social, emotional, intellectual, physical, aesthetic and spiritual;

promoting a deep sense of appreciation of and responsibility for the natural environment;

providing a curriculum which is inclusive, comprehensive and challenging;

promoting critical and creative thinking;

developing skills in responsible decision-making;

utilising strategies of teaching and learning which empower the learner;

providing a safe and stimulating physical environment conducive to maximising student learning;

encouraging the personal and professional growth of the staff and promoting sharing of ideas and talents;

cultivating the skills necessary for finding personal meaning and leading a productive life as a community member.

Staff are committed to:-

providing a stimulating and challenging curriculum which links faith and culture;

promoting our school as a place of learning and excellence;

achieving continuous improvement in student learning outcomes;

creating opportunities to apply new learning;

measurable educational goals for students identified as underachieving;

making creative use of available resources;

embracing the privilege and challenge of teaching in a Catholic school.

Curriculum planning is continuous and evolves from National Initiatives, System Initiatives and priorities within St Mary's Memorial School.

The school challenges each student to create -

Individual performance targets for literacy and numeracy;

A personal relationship with Jesus;

A love of learning and of life;

Respectful relationships that will enhance community life;

A world that embraces justice and equity;

A respect for the environment;

Confidence embracing their life at and beyond St. Mary’s Memorial School.

PRINCIPAL’S REPORT __________________________________________________________________________________

The world has much to offer the young people whose education has enabled them to develop confidence in their abilities.

St Mary’s Memorial is a school dedicated to understanding and meeting the differing needs of our students in each phase of their development from Early Years through to the Primary Years. Because we are a small school, every student knows that they are an important part of our school community.

We are able to work with students, and with you, so that they can develop their full potential with a positive attitude to themselves and to the joys and challenges life will hold for them. From the child’s first day at school your son and daughter are in an environment where they are valued for what they can offer as a person. They learn and know that achievement and leadership by young people are natural and to be expected.

St Mary’s Memorial School is many things to many students, a place of enormous possibilities for each and every child no matter their passion. It is a place where students find inspirational role models, and are encouraged to show their genuine selves within a school community filled with kindness, friendship, and respect.

A rich education is more than high grades! It is filled with opportunities for students to learn to stand on their own, to be resilient, adventurous and curious about the world around them. A St Mary’s Memorial student is a courageous young person with big ideas and big dreams.

The St Mary’s Memorial School community is generous, compassionate and keenly aware of the world around them. It is a safe place for students to take risks, to step out of their comfort zones and test their inner strengths. It is also a place where teachers will find the best learning style to suit each student and their own developmental needs.

This year, at St Mary’s Memorial School, we have embarked on a significant and long term endeavour to implement a whole school approach to wellbeing. For the purpose of making a meaningful impact on the wellbeing of our students, wellbeing is based on the science of Positive Education.

The movement of Positive Psychology has been growing in response to the need of shifting our thinking from how people survive to how they can truly flourish in life. Positive Education has been growing in its development and application in schools, which provide the key environments to educate the whole child. Specifically, Positive Education seeks to combine principles of Positive Psychology with best-practice teaching to promote optimal development and flourishing (positive mental health) in the school setting. We believe that teaching wellbeing to students so they can flourish in life has a direct impact on academic success and needs to be the focus of every teacher whose role is instrumental in helping each student grow and develop.

The challenges and issues faced by our students as they grow up in the 21st century are vastly different from those that we encountered when we were at school. Growing up isn't always easy and childhood and adolescence are made complex by the many influences that abound in an increasingly complex social and digital world.

At St Mary’s Memorial School we are constantly striving to ensure that we remain aware of and alert to the pressures and social norms that our students face at all stages of their development. We share with our parents the responsibility to adapt to and respond to the many challenges our students face and to give them the strategies and knowledge to make the best decision for safe, healthy and fulfilling lives.

Our Religious Education program and the supporting programs (Made In The Image Of God; and On Holy Ground) are designed to provide opportunities for our staff and our students to engage in deep and worthwhile conversations about our values, our hopes and our future; helping them to face the challenges of growing up successfully by making good choices that are well informed.

A variety of teaching strategies caters for different learning styles and open-ended learning experiences ensure that all students are able to benefit from the curriculum according to their interests and talents. Identifying the attributes of successful learners has emerged as a key issue in educational research during the past decade. Supporting students to better understand themselves as learners; to develop a growth mindset where students believe that their most basic abilities can be developed through dedication and hard work—

that brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.

At St Mary’s Memorial, we believe strongly that by offering students a comprehensive, sequential and open-ended curriculum, they will be able to become autonomous learners who are confident, creative problems solvers and decision makers. Students work collaboratively and cooperatively and are encouraged to strive for the personal best in their study and in many other learning activities available to them. Fostering growth of self-expression and the development of artistic, creative and critical sensibilities, students participate in a broad educational offering (The Arts – Music, Dance, Drama, Visual Arts; Science; Japanese; Physical Education; and Research Based Learning) providing them with the opportunity to achieve their own excellence.

Finally, I take this opportunity to thank our students for doing their ‘best’ in all they do, our staff for their remarkable commitment to their vocation and to you, our parents, for your strong support in assisting us to shape the learning pathways for the students in our care. May we continue to grow and flourish as we nurture each other through the example of Jesus.

To those of our students and families who are leaving us at the end of the school year, we wish you well! Enjoy your new schools, and carry with you the love, friendships and wonderful memories you have of St Mary’s Memorial School. Nat Izzo Principal

SCHOOL COMMUNITY REPORT __________________________________________________________________________________

PARISH REPORT I reported last year at this meeting that St. Mary Mackillop and Fr. Julian Tenison Woods ‘invented’ a form of Catholic Education in South Australia over 150 years ago. Three years later on 7 June 1869 Mary opened a school on the corner of Mosley Street and Bath Street the day after our first church/school in Glenelg Parish was blessed and opened.

This enterprise was about good learning and good formation in the faith that would help people out of poverty. It was about a Parish School and a Parish Church leaning on one another supporting one another and, in turn, supporting their families as a Community of Faith. It is in that history and spirit that we thank Nat and the staff of St. Mary’s Memorial and express our gratitude to the Parent groups, the School Board and the Parents and Friends. .

Pope Francis, in a letter to us, “the Joy of the Gospel” spoke of the renewal of parishes part of which is our

ministry of the Catholic School, one of the best ministries we have:

The parish is not an outdated institution; precisely because it possesses great flexibility, it can assume

quite different contours depending on the openness and missionary creativity of the pastor and the

community. While certainly not the only institution which evangelizes, if the parish proves capable of self-

renewal and constant adaptivity, it continues to be “the Church living in the midst of the homes of her

sons and daughters”.

This presumes that it really is in contact with the homes and the lives of its people, and does not become a

useless structure out of touch with people or a self-absorbed group made up of a chosen few.

The parish is the presence of the Church in a given territory, an environment for hearing God’s word, for

growth in the Christian life, for dialogue, proclamation, charitable outreach, worship and celebration. In all

its activities the parish encourages and trains its members to be evangelizers.

Pope Francis admits, though, that the call to review and renew our parishes has a way to go bring parishes

nearer to people, to make them environments of living communion and participation. I invite this closer

communion and participation among us.

Pope Francis calls us to this further renewal of our parishes, schools and communities. Our Archbishop, Philip

Wilson, has initiated such a renewal of Parish Life. Part of this renewal of our parish for us here in Glenelg is to

launch a process called Alpha.

Parishioner Phil Murdoch is focusing the leadership of this. We will hear more about this as time goes by. I feel it is a process that might prove really helpful to our school families. Alpha takes people on a journey often leading to a personal encounter with Jesus Christ. It enables people to ask their questions, share ideas, build friendships and experience the love of God through the power of the Holy Spirit. We go forward in hope…

Rev. Dr. Father Anthony Kain Glenelg Parish Priest

SCHOOL BOARD CHAIRPERSON I am sure staff, students and parents would all agree that 2016 has been another successful year of growth physically, academically, emotionally and spiritually in our children. Throughout this year we have continued to see the St Mary’s Memorial school community and reputation continue to grow and flourish.

We started this year with a number of newly elected members who joined the SMM Board and have contributed greatly already having brought a new depth of inquiry, insight and perspectives toward discussions about a range of school related issues.

The SMM School Board each year has the opportunity to work closely with Nat in the management of school finances, curriculum and future planning. This is a wonderful opportunity for parents to be able to ask questions, encourage discussion and share ideas around school related issues that affect our children in the classroom each day.

This year the School Board has continued to focus strengthening financial position of the school through the reduction of debt from previous building developments that our children appreciate every day. This has continued to be a priority to ensure the school can hold a strong position when it comes time to negotiate for the acquisition of additional land to accommodate the needs of our growing school.

With the introduction of Year 6 at St Mary’s Memorial school in 2019, the Board are aware of the need for creating additional learning areas and play spaces to accommodate the addition of Year 6 students. Discussions are ongoing regarding the purchase of land on the western side of Robert Rice playground, however because all land is owned by the Catholic Church, there are requirements to be met before the Catholic Endowment Society and Catholic Church Office will agree to let SMM purchase and develop this land. This will continue to be a focus for the School Board in 2017. With this in mind, the School Board do keep student learning outcomes while being aware of school families as the priorities when managing school finances.

In Board meetings throughout the year, Nat has shared about the implementation of positive psychology practice in the school and the influence this is having on student learning outcomes. You may have also have experienced the meta-language attached to this professional learning infiltrating your home when you hear your children talking about the importance of having a growth mindset and reflection through mindfulness.

Throughout 2017 the board will continue to ensure enrolment numbers are strong and sustainable, reduction of school borrowings, continued excellence in teaching, learning and administration, while continuing to focus on the maintenance, refurbishment and expansion of the school to accommodate the needs of staff and students. We would like to continue to develop a close relationship with the Glenelg Parish and the wider community in 2017.

The Board would like to acknowledge and thank Principal Nat Izzo, his administration and teaching staff for their dedication to developing academically strong, emotionally secure individuals who acknowledge the value of serving others through their example from Christ.

The Board would also like to acknowledge the efforts of all SMM parents and friends who contribute significantly to the school community through the Parents and Friends Committee, parent helpers, canteen and sports coaches and those who contribute to fundraising and community building activities all year.

If you are interested in joining the School Board or other committees in the life of the school, please don’t hesitate to speak to Nat or myself about the contribution you can make.

We appreciate all that staff, parents, grandparents and friends contribute towards making St Mary’s Memorial such a wonderful school. Magan Schaefer Chairperson

PARENTS & FRIENDS COMMITTEE If your only knowledge of Parents and Friends Committee’s comes from the movies then you need to experience the St Mary’s Memorial P&F. We couldn’t be further from those Bad Mums (with the exception of copious amounts of wine and gossip).

The Parents and Friends Committee had new Officers this year, not altogether volunteers but willing none the less. Nicole Watkins was multi-tasking as she covered Chair, Secretary and Treasurer as needed. Jodie Aristidou tried to escape but only made it as far as becoming Secretary and Cate Spurling took on the complicated task of Treasurer.

To build a school community it takes more than just the excellent teachers and staff and wonderful attitude of the students. The community starts at home and is built from the smallest contribution of each family to the amazing generosity of time and effort we receive all the time.

We had a long hard look at our annual plan this year and realised that the focus had moved primarily to fundraising. So this year we made a change as we decided to put fun first. That’s not to say we haven’t done fundraising because we still have a responsibility to the school and students, but the number of specifically fundraising events was reduced and moved towards non-profit activities.

Our calendar of social and fundraising events grows each year.

The School Disco was another huge success. Although historically held at the end of year, it was felt the children had to wait too long for this special social event so it is now a mid-year activity. The children embraced the theme of Christmas in July. A huge thank you to the Disco Coordinator for the third year Sam Limmer.

Our Mothers and Father’s Day stalls were magnificent this year. What you may not realise is that nearly everything sold, particularly for the Mother’s Day stall, was hand made by some of our wonderful parents. I absolutely love my gift and appreciate the efforts made to create it. Thank you to Cate Spurling and Amy Fear and all the other parents who contributed their talents.

I have to say I have been absolutely blown away by the beautiful baked products provided by parents on two occasions this year. I was a little ashamed of my efforts. Grandparents Day was probably the biggest yet. Even though the inclement weather forced us to move locations, everyone seemed to enjoy the venue. I have never seen so much cake in one place and in the end there was little left. We had excellent feedback from our visitors. For me, one of the nicest things to witness was the help of so many parents who aren’t on the committee.

There were a couple of occasions for many of us to explore our sociable sides. We had Quiz Night which this year was held at the Glenelg Surf Club. I think everyone would agree the venue was brilliant, even if the questions were biased towards certain types of music that most of us had never heard of. That’s my excuse! Thank you Jodie Aristidou and Natasha Guerra for coordinating this event.

Ladies Night was another regular event, slightly revised. Instead of a sit down dinner this year we decided to not worry about seating plans and do a cocktail party format instead. The feedback we received was that this slightly less formal structure and the venue were good, but putting 80 St Mary’s Memorial Mums in a small space is VERY LOUD. Thanks Ali Sutton and Natasha Guerra for pulling this event together.

For many years the Parent and Friends Committee have discussed the idea of doing a school fete... We managed to put our toes into the water this year by supporting the Year 4/5s with the St Mary’s Christmas Market of Hope. I think on this occasion the school spirit really shone through. The children were so excited and happy. Once again bakers of St Mary’s Memorial did us proud and in fact we sold out of cakes. Thank you so much everyone for your contributions. I would like to thank Cate Spurling and Amy Fear again for their hard work and Nicole Watkins for making it happen on the day.

On top of these big events we have also done a lot of annual activities: Christmas Pageant. Coordinated once again by Lynda Carter, Hot Dog Days, Welcoming Parents Morning Tea, AGM catering, New Parents Function at Glenelg Surf Club, Community Lottery and many more.

Thank you to all the parents and guardians who have contributed and participated in these events whose success is wholly reliant on your support.

We are a very lucky school to have Administration staff who take an active interest in all of our children. Deb and Jenni have always provided support to the Parent and Friends Committee and without them we would really struggle. I would also like to express my appreciation for the ever present Mr Nat Izzo. It is not an easy

job having to endure long meetings which constantly move too far off the topic; and it’s hard to get back. He rarely complains and always keeps us on the straight and narrow.

I would finally like to give a huge thank you to the Parents and Friends Committee Members who turn up for the meetings, take on all of these activities and tirelessly support each other. You all offer wonderful skills to the school community, laugh in the face of adversity and respect and appreciate each other’s thoughts and opinions. This is exactly what a P&F should be. I encourage parents who have been considering joining to do it. I think you will be amazed at what can be done and you will definitely enjoy the ride!

Samantha Tantum Chairperson

STAFF INFORMATION __________________________________________________________________________________

STAFFING

Staff Composition

TEACHING STAFF

SUPPORT STAFF

Female FTE (Full Time Equivalent)

5.0 3

Female PT (Part-Time)

5.8 8

Male FTE

4.0 0

Male PT

0 1

TOTAL

14.8 12

Teacher Qualifications

Staff Retention

In 2016, two new staff members were appointed. Mr Ben Regester and Ms Lily McFarlane were appointed as full time Class Teachers. Mr Simon Mechis who was seconded by the Catholic Education South Australia (CESA) to fill an acting Deputy Principal role in another school for the full school year. Mrs Anne Fistr (full-time class teacher) retired from the teaching profession at the end of the 2015 school year. Mrs Noreen Creek (part-time class teacher) retired at end of Term 2, 2016.

Advanced Diploma / Diploma — Education — Management & Commerce

9

Bachelor Degree — Education 17

Bachelor Degree — Science/Culture/ Arts & Hum 3

Certificate III/IV — Information Technology 1

Graduate Diploma — Education 1

Graduate Diploma — Society/Culture/Arts & Humanities 1

Graduate Diploma — Theology / Catholic Studies & Catholic Leadership

5

Graduate Certificate 4

Master Degree — Education — Special Education

4

Master Degree — Theology/Catholic Studies & Catholic Leadership

1

Professional Learning

St Mary’s Memorial School highly values staff participation in professional learning activities. Teaching is a dynamic profession and, as new knowledge about teaching and learning emerges; new types of expertise are required by educators. We acknowledge that teachers need to keep abreast of this knowledge base and use it to continually refine their conceptual and pedagogical skills. The field of inquiry that has had most significance for teachers and teaching is that of how students learn. The growing evidence base about student learning forms a compelling case for engaging teachers in highly effective professional learning and has profound implications for what is taught, how it is taught, and how learning is assessed.

Therefore, professional learning activities are designed to further develop the skills and understandings of staff; to improve student learning outcomes for all students.

Professional learning can take many forms including whole school staff days, subject specific in services, meetings and conferences and a range of professional learning programs provided by the Catholic Education South Australia. The School takes responsibility for planning, implementing, evaluating and tracking of its staff professional learning and individual staff members take responsibility for their ongoing professional development. All teachers have been involved in professional learning opportunities during the year related to improving student outcomes.

The School held the equivalent of five staff developments days this year with areas of focus as follows: Term 1 - Positive Education (Introduction); Inquiry Based Learning (Kate Murdoch) Term 2 - Positive Education (Follow Up) Term 3 - Understanding Dyslexia and Significant Difficulties in Reading Training; Positive Education (Dream and Prayer) Term 4 - Understanding Dyslexia and Significant Difficulties in Reading Training: Positive Education (Mindfulness and Prayer)

STUDENT INFORMATION __________________________________________________________________________________

Enrolments by Year Levels

YEAR LEVEL

BOYS GIRLS TOTAL

Reception

28

22

50

Year 1

30

16

46

Year 2

26

24

50

Year 3

23

28

51

Year 4

15

18

33

Year 5

19

22

41

TOTAL

141

130

271

Student Attendance

Student attendance is consistently high. Long-standing periods of non-attendance transpire from time to time where students travel overseas. Additionally, any non-attendance across the school occurs during Terms 2 and 3, is predominately due to annual winter illnesses.

YEAR LEVELS

TERM 1 TERM 2 TERM 3 TERM 4

Reception

94.88 93.23 92.94 94.80

Year 1

96.13 92.74 93.03 92.67

Year 2

95.74 94.85 94.12 93.88

Year 3

95.61 93.53 93.78 95.26

Year 4

96.73 93.46 90.60 92.66

Year 5

96.10 93.82 93.11 93.12

Average

95.86 93.61 92.93 93.73

Management of Student Non-Attendance

The school requests all parents to advise if students will be absent for any reason. This can be done in person, via phone, email or by leaving a message on the school answering machine. If the school has not been advised of a student absent by 9:30 am the parents are contacted by Administrative Staff to ascertain the

reason for the absence.

Parents are expected to provide a brief note with an explanation regarding their child’s absence to the class teacher when returning to school.

For longer term absences, the school request that parents advise, in writing, details of the extended absence, including dates and the duration. Unsatisfactory reasons for absences are referred directly to the Principal who will follow up with families accordingly.

Post School Destinations Sacred Heart College Middle School, Mitchell Park Marymount College, Hove Mercedes College, Springfield Westminster College, Marion Immanuel College, Novar Gardens Glenelg Primary School, Glenelg St John the Baptist, Plympton

Special Education The St Mary’s Memorial School staff confidently acknowledges their responsibility to make the appropriate adjustments for all students; including the high achieving students. Regarding high achieving students, teachers set the teaching and learning experiences at a level, pace, degree of abstraction and complexity beyond learning expectations for their age peers. Teachers cater for high achieving students’ specific learning needs through a differentiated curriculum, enrichment and learning area acceleration.

Teacher s are also aware that some students will experience learning difficulties for a range of reasons; for example, a disability, transience or missed schooling due to illness. Teachers identify and respond to all learning needs regardless of cause, through on-going intervention, monitoring and assessment of student progress. Teachers support students use using differentiated teaching practices; where necessary, focused and intensive teaching; and assistive technology.

Differentiated instruction refers to teaching that is adapted to take into account the range of individual differences and needs of students in any one classroom. It comprises of planned modifications to the learning area, teaching structures, and teaching practices in combination to ensure that the instruction is relevant, flexible and responsive; leading to successful achievement, and the development of students as self-regulated learners alongside their peers.

Sometimes this approach is referred to as multi-level instruction. Differentiation involves adaptations to one or more of the three components, that is, content, process and product. The intention of providing differentiation in teaching practices is to have all students engaged and participating in constructive and positive work – learning tasks that are challenging, meaningful and engaging.

Depending on the students’ learning needs, teaching practices can include individualized instruction, problem-solving assignments, and small group work. When students need special accommodations in order to take a rest, special education support staff ensure that the appropriate ones are provided, such as having the questions read orally or providing extra time to complete an assessment.

Teachers develop Individual Education Plans (IEP) for specific students – students identified and funded according to the CESA Special Education Targeted criteria. The IEP sets personalised goals for each student and is tailored to the student’s individual needs and ability. Teachers work closely with parents to inform them of their child’s progress and suggest techniques to promote and consolidate learning at home. They are involved in the students’ behavioural, social, and academic development, helping the students develop emotionally, feel comfortable in social situations, and be aware of socially acceptable behaviour. Teachers communicate and work together with parents, social workers, school psychologists, speech pathologists, occupational and physical therapists.

NAPLAN INFORMATION __________________________________________________________________________________

SUMMARY OF NAPLAN RESULTS 2016

YEAR 3 - Results for Year 3 are reported across the range of Band 1 to Band 6; with Band 2 representing the National Minimum standard for this Year level.

National Average -

Reading – Between Band 4 and 5

Persuasive Writing – Band 4

Language Conventions: Spelling – Band 4 Grammar & Punctuation – Band 4/5

Numeracy – Middle of Band 4

School Average -

Reading – Band 5

Persuasive Writing – Middle of Band 5

Language Conventions: Spelling – Mid Band 5 Grammar & Punctuation – Low Band 5

Numeracy – High Band 4

St Mary’s Memorial School Year 3 Student Results –

Reading Band 1 - 0 Band 2 - 0 Band 3 - 0 Band 4 - 5 Band 5 - 4 Band 6 - 41 (Absent - 1)

Writing Band 1 - 0 Band 2 - 0 Band 3 - 3 Band 4 - 9 Band 5 - 27 Band 6 - 11 (Absent - 1))

Spelling Band 1 - 0 Band 2 - 1 Band 3 - 3 Band 4 - 10 Band 5 - 19 Band 6 - 17 (Absent - 1)

Grammar & Punctuation Band 1 - 0 Band 2 - 0 Band 3 - 0 Band 4 - 2 Band 5 - 7 Band 6 - 41 (Absent - 1)

Numeracy Band 1 - 0 Band 2 - 1 Band 3 - 9 Band 4 - 14 Band 5 - 19 Band 6 - 7 (Absent - 1)

One Year 3 student did not achieve the National Minimum benchmark in writing. St Mary’s Memorial Year 3 school mean scores – proficiency band and percentage of students who achieved at or above the National Minimum Standard.

Component

Mean Score Mean Scores as Proficiency Band

% of Students who achieved the National Minimum

Standard

2014 2015 2016 2014 2015 2016 2014 2015 2016

Reading 438.7 491.7 532.3 5 6 6 100 100 100

Writing 437.2 457.9 447 5 5 5 98 100 100

Spelling 451.9 464 450.7 5 5 5 100 100 100

Grammar & Punctuation

440.6 460.5 592 5 5 6 100 100 100

Numeracy 409.2 432 423.2 4 5 4 98 100 100

YEAR 5 - Results for Year 5 are reported across the range of Band 3 to Band 8; with Band 4 representing the National Minimum standard for this Year level.

National Average -

Reading – Middle of Band 6

Persuasive Writing – High Band 5 (almost 6)

Language Conventions: Spelling – Mid Band 6

Grammar & Punctuation – Mid Band 6

Numeracy – Low Band 6

School Average -

Reading – High Band 6

Persuasive Writing – High Band 6

Language Conventions: Spelling – High Band 6

Grammar & Punctuation – Low Band 7

Numeracy – Middle of Band 6

St Mary’s Memorial School Year 5 Student Results –

Reading Band 3 - 1 Band 4 - 6 Band 5 - 3 Band 6 - 14 Band 7 - 14 Band 8 - 3

Writing Band 3 - 1 Band 4 - 1 Band 5 - 14 Band 6 - 15 Band 7 - 5 Band 8 - 5

Spelling Band 3 - 0 Band 4 - 4 Band 5 - 7 Band 6 - 15 Band 7 - 11 Band 8 - 4

Grammar & Punctuation Band 3 - 0 Band 4 - 3 Band 5 - 8 Band 6 - 13 Band 7 - 10 Band 8 - 7

Numeracy Band 3 - 0 Band 4 - 4 Band 5 - 6 Band 6 - 20 Band 7 - 6 Band 8 - 5

One Year 5 student did not achieve the National Minimum benchmark in writing.

St Mary’s Memorial Year 5 school mean scores – proficiency band and percentage of students who achieved at or above the National Minimum Standard.

Component

Mean Score Mean Scores as Proficiency Band

% of Students who achieved the National Minimum

Standard

2014 2015 2016 2014 2015 2016 2014 2015 2016

Reading 521 530.9 510.1 6 7 6 100 100 98

Writing 515.2 497.6 502.2 6 6 6 100 97 98

Spelling 523.7 525.7 510.3 6 6 6 100 100 100

Grammar & Punctuation

531.7 553.2 517.5 7 7 6 100 100 100

Numeracy 498.2 526 505.2 6 6 6 97 100 100

The Estimated Standardised Student Progress between 2014 and 2016 regarding Literacy and Numeracy

Progress

Literacy Numeracy

School All Students School All Students

Low 14% 25% 17% 25%

Medium 63% 50% 49% 50%

Upper 23% 25% 34% 25%

The table above provides information regarding student progress between test - low; medium/average; upper/high – when compared with students of similar ability.

STUDENT, PARENT AND STAFF SATISFACTION __________________________________________________________________________________ The opinions and ideas of parents, students and teachers are valued and sought. Their suggestions are incorporated into planning for and achieving improved outcomes for students. This year, a variety of processes have been used to gain information about the level of satisfaction with St Mary’s Memorial School from students, parents, and staff.

Parent Satisfaction At the end of 2016, parents were invited to complete a survey about St Mary’s Memorial School. The following areas were noted as valued by the parent community -

The great support from teachers and other parents in developing the values that are essential to Catholic Life.

The way in which the school community practices what it preaches and encourages the children to implement what they learn throughout their everyday life and in their relationships with each other and their teachers. The excellent preparation that is provided via the sacramental program which enables children to have a deeper understanding of the sacrament.

The quality and content of the teaching and learning experiences.

The well-resourced, supportive and engaging learning environment.

Children’s learning is supported and encouraged which leads to increased levels of confidence and competence for all children.

Highly qualified, committed, caring, dedicated and experienced teachers.

Nurturing environment.

Diverse educational and extra-curricular opportunities are provided.

High parent involvement in classrooms.

An inclusive community and a sense of belonging permeates the school.

An authentic family atmosphere exists.

Student Satisfaction Students from Reception to Year 5 partook in a survey to assess their level of satisfaction with Catholic Mission, Learning and Teaching, Pastoral Care opportunities as well as resources. The responses from the children were extremely encouraging. The children value that the school is a Catholic Community. They believe that by attending the School, they are privileged to learn about God and their faith and are supported on their faith journey by many different people and groups.

We found that the students enjoyed all aspects of their learning in all learning areas (especially the specialist teaching areas), as teachers provide a range of strategies to enhance learning with many different and interesting learning experiences. In particular, the students enjoyed the fact that they were challenged, engaged and were faced with diverse, exciting, well prepared and presented lessons daily. They commented on the ways they were asked to approach learning tasks as individuals and cooperatively. They also appreciate how everybody is enthusiastic, diligent and valued.

Teacher Satisfaction Teachers highlighted satisfaction with the way in which we, as a Catholic school community, have -

embedded the various concepts of Positive Education, such as Character Strengths and Growth Mindsets throughout the curriculum;

the level of support for special education funded students;

the level of support provided for the preparation of First and Second Semester Written Reports;

the high level of whole staff professional learning;

the manner in which issues are followed up.

Teachers were also asked what mattered most for their satisfaction. They listed eight major factors - professional recognition, opportunities for professional growth, interpersonal relationships/social activities with colleagues, salaries, benefits, working conditions, regular performance assessments, and the quality of leadership and supervision.

SCHOOL FINANCES __________________________________________________________________________________

St Mary’s Memorial School recorded a surplus (on a cash basis) of $276,534 for the year. The surplus is an improvement on the previous year surplus of $134,013, primarily due to additional income from an increase in student numbers and conservative spending during the year.

Total loans decreased from $405,213 at the beginning of the year to $167,833 at the end of the year. The Board is aiming to ensure the school is in a position to expand the school grounds and redevelop classrooms and resources to cater for year 6 students in the near future and therefore has moved to pay off current loans as quickly as possible. As well as maintaining loan payments above the minimum level, surplus cash was used to pay out the smaller loan balance of $69,792 during the year. This followed the additional $50,000 loan payment in December 2015 and has resulted in savings in interest and a strong balance sheet position.

The school’s cash position improved significantly compared to the closing cash position of the previous year increasing from $487,724 at the beginning of the year to $766,222 at the end of the year.

Total capital expenditure for the year was minimal ($39,698). This included IT equipment and new sound field systems for classrooms. Significant capital expenditure was deferred in 2016 pending decisions regarding the transfer of Year 6 students to primary schools and the possibility of expanding the grounds in the near future.

Financial Statements Detail

(NB: All financial details below are presented on a cash basis and are based on unaudited figures)

Summary Per Student

The table below details the income and expenditure per student for the last two years:

Income & Expenditure Per Student 2016 2015 % Inc

$000 $000

Income 12.0 11.7 3.1% Expenditure 10.9 12.0 -9.1%

Ave Student Nos 273 258 5.8% The increase in income is largely attributable to increased student numbers which resulted in increased commonwealth government funding. The decrease in expenditure is primarily due to lower capital expenditure and lower interest expenses in 2016 as well as a decrease in tuition expenses as the school was not paying salaries for seconded staff.

Income

2016 2015 % Inc

$000 $000

Commonwealth Grants 1,747.2 1,592.4 9.7% Parental Contributions 900.8 910.2 -1.0% State Govt Grants 369.7 349.7 5.7% Other incl CEO and trading accts 255.0 325.3 -21.6% Interest 9.2 4.9 87.8%

3,281.9 3,182.5 3.1%

Commonwealth and State Government Grants

The government funding allocations once again represent a combination of government indexed changes and the increase in the average number of students that attended the school in comparison to the 2015 year. State government special education funding increased in 2016 due to additional needs of students.

Parental Contributions

The decrease in parental contributions is primarily due to camp fees being collected in 2015 but not in 2016, as the year 4/5 camp is held every second year. This was offset by a small increase in other fee income, due to the increased number of students attending the School. As in prior years, the annual fee increase was kept to the minimum level possible.

Other (including CEO and Trading Accounts)

Other income, including CEO decreased significantly in 2016 due to the cessation of reimbursements of salaries for teachers seconded to other schools. This reduction income is offset by savings in teacher salaries and has no bottom line impact.

Net Trading Accounts (Included in Other)

Trading accounts cover the canteen and OSHC.

The School’s objective is to run all trading activities on a breakeven basis. Overall OSHC recorded a small profit. Vacation care also managed to breakeven, which is a testament to the careful planning of activities and the popularity of the service. All profits from OSHC are reinvested into resources for the OSHC service.

Interest

Interest income was substantially higher than in the prior year, due to the higher cash balances maintained throughout the year. The graph below shows the relative percentages of how the school income is generated.

Approximately 65% of revenue was received by way of commonwealth and state government funding. School fees comprise 27% of total revenue, with the balance being provided through the Catholic Education Office funding and reimbursements and small contribution from interest.

Expenditure

2016 2015 % Inc

$000 $000

Tuition Costs 2,184.7 2,262.7 -3.4%

Loan Repayments 239.1 213.9 11.8% Admin Costs 502.5 487.9 3.0% Capital Expenditure 39.7 95.8 -58.6% Interest Paid 14.5 38.0 -61.8%

2,980.5 3,098.3 -3.8%

Commonwealth Grants 53.2%

Parental Contributions

27.4%

State Govt Grants11.3%

Other incl CEO7.8%

Interest 0.3%

Income Sources

Tuition Costs

A total of $2,184.7 million was spent on tuition expenditure in 2016, an decrease of 3.8% from the previous year. The largest component of this cost is wages and salaries, which decreased as the school was no longer paying salaries for seconded staff.

Administration Costs

A total of $502,453 was spent on administration expenditure in 2016, an increase of 3% over 2015. This increase primarily relates to wages and increased costs of CEO levies and police checks.

Interest Paid

Interest paid decreased to $14,513 for the year down from $37,970 in the previous year. The decrease in interest costs is consistent with the reduction in the level of debt which the school now holds.

Loan Repayments

Debt reduction was again a key objective of the Board in 2016. Loan balances were reduced by over $237,000 in 2016.

The School has only one loan remaining with an outstanding balance of $167,883 as at the 31 December 2016.

Capital Expenditure

Capital expenditure was limited during the year, as the Board focussed on repayment of loans and deferred capital spending while waiting for the decisions regarding moving Year 6 students to primary school. Renovations to ready the School for Year 6 students will commence in 2017. The graph below shows how the School applied funds in 2016.

2017 Annual Budget

The Board’s financial goals continue to be:

the reduction of debt (through additional loan repayments) to ensure we are well placed to secure finance to enable the purchase of additional land if the opportunity arises;

to ensure we are in a position to develop the school, meet changing requirements (eg year 6 students) and provide modern facilities and resources for students and staff; and

to ensure we are in a financial position to maintain staffing levels above the benchmark to ensure the best possible support and learning environment for our students.

With this in mind, the 2017 full year budget has been conservatively set at a profit (cash basis) of $32,000.

Tuition Costs73.3%

Loan Repayments

8.0%

Admin Costs16.9%

Capital Expenditure

1.3%Interest Paid

0.5%

Expenditure

SCHOOL IMPROVEMENT __________________________________________________________________________________

The three identified areas for improvement in 2016 were –

Positive Education / Wellbeing

Inquiry Based Learning

Dyslexia Training

At the beginning of the school year, all staff participated in an introduction to Positive Psychology Professional learning facilitated by Carla and Andrew Ford (Mindful Edge) – focusing on the science that underpins Positive Psychology/Education; were introduced to the foremost pro-activists who are driving Positive Psychology – Martin Seligman, Barbara Fredrickson and Carol Dweck (Growth Mindset). There was a follow up day at the beginning of the second semester (Term 3) – exploring more Growth Mindset and mindfulness information.

We are developing a meta-language around the different components of Positive Education – PERMA, Character Strengths, Growth Mindsets and mindfulness. We have identified four stages in development of a whole school Positive Education culture – learn it; live it; teach it; embed it. Currently, we are aware that as a staff we need to spend some time learning and living it before moving ahead. We have found many correlates with our formal and informal Religious Education program; making the task of working towards a positive education school culture achievable.

The staff also participated in two Staff Reflection days that support the mindfulness component of Positive Education. The first day was spent with Dr Sister Susan Pollard exploring an introduction to ‘Dreamwork’ (Dream and Prayer) - with a reflective exploration of Carl Gustav Jung’s approach to understanding dreams and their impact on our lives. We also explored the relationship between dreams and prayers through scripture, myth, and literature and dream material from clinical practice. The second staff reflection day (beginning of Term 4) was facilitated by Julian Kluge (a CESA Religious Education Consultant). Julian provided the staff an opportunity to explore the importance of communal prayer in promoting Catholic Identity of the school community. We also reflected on the role of the teacher as witness, specialist and moderator in prayer; the importance of praying as a community and effective models of prayer for our students. Exploring a variety of models of prayer, creating prayer space and providing an immersive opportunity for students to pray together and connect.

Inquiry Based Learning – the staff participated in a full day staff professional learning workshop facilitated by Kath Murdoch. An example of the impact it has on teaching and learning – Science lessons are now planned and presented with a provocation as the focal point to initiate interest and discussion. When students enter the classroom and are asked to sit in a circle with a specific object or entity in the middle of the room, their natural curiosity and desire to share information sparks very interesting discussion (which is then followed up with the learning intention).

Students are invited to learning (called "provocations"), which is a great place to begin inquiry-based learning and pedagogical documentation. An invitation for learning is set out by the teacher to intrigue or entice the students for further exploration and investigation. Since students are invited to learn, not all of them may be interested; but they are listening to the rich conversation and often it doesn’t take them long to be actively engaged.

To make the learning visible, the teacher can document it by taking photographs, transcribing what students say, recording observational notes, and collecting work samples related to the provocation. This information can support the teacher to plan next steps for a potential inquiry. Using an inquiry approach to teaching (especially in History, Geography, Design and Technology) means that class teachers are now using a wider repertoire of strategies and techniques that position the student as an active, responsible, curious and connected learner. Understanding Dyslexia and Significant Difficulties in Reading – as a qualified teacher trainer, Cathy Regester (Special Education Coordinator) facilitated the course during the second semester with the teaching staff. The course is structured in four areas with content as follows:

1. Understanding - defines and introduces the main characteristics of dyslexia and describes the causes, incidence and co-occurring difficulties including an explanation of the role of working memory. It also explores some of the issues surrounding dyslexia. 2. Assessment for Learning - describes the process of assessment and progress monitoring. There are also more specific descriptions and explanations of a graduated approach to assessment, skills assessment, assessing co-occurring difficulties and assessing dyslexia's impact across the Key Learning Areas. 3. Interventions - outlines a range of interventions and practical strategies for teachers to support learners with dyslexia and significant learning difficulties in literacy in the regular classroom and across the Key Learning Areas. 4. Case Studies - provides examples of successful practice, highlighting the effective use of programs by schools. Teacher, parent and student insights are provided on a range of interventions and strategies provided in schools to support learners with dyslexia and significant difficulties in reading. The course is complimented with online forums and tutor support for discussion. The forum discussion prompts have been tailored by Cathy to suit the positions and experience of the staff and to consolidate their learning.

SCHOOL CONTACT INFORMATION __________________________________________________________________________________

Address:

16 Milton Street, Glenelg SA 5045

Principal:

Mr Nat Izzo

Parish Priest:

Fr Anthony Kain

School Board Chair:

Mr Magan Schaefer

Parents & Friends Chair:

Mrs Samantha Tantum

Telephone:

08 8294 4580

Fax:

08 8294 1967

Email:

Info@stmarmem.catholic.edu.au

Web site:

www.stmarmem.catholic.edu.au

This report was prepared by: Mr Nat Izzo Principal