Mary Immaculate Primary School, Quakers Hill€¦ · Introduction About the Annual School Report Mary Immaculate Primary School is registered by the New South Wales Education Standards

Mary Immaculate Primary School,Quakers Hill125 Barnier Drive, Quakers Hill 2763Principal: Mr Stephen DowdPhone: 02 9933 7800 Fax: 02 9933 7899Email: [email protected]://www.maryimmacqhill.catholic.edu.au

Introduction

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

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

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

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

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Key Messages

PrincipalAt Mary Immaculate Primary School, we take pride in our endeavours and the Annual SchoolReport reflects our achievements as a learning community.

During 2018, we undertook many initiates that have contributed to the learning of our students.The school's formation goal continued to allow the teachers to focus on the importance ofassessment in Religious Education while also looking carefully at the religious literacy of thestudents. This took the form of many professional learning experiences where staff and studentformation was further developed. The literacy and numeracy learning focus has contributed tosolid learning gain in these areas by the analysis of data from school-based sources and alsofrom the National Assessment Program - Literacy and Numeracy (NAPLAN) assessmentsundertaken by our Year 3 and Year 5 students. This assisted our teachers to develop the literacyand numeracy blocks, central to successful instruction and learning. Technology was seen as anessential tool within our society. At Mary Immaculate Primary School, we continued to utiliseiPads, laptop computers and other technologies to broaden the students' learning and improvetheir ability to express themselves on a multimedia platform. The introduction of our Bring YourOwn Device program enabled our students to enhance their learning opportunity.

Our partnership with parents continued with the development of the Parents and FriendsAssociation (P&F) throughout the year. This association gave the parents of the school a formalavenue to contribute to the school through the organisation of social and fundraising events,while also allowing them to contribute to school-based decisions at a consultative level.

I encourage you to read our Annual School Report and join with us as we celebrate the manywonderful experiences and events that have contributed to Mary Immaculate Primary Schoolbeing a centre of love, learning and service.

ParentParents are the first educators of their children, particularly in matters of faith, and throughcooperation between parents and teachers, the children have shown to be more proactive intheir own development. As partners in education, the school wishes to work very closely withparents to ensure that each child receives the best possible learning opportunities available. Theschool and parents enjoy a healthy and open relationship based on quality communication thatremains present throughout the year.

In 2018 we were invited and encouraged, as parents, to participate in the development of ourchildren through many forms of support which included, but were not limited to:

The Parents and Friends Association helped to build the wonderful community of MaryImmaculate Primary School. The Association had representation from the schoolleadership team and the parent body within the community, and assisted in thecoordination of planned activities throughout the year. In addition to this, theAssociation allowed for all matters related to learning and teaching to be discussed. The school’s Maintenance Committee worked to ensure that the school was maintainedas a well-resourced, functional, clean and aesthetically pleasing environment.General parental support continued throughout the year as parents were invited to assistwith school carnivals, school excursions, working bees and canteen support.Parish support was important. The parish welcomed all parental support from families.Some of the ways we supported the parish leadership team of Mary Immaculate PrimarySchool included involvement in liturgies throughout the year, as ministers of theEucharist, or as educators for children’s liturgy during weekend mass.

Religious Education is the cornerstone of our children’s education at Mary Immaculate PrimarySchool and, as parents, we are role models for our children in practising our faith.

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StudentAt Mary Immaculate Primary School our students' responses demonstrated that they valued:

our flexible learning spaces"We get to work with different people.""We are not just with one teacher, which is great because we may get differentideas from others and we can go to them for advice.""In flexible spaces, everyone gets to have a go and there are many opportunities toreach our goals.""Information is easily shared and delivered from three teachers.""Our learning spaces look amazing and I can work with my friends."

technology"We can create Project Based Learning (PBL) projects using laptops and iPads. Wehave a wide variety so it gives each person a chance to have a go.""We can learn new skills involved with technology, which lets us explore andexperience more. I love taking my iPad to school and using it for my learning."

our church"It is easy to access because it is connected to our school, which means we can goin when we want and can practise masses and liturgies in the church. Going tochurch gives people in all grades an opportunity to learn about God and buildtheir relationship with God."

extra opportunities"Maths Olympiad and university competitions give a great focus on learning.""Our huge new play area is the best ever.""Our dance teacher is the best - we have so much fun!""The arts give us different opportunities to express ourselves creatively, such asthrough Captivate, talent quest and choir."

the Peer Support program"We get a chance to meet new people and build friendships.""We get an opportunity to organise and run a group and develop betterrelationships with children from Kindergarten to Year 6.""We develop relationships, which can continue for many years."

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Who we are

History of the schoolIn 1987 Quakers Hill Parish School opened in demountable buildings in Pentland Street. As theQuakers Hill area grew from market gardens and poultry farms to housing estates, so too did theneed for a larger primary school and in 1990, the school moved to its present site on FarnhamRoad. The school quickly became known for its focus on the growth of the child and for itsexcellent academic results.

The school is physically connected to the parish centre, so we can truly state that the parish andschool are 'one'. After further development the school became known as Mary ImmaculatePrimary School in 1997 and today is one of the three Catholic schools that serve the parish ofMary Immaculate, Quakers Hill.

In recent years, the school interior has been fully refurbished to reflect the most contemporarylearning and teaching practices. Our school is regularly visited by other schools as an outstandingexemplar of highly effective learning and school design. We look forward to being able tocontinue to serve the communities of the surrounding suburbs for many years to come.

Location/drawing areaMary Immaculate Primary School is located in Quakers Hill and has an enrolment of 570 studentsfrom Kindergarten to Year 6. It is one of three Catholic schools in the Mary Immaculate Parishcommunity – two primary and one secondary. Mary Immaculate Primary School generally drawson students from the suburbs of Quakers Hill, Acacia Gardens and various estates in StanhopeGardens. Families outside this area, however, are able to, and do, enrol their children here as amatter of choice. Owing to its location, we have extensive grounds for the children to enjoyduring their play and sport times.

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Workforce Composition

Category Numberof Staff

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

45

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

0

Number of teachers accreditated to teach Religious Education 34

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 11

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 92

Percentage of 2018 teaching staff who were retained from 2017 96

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesWithin school life, there were many varied prayer experiences from guided meditation, personalprayer, formal and traditional prayer, prayer circles and whole-school prayer celebrations.

The school maintained its rich liturgical life with special liturgies at significant times of the yearincluding beginning and end of year masses, Holy Week and Easter liturgies, ANZAC Day,Remembrance Day, Mothers Day, Fathers Day and the school feast day for Mary Immaculate. Allclasses attended parish mass once a term in their grade groups. From Year 4 to Year 6, studentsand staff participated in the Sacraments through the year.

Other opportunities included:staff prayer, which was offered in the form of prayer before each staff meetingdedicated staff reflection opportunities where appropriateattendance at the Diocesan Education MassLenten prayer groupsa whole-staff spirituality day

Staff members were encouraged to participate actively in the planning of all school liturgies byforming teams with the Religious Education coordinator (REC).

Year 6 had a retreat day at the end of the year. Students were selected from Year 4 to Year 6 totake part in a training program every six months to skill them as ministers of the Word toproclaim effectively the Good News within liturgical celebrations.

Social JusticeSocial justice remained an important focus at our school. We referred to our school motto ofLove and Service as a way we could use the model of Jesus to reach out to others in thecommunity and world. A team of eight Year 6 students made up our school Mini Vinnies teamand were responsible for the promotion of outreach activities and fundraising throughout theyear.

We supported the annual Caritas Project Compassion Appeal during Lent.

In term 3 for the St Vincent de Paul (SVDP) Winter Appeal, we held staff soup lunches, ascarf/beanie/gloves mufti-day and a Year 6 student winter sleep-out where the Vinnies' youthcoordinator came to speak to the students.

We supported the initiatives of our local Quakers Hill conference SVDP group, particularly in term4 when we collected baskets of food items to assist with their Christmas food appeal.

Throughout the year we also celebrated Harmony Day and National Aborigines and Islanders DayObservance Committee (NAIDOC) week with fun activities to raise awareness about diversity andpromote understanding, tolerance and inclusion among our students.

School home and parish partnershipsThe school played an active role in the parish Sacramental program, as well as aligning SharingOur Story units with the parish program. The parish initiative of liturgies for preschoolers throughthe year was supported by the school, with students taking part in the celebrations and assistingwith the little ones.

The school played a variety of roles in celebrations which were hosted by the parish. The schoolwas invited to prepare a parish Sunday mass and provided readers, music, reflection and livelyparticipation in the Sunday liturgy. All parents received a special invitation and morning tea wasprovided afterwards.

The priests of the parish and other parish personnel were invited into the classrooms to assistthe children and staff on their faith journey.

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Parents were an integral part of all liturgical and prayer celebrations both in the church and onthe school grounds. They were invited to attend every occasion and always wholeheartedlysupported student fundraising initiatives.

Religious EducationMary Immaculate Primary School followed the Parramatta Diocesan Religious Education syllabus,Sharing our Story (SOS). Religious Education (RE) was taught like every other subject in the schooland aimed to increase the students' knowledge, understanding and skills in Catholic traditions.The Sharing our Story syllabus was adjusted to meet the needs of our school and to assist in theintegration of Religious Education across the curriculum. Classroom prayer and liturgycomplemented the Religious Education units. Pastoral care of our students was an importantpriority. We had a Peer Support program, where the older students supported the youngerstudents, through the use of structured activities.

Professional Learning of staff in Religious EducationThroughout the year the staff were involved in many opportunities for collaborativeprogramming, ensuring consistent practice across the school in the areas of learning intentionsand success criteria, word walls and Scripture knowledge. Our RE committee engaged the staff inlearning together how to use these high yield strategies to improve student learning outcomes asevidenced in religious literacy assessments.

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Learning and Teaching

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

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

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 100 94 89 73

Literacy 100 95 87 73

Reading 99 96 85 76

Writing 100 94 86 72

Spelling 100 94 90 70

Numeracy 100 96 78 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 95 94 85 64

Literacy 98 93 65 58

Reading 98 95 66 66

Writing 98 90 52 44

Spelling 100 94 67 64

Numeracy 100 96 59 58

Mary Immaculate students continued to perform well during these assessments as they did intheir general learning. NAPLAN data, and data from other sources, are used to enrich ourteaching focus.

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School curriculumIn 2018, the school continued with our plan to make sure we had consistent and rigorous dataon our students' needs and achievements. Working with the numeracy and literacy curricula asour guide, we developed a system of identifying and tracking students' needs and achievementsto inform our teaching. Staff worked collaboratively to identify best practice and methods ofimplementing that across the school. High yield strategies involving inquiry learning have beenimplemented across the school.

This also enabled us to focus on the personal learning needs of our students, enabling thestudents themselves to inform their learning, using curriculum elements modified for theirunderstanding. This has been empowering students as learners.

Initiatives to promote respect and responsibilityThe school has in place programs around protective behaviours and positive relationships. In2018 we carried out an anti-bullying program as part of our Personal Development, Health andPhysical Education (PDHPE) work. This was used to promote respect and responsibility across theschool. Student leaders in the school were enabled to have a specific role to play in supportingthese, as well in practical activities and events such as being members of our Minnie Vinniesteam.

Professional LearningMembers of staff continued to further their professional learning through accreditation andtertiary courses. Relevant staff were undergoing or completing courses at Masters level. Allmembers of our teaching staff participated in a professional goal setting and attainment processwith the support of our Lead Team and colleagues.

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School Improvement

Annual school prioritiesPriority 1 For students to develop a deep understanding of mission as a call to

action and demonstrate how it can be shown throughout thecommunity

Reason for priority 1 During 2018 and beyond our school learning focus was significantly onstudent understanding and action across the curriculum. This goal wasto ensure Religious Education (RE) was in keeping with ourdevelopments in learning and teaching in all Key Learning Areas (KLAs).RE and other KLAs were to be taught within an Inquiry framework.

Steps taken to achievepriority 1

These included:the Religious Education coordinator (REC) working alongsideteachers in planning units of workthe REC providing feedback on programsshoulder-to-shoulder teachingexamining trends in Religious Literacy Assessment (RLA) data toinform future directionworking with the parish priest and parish team to facilitate aBaptismal programinviting the parish priest for classroom visitsworking with teachers around the creation of an RE data wall

Status of priority 1 Achieved

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Priority 2 For all students to achieve growth in reading comprehension asevidenced by the NSW literacy continuum and through the use ofassessment and feedback

Reason for priority 2 We wished to implement staff understanding of the literacy continuumwith a focus on reading and comprehension and to encourage aninquiry-based growth mindset to enable students to achieve expectedgrowth.

The 2017 NAPLAN and Progressive Achievement Tests in Reading (PAT-R) showed growth but growth in Years 2 to 6 needed to be accelerated.NAPLAN reading data indicated that Years 3 and 5 had 30% of studentswho had shown less than expected growth in reading comprehension.

Steps taken to achievepriority 2

These included:developing an understanding of how the Literacy Continuum ICan Comprehension Statements could be used to support anddevelop individual students' reading goalsensuring that all programs included a well sequenced readingblock that fulfilled the learning intention and success criteriaa focus on inquiry-based learning through informative text toexpose students to a range of vocabulary to enhance anddevelop their vocabulary knowledge

Status of priority 2 On-going

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Priority 3 For students to develop their ability to work mathematically asreferenced to the NSW numeracy continuum

Reason for priority 3 School Professional Learning on multiplicative thinking and dataanalysis, including Mathematics Assessment Interview (MAI) data andtracking, Progressive Achievement Tests in Mathematics (PAT-M) andNAPLAN data, identified a need to examine problem solving within theteaching of numeracy blocks. Inquiry-based learning was to be used towork with students to complete problems involving multiple steps.This skill had been identified in school data as an area of improvementfor all students.

Steps taken to achievepriority 3

These included:cross-Stage conversations about problem solving skillsteachers running workshops/masterclasses on problem solvingskillsusing Mathematical languagetasks that were word based problemsuse of individual learning goalsvisits to Extending Mathematical Understanding (EMU)lessons/other classrooms around numeracy practice

Status of priority 3 Achieved

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Projected school prioritiesPriority 1 To continue the effective implementation of our Religious Education

Curriculum with a focus on inquiry based learning

Reason for Priority 1 Inquiry based learning is a critical element of our learning platform.Utilising this in RE as well, will enable us to ensure that we are alsoemploying the most effective teaching and learning practices in this KeyLearning Area (KLA).

Steps to be taken toachieve Priority 1

These will include programming, planning and delivery using ourProject Based Learning (PBL) process across the whole school.

Priority 2 To improve student reading comprehension through theimplementation of the learning progressions

Reason for Priority 2 In our professional learning journey to date we have sought to becomeeven more focused on specific learning goals for our individualstudents. Staff are keen to inform this through the use of theprogressions.

Steps to be taken toachieve Priority 2

We plan to develop whole-school agreed practices in theimplementation of, and teaching for, student achievement of theprogressions.

Priority 3 To improve student achievement especially in the area of workingmathematically through the implementation of the learningprogressions

Reason for Priority 3 The work in RE and English around inquiry learning and theimplementation of the progressions will be consistently supportedthrough similar initiatives in Mathematics.

Steps to be taken toachieve Priority 3

We plan to develop whole-school agreed practices in theimplementation of, and teaching for, student achievement of theprogressions.

Community Satisfaction

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Community Satisfaction

Parent satisfactionTell Them From Me (TTFM) data in 2018 indicated parents recognised improvements incommunity engagement, learning opportunities, staff engagement and student engagement.They also indicate their desire for the school to continue to work on student behaviour and peerrelations.

Student satisfactionStudents indicated an appreciation of the range of learning opportunities provided for them by ahighly skilled and relational staff. Their expectations of their peers were high and notconsistently met particularly in the classroom setting.

This raising of the individual and collective expectations was both positive and challenging.

Teacher satisfactionThe TTFM teacher satisfaction data was considerably higher across all areas most notably ourschool improvement focus. The shared improvements across the school significantly improvedthe climate and culture of the school for teachers. School morale, teamwork and curriculumprocesses were highlighted areas. Teachers were working even harder than before but alsoachieving a higher sense of satisfaction and a lessening of a sense of work demands.

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Student Profile

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

Current and previous years' student enrolmentYear Boys Girls Total

2016 260 288 548

2017 263 289 552

2018 283 306 589

Enrolments continued to show a positive upward trend which is set to continue.

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

Kindergarten 94

Year 1 94

Year 2 94

Year 3 93

Year 4 95

Year 5 94

Year 6 92

School Average 94

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

Language background other than English (LBOTE) 88

Students with disablities (SWD) 21

Indigenous 9

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.Mary Immaculate Primary School, Quakers Hill Page 16

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

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

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careIn 2008, the Positive Behaviour Management Committee worked on the implementation andconsolidation of behaviour management practices within the school. The Behaviour Managementsystem continued to be developed, based on the student needs present at the school. Anychange was implemented after consultation with staff and communication with students andparents. The following awards were in place to recognise, promote and value positive behaviourin the school:

class awardsmerit awards presented at school assembliescongratulations cardsbronze, silver and gold awardsprincipal’s awardsMary MacKillop awards

Teachers in the classroom and on the playground referred to the school rules to promotepositive behaviour. This was reinforced in all learning environments to ensureconsistency. Behaviour management flowcharts for the classroom and playground were revisitedand reinforced in order to provide teachers with clear guidelines on how to deal with anybehavioural concerns. Critical incident records were collected in order to gather school-baseddata to track and monitor undesirable student behaviours. The behaviour book continued to beused by staff to track and monitor classroom and playground incidents within grade groups.

The school's Anti-bullying policy outlined the rights and responsibilities of all stake holders,based on the understanding that the way the matter was dealt with ensured appropriateconsequences for all parties. Following any incident of bullying we provided structures for thehealing of relationships and the building of resilience. Our anti-bullying stance was part ofthe Personal Development and Health areas and also protective behaviours programs.

The school Behaviour Management policy is based on the principles of natural justice andprocedural fairness. The policy can be obtained from the school office and in essence remainsunchanged. Corporal punishment is expressly forbidden at the school.

Aspects of the policy, however, were investigated in 2015 and have undergone slight changes asthe school reviewed behaviour management practices in 2016. These areas included the systemsof positive reinforcement, focusing on the consistency of practice of the teachers, and theeducation of both students and parents.

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

There were no changes to the policy in 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (59.9%)Capital (0%)State (18.3%)Fees (21.1%)Other (0.7%)

Capital (7.6%)Salary (72%)Non-Salary (20.4%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $4,177,786

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,275,316

Fees and Private Income 4 $1,475,851

Other Capital Income 5 $49,113

Total Income $6,978,066

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $515,238

Salaries and Related Expenses 7 $4,880,348

Non-Salary Expenses 8 $1,378,662

Total Expenditure $6,774,248

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

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

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

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

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

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

21.1%

18.3% 59.9%

■■■■■

7.6%20.4%

72%

■■■

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