ST MATTHEW’S CATHOLIC PRIMARY SCHOOL

PRINCIPAL’S ANNUAL REPORT

2014

As the school year draws to a close I would like to thank the students, teachers, parents and friends

that make up the St Matthew’s School Community.

We have an exceptionally dedicated team of over 70 teachers, school officers and other support staff

at St Matthew’s. I’m confident that all parents join me in commending and thanking them for the

outstanding work they do in education and for the very many ways in which they go “above and beyond”

in the service of the school.

I would like to thank and congratulate the Parents and Friends Association who have worked

together to make 2014 such a productive year. I also thank the members of the School Board for their

dedication to “keeping us on track” with respect to policy development and forward planning.

Thank you to our Parish Priest, Fr Rodrigo, for his support of the school and his very visible

presence amongst us. Not all schools enjoy such positive relationships with their parish and I don’t for

one moment take it for granted. In fact school support of the mission of the parish is specifically

mentioned in our Annual Plan.

Congratulations to Mrs Kathi Rutkowski who has been confirmed in her Assistant Principal

Administration role after acting in the position this year. This year I have been privileged to have Kathi

and our new APRE, Elizabeth Fort, in her 30th year with Brisbane Catholic Education, join me on the

school Administration Team.

This year we farewelled Mrs Donna Murray, our long-serving Support Teacher Inclusive Education.

We wish Donna well in her retirement and welcome Rosemarie Bromhall as Donna’s replacement.

Although Rosemarie has been with our Learning Support Team for many years, her new position is as a

full-time continuing staff member. Our Learning Support Team consisting of Donna, Rosemarie and

Sharon Talty were worthy nominees for the inaugural Excellence in Teaching Awards, given by Brisbane

Catholic Education this year.

2014 was the last year for Year 7 to be a part of primary school so this year saw us farewelling two

graduating year levels. We were keen to provide leadership opportunities to our Year 6 students as well

as year 7 so we had two leadership days, two Canberra trips and two graduation ceremonies. 2015 will

cerrtainly have a different feel as a P-6 school. We wish the 125 students who finished Grade 6 and 7 all

the best for their secondary studies.

The following report details some of our achievements arising from our Annual Action Plan. As you

read I hope you will gain an appreciation of our efforts over the past 12 months with many important

initiatives that characterise ours as a progressive school and an exciting learning community.

Chris Brown PRINCIPAL

The achievements outlined in this document align with the Strategic Renewal Plan and Annual

Action Plan 2012-2015 which can be viewed on our school website at

www.stmatthews.qld.edu.au/html/ourschool/renewal_plan.html

In addition to a report on our Annual Goals and Actions taken towards achieving them, this report

also shares information gained during the annual review of various components of our strategic

renewal. Components reviewed during 2014 were:

1. Religious Identity and Culture

2. Responding to the Diverse Needs of Learners

3. Professional Learning and Development

4. Stewardship of Resources

Staff, student and parents contributed feedback to these components and the areas of strength and

areas for improvement are reported below under the relevant priority.

PRORITY 1 - MISSION AND RELIGIOUS EDUCATION

Goal: To support the Catholic and broader Christian faith and spiritual development of St

Matthew’s community, to nurture and promote the religious life of the school, and the faith

formation of students and staff.

Actions

A committee of school staff was established to begin writing a Reconciliation Action Plan, in

response to St Matthew’s theme for the year which was “We Give Thanks for our Heritage” and in

order to further highlight the cross-curricular priorities of Aboriginal and Torres Strait Islander

histories, cultures and spiritualties.

This group has had two meetings, begun gathering resources and started writing the introduction to

the RAP. It is envisioned that this will be completed in Term One 2015 and submitted. During

curriculum sessions with teachers in 2014, an emphasis was given to the cross curricular priority of

Aboriginal and Torres Strait Islanders. Four staff attended a Science Conference, as professional

development, where the main speaker discussed the Aboriginal and Torres Strait Islander

contributions to Astronomy. Workshop groups that were attended also investigated Aboriginal land-

care and farming practices.

Elizabeth Fort attended a breakfast presentation given by an indigenous author from NSW- Anita

Heiss. Our teacher librarian, Jenny Brown, purchased some resources that highlight indigenous

characters, for use by students. The teaching staff attended a workshop on writing a RAP, facilitated

by Brisbane Catholic Education staff. Our school symbol for the year was a rainstick which was

used in classroom prayer and decorated with Indigenous dot painting, to remind teachers on a daily

basis of the contribution of Indigenous Australians. Elizabeth Fort worked with Margaret Connors

(REO) to produce a booklet of prayers with the use of the rainstick. These were distributed to

classroom teachers.

Staff retreat- highlighted indigenous lifestyle/practices/staff prayer and reflection. This was

held at Burleigh/Jellurgal Centre

Use of Indigenous material in staff prayer sacred space (Authentic and labelled)

Use of Acknowledgement in prayer gatherings

Ngutana Lui visit- Year Five (incursion)

Ngutana-Lui Year Four (excursion)

Indigenous Art displayed in Foyer as part of Sacred Space

Indigenous cross (Santa Teresa Mission) used in foyer as part of sacred space

Indigenous Flag used in ANZAC celebration.

Goal: To develop a religious education curriculum supported by professional development of

staff, that promotes knowledge, deep understanding and skills about the Catholic and broader

Christian tradition.

Actions

The RE Curriculum Implementation Team was reviewed and consolidated. The team re-

committed themselves to the task and assisted on planning teams throughout the year,

especially at Easter and Christmas and during the CTJ day.

The School Religion Program was correlated and formalised in preparation for External

Validation. The APRE worked with teachers each term, using an updated planning

document, to establish a clear plan for the year. This was shown to the REO, Margaret

Connors who suggested submitting the program for validation in 2015.

APRE purchased new teacher resources for use in planning and in the classroom. These

included background information about life in Jesus’ time, working with scripture to analyse

the worlds of the text and music resources. Local APREs also offered a Prayer In-service

program for teachers to gather resources for use in the classroom, in accordance with the

new prayer curriculum. Thirty teachers took advantage of this opportunity.

Goal: To promote an evangelising mission within St Matthew’s community that supports the

nature and purpose of Catholic schooling, promoting outreach and social justice programs in

the local and global context.

Actions

APRE and School Implementation Team (SIT) attended appropriate professional training.

One team member went with the APRE to an in-service day, in preparation for CTJ day in

2014. Information was given to staff via a presentation about the Worlds of the Text.

APRE and SIT worked with staff to develop units of work. These were given to teachers

with resources, in order to support classroom lessons. APRE Elizabeth Fort attended

professional training on Social Justice, using the Caritas Social Justice Curriculum resource.

This was incorporated into school units of work.

The local St Vincent de Paul members visited the school assembly to tell of the work of St

Vincent de Paul in the parish. They thanked children for their contributions to St Vincent de

Paul.

A collection was held at the start of the year to provide stationery for St Paul’s Woodridge

students. This was delivered to St Paul’s. They also borrowed microphones and equipment

as needed throughout the year.

We continued Mini-Vinnies- Christmas Card Project/ Book Stall at fete/ Christmas food

collection. A group of students made goods for a craft stall at the fete, in order to raise funds

for St Vincent de Paul. There was also a book stall at the fete which raised over $500. A

winter appeal and food collection was also held in support of the local St Vincent de Paul

group. Students made Christmas cards to be sold by the St Vincent de Paul society at the end

of the year.

Three new staff members entered Year 2 of the Catching Fire program, in the Keepers of the

Flame strand. Other participants attended retreat opportunities throughout the year. One

teacher successfully completed BCE’s Religious Education Accreditation Program.

Opportunities were created for meaningful interaction with the Mary MacKillop Garden. A

time capsule was prepared for burial in the garden with samples of photos, uniforms etc…

APA Kathi Rutkowski arranged the commissioning of an artist to paint a mural of St Mary

of the Cross MacKillop on the back wall of the garden. Work began on the placement of a

memorial stone as a marker for the time capsule.

We celebrated the school’s 30th anniversary. A school ball was held at Fitzy’s Loganholme

on August 1 with parents and staff in attendance. School commemorative tea-towels were

made and sold in the year, with each student involved. Car bumper stickers were given to

parents with the 30th emblem on them. A special mass was held with two previous staff in

attendance. A morning tea was held on this day also.

The school supported the parish in the implementation of new Sacramental Program.

Students from the school received the sacraments of Reconciliation, Confirmation and First

Communion during 2014. School staff attended each celebration and supported the children

in their learning.

Additional Parish-School Masses were celebrated in Terms 3 & 4. Students attended the

parish mass on July 27 and October 26. They had many roles during the mass; in the

processions, as readers and bringing forward the gifts for the Offertory. School staff also

attended these masses. These are to be continued in 2015. In addition, two student leaders

represented the school at the Catholic Education Week mass, held at St Stephen’s Cathedral

in July.

PRIORITY 1 COMPONENT REVIEW: Religious Identity and Culture

Areas of strength:

High percentage of staff and parents acknowledge that staff understand and strongly identify

with the essential purpose and values of Catholic education.

High percentages of staff, parents and students see the school as a welcoming community.

This is supported by Margaret Connors, the EO-RE and the parish priest- Fr Rodrigo

Tomala.

The school’s office immediately identifies it as a Catholic school with art work and religious

symbols that reflect the charism of the school. (St Mary of the Cross MacKillop).

School grounds provide a prayer walk, art mural and Garden of Remembrance that link to St

Mary of the Cross and her sayings.

Use of St Mary of the Cross art work at assembly each week, in ritual procession and sacred

space.

Major events associated with charism celebrated in liturgy and with school activities- St

Mary of the Cross (Aug 8), St Matthew (Sept 21).

All classroom teaching staff are catholic and have Interim or Full Accreditation to Teach

Religion in a Catholic School.

The school mission statement clearly articulates the centrality of Jesus in St Matthew’s

school community; with education provided in the spirit of the Josephite Sisters and St Mary

of the Cross MacKillop.

Staff and students attend twice yearly parish/school masses and the Catholic Week opening

mass at St Stephen’s cathedral, in 2014. Our Parish priest is happy with the links that are

developing between parish and school.

Areas for development:

Students report that classrooms require more religious icons and art work. (Pope

Francis/Archdiocesan pic St Mary of the Cross) Fr Rodrigo Tomala also thinks that more

religious artwork is needed in the classrooms.

With new staff entering the school, there is a need for further professional development on

the charism of St Mary of the Cross MacKillop, including education about her life.

Need to develop regular meeting times with Evangelisation/Spiritual Formation Team

throughout the year- one each term.

PRIORITY 2 - LEARNING AND TEACHING

GOAL: To adapt our learning and teaching environments to respond to the changing

structure of schooling

Actions

In preparation for the transitioning of Year 7 to secondary and the consequent impact on

systemic staffing, several teachers were supported in experiencing working in a secondary

school environment.

Student Reflection days were held for Years 6 & 7

Both Year 6 & Year 7 students were given leadership roles – student council, house captains

Both Year 6 & Year 7 engaged in the Canberra Trip

Graduation ceremonies were held for both year levels.

GOAL: To develop in school leadership teams and teachers advanced capacities to utilise

ICLT to improve learning and teaching

Actions

Following performance issues external to the school, staff re-engaged with LIFE Learning

Management System. This is basically a tool for online collaboration in learning and

teaching.

Staff took opportunities to share classroom practices in ICLT

GOAL: To develop whole-school approaches to the provision of pastoral care, student

protection and student behaviour support that foster social and emotional wellbeing

Actions

The school’s submission for a BCE-funded Pastoral Care Worker was approved with

funding to commence in 2015

Positive Behaviour for Learning (PB4L) training continued - Green Zone training for

selected staff.

CARE Crusaders were introduced as a strategy to encourage students to keep our CARE

expectations

Student Support Team meetings were held weekly to maximize our capacity to plan for and

respond to the needs of our at-risk students

GOAL: To effectively and efficiently implement the Australian Curriculum within the context

of the BCE Learning Framework

Actions

Teaching staff engaged with the new Geography and Citizenship curriculum and worked to

consolidate History Science Maths and English.

Initial investigations were made into The Arts & HPE curriculum documents with a view to

the commencement of implementation in 2015.

GOAL: To improve literacy and numeracy standards for our diverse student population

through data-informed, evidence-based pedagogy and targeted strategies

Actions

Refinements were made to enhance the efficacy of the upper school Literacy & Numeracy

Block

The Reading Eggs program was extended to middle and upper primary

BCE personnel were engaged to ensure timetabling and training schedule allows for

sufficient opportunities for teachers to regularly assess student progress, using e.g. BI Tool,

and use this data to adjust teaching programs

BCE consultant worked with staff on the effective use of Achievement Standards

PRIORITY 2 COMPONENT REVIEW: Responding to the Diverse Needs of Learners

Areas of strength:

Curriculum is highly accessible to all.

Teachers and support staff work well as a team

Identifying and responding to the diverse needs of the learners

Resources are appropriately targeted to support an inclusive and rich learning environment

for all learners across the school.

Staff closely track the progress of individual students, and teachers continually adjust their

teaching in response to their progress.

Transition processes for students moving into prep and secondary are responsive, flexible

and effective

The school has structures and processes that result in collaborative and positive partnerships

between the school and parents, students and the community, and provide for successful

learning outcomes for all learners. E.g. responsive student support meetings both regular and

as required; alternative breaktime activities to support children with diverse needs; gifted

and talented program; robotics

Areas for development:

To better inform parents of students' performance in the classroom.

Teachers need to become more proactive in identifying professional learning required.

PRIORITY 3 - PROFESSIONAL PRACTICE & COLLABORATIVE RELATIONSHIPS

GOAL: To continue to be an effective professional learning community that engages with

professional bodies and institutions within the broader community

Actions

External consultants were engaged to assist with the continued implementation of the

Australian Curriculum

Opportunities were given for staff to develop goals that support the School Renewal Plan

BCE consultant assisted with the development of a process to align teachers’ professional

goals to the School Renewal Plan.

GOAL: To develop and promote professional and collaborative partnerships that promote

engagement with parish bodies, the parent community as primary educators, staff and the

wider community in the mission of the Catholic School.

Actions

In her first year at St Matthew’s the APRE met regularly with the Parish Priest to discuss

items of mutual interest including class visits and liturgical celebrations.

An online survey was developed to allow for greater participation by parents, staff and

students in the annual review of our school plan.

Parents and staff collaborated on significant events such as the school’s 30th anniversary

and the Family Fun Day.

The school’s Facebook page became an increasingly popular way to communicate with the

school community with posts typically receiving hundreds of views. One post received over

2500 views by Facebook users.

GOAL: To provide a safe, healthy and productive school environment for students, staff and

community.

Actions Continued training was provided for the Workplace Health & Safety Officer.

Positive Behaviour for Learning strategies, including CARE Awards, were promoted in the

school newsletters and online.

Resources were developed to promote amongst students a greater concern for the health of

the physical school environment.

Playground rules were revised to ensure that children were able to learn through play.

GOAL: To provide professional learning that supports staff wellbeing and development

Actions

Teaching staff worked towards the development of a culture that would support Peer

Observation. This will be promoted further in 2015 in the context of improving students’

reading comprehension.

Staff engaged with BCE consultants to maximise benefits to staff of Performance

Management.

PRIORITY 3 COMPONENT REVIEW: Professional Learning & Development

Areas of strength:

A number of staff are taking lead roles in curriculum areas and are assisting, teaching and

guiding others with new innovations, e.g. LIFE.

The staff as a whole are well on track with the requirements for implementing the Australian

Curriculum.

The professional learning that teachers are involved in is of a high standard and is outlined

to parents and the community through the newsletter, at P & F meetings and Board meetings

and Facebook.

The school intentionally and explicitly connects professional learning with improved student

learning outcomes.

Areas for development:

More consistent involvement and engagement by ALL staff members in professional

practice and collaborative relationships.

There is a need for a more formalised system for recording and assessing staff professional

goals.

Effective communication of the high standard of professional learning that teachers are

involved.

PRIORITY 4 - STRATEGIC RESOURCING

GOAL: To effectively manage the delivery of information, communications and technology

within the school to enhance student and staff engagement with learning, teaching and school

operations.

Actions

Teachers investigated the implementation of iMaths from Prep to 6 with the decision being

made to engage with this program in 2015

A major program of laptop replacement was completed in December

GOAL: To ensure that the school budget supports the school priorities as outlined in the

school renewal plan.

Actions

Staff, school leadership and parents collaborated to ensure that purchases of resources were

supportive of curriculum initiatives and priorities. A major injection of funds was made to

improve reading resources

The school offered support to several families who were experiencing financial difficulties.

With the attachment of Year 7 to secondary a discussion was held regarding the use of our

surplus classrooms with a decision being made to relocate the uniform shop to a larger space

and to provide a more useable room for the Guidance Counsellor and the Pastoral Care

Worker.

GOAL: To strategically plan for maintenance of plant & equipment and for sustainable

environmental practices and processes.

Actions

Year Six leaders implemented recycling strategies to reduce rubbish

Scheduled re-painting and re-carpeting projects were completed in accordance with the

Maintenance Plan

New desks were provided for Years 2 & 3

New chairs were supplied to Years 1 – 3

In response to increased concern for the lack of air conditioning in classrooms, a feasibility

study was commissioned to explore the cost vs benefits of installing A/C throughout the

school. The report will be studied in depth in 2015 with a view to budgeting for some of the

recommendations of the report.

PRIORITY 4 COMPONENT REVIEW: Stewardship of Resources

Areas of strength:

The school has installed a large rooftop PV array which has reduces our call on external

energy supplies.

The school has 2x10000 litre water tanks that service the student toilet blocks.

Overall there is a high level of agreement that the allocation and deployment of staff

throughout the school is equitable and takes account of student needs. This perception is

supported by the allocation of specialist staff to support behaviour and to the support of

students with special needs.

The budget gives a high priority to supplementing funding from grants, BCE and fees for the

support of disadvantaged families and students with special needs.

Areas for development:

In the survey:

14% of parents disagreed with the statement “Resource allocation takes account of the needs

of the disadvantaged and marginalised”

13% of parents disagreed with the statement “There are open and transparent processes for

the allocation of resources”

11% of parents disagreed with the statement “Resource and facilities are used efficiently”

In contrast, these areas received a high agreement rating from staff. Staff, however, had a

low agreement rating with the statement “Teachers can see how Catholic social teaching

impacts on the way resources are used within the school”.

There is clearly a challenge to better communicate the extensive support given to disadvantage

families through fee relief. The appointment of a Pastoral Care Worker will be a clear sign of

Catholic social teaching and outreach in action.

CONCLUSION

At St Matthew’s we dedicate ourselves to promoting the total development of

each person. We aim to provide an educational environment where each child’s

potential can be nurtured through academic achievement incorporating

spiritual, social, intellectual and physical growth.

I look forward to continuing to work with the parents, families and staff of St

Matthew’s as we support our students’ journey at this wonderful school.