stella maris primary school 113 oak street, beaumaris, · pdf file ·...

Stella Maris Primary School 113 Oak Street, Beaumaris, 3193

2014 Annual Report to the Community Registered School Number: 1554

Courage Always

Stella Maris Primary School

2014 Annual Report to the School Community

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School Contact Information ........................................................................................... 3

Attestation: Minimum Standards & Accountability ......................................................... 3

Our School Vision .......................................................................................................... 4

School Overview ............................................................................................................ 5

Principal's Report........................................................................................................... 7

Parish Priest's Report .................................................................................................... 9

Education in Faith ........................................................................................................ 11

Learning and Teaching ................................................................................................ 14

Student Wellbeing ....................................................................................................... 22

Leadership & Management.......................................................................................... 26

School Community ...................................................................................................... 31

Financial Performance ................................................................................................. 37

Future Directions ......................................................................................................... 38



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School Contact Information

Address:

113 Oak Street, Beaumaris, 3193

Principal:

Robert Horwood

Parish Priest:

Father John Dupuche

School Board Chair:

Greg Diamond

Telephone:

9589 2641

Email:

[email protected]

Website:

www.smbeaumaris.catholic.edu.au

Attestation: Minimum Standards & Accountability

I, Robert Horwood attest that Stella Maris School is compliant with:

All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2007 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA.

Australian Government accountability requirements related to the 2014 school year under the Schools Assistance Act 2008 (Cth) and the Schools Assistance Regulations 2009 (Cth)

22 May 2015.



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Our School Vision

Our Vision Statement Stella Maris is a school where: Catholic traditions and Gospel values are central to all that we believe, value and teach. We aim to build a community that embraces these values within relationships that are Christ centred. Every person feels safe, nurtured and valued as we build relationships and celebrate individual differences. We also develop life-long personal, social and emotional skills so that every person can develop, thrive and contribute to their world. Students engage in relevant, contemporary learning to become successful contributors to their world within a global context. Learning styles and individuals are valued and students are inspired to become lifelong learners. All individuals are considered to be leaders demonstrating relationships and processes which are supportive, consultative and guided by a clear moral purpose. Stella Maris is a friendly and welcoming Catholic community which encourages and fosters active partnerships within the Parish and wider community.

Our Mission Statement At Stella Maris our mission is to: Develop and nurture a deep understanding of Catholic Faith- its teachings,

traditions, liturgy and the celebration of the sacraments and feasts. We come

to know Jesus through Scripture and each other, as we follow His mission

in our day to day lives.

Provide the environment, skills and opportunities where individuals can develop

a positive sense of self and foster healthy relationships.

Interpret and design the curriculum so that it is inclusive, purposeful and

challenging while demonstrating best teaching practice, so all learners will

realise their full potential.

In a spirit of inclusiveness, promote open, active and honest communication

and democratic processes.

Invite the community to participate in school and Parish based initiatives and

seek ways in which we become active global citizens.



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Our school values are based on the Gospel values.

School Overview Vision and Mission As our vision and mission statements articulate, Stella Maris is a Catholic Parish Primary School, where Catholic values, ideals and attitudes are taught, practised and valued within a Christian community. We are committed to respecting the individuality of all children, while aiming to develop their physical, social, intellectual, moral and spiritual capabilities. Our broad curriculum, based on the Australian Curriculum and Victorian Essential Learning Standards, is relevant and challenging and encourages excellence. Children are encouraged, in a positive manner, to be optimistic, focused, independent learners and parents are encouraged to be involved in the development of their child's learning. Specialist programs are offered in the Japanese Language, Visual Arts, Physical Education, Performing Arts and Library. Reading Recovery is available for selected Year 1 students and Maths Intervention for selected Year 1, 2, 3 and 4 students.

Location and Composition of the School Established in 1956, Stella Maris is located in the Melbourne bayside suburb of Beaumaris, 22 kilometres from the City of Melbourne. In 2008, the parishes of St Joseph’s in Black Rock and Stella Maris merged to become the Catholic Parish of Nazareth, Rickett’s Point. In February 2014 there were 14 classes from Prep to Year 6, with an enrolment of 330 students, comprising of 141 girls and 189 boys. Our class structure included 2 grades of Prep, Year 1, Year 2, Year 3, Year 4, Year 5 and Year 6. Most of our families live locally and walk, ride or drive to school. Most students remain at Stella Maris from Prep until Year 6. Stella Maris’ students mainly attend the following secondary schools; Kilbreda College Mentone, Star of the Sea Gardenvale, St Bede’s College, Mentone.



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The school itself is located amongst natural vegetation, including many attractive gum trees. Our school grounds include an upper playground and a school oval. The upper playground has a sandpit, basketball/netball court, a pirate ship playground, a climbing adventure playground with rubberised base, as well as passive playing areas. The school oval includes a productive vegetable garden, chicken enclosure, barbeque and playground equipment. Movable AFL goalposts and soccer goals allow the children to practice their skills. The oval adjoins the Parish Tennis Courts and some children are involved in private tennis lessons, at lunch time.

Facilities In 2009, under the Federal Government Stimulus Package ‘Building the Education Revolution’ we received 2 grants. Under the ‘Primary Schools for the 21st Century Program’ we received 2.5 million dollars and built a contemporary school building with larger learning areas, enabling more contemporary learning and teaching approaches. Our ‘Bunjil’ building, named after the aboriginal name for ‘eagle’, opened in July 2010 and features 3 Learning Neighbourhoods which can be opened up or closed off, according to the purpose of each learning activity. The Prep Learning Neighbourhood is made up of 2 classes, toilets and an outside learning area. The Year 1 Learning Neighbourhood consists of 2 classrooms and a large open space. The Year 2 Learning Neighbourhood consists of 2 classrooms, an open space and toilets. One Year 3 classroom is also in this building. Bunjil also has Physical Education equipment storage, a meeting room and upstairs it has open teacher offices and a staff toilet. A new Art Room, Multipurpose/Performing Arts Space, I.C.T. Room, Reading Recovery Room and Maths Intervention Rooms provide the children with space to learn and grow spiritually, academically, socially, emotionally, creatively and effectively.

School Governance Model- Education Board As a Catholic Parish Primary School, our Parish Priest, Father John Dupuche, is the employer and has final responsibility for the conduct of the school (ultimately the Archbishop is responsible).The Parish owns the buildings and land on which the church and school reside. The Education Board has a Governance role and acts as an advisory body to the Parish Priest and the Principal. Sub-committees provide specific support (e.g. School Building Fund, Grants Sub- Committee, Finance Sub-committee and I.C.T. Sub-committee) Our Education Board meets at least once each term and more often when required.

Parents’ and Friends’ Association The Parents’ and Friends’ (P&F) Association is the formal structure, recognised by the Church and Catholic Education Authorities, which represents all the parents in the school and acts in their interests and on their behalf. The P&F exists to support the school community and is involved in the total life of the school. The Parish Priest and School Principal are ex-officio members of the P&F. The president has membership on the Parish Education Board to present a summary report of P&F activities at the Education Board meetings. The Committee will report on P&F activities to the Association regularly via the School newsletter and annually at the Annual General Meeting. The Association does not hold itself out as agent of the School and has no authority to bind the school. Any decisions in relation to contractual matters are to be reached by consensus and discussed with the School Principal and the Parish Priest and entered into by the proper authority.



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Principal's Report

The children at Stella Maris are our inspiration and are at the centre of our decision making.

2014 showed the tremendous spirit of cooperation and support that exists at Stella Maris and which we hope to continue to develop. As Principal I worked with many people who contributed to our achievements. On behalf of the school community, I thank all families for helping us to build a positive atmosphere at school. When the parish, staff, parents and the community see themselves as integral to the children’s learning, and work together, their commitment to Stella Maris provides many benefits.

Be A Champion The 2014 whole school theme was, ‘BE A CHAMPION.’ The staff and children spoke frequently about this theme throughout the year. The theme inspired us in many ways. At a staff level our theme inspired us to work towards achieving our Annual Action Plan, as part of our School Improvement Plan, a result of an external review of the school undertaken in 2012. Our theme prompted us to consider what it really means to be Catholic in the 21st Century and to be proud of our Faith. The children learnt to sing ‘Roar,’ Katy Perry and discussed the fact that we all have a voice and can ‘roar’ to show or care for each other and those less fortunate. It prompted us to take action to raise funds for the missions and to be involved in other social justice activities. Our theme challenged us to think creatively and determine a real and practical expression of action, suitable for the children’s age groups. Some great examples of this were when our Year 1’s organised a Grandparent’s Morning Tea and our Year 6’s ran a ‘Caritas K’s Day’ to raise money for Caritas. As part of their leadership training, our Year 5’s were challenged to show leadership in our school community and ran some very successful activities at lunchtimes such as art, chess and computer classes, basketball and football clinics and a Glee Club. The Christian Life is both a call to listen to Christ and to serve Him in those with whom we live and work. In our own lives we can recall the satisfaction of contributing to the world in deep and meaningful ways to change the lives of others. We want the children to know this feeling and learn how they, no matter their age or ability, can change the world.

Father John For all we achieved in 2014, I would like to publicly thank Father John, for the care and encouragement he shows to all students, families and staff members in our ongoing Education in Faith. I thank Vikki Curtin, Father’s Representative, for bringing to the Board informed wisdom from her work in schools and our Parish over many years.

Education Board I thank the Education Board, chaired by Greg Diamond. The Board supported, and assisted the school as we strive towards meeting our vision. The Executive Committee of the Board ensured that processes and systems have existed to provide specific support and recommendations to Father John and myself. The Board’s open



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communication, and positive support and encouragement for all that we achieved, was outstanding.

Parents’ and Friends’ Association I would like to congratulate the P&F, chaired by co- vice presidents Ric Barnes and Adrian Hills for supporting our school vision. I would like to commend the P&F on their commitment to achieving the functions of the P&F. The P&F provided a medium of support, information and involvement for parents in their child’s education and the school community. They organised many terrific opportunities for gathering as a community and without the work of the P&F a great deal of Stella Maris’ proud traditions and history would be lost. I thank and congratulate the P&F on their many achievements over the year, many of which have been mentioned in the ‘School Community section of this report. The P&F raised much needed funds to support the purchase of extra school facilities that would not have been purchased from normal school finances. Notably in 2014, the ‘Trivia Night’ was the major fundraising event which, along with other social events, raised funds for the school. Importantly, the P&F demonstrated support for staff on behalf of the school community.

School Staff I thank our Leadership Team, particularly our Deputy Principal, Marg Cairns for her continued assistance and leadership, Terry Hobley, our Religious Education Leader, Robyn Lockwood, Helena Graham and Carmel Fisher, our Literacy Leaders, Tony Hales and Denise Gee our Maths Leaders, Gene Trutsch, our Sustainability Leader. Josie Richey, our I.C.T. Leader, Sharon Hynes, our Student Wellbeing Leader and Individual Needs Leader. Dian Farrington and Mary Maguire provided a great deal of support to me and the school in their role in Office Administration and I thank them for their wonderful support of staff, students and the community. Each member of staff, whether employed as a teacher, teacher aide, or school officer, contributed to making 2014 a very successful year.

School Improvement In 2014 we followed our Annual Action Plan, which included specific goals and targets in each of the 5 spheres. Surveys for children, parents and staff were repeated towards the end of the year, to inform us of our progress. This Annual Report includes some significant events and achievements under the headings of each of these spheres. I look to the future with much optimism and promise, knowing that I have the continued support of the Stella Maris Community. We strive for excellence in all that we do. By working together, in the spirit of BE A CHAMPION we are continuing to develop a respectful and supportive Catholic community where each child can live and grow to their potential. Robert Horwood Principal



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Parish Priest's Report

Nazareth meets Nazareth Written by Fr John Dupuche Kairos, and Archdiocesan News, Friday 19 July 2013

Guests from Nazareth and Nazareth Pilgrims with Father John. Over a million pilgrims go to Nazareth each year to visit the sacred shrines but they do not often meet with the members of the Christian community who are the ‘living stones’. Pope Francis and Pope Benedict XVI have frequently urged the Catholic world to give encouragement to their co-religionists in the Holy Land for there is a real danger that the shrines will become museums, if the ‘living stones’ feel forced to seek life elsewhere. It is in this context that the Parish of Nazareth at Rickett’s Point in Melbourne has, over several years, developed bonds of friendship and faith with the Catholic community in Nazareth in Israel. In May this year, four students from Terra Santa School in Nazareth – Hanna, Tamara, Clara and Rowad (in the photo) – came with their parents to spend time in our schools. They were hosted by the Lambert, Skehan, Nugent and Bennett families. Nariman, the mother of one of our young guests in May, spoke of how the people of Nazareth felt forgotten by the Catholic world at large, but feel encouraged by the relationship that is developing between our two parishes. We assured them that we have not forgotten them but wish to forge strong and lasting bonds, to learn from their



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courageous commitment to the faith and their strong sense of family life. We have much to learn from them. They enjoyed coming to our country too with its peacefulness and social harmony. In September 2012 four of our students – Tom, Jack, Rhys and Nick (in the photo) – spent a week in the parish school, Terra Santa, attached to the great Basilica of the Annunciation, the largest Catholic Church in the Middle East. It was a time of immersion in Arabic culture, and of experiencing the close bonds of Christian family life. It was also a time of pilgrimage when they prayed at the sacred sites in Nazareth and Galilee and Jerusalem. Four teachers from our schools also went: Seana Hunt, Liz Martell, Rob Horwood and Josie Fischer. In September 2013, four children from our schools, Jack, Anneka, Liam and Alexandra (in the photo) accompanied by their parents spent time in the school in Nazareth. During the same period, four teachers, Vince Spano, Gene Trutsch and Vicki Curtain, spent time in the school in Nazareth, and were hosted by families. They also went on pilgrimage to the sacred sites of the Holy Land. The Parish is providing scholarships for the children and the teachers; the Parents’ & Friends’ Associations of both schools are also helping with finance for the children. This has been a hugely successful venture and has created great excitement in the parish and schools.



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Education in Faith Goals To enrich and deepen personal and communal engagement in faith across the whole school community.

Intended Outcomes That students are more engaged in Religious Education that reflects contemporary approaches to learning and teaching. That the links between the school and the parish are enriched. That components of Catholic identity are strengthened.

Education in Faith Achievements 2014 93.8% of Prep enrolments at Stella Maris were Catholic in 2014. The average for all Catholic schools is 73.1% and the target set for Catholic Schools is 93%.

Prayer & Liturgy Staff celebrated a beginning of the School Year Mass on the first day of term.

Our Beginning of School and Commissioning Mass set the tone for the year

as the staff promised to strive to achieve our vision & mission and act on our school theme: ‘Be a Champion!’

Our school met to receive ashes at our Ash Wednesday Liturgy. We encouraged family prayer for those less fortunate and by discussing how they can help others.

Whole school masses with Father John Dupuche reinforced the practices and traditions of our faith and allowed for student centred songs and prayers. The children became more aware of the liturgical responses and prayers, through introducing individual copies of the order of the mass.

At Level Masses once a term, Fr John incorporated a focus from the classroom R.E. Unit into his sermon.

Three whole school masses were celebrated each term.

Children took a more active role in these Masses, through reading the scripture of the day, Penitential Prayers, Prayers of the Faithful and bringing up the gifts.

The RE Action Research team posed the question-how can we/children become more actively involved? Action was taken to allocate Grade teachers (in collaboration with REC) to be responsible for engaging the children by being involved and responsible for the preparation and presentation of Mass.

Year 6 MJR leaders attended the St. Patrick’s Day Mass at St. Patrick’s Cathedral. Archbishop Denis Hart presided at the Mass. Catholic Education Week helped us to realise that the teachings of Jesus and the Saints are still important today.

We celebrated the sacramental life of the Church through Reconciliation, including Parent Workshops for Reconciliation, Eucharist & Confirmation.

Our Confirmation Retreat and Reflection Day included school and local neighbourhood school candidates.

Bishop Peter Elliott presided over the Sacrament of Confirmation.

The Holy Week Prayer Story was created by individual classes, over 3 days, to create vibrant, engaging, meaningful and reflective prayer experiences.

Individual Year Levels were involved in planning and leading prayer liturgies for Mother’s Day, Father’s Day, Mission Week and Remembrance Day.

Individual classes led Advent Liturgies each morning, over 14 days, in Advent



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Each Year level responsible for a Prayer Liturgy during the year. This is reflected in the School Masses and Liturgies Timetable 2014.

A nativity role play continues to be a highlight of our annual Carols.

Graduation Mass formally marked the end of the year.

Professional Growth- Teaching and Learning Offering experiences of meditation and prayer with the staff in meetings.

Consolidation of 5 minutes of meditation to begin each day in each class.

Integration of RE into other curriculum areas such as the literacy block.

Use of stories and Picture Story books to support the teaching of sacraments

Continued PD to effectively use assessment tasks, aligned with Standards.

PD on establishing guidelines to follow in planning RE as an inquiry unit, integrated with science and humanities.

R.E. expectations for staff were reiterated.

Staff Perception of Importance rose through: More engagement in liturgies through songs and responses. More knowledge of the new liturgy and its purpose. Encouragement of more student participation in liturgy. Developing a Scope and Sequence for Prayer. Daily meditation and prayer rituals at the start and end of each day.

Bishop Elliott with the Confirmation Candidates.

Assessment & Reporting We continued to align assessment tasks with RE standards focusing on the

new R.E. standards and introducing staff with the new proforma that matches exemplar units with RE standards and the ‘working towards’ statements. Staff were given time to create rich assessment comments to match RE Standards. They were asked to record student performance in line with the standards.

A student participation proforma was developed and staff were asked to record each student’s participation in liturgy.

Leadership (Catholic Culture) Staff attended day two of our staff conference where Father Brian Collins and

his Pastoral Associate Vicki Russell from Resurrection Church in Keysborough explained Rational Emotive Therapy (RET); that events in life



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cause reactions/behaviours but our beliefs and values learnt from our experiences affect how we react to these events.

We discussed how our beliefs and actions can change over time and are influenced by strong leaders, such as Pope Francis, who, through his leadership and service to others provides a role model for us.

Since the merging of St Joseph’s and Stella Maris parishes in 2008 to become the Catholic Parish of Nazareth, Rickett’s Point, there has been some sharing of meetings between the schools, principals & REC’s.

Religious Education Leader Professional Development on the Religious Education Standards Assessment & Reporting in Religious Education.

Celebration of Catholic Education Week’ and inclusion in the newsletter and Parish Community Bulletin.

Our R.E. leader participated in R.E. Cluster meetings.

Fr John and the REC met on a weekly basis.

Community/ Social Justice Highlighting in the children being an active instrument of Christ to each other

through implementing the Making Jesus Real (MJR) Program.

To assist our fundraising for the missions and the spirit of giving, we held a Colours of Compassion Day. The children came dressed in their house colours and donated a gold coin to Caritas, raising $1,083.

For Catholic Education Week we considered how we are called upon, as modern Christians, to imitate the apostle’s missionary energy and spirit of sacrifice. The children were challenged to reflect, pray and write about why they love Jesus or what their Catholic faith means to them.

Family Week was celebrated with Mother’s Day Liturgy and Stall.

To celebrate the Feast of the Sacred Heart we held a Whole School Mass For The Poor. We collected non-perishable food items for St Vincent de Paul Society to distribute to those in need.

For Mission Week each class ran a stall as part of the School’s mini-market day raising $2,248 for Caritas.

On the first Friday in Advent the children in Year 6 participated in the Caritas K program where $2,300.00 was raised for Caritas.

Catholic Culture Data

Our Insight SRC 2014 survey data for Catholic Culture is based on a100 point scale. We have made improvements in staff, student and parent data.

Staff Importance at 82.17 Opportunity at 88.45 Compassion at 88.33 Social Justice at 78.75

Student Importance at 75 Opportunity at 84.33 Compassion is at 82.62 Social Justice at 76.37

Parent Importance is at 79.87 Opportunity at 92.44 Compassion at 89.42 Social Justice at 84.87



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Learning and Teaching Goals To demonstrate improved levels of student achievement in Literacy and Numeracy across all dimensions. To improve and develop consistent pedagogical practices from P-6

Intended Outcomes That student learning outcomes improve across Years Prep to 6. That differentiated teaching will be directed to individual needs based on developmental learning.

Professional Growth- Teaching and Learning 2014 A whole school Teaching and Learning Plan for 2015 for all areas of the

Curriculum was developed.

AusVELS in Catholic Schools update on the 2nd Iteration.

Update Stella Maris Spelling Program to align with AUSVels.

Create Aus / Vels I Can Statements for Reading and Viewing, Writing, Speaking and Listening.

Building teacher knowledge by modelling clearer and more specific outcomes when facilitating Professional Learning Team Meetings for staff.

Literacy Leaders plus year 1 and 4 team participated in C.E.O. F-8 Learning Literacies Writing Program. Focus –Writing as a Social Context.

Sharing of successful practices and resources to achieve teaching focus with explicit emphasis on success criteria and feedback. The WALT, WILF and TIB structures are used in every class for reflections. (Learning Intentions and Success Criteria)

Improved data analysis with time to consult and moderate student work with other staff after using On Demand Testing.

Staff meetings focused on explicit teaching practices and developing a whole school approach to teaching and through Action Research.

Celebrations of Learning Professional Learning Team Meetings (P.L.T.’s)

Planning was streamlined with the use of common planners and term scope and sequence documents which include a clear focus.

Staff to include specific goals based on individual needs and to have clear suggestions for how parents can help their child and what we will be doing at school.

Staff completed their Level 1 First Aid Training.

We refined practices in assessment “as” learning to include student reflections and goal setting. Again, Family Conferences were held for all students to discuss the areas of achievement and areas for improvement and how we can work in partnership with the teachers to achieve the best outcomes for each individual child. Sample books of evidence were discussed.

Our Literacy Leaders conducted Classroom Helpers Parent Training sessions to encourage parents with a W.W.C.C. to assist in the classroom.

Parents were invited to our Parent Information Night, where teachers discussed important information about the curriculum and classroom routines.



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LITERACY ADVANCE P-2 Student Data Analysis Our students have met CEOM LITERACY ADVANCE minimum standards and targets and a high percentage of children have exceeded these.



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NAPLAN Student Data Analysis Stella Maris has performed consistently over the past 3 years in National Testing. The school’s 2014 Year 3 and 5 performances in NAPLAN, was very strong overall and compared very positively with State School averages in each dimension of English and Numeracy. In 2014, 100% of our students in Year 3 reached the National Benchmarks in Writing, and Grammar & Punctuation, with Reading, being up by 0.7% from 2013, Numeracy up by 0.5% from 2013 and Spelling down by 2.1% from 2013. In 2014, 100% of our students in Year 5 reached the National Benchmarks in Reading, Spelling and Numeracy, with Writing being down by 2.2% and Punctuation and Grammar down by 2.2% compared to 2013. (2% represents one child)

Proportion Of Students Meeting The Minimum Standards

NAPLAN TESTS 2012 % 2013 % 2012–2013 Changes %

2014 % 2013–2014 Changes%

YR 3 Reading 100.0 97.2 -2.8 97.9 0.7

YR 3 Writing 100.0 100.0 0.0 100.0 0.0

YR 3 Spelling 100.0 100.0 0.0 97.9 -2.1

YR 3 Grammar & Punctuation

100.0 100.0 0.0 100.0 0.0

YR 3 Numeracy 100.0 97.4 -2.6 97.9 0.5

YR 5 Reading 100.0 100.0 0.0 100.0 0.0

YR 5 Writing 100.0 100.0 0.0 97.8 -2.2

YR 5 Spelling 100.0 97.7 -2.3 100.0 2.3

YR 5 Grammar & Punctuation

100.0 100.0 0.0 97.8 -2.2

YR 5 Numeracy 100.0 100.0 0.0 100.0 0.0



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English scores consistently outperformed the State and National average scores, in all areas and were particularly strong in Reading and Grammar and Punctuation. Performance in Numeracy was also very strong compared to the National and State average, with our average scores.

Literacy Minimum school based targets maintained for Prep-2 Literacy Advance.

School Assessments and PROBE Reading 2-6. Minimum targets maintained.

PAT Reading comprehension assessments in Years 3-6 to provide quantitative and qualitative data on student achievement.

On Demand Reading Assessments from 2-6 introduced and implemented.

Parents completed training to become classroom helpers for literacy sessions.

AusVELS English Content Descriptor planner used for planning P-6.

Persuasive and Narrative text resources were compiled to assist with NAPLAN



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planning.

Naplan marking guide used across levels 2-6 for moderation of writing.

Maintenance of continuous Running Records and PROBE 2 Comprehension, to monitor student progress in Reading.

ACER SWST to identify gaps in spelling skills was administered from Year P-6

Stella Maris Spelling Scope and Sequence Program updated to be aligned with Aus / VELS and consolidated in class programs.

Resources purchased for Guided reading Groups.

Writer’s Notebook resources purchased.

Resources purchased to support teachers to meet student needs (Prep-2 Literacy centres). Resources purchased to link Inquiry with Literacy.

Sunshine On Line interactive literacy resource re-subscribed

Teacher Aide meetings to focus on specific learning needs.

CAFÉ Reading researched by Literacy Leaders and teacher support resources purchased

IPAD apps investigated for P-2 Literacy

Literacy Leaders plus year 1 and 4 team participated in C.E.O. F-8 Learning –

Literacies Writing Program. Focus –Writing as a Social Context.

Coordinated Book Fair to support P-2 take home readers and 3-6 Guided Reading.

Created AUS/VELS I Can Statements for use with teacher planning and student assessment and reporting.

Numeracy Continued with Numeracy Intervention, Foundation to Year 4.

Ongoing professional development for Numeracy Intervention teachers.

Begin modelling successful intervention strategies to classroom teachers and begin to incorporate them in classroom settings.

Maths meetings continued to focus on professional reading, pedagogy, planning, data analysis and strategies for differentiation.

Consistency with planning for the year using AusVels A3 planners.

Continued emphasis on problem solving across all levels.

'I Can' statements used across all levels.

Using data and pre testing to group children.

Use of various assessment strategies including formal tests, rich assessment tasks, assessment rubrics and journal writing.

Rich Assessment Tasks incorporated into Assessment Schedule.

PAT Maths test online for Years 2-5 and report developed to track student's progress.

Blitz Master and Mathletics used to support children's development of automatic recall.

Intervention & Enrichment Programs CEOM Number Intervention PD undertaken by Maths Intervention Specialist

Teacher and Number Intervention Program for Year 1-4 students at risk.

School Based Intervention Framework committee meet to analyse individual children at risk or those needing further extension.

Introduction of “Fountas & Pinnel” levelled literacy program to support Yr 2 students at risk.



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Literacy Support Group for Grade 2 students at risk Term 2 and enrichment program for Year 2 students term 3.

Individual monitoring of children Year 1 & 2.

Reading Recovery provided a short term, early literacy intervention, which helps students in Year 1 who have not yet established effective literacy processes.

Inquiry Continued to refine practice and procedures to create a stimulating and

enquiring learning environment.

Continued to use the new scope and sequence of Units for 2014 to integrate History, Science and Religious Education.

Integrated Learning for 2014 matched up learning foci and developed big questions for all of 2014 units.

Extra-Curricular Components of our Learning and Teaching Program CAMPING PROGRAMME

Year 4 15-17 October Year 5 Sept 16-19 Year 6 Complete

Destination Golden Valleys Lodge Main Ridge

Camp Allambee Strzelecki Ranges

Canberra

Focus of Camp Environmental issues Bike Education

Developing teamwork and leadership skills

Australian history and government focus

Duration 2 Nights, 3 Days 3 Nights, 4 Days 4 Nights, 5 Days

The Grade 5 Bike Education ‘on road’ component was successfully completed

in the streets surrounding the school.

An oral language 8 week ‘Yellow Lantern’ program was continued for Year 5 students and a Graduation Night was held to showcase to parents the value added.

Grade 4 undertook the theory of Bike Education and in- school based activities.

Student led Book Week Parade and activities.

Many children were involved in the 2014 Premier’s Reading Challenge

Regular lunchtime Chess Club.

Information and Communications Technology (I.C.T.) Blogs (Change 2 process)

IPads (IMovie, Pic Collage)

On demand testing

Wikispaces

Scootle (for planning documents and enhancing T & L and student outcomes)

Cybersafety

Google+ and Google Docs (introduction)

Japanese Yuki, our visiting student teacher from Japan, enriching our understanding of

Japanese culture and language. We thought she was a fantastic teacher.

Learning Japanese pop and greeting songs.

Exploring iPad apps for Japanese.



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Music and Performing Arts The highlight of 2014 for Performing Arts was our whole school concert Safari. It

was a most successful evening culminating 2 terms work. Every child in the school was involved in the performance which brought together a great sense of community. The parents did a fabulous job creating amazing costumes.

Our choir teacher broadened the range of private music lessons available to families, to include most popular instruments.

The children joined thousands of students across Australia to sing ‘Music Count

Us In.’

A bright and fun Christmas Concert was performed at Kilbreda College, Mentone.

Physical Education and Sport District Swimming at the beginning of the year.

Our Athletics Carnival was successfully held at Dolomore Athletics Track.

The children embraced the events and demonstrated good sportsmanship.

Year 6 Girls Soccer Gala Day.

Intensive swimming lessons ran over 8 days culminating in a House

Swimming Carnival for Years 3-6.

5/6 Interschool sport in terms 1 & 2 (Year 5 in Term 2 only).

School and District Cross County participants performed very well.

District and Division Athletics with the most students we've had compete at each level.

Participation in School Sport Victoria competitions and the Cheltenham District Sports Association events.

Our Years 5 students participated in a ‘Hoop Time’ basketball competition and Milo Cricket.

Bike Ed Program (Years 4 & 5) and celebration ride (Year 5).

Sporting visits from AFL Victoria, Footsteps Dance, Sandringham Basketball and Cricket Victoria.

Art

The children continued to be involved in many hands on Art activities with a variety of materials and studying the elements of line, shape, form, colour, texture, space and value (lights & darks)

Library

Library collection updated with hundreds of new books from popular and new authors

New resources in Library collection supported classroom Literacy programs

Student registration for the Premier’s Reading Challenge continued to increase with more students completing the challenge

Borrowing of books from the Library continues to increase with more students using the Library on Tuesday lunchtime for reading and Library related activities

Student awareness of a range of authors and variety of texts is growing

Incursion for P-6 from author Cameron Stelzer with a focus on exciting writing

Our Book Week celebrations & parade with the theme, ‘Connect To Reading’.



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- Student voting for Best Book in various categories - Student Competition – Design a poster for the theme

‘Connect To Reading’

Updating of the Library operating system explored.

Staff, Student and Parent Satisfaction

Our Insight SRC School data shows that, based on the 2014 survey data 100 point scale, we have made improvements in staff, student and parent data.

Staff Teamwork 80.83 Role Clarity 77.71 Empowerment 74.17 Curriculum Processes at 76.89

Student Purposeful Teaching at 84.09 Student Motivation at 88.57 Stimulating Learning 74.31

Parent School Improvement at 79.17 Learning Focus at 80.88 Reporting at 73.65 Stimulating Learning at 82.35



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Student Wellbeing

Goals To promote and engender social, emotional, physical and spiritual wellbeing in students. To increase student efficacy.

Intended Outcomes That all students feel safe, have a sense of self-worth and are stimulated in their learning. That students will develop a positive belief in themselves as learners. That students have a representative voice.

Student Wellbeing Achievements 2014

Continuation of National School Chaplaincy Welfare Grant In 2014 the National School Chaplaincy Welfare Grant enabled the continued increased employment hours of our Wellbeing Leader (Welfare Worker). This enabled a whole school focus on building resilience and developing protective behaviours throughout the school. The main achievements were:

Partnerships formed with Kids Help Line whereby every class had the

opportunity to speak with a Kids Help Line Counsellor about resilience

The Life Ed Van visited to empower the children with harm minimisation

strategies

Staff were given Professional Development in Protective Behaviour Programs

All levels incorporated Protective Behaviour Lessons in their program

Year 4’s were given a trial on Positive Behaviour in Schools Program with raffle

tickets and awards given to children demonstrating character traits such as

trust, empathy, friendship and respect

Mindfulness activities on the IPad prior to play times, specialists or at the point

of need were trialled with Year 2 students who have frustration management

issues

Parents and students were able to see the Welfare Worker for additional support and referral of services when required. Continued partnership with OnPsych provided our students with access to Psychological Services on Thursdays.

Attendance of Welfare Worker to Cluster meetings with local schools to share ideas and resources.

Individual Needs

Our Individual Needs Program ensured that parents and staff worked together

to meet the needs of children with particular needs. These include meeting each

term to set and review goals in liaison with professional specialists and the

writing of an Individual Learning Plan for each child, to be supported by their



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family and the school. Program Support Group Meetings ensured that parents,

staff and relevant professionals had input and are aware of the specific goals for

each child.

In 2014 we had twenty funded children with eight teacher aides employed to

support the children

Allocation of funding to students with special needs was used strategically by grouping of children with needs to maximise effectiveness.

Private speech, tutoring and occupational therapy sessions were held in the school buildings.

Timetabling of Teacher Aides to assist students at risk, socially, in the playground.

Support of Teacher Aides through monthly meetings to discuss best practice for Encouraging social skills in the playground and a means of professional support.

Teacher Aides were offered professional development. One teacher aide has completed ERIK (Early Reading Intervention Kit) training in the past, enabling her to further support the teachers and students in the junior and middle school. All Teacher Aides were offered to undertake their Certificate IV. Five of the Teacher Aides participated in this Certificate IV training and were given 3-4 paid study sessions with the support of the Deputy and Wellbeing Leader. The Teacher Aides were also paid to attend the training.

Teacher Aides to be given feedback by the teachers each term to ensure communication is optimal.

Obtained Auditory Processing screening testing kit and going through requirements for referral of students who are low in auditory processing.

Individual Needs Coordinator attended Student Services Meeting with a focus on dyslexia, 3 tier intervention and auditory processing.

Several students were referred to the CEO for further testing.

Social and Emotional Learning Social and Emotional Skills programs such as You Can Do It! designed to help

all children achieve to the best of their ability and experience social, emotional and behavioural wellbeing. Topics include Confidence, Persistence, Getting Along, Organisation and Resilience.

‘S.T.A.M.P.’ reinforced anti- bullying strategies. This included a strong message of standing up for those who are having a difficult time.

S.T.A.N.D.’ reinforced anti-bullying strategies on line and reinforced the need to get support from parents or teachers to deal with situations.

Anger and anxiety posters were purchased for teachers to use to enhance the emotional literacy of our students.

Teachers document their selected social and emotional program implemented in their classroom through their work program and term letters to parents.

Staff revisited our 5 school rules and consequences and 5 playground rules to establish consistency of approach. Displayed in all rooms and advertised through the newsletter.

Lunch time activities for students such as Green Fingers, Art, Library, Lego Group, Chess Club and IT to assist those students with difficulties with unstructured play.



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Our Year 5 students ran interest groups in Terms 3 & 4 including Art and Chess lessons, footy and basketball clinics and a Glee Club

A timetable for eating food inside at school, with no papers outside, to ensure safety for children with allergies and to prevent children from throwing their lunches away so that they can play.

Children were permitted to have water bottles on their tables at all times to keep them well hydrated and to eat a healthy fruit snack at 9:45am.

The school continued to subscribe to Michael Grose’s ‘Parenting Ideas’ website, enabling parenting tips and advice to be published on the school website and in the newsletter

Extra support was given for new families who have children with individual needs to make the transition for 2015 smoother.

Transition A ‘Talking Tactics,’ Year 6 transition day where the Year 6’s spent a day with

past Year 6 students to learn about the Secondary School experience.

Our Prep Transition Included a morning where students meet and participate in an activity with the Art, P.E. and Japanese Specialist Teachers.

Our P & F president organised ‘Plays in the Park’ for Prep 2015 families, on weekends to enable the new Prep parents and children to get to know each other.

Student Leadership The restructuring of the student leadership allowed for more children to

experience positions including four school captains, eight House Team Captains. The Year 6 Student Representative Council (SRC) leaders, Library Leaders, Wellbeing Leaders, Information & Communications Technology (I.C.T.) Leaders, Curriculum Leaders, Art leaders and MJR (Making Jesus Real) Leaders.

The continuation of a Student Representative Council gave children a ‘voice’ and taught them leadership skills. The SRC organised a fund raiser to raise money for cancer research with a Pyjama Day on Smiles Day. SRC reps also promoted anti bullying through lesson plans and implementation for the junior school.

Our leadership development continuum includes our Sacramental Program, the Year P& 6 Buddy System, formal training in Peer Support for Year 6’s, Young Leader’s Day and Year 4, 5 & 6 Camp.

Our Year Prep & Year 6 Buddy Program enabled supportive relationships.

The Peer Support Program trained the Year 6 leaders to offer support to Year 3 children in formal activities and playground situations.

Bullying No Way / Harmony Day organised by our Year 6 students.

Staff Wellbeing UNESCO’S World Teachers Day encouraged students to write a letter, card or

poem about their teacher. Staff loved the afternoon tea put together by parents.

The Wellbeing Core Team of staff met twice a term to support our school’s Wellbeing programs.

All staff were offered the opportunity to have the flu injection.

Written feedback from staff each term assisted in monitoring the wellbeing of



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staff and suggestions given were considered by the Leadership Team, particularly in regards to work load for teachers, distribution of responsibility for ‘extra’ whole school events and the timing of events.

Staff Conference focussed on Positive behaviour Support and Catholic Culture. (See Leadership and Management for Staff satisfaction scores.)

Attendance The children are very happy at school. Our average student attendance rate for the year was very healthy, at 94.02%.

Average Student Attendance Rate By Year Level %

Year 1 93.81

Year 2 93.64

Year 3 93.86

Year 4 95.17

Year 5 94.55

Year 6 93.11

Overall average attendance 94.02

Dealing with Non Attendance The electronic roll is to be completed as near as possible to 9.00 am and as soon as the class comes in after lunch (before 2:30am). Classroom teachers monitor daily attendance and identify any reoccurring absences from school. Teachers notify parents of unexplained absences and unsatisfactory overall attendance. Attendance details are recorded in School Reports. A letter about unsatisfactory attendance is included with the reports of students with poor attendance and the matter is discussed at Family Conferences. Staff, Student and Parent Satisfaction

Our Insight SRC school data shows that, based on the 2014 survey data 100 point scale, we have made improvements in staff, student and parent data.

Staff Respect for Students at 91.39 Student Motivation at 84.55 Student Behaviour (School) at 88.06

Student Connectedness to School at 84.32 Connectedness to Peers at 85.06 Teacher Empathy at 85.63

Parent Parent Partnerships 75.32 Social Skills at 84.47 Student safety at 79.49 Connectedness to Peers at 83.05 Connectedness to School at 80.77



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Leadership & Management Goals Ensure that school leadership and management is characterised by efficient and effective structures, processes and succession planning. That a clear shared vision and purpose leads to mutual support, trust and high levels of professional growth and that the school community clearly understands the school's improvement efforts and has an opportunity to be involved in decision making.

Intended Outcomes That staff are clear in regard to their roles and responsibilities and there is a culture of distributive leadership and teamwork in the school. That a clear, shared vision and purpose underpins the decision making practices of the school and school community. That staff feel confident to express thoughts and opinions in an open and supportive environment and an environment of trust is established.

Leadership and Management Achievements 2014

CHANGE 2: “Embracing e-learning without boundaries” Change² involves a series of workshops that take a school through the complete change cycle: from identifying areas for improvement and determining a strategy, to implementing the change and realising the benefits. See I.C.T. achievements under ‘Teaching and Learning.’ I thank our Deputy Principal, Marg Cairns for being the Change 2 leader and for working so thoughtfully with the team and the school staff to achieve our milestones.

Leadership

The children were empowered to speak about their goals for learning at Family Conferences and parents were invited to have input into future learning goals. Families were given the opportunity to have a private discussion with the teacher if they desired.

Leadership Team liaising with Principal and Deputy to plan for meetings based on Annual Action Plan, School Improvement Plan and identified needs.

Action by Wellbeing Core Team to achieve goals on the Annual Action Plan.

Leadership Team consciously focussing on modelling best practice, with explicit agendas and using contemporary tools and strategies.

Part of the role of Leadership Team to be in classrooms often to keep in touch with current teaching practices.

Leadership Team using Learning Walks to gather information and give feedback to staff.

Our Parent Information Night attendance improved and the inclusion of Susan McLean speaking about’ ‘Cyber safety’ was appreciated by the parents, with over 130 attending, representing just over half of our families.



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The Meet and Greet Evening was well attended and provided an opportunity for staff and parents to meet and share information.

The Parent Helper’s Course was well attended. .

2014 Enrolments 2 Prep classes both at 24 & 24 2 Year 1 classes both at 24 & 23 2 Year 2 classes at 25 & 25 2 Year 3 classes both at 25 & 25 2 Year 4 classes at 20 & 22 2 Year 5 classes of 25 & 24 2 Year 6 classes both at 22 & 22 TOTAL Enrolment 330 Our Target to keep the single level classroom structure and to keep the classes at numbers between 24 and 25.

Literacy & Numeracy Special Learning Needs Funding (LNSLN) 2014 We had 20 LNSLN children in 2014 as well as many children with needs who were not funded. Learning Support Officers were employed to assist the teachers to achieve short and long term goals with the children via termly meeting with parents, and outside professionals.

Staff Professional Development One teacher continued the Accreditation to teach in a Catholic School. One teacher began the Accreditation to teach in a Catholic School. One teacher continued Maths Intervention training. One teacher began the Masters in Religious Education and Theology. Four Learning Support Officers completed their Certificate 4 Studies.

Teacher Qualifications

Doctorate 0.00%

Masters 16.67%

Graduate 25.00%

Certificate Graduate 4.17%

Degree Bachelor 66.67%

Diploma Advanced 54.17%

No Qualifications Listed 0.00%

Staff Composition

Principal Class 2

Teaching Staff (Head Count)

29

FTE Teaching Staff

19.940

Non-Teaching Staff (Head Count)

12

FTE Non-Teaching Staff

7.420

Indigenous Teaching Staff

0



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Calculation of staff composition FTE Teaching Staff = Total of FTE for all staff included in Teaching Staff Head Count. FTE Non-Teaching Staff = Total of FTE for all non-teaching staff included in Teaching Staff Head Count.

Non-Teaching Staff includes Specialist Support, Aides and Assistants, Administrative and Clerical et al.

Staff Professional Learning

Throughout this report the professional development undertaken by staff has been listed. The expenditure for each of 29 (FTE) staff members averages out to be $2,720 per person. Theme for the Year

Be A Champion

Staff made links with our theme as much as possible. By

the end of the year, all children/ grades had contributed to

action, whether it was environmental, social, local or

global.

First Aid All staff were trained in Level 1 First Aid and 3 Staff

Members at Level 2.

Maths AusVELS Problem Solving

English AusVELS Writing as a Social Context

Collegiate Coaching Action

Research. Staff were asked to

modify and reflect on their

teaching practice and use

evidence to determine impact

on student learning outcomes.

In Term 3 staff undertook Collegiate Coaching Teachers chose a variety of topics (linked to our AAP) such as positive behaviours, maximising use of ipads, engagement of boys and using scripture more effectively. Teachers used the following model of feedback. Learning Support Officers were also asked to participate in teaching and give feedback.

Two day Staff Conference

Shiralee Poed

Father Brian Collins

School Wide Positive Behaviour Support Faith Development. Catholic Culture in the 21st Century

ICT Best Practice Anthony

Holohan (all staff)

ICON (Integrated Catholic

Online Network) similar to

State school ultra-net

Anthony continued to present contemporary ideas,

applications and resources at Staff Meetings, to improve

staff ICT skills with a focus on Wikis & Blogs to Support

Change 2.

ICON Leaders, Josie and Rob continued to learn, report

back to staff and prepare for ICON.

Some Leadership Team

Members completed the CEO

Building Leadership Capability

Programme

The Leadership Team continued working with a focus on developing Leadership skills Leadership Team goals for 2014 based on 360 degree survey data

1. Optimising Performance 2. Speaking Openly and Embracing Freedom

Principal Coaching As part of the CEO Building Leadership Capability Programme, Rob Horwood was coached by an ex- principal to support him in achieving his goals



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Open Learning Walks The Leadership Team gave feedback to staff after visiting

their classrooms. Classroom teachers were then invited to

visit their colleagues’ classrooms.

Schools Chaplaincy and

Welfare Grant

Our Wellbeing Leader modelled social and emotional

wellbeing lessons to the classroom teachers

Staff Meetings Linking RE and Inquiry to plan contemporary units of work

Literacy PLT’s

Maths PLT’s

Catholic Education Network

Meetings are attended by

Leadership Team members,

who then share what they

learn with staff.

Learning & Teaching Network

Student Services Network

Deputy Network

Student Wellbeing Meetings

REC network

Principal Network

Reading Recovery Continuing Contact

Mathematics Intervention Meetings,

Literacy Cluster Meetings,

VELS & National Curriculum

Teacher Aides Certificate 4 in Education Support

Positions of Leadership Release Time

Wellbeing Leader Sharon Hynes 1 day per week

Junior Literacy Leaders Carmel Fisher, Robyn Lockwood

1 day per week

Senior Literacy Leader Helena Graham half day per week

Senior Maths Leader Tony Hales half day per week

Junior Maths Leader Denise Gee half day per week

ICT Leader Josie Richey half day per week

RE Leader Terry Hobley 1 day per week

Sustainability Leader Gene Trutsch Half day per week

Position of Responsibility Release Time

ICT Level Leader Gene Trutsch P-2 As required

Individual Needs Sharon Hynes 1 day per week

Chaplaincy and Welfare Grant Sharon Hynes 1 day per week

Staff Attendance & Retention The average attendance rate for all staff members was very healthy, at 92.62%. I thank the staff, who demonstrated a high level of commitment by involvement in Sacramental Meetings, Masses, camps, excursions, after hours' meetings and extra-curricular activities.



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When staff were away on leave or long-term sickness, we attempted to employ consistent staff to replace the teachers so that students were not disadvantaged. The proportion of teaching staff retained in a program year from the previous year was 88.46%.

Staff Satisfaction Our Insight SRC school data indicates that, based on the 2014 survey data 100 point scale, we have made improvements in staff data.

Staff Performance and Development Culture

School Morale at 81 Supportive Leadership at 77.33 Teamwork 80.83 Appraisal and Recognition 73.93 Professional Growth at 76 Teacher Confidence 87.80 School Improvement Focus 85.21 Quality Teaching at 81.82



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School Community

Goals To develop inclusive links between the School, Parish and wider community

Intended Outcomes Ensure that the school community is vibrant, engaged, committed and working with a clear vision in mind.

Student Led Initiatives (also refer to Religious Education & Student Wellbeing) Social Justice in Action-St Vincent de Paul Soup Van Christmas Hampers 2014 Due to many kind donations from the Parish and schools, 166 hampers were packed at Stella Maris and together with 55 hampers prepared by East Doncaster Baptist Church, delivered to residents of 12 boarding houses in North Melbourne and Fitzroy and to people at the substation in the Fitzroy Gardens. Many of the homeless people were waiting for the arrival of the hampers and were absolutely delighted with their beautiful gifts. A huge thank you to everyone for your donations and for help shopping, packing and delivering the hampers. It was a tremendous community effort. Year 5’s Taking Action To develop the Year 5 Students’ Leadership Skills, we challenged them to use our school theme ‘Be a Champion’ to organise some lunchtime activities for the other children in the school to volunteer to participate in. I congratulate the Year 5’s on their wonderful leadership. Some of the activities they organised for lunch and play times were art and chess lessons, footy and basketball clinics and a Glee Club.

Sustainability Initiatives Sustainability Victoria Port Philip Eco Centre Awards

In 2014 Stella Maris won the Port Philip Eco Centre’s Community School of the Year award thanks to our great leadership and the many initiatives in place. We were proud to have a group of children speaking in the wider community about one of our school’s initiatives, worm farming’. Students presented ‘Do You Want to Build a Worm Farm?’ at the Kids Teaching Kids Workshop, for which they were awarded ‘Best on Show’. Kids Teaching Kids is an education model that uses local environmental issues as a theme for learning.

Resource Smart In 2014 Stella Maris completed the Resource Smart Waste module and proudly and received our first star as a sustainable school. They recently completed the Energy module and are awaiting certification to receive their second star. They have goals to complete the Biodiversity module by the end of 2015.

I Sea: I Care. Ambassadors through the Dolphin Research Institute

The four school captains became the 'I Sea: I Care' ambassadors with the role to pass on their learning from a series of workshops to a larger school community audience. They were involved in peer teaching opportunities and future working bees, forwarding their understandings of such things as the roles people play in threatening and protecting our coast and why our coastal environment and our



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marine plants and animals are so special.

Energy Audit In February 2014, Stella Maris enlisted Planet Savers to lead a student assisted audit of the school’s energy use. The resulting audit document is now being used as a springboard to implement changes in habits and reducing energy within the infrastructure e.g. lighting.

Sustainability Leadership Program

Year 6 Sustainability Leaders worked with Andrea Eales from the Port Philip Eco-centre, in the ‘Tomorrow’s Leaders for Sustainability’ Program. Andrea developed rich learning opportunities for children in education for sustainability and has helped to arrange numerous outings to local reserves, to open student’s eyes to the local flora and fauna that we are responsible for and the importance of maintaining the habitat: Excursions have included:

- Investigating nearby Balcombe Park Reserve. Citywide Bushland and Nursery Team members and Bayside Friends of Native Wildlife taught children about the flora and fauna species which thrive or have disappeared over time.

- Visiting Long Hollow Heathland and exploring the wildflowers, local bird life and micro bat population.

- Exploring the local Marine Life at Rickett’s Point Marine Sanctuary

Chicken Shed

The Sustainability Leaders and ‘chicken experts’ take care of the school’s five chickens each day and help teach younger children about what is required to look, keep them happy, healthy and laying lots of eggs. Eggs are sold to the school community, with sales going directly towards chook food and maintenance of the chicken shed.

Green Fingers Gardening Club

Children met with leaders each Tuesday at lunchtime to be involved in the ‘Green Fingers Gardening Club’. They gave up their lunchtime to either, weed, plant, maintain and harvest vegetables from the veggie patch, and other garden areas within the school. Children learnt about such things as how to grow and plant, seedlings, garden maintenance, seasonal planting and indigenous/native plants. Stalls were held throughout the year to sell the harvests of the veggie garden.

Worm Farms

Stella Maris now has established a growing number of worm farms. The worms are now thriving and creating large amounts of castings and worm juice, which is now sold to the school community.

Waste Management Stella Maris continues to follow a waste management system for classrooms to eliminate the need for large waste and recycling bins. Classroom waste is separated into ‘General Waste’, ‘Compost’, ‘Recycling’ and ‘Scrunchable Plastic’. The children focussed on producing less waste by not exceeding ‘bucket limits’. Year 6 children regularly assisted their Prep buddies while other classes had children responsible for each section.



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Chop and Chat The Year 3s were responsible for the ‘Chop and Chat’ program which sees them chop up the school’s fruit and vegetable waste and add it to the compost. Chopping the waste up helps speed along the breaking down process. It is also used to feed our worms and chickens.

Waste Wise Warriors

The Year 4 Children took turns as ‘Waste Wise Warriors’ to visit each classroom once a week during eating time to check for Nude Food. They collated the information, calculated the percentage of each class who didn’t bring wrappers to school and the winning year level was awarded 15 minutes extra playtime.

Our chooks. Bird Boxes

Bird boxes were made in conjunction with the Men’s Shed. The boxes were installed high up in a number of trees around the school ground. Children are given chances to observe and record bird sightings and try to determine the common bird species that visit our school. Our Year 1 students also made a bird bath.

Ride to School Day: Active Travel We involve ourselves is Bicycle Network Victoria initiatives including ‘National Ride2School Day’ in efforts to increase the number of students actively travelling to school all year around. We also aim to set a designated weekly active travel day to



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be promoted by Sports and Sustainability leaders.

Our Pledge

At the beginning of the year, each child made a pledge to act as a ‘steward of creation’: “I pledge to act to the best of my ability to help make the Earth a safe and sustainable home for present and future generations”.

Parents’ and Friends’ Initiatives I would like to commend The P & F, particularly the Executive Team, on their commitment to achieving the functions of the P & F. The P & F have provided a medium of support, information and involvement for parents in their child’s education and the school community. These opportunities for gathering as a community would not occur without the work of the P & F and therefore a great deal of Stella Maris’ proud traditions and history would be lost. I would like to thank and congratulate the P & F on their many achievements over the year, such as:

Morning Coffee for new families on Day 1,

Welcome Moring Tea for Class Reps

Mystery Movie Night on the Oval,

Easter Bonnet Parade,

Legends, Champions and Heroes Trivia Night,

End of Term Hot Dog Days and Children’s Discos,

Bunnings Barbeques,

Book stall at the Family Conferences,

Mother’s Day Morning Coffee and Mother’s Day Stall,

Father’s Day Breakfast,

Walkathon,

World Teacher’s Day

Battle of the Saints,

The End of Year Christmas Celebration, Stella Carols in Bunjil Domain,

Graduation,

Support for individual families in need. On behalf of the students, families and staff, I thank the P & F for…

• Air conditioners and installation for both Year 5 classrooms and the Library

• Books donated at the Family Conferences

• A significant contribution towards purchasing Ipads for Year 3-6 to use in the classrooms

• Oval Playground equipment additions and a new playground at the end of the oval

Sustainability Focus

• Ongoing monthly maintenance of the Oval and veggie patch sprinklers The Classroom Liaison Officers, or Class Reps, took responsibility for various functions over the year. We thank them for their support, commitment and optimism



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in achieving great results. Legends, Champions and Heroes Trivia Night On behalf of the school community I thank the Trivia Night organising Committee, Other Thank you’s Many other parents work quietly within our community. I thank all of our parent helpers who work in the classrooms each day, supporting the children.

Maintenance Team

Working Bees

The Uniform Shop

Scholastic Book Program

Newsletter Advertising

Washing the bed linen in Sick Bay

Delivering the lunch orders,

The cake raffle

Finally, I would like to urge the school community to back the passionate and committed members of the P & F and to support all future initiates of the P & F and embrace them with the knowledge that all that is achieved together is benefiting the children attending Stella Maris Primary School. I urge all parents to consider taking on a role in the P & F as part of this vital and dynamic organisation and as part of our children’s future.

The Parish Nazareth Project St Joseph’s, Black Rock and Stella Maris (the Parish of Nazareth, Rickett’s Point) have a unique bond with Terra Santa School in Nazareth, Israel. In 2014. (See Parish Priest’s Report, above.) In July we celebrated the Parish of Nazareth’s Feast Day with our visitors from Nazareth and the students and staff of St. Joseph’s Black Rock. It was a very proud day for me, as principal, and Carmel Stutterd, from St Joseph’s, to see the exemplary behaviour of the children at Mass, to hear the politeness and respect with which they spoke to each other, and to see the high level of cooperation evident during the tabloid sports and Police Band concert. The aim of the day was to encourage the children to get to know each other and to play together. All parents in both schools should be proud of the children’s efforts.



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Nazareth Day Mass 2014. It was a pleasure to have our visitors from Nazareth, two students, their parents and teachers stay with host families and visit our school. Their trip included time visiting classrooms at Stella Maris, attending Parish Masses and dinners and speaking about their school and parish at the weekend Masses. It was a real highlight to have Habib, one of the original organizers of the project, to speak at ‘A Taste of Terra Santa.’ We are confident that the relationships formed and developed will continue into the future. A special thanks to school families for hosting our special visitors during their stay in Australia. I thank everyone who contributed the making it a wonderful experience for our visitors.

Parent Satisfaction

Our Insight SRC school data indicates that, based on the 2014 survey data 100 point scale, we have made improvements in parent data.

Parent Connectedness to School at 80.77 Connectedness to Peers 83.05 School Improvement at 79.17 Stimulating Learning at 82.35 Approachability of Staff at 82.16 Transition Programs at 82.35 Teacher Morale at 84.02 Student Safety 79.49



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Financial Performance Financial Performance for the year ended 31 December 2014

Reporting Framework Modified Cash $

Recurrent income Tuition

School Fees 442,212

Other fee income 197,595

Private income 36,429

State government recurrent grants 569,494

Australian government recurrent grants 2,015,987

Total recurrent income 3,261,718

Recurrent expenditure Tuition

Salaries, allowances and related expenses 2,442,831

Non salary expenses 415,613

Total recurrent expenditure 2,858,444

Capital income and expenditure Tuition

Government capital grants

Capital fees and levies 103,839

Other capital income 38,769

Total capital income 142,608

Total capital expenditure 72,775

Loans (includes refundable enrolment deposits and recurrent,

capital and bridging loans) Tuition

Total opening balance 439,437

Total closing balance 397,569 Note that the information provided above does not include the following items: System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not comparable to the ACARA school-level income reporting requirements which are to be reported on the My School website. ACARA school level reporting requirements will require system level income from Government grants and some private income to be allocated by school. This will be a small adjustment in relation to the total level of school resources. At this stage, recurrent income from Government sources, school generated income and capital expenditure are to be reported by schools. Additionally when assessing the private income of the school include both recurrent and capital school fees.



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Future Directions EDUCATION IN FAITH To ensure that students gain a greater sense of belonging to both School and Parish as evidenced by a strengthening of staff and parent perceptions towards Catholic Culture.

Strategies recommended for the School Improvement Plan:

Teachers further enhance their religious knowledge, attitudes and values.

Reflect a stronger Catholic perspective across the curriculum.

Strengthen student participation in the life of the Parish.

Support the children in their awareness of and responsibility to mission.

LEARNING AND TEACHING To improve teacher effectiveness as evidenced by improved levels of student achievement in Literacy and Numeracy across all dimensions.


Ensure a whole-of-school focus on purposeful teaching, so that there is shared agreement about successful pedagogy that is consistently used by all teachers.

Continue to support students at risk in Literacy and Numeracy.

Encourage teachers to extend their repertoires to respond to new challenges and student diversity.

Formalise sharing of professional learning resources.

STUDENT WELLBEING To promote and engender social, emotional, physical and spiritual wellbeing in students as evidenced by improved student perception of student morale, purposeful teaching, learning efficacy, stimulating learning and classroom behavior.


Ensure programs for students at risk are purposeful and skill the students to socialise and relate positively to others.

Improve the participation of children in decision-making.

Increase the consistency in which school discipline is delivered.

Build restorative practices across the school.

Emphasise resilience and the promotion of pro-social behaviour and social inclusion amongst the students.

Strengthen and develop community partnerships.

Develop teachers’ awareness of the impact of social and emotional learning across the curriculum.

LEADERSHIP AND MANAGEMENT To ensure that school leadership and management is characterised by:

Efficient and effective structures and processes.

Clear shared vision and purpose.

Mutual support and trust.

High levels of professional growth.



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Effective succession planning. Strategies recommended for the School Improvement Plan:

Ensure clear and shared understandings of the school’s vision.

Establish decision-making protocols.

Build leadership capacity.

Build teamwork and mentoring that allows for effective feedback and consistent active listening skills.

Develop a more efficient process for providing feedback, recognition and appraisal to staff.

Build more effective Professional Learning Teams. SCHOOL COMMUNITY To further develop inclusive links between the School, Parish and wider community as evidenced by improved parent perception of parent input, school improvement, behavior management and reporting.


Meet the needs of the Parent community in relation to understanding educational goals and practices of the school.

Improve parent participation in the life of the school.

Build open communication where parents are informed and invited to contribute.

Forge greater partnerships with individuals and groups who have a positive impact on the students’ learning and growth.

Continue to recognise the school’s place in the wider communities of Beaumaris and Black Rock.

Improve transition from preschool to Prep.

You Can Do It! keys to success.

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