PERFORMANCE REPORT 2015 as at 30 November 2015 June 2016_Annual... · Page 1 of 27 PERFORMANCE REPORT 2015 as at 30 November 2015 As required by the “Australian Education Act 2013”,

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PERFORMANCE REPORT 2015 as at 30 November 2015

As required by the “Australian Education Act 2013”, Catherine McAuley School has produced an annual performance report. Introduction Catherine McAuley School is a Catholic Reception to Year 7 Primary School, in the Mercy tradition. The school is located in Craigmore. The catchment for Catherine McAuley is Craigmore/Blakeview, Munno Para with some families traveling from the new Andrew’s Farm Development and Elizabeth. Catherine McAuley School shares a Campus with Playford Primary School and offers a Defence Service Transition Aide, Outside of School Hours Care and Vacation Care Services to students from both schools. The school has an SES of 89. Our current total enrolment is 352 students; please see the table below for a year level breakdown of our current enrolments:

2015 Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

Number of students

53 40 56 45 45 36 40 37

2.2% of our enrolments are Indigenous

9.9% of our enrolments are students with disabilities (students for whom the school receives special education funding support from the Catholic Education Office)

Professional Engagement In 2015 Catherine McAuley School has 23 teachers on staff working at a full time equivalent of 19.6 and 16 non-teaching staff working at a full-time equivalent of 11.4. Fifteen per cent of our staff are male, eighty-five per cent of our staff are female. Staff Attendance Teaching staff attendance for the 2015 school year was 91.3% and our teachers took sick leave, maternity leave, carer’s leave, bereavement leave and long service leave as is their industrial entitlement. Staff Retention In 2015 we retained 90% of our teaching staff from the beginning of the previous year. We celebrate the passion, commitment, wisdom and expertise that our new staff members bring to the community. In 2015 we welcomed back Mrs Rachel Probets (0.4) from Parental Leave and in Term 3 Ms Nicole Schwidder after Mrs Nicki Hunt moved interstate due to family circumstances. During the 2015 year Ms Vanessa Lynch took Maternity Leave followed Parental Leave and Mrs Carmen Rees (nee Bint) took Parental Leave. The school was unable to advertise any permanent positions throughout the year. We have completed our staffing for 2016 and we welcome Mrs Sara Armeni to the Year 2/3 Team. We also welcome back Mr Scott Hughes, Mr Nick Guidolin, Mrs Liesa Lombard, Mrs Malissa Jones, Mrs Ashna Kenyon and Ms Julia Fergusson in Replacement Positions. We also welcome back Mrs Katherine Wotherspoon. Ms Louise Gellard has been granted 12 months leave during 2016 and Mrs Carmen Rees and Ms Vanessa Lynch will take Parental Leave. Our staffing for 2016 is:

Principal Mrs Belinda Bennett Deputy Principal Ms Eleni Vailas APRIM/Adaptive Education Mrs Ciara James Business Manager Mrs Anne Richards

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Reception Mrs Leonie Wood, Mrs Malissa Jones Year 1 Ms Julia Fergusson, Mrs Ashna Kenyon Year 2/3 Ms Courtney Starr, Mrs Liesa Lombard,

Mrs Rachel Probets (0.6) / Mrs Sarah Armeni (0.4) Year 3/4 Mr Nick Guidolin

Year 4/5 Mr Richard Cochrane, Ms Danielle Hodson, Ms Milda Fahey

Year 6/7 Mr Craig Leahy, Mrs Linda Caldinez, Mrs Katherine Wotherspoon (0.6) / Mr Scott Hughes (0.4) Expressive Arts Mrs Megan Pollard LOTE Ms Samara Offen Physical Education Mr Scott Hughes Resource Centre and ICT Mrs Maureen Nicholls ICT Mr Mac Assaad ESO Administration Mrs Trish Jones, Ms Lynda Giles, Mr Andrew Fittes ESO Curriculum Mrs Kerryn Lawson, Mr Andrew Fittes, Mrs Tina Guthrie, Mrs Sue Jones, Mrs Lee-

anne Vandenberg, Ms Sarah Guthrie, Mrs Anna Rositano, Mrs Mary-Anne Hayward, Mrs Serena Fisher

ESO Services Mr Trevor Spencer, Mr Andrew Fittes Elizabeth Community Connections Mrs Jo Williamson Out of School Hours Care Service Ms Tanya Giester, Mrs Valerie Bowley

At the conclusion of 2015, we farewelled Miss Nicole Schwidder whose contract concluded and we thank her for her contributions to Catherine McAuley School and wish her every blessing for the future. Teacher Qualifications The table below highlights the qualifications that our 24 teaching staff have obtained:

Bachelor Degree 108%

Masters Degree 9%

Other (Diploma, Graduate Certificate, Graduate Diploma) 34%

Expenditure and Teacher Participation in Professional Learning In 2015, there has been 100% participation by the teaching and ancillary staff in professional learning. There has been a wide range of Professional Learning involving the whole school, Year Level Teams, Sub-Schools, Key Learning Areas and individual staff. Pupil free days, staff meetings, sub-school meetings and individual teacher time was used for professional learning. Some of the professional learning that has informed teaching practice in 2015 included:

Religious Education

Australian Curriculum – English, Mathematics, Cross Curriculum Perspectives

Literacy Training - Composing Written Text training, planning and development

National Literacy and Numeracy Test training

Children with Special Needs – Autism Spectrum Disorder Training, Continence Care

Dyslexia Training

Behaviour Education Support

Made in the Image of God

Crossways

Child Protection Curriculum

Play is the Way

Restorative Practice

Engaging with ICT

Expressive Arts

LOTE

Numeracy Projects

AITSL - Performance and Development Framework

WHS Training

Visible Learning

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Positive Psychology

EAL Scaling and Training

EAL Cluster Group

Indigenous Education - Curriculum and ILP’s In addition to this, Catholic Education South Australia (CESA) provided professional development and consultancy services for all Catholic Education SA Schools. Our Early Years teachers have been involved in Early Years Assessment Training supported by Catholic Education South Australia (CESA). During 2015, the school spent $16,518 on professional learning for staff. The school is committed to ensuring that all staff are provided with the opportunity to engage in ongoing learning surrounding education and the needs of school aged children, to extend their professional knowledge and to update their pedagogical understandings and skills. Student Attendance The average student attendance rate for our school, year to date is 92.18%; the average attendance rate per year level year to date is shown in the table below:

2015 Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

Attendance Rate of students

92.3% 89.7% 90.6% 93.2% 91.9% 95.1% 90.8% 93.8%

Our school manages non-attendance in a variety of ways including daily roll book log in, phone calls for unexplained absence, follow up phone calls for ongoing absence, formal letters explaining habitual and chronic absence, parent meetings and formal reporting to the attendance officer if required.

Early Years Assessment Data 2015 Collection and 2015 NAPLAN Statistics Our teachers and students are to be congratulated on the overall learning growth in both the Early Years Assessment Data Collection Report and the NAPLAN tests. The ‘Report on Early Years Assessment Data - 2015 Collection’ is shown on page 8 of this report and the 2015 NAPLAN data is shown on pages 9 to 14 of this report. Value Added We add value to the school curriculum by providing a rich educational experience for all students through the provision of extra programs across the school. 1. Programs: The Italian Language and Cultural Program, Expressive Arts Program, Early Intervention Programs, ICT

Specialist Program, Made in the Image of God, Crossways, Mentoring and Round Table Project, Community Kids, Anti Bullying and Harassment Strategy, Better Buddies Program, Program Achieve, Play is the Way, What’s the Buzz Transition Programs, Breakfast Program, Healthy Eating/Brain Food Program, Catholic Schools Music Festival, Premier’s Reading Challenge, Cyber Bullying Workshops, Student Leadership and Ministries and our Playgroups, ELY and Early Reading Programs add an extra and vital dimension to the school community. Specialist Programs such as the Small Mercies Transition Program, Garden Group, Elizabeth Community Connections Project and our Out of School Hours Care (OSHC) and Vacation Care Service all serve the community in a variety of ways throughout the year.

2. Catholic Culture: Beginning and End of Year combined Staff Mass with the Regional Mercy schools, Staff Commissioning Mass, Shrove Tuesday, Ash Wednesday, Holy Week Reflections, Green and Brown and Charities Days, Missions and Liturgy Committee, Mercy in Action (soup, fundraising and out-reach activities), Liturgies, Masses, weekly Whole School Prayer, ANZAC and Remembrance Day Ceremonies, Religious Education Program, Staff/Student Retreats, Social Justice Programs, Sacramental Program in conjunction with the Elizabeth Parish, Mercy Day Regional activities and interactions with the two other Mercy Parish schools, End of Year and Graduation Liturgy, End of Year Staff Mass.

3. Extra Curricular: Student Representative Council / Better Buddies, Indigenous Cultural events, Catholic Schools

Music Festival Choir, Liturgy Group, Private Piano Tuition, Interschool Sports Activities, SAPSASA, SACPSSA, Movie

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Nights, Sleepovers, Camps, Discos, Middle School Retreats, Zumba, Carols and Concerts all add to the richness of life at Catherine McAuley.

4. Parental/Caregiver Involvement: Catherine McAuley School is proud of the rich partnership between home and

school and provides a variety of ways in which families can become involved in the school based education of their children in particular through:

Parent/Carer Information Nights and Parent/Teacher/Student interviews

Special Person/Grandparents Day

Open Day

Charities Day and Green and Brown Day

Liturgies and Masses

Shrove Tuesday

School functions and events

SAPSASSA events

WHS Inductions and the new Mandatory Notification - Responding to abuse and neglect - Education and Care Induction Session for Volunteers’ Training; we screen all of our volunteers using the updated Police Check Procedures

School Board and Finance Committee

MITIOG Parents Group

Catherine McAuley Community Team (CMCT)

Early Learning Programs -Playgroup, Early Learning Years (ELY) Program, Toddler Bop

Fitness and Walking Programs

Classroom support - listening to children read, assisting with learning activities, assisting on excursions, retreats, sports day, sport events, coaching

Catholic School Music Festival Choir

DSTA Support – Our Campus DSTA works closely with the students of defence families and provides added support to the family during times of deployment. Students have the opportunity to participate in various programs: - Optimistic Kids Program, supported by the Port Adelaide Football Club - ANZAC Day and Remembrance Day ceremonies - Kidz Club We are extremely grateful for the work that Mrs Melanie Kirkpatrick does across the Campus to provide a variety of support programs for the children. Melanie will be moving interstate with her family in the new year and we wish her and her family all the very best. Jacqui Langstreth has won the position and will begin in 2016.

5. Facilities: The Joan Haren Performing Arts Centre, which incorporates OSHC, the Elizabeth Community Connections

Rooms and the CMCT/Uniform Shop/WHS Room, have continued to be active well utilised places in our school. Our Evangelista Learning Centre classrooms provide flexible learning opportunities where classes can utilise break out spaces for group work including the Sustainable Garden. The Teacher Resource Centre was relocated in 2015 to provide a central place for resources, planning and preparation for staff. Private musical instrument tuition is now busy two days a week and we seek to offer other instruments in 2016. Our Koala Crossings have improved the safety for all on Adams Road and students are trained by Police on a yearly basis to be monitors on the crossing. We have upgraded several yard areas including the sealing of our staff car park. Plans are in place for replacing the R-1 lawn area with artificial turf to enable use all year round.

6. Student Support: Our school believes that the health and wellbeing of our students is paramount to their learning. During 2015 we have provided support though:

School wide Social Skills Programs – Play is the Way , What’s the Buzz

Small group and individual learning support programs

Mentoring Program - Leadership, teachers and Education Support Officer’s (ESO’s) provide mentoring for a variety of students. The results clearly indicate that the Program works and teachers report that they spend more time on teaching than classroom management. Parents/caregivers have also indicated that they value the Program and believe that it has real benefits for their children.

Social Groups and structured play sessions

Fine and Gross Motor Program

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Sensory Programs - a space is set up to support students with sensory needs and also doubles as a ‘cool down space’ for students who require this quiet space.

Occupational Therapy

Speech Therapy

Indigenous Support Groups – Campus Nunga Club

Better Buddies Program, affiliated with the Allanah and Madeline Foundation provides peer mediation and social support in the yard and empowers students to support one another through a variety of activities

Community Kids Program supported by Bower Place and UniHealth Playford, continues to flourish assisting children in developing resilience, self-esteem, social skills and mindfulness

Breakfast Club

Restorative Practices - students learning skills that will assist them further in life

Round Table – Round Table has continued to support Central Region School staff in dealing with some of the social, emotional and behavioural challenges that students presented with across the region. Meetings are held twice each term and often include members from the Catholic Education Office (CEO) Behaviour Education Team, Northern CAMHS, visiting psychologists, teachers and leaders. The meetings use a format to respect privacy and encourage rich and robust professional discussion, which supports teachers and leaders to deal with challenging behaviours in all of the schools.

Trauma Training and the use of the Student Profile and Resource Folder As a school community we believe “It takes a village to raise a child” and together we are responsible for each student and their wellbeing.

7. Community: In 2015, the Catherine McAuley Community Team (CMCT) continued to enthusiastically support the

fundraising and community building of the school. Throughout the year the Team and their helpers have supported the following events:

Car Boot Sale/Open Day

Sausage Sizzles

Sports Day and Be Active Day support

Show Down Donut Day

Mother’s Day and Father’s Day shop

Father’s Day Breakfast

Discos

Quiz Night

Year Book The contribution of these volunteers has been immeasurable and their generosity of time, skill and spirit has been an inspiration to all of us. Funds raised in 2015 have assisted the school in many ways and has enabled the school to purchase PE equipment, Maths Resources, Literacy Resources, support the CSMF Choir, purchase a portable PA system and ICT equipment. We thank all of our volunteers who assist in so many ways across the school for all their hard work and dedication.

In 2015, the Elizabeth Community Connections (ECC) Project provided a range of training and educational opportunities for the school and wider Elizabeth community. On the 26th January ECC won the Playford Australia Day Award Community Group or Initiative of the Year Award. This is such a huge honour for our Team and particularly Mrs Tammy Bruecher who works tirelessly to provide extensive programs for our parents and children aged 0-6 years. Other programs made available this year include:

Introduction to Working with Children and Families which is a pathway program into Children’s Services, Education Support or Community Services. This program has two modules that are accredited through TAFE.

A variety of workshops around financial support and parenting, which assists our community to gain skills and to participate in the wider community.

The promotion of health, welfare and wellbeing of the community such as City to Bay Fun Run, Heart Foundation Walking Group and the Biggest Morning Tea.

Toddler Bop

Playgroup

ELY (Early Learning Years for 3-5 year olds)

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The literacy library continues to grow providing packs containing a book and activities to extend the story and increase language, literacy and numeracy development. Our coordinators and volunteers including Tammy, Jo, Karen, Cheri-Ann, Lilly, Maree, Tammy S, Karen E, Chantel, Rebecca, Samantha and Carly-Jayne, are the driving force that brings to life the ECC Programs. We thank all of the parents and caregivers who have participated and supported the Programs and we especially acknowledge Mrs Tammy Bruecher and Mrs Jo Williamson and thank them for their tireless work in making ECC so successful.

Parent/Caregiver, Student and Teacher Satisfaction The school is always open to hearing the views, suggestions and ideas from the community. The Leadership Team has an Open Door Policy and we encourage parents and carers to contact members of the School Board when they wish to voice an opinion or make a suggestion. In 2015 we again surveyed Families, Students and Staff with the results shown on pages 15 to 25 of this report. These findings along with the Continuous Improvement Framework (CIF) will guide the school’s Annual Improvement Plan. School Income The table below shows our sources of income as at 31 October 2015:

Government Grants $2,851,698 Fees 428,388 Other 115,717

School Improvement During 2015, the school engaged in a self-assessment process that led to the development of a School Improvement Plan based on the Domains specified in the Continuous Improvement Framework for Catholic Schools. The school also undertook work to establish the School’s Strategic Plan. The Annual School Improvement Plan for 2015 and Strategic Plan are summarised below:

CIF - Domain 5 “High Quality Teaching and Learning” Focus: Improved outcomes in Literacy (Writing and Reading), Numeracy (Numerical Acumen and quick recall of facts), development of Science Curriculum. Strategies Implemented: Whole staff professional learning using ‘Composing written text’, exploration of walk throughs and peer observation for feedback. Moving from ‘what I think, to what I know’ and greater use of data to inform teaching, particularly the use of PAT/NAPLAN data. Outcomes: Improved writing outcomes evident through student work and PAT/NAPLAN, development of a Scope and Sequence for the Early Years, improved Early Years Assessment data, greater use of scaffolding and the ‘Teaching and Learning Cycle’, development of a common language/pedagogy across R-7, greater use of data to inform practice, improved engagement of students.

CIF - Domain 7 “Orderly and Safe Learning Environments” Focus: Developing positive behaviour, self-regulation, resilience, respectful relationships. Strategies Implemented: Restorative Practices (CESA Project) professional development, Review of Policy and Procedures, development of common language, Circle Time. School focus on kind words, kind thoughts, kind actions. Better Buddies redevelopment, focus on care for our physical environment, feedback from students, review of the physical environment of the school. Outcomes: Development of a common language/understanding of Restorative Practices, review of practices and development of school norms, greater use of Circle Time in some classes to address and manage issues, greater accountability of children/parents in relation to inappropriate behaviour, greater levels of empathy, self-regulation and resilience being observed, less yard issues, more respectful play and cooperation, greater student voice.

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CIF - Domain 8 “Strong Home/School/Community Engagement” Focus: Raising the school profile within the community. Developing better school/teacher/family relationships and communication. Providing more opportunities for parents/carers to be involved in the life and learning of the school. Strategies Implemented: Concentrated focus on using Skoolbag App and Facebook, initial phase of updating website, collecting email addresses of families for staff to email directly, family days (Special Person/Come to School morning, engagement with the wider community, improving the façade of the school. Advertising and celebrating what we do well within the community, at enrolment asking specifically how families know about our school, Car Boot/Open Day, visibility in the yard each morning, Surveys, improved Community Kids Programs, notice board in yard, signs around the school, increased Early Years Programs and advertising of them. Outcomes: Greater engagement with parents particularly at the classroom level, positive word of mouth in the community, greater exposure, greater communication between home and school, improved aesthetics of the school, more families attending Early Years Programs.

Review and construction the 2016-2019 School Strategic Plan Focus: Review the school’s direction and develop a Strategic Plan for the next 3-5 years. Strategies Implemented: Feedback and input from the staff, School Board, students and families through direct discussion, end of year Surveys, DISA Survey, gap analysis, review of the past Strategic Plan and vision for where we would like the school to be in 3-5 years’ time, exploration of expansion of Early Years services. Outcomes: The 2016-2019 School Strategic Plan can be found on pages 26 to 27 of this report.

In addition, there were many other achievements aimed at school improvement. These included the following:

Continuation and further development of Well-being Programs (Community Kids, Beginning and Belonging, Better Buddies, Play is the Way, What’s the Buzz)

Involvement in the Primary and Middle Years Numeracy Project

More than 80% participation in the 2015 Premiers Reading Challenge

Embedding of Visible Learning Strategies

Indigenous Education Programs

English as an Additional Language Cluster/Learning Program (EAL) Our ongoing participation in the National Partnerships Project – ‘Rewards for Great Teachers’ has enabled us to continue to work with the AITSL (Australian Institute for Teaching and School Leadership) Performance and Development Framework. Based on our Annual Improvement Plan, staff set personal goals, work in collaborative learning communities and observe and give feedback for one another. Staff were also able to further develop a culture of improvement by engaging more fully with the AITSL Professional Standards. These initiatives and projects have enabled teachers to think deeply and critically about how to enable best outcomes for all students. Through collaborative learning, planning, questioning and feedback teachers have interrogated what they are teaching, how they are teaching it and what the students need next to ensure growth for all learners. Conclusion Underpinned by the Charism of Mercy, our work in partnership with students, families/caregivers, the Elizabeth Catholic Parish, the Catholic Education Office and Playford Primary School has been driven by our goal to achieve improved outcomes for all learners. Authentic education caters for the needs of all learners and seeks to provide opportunities for maximum engagement and continual growth. At the heart of this is our desire to continually seek ways to improve in all facets of school life; religious, social/emotional, academic and environmental, while building the capacity of each person within and among the community. In the pursuit of excellence and success for all learners, we have continued to challenge our mindsets to think critically, conceptually and creatively to ensure our young people are prepared for a meaningful life of authentic contribution to the global community in the 21st Century. Belinda Bennett, Principal.

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REPORT on EARLY YEARS ASSESSMENT DATA CATHERINE McAULEY SCHOOL

2015 COLLECTION

M:\School Board\School Board_2015\2015 School Board AGM_2 December 2015\Final_2 June 2016_Annual Performance Report 2015.doc Page 9 of 27

NAPLAN ANALYSIS REPORT 2015

Year 3 2015

The black arrow shows the Australian average and the clear arrow shows the CMS school average.

Our Year 3 cohort is generally the group furthest from the Australian average. We are below in all areas with the

closest gap being Persuasive Writing. Our largest gap is Grammar and Punctuation.


Our current Year 3 cohort is the strongest performing group in several years. They have performed better in all

learning areas but particularly in Reading, Writing and Punctuation Grammar.

98% of students achieved National Minimum Standard as opposed to 78% the previous year and 90% the year

before. This could also be attributed to the withdrawal of three students with learning needs.

Given this is the first year this cohort have been tested we are not able to determine academic growth.


Year 5 2015

The dark arrow shows the Australian average. The clear arrow shows the CMS average. We are below in all

areas. We are closest in Grammar and Punctuation and Numeracy and the furthest in Spelling and Reading.

The 2015 Year 5 cohort has not performed as high as previous years with slightly less students achieving National

Minimum Standard in all subject areas. This is partially due to a higher number of students with special needs

participating.


Academic growth for the 2015 cohort is in line with the Australian average (75% in medium/upper is the average).

Students who have achieved either medium or upper growth from Year 3 to Year 5.

2010 2011 2012 2013 2014

2015

Reading 84% 86% 53% 78% 82% 71%

Numeracy 89% 87% 65% 60% 77% 75%


Year 7 2015

The black arrow is the Australian average and the clear arrow is CMS average. As you can see we are extremely

close to the Australian standard in all areas.

Our Year 7 cohorts generally, are our best performing students with scores mostly reflecting similar scores to

‘like’ schools. The 2015 cohort were slightly down in Writing and Numeracy. Mean scores were slightly less than

2014 but significantly better than 2013.


When comparing the academic growth of the 2015 cohort from Year 5 to 7 we are line with the Australian

average.

CMS students who have achieved either medium or upper growth from Year 5 to Year 7.

2010 2011 2012 2013 2014

2015

Reading 62% 79% 60% 77% 72% 74%

Numeracy 72% 89% 89% 61% 91% 76%

Louise Gellard, 2015 Assessment and Reporting Position of Responsibility Teacher.


CATHERINE McAULEY SCHOOL FAMILY FEEDBACK SURVEY 2015

In 2015, there were 33 Total Responses and 28 Complete Responses to the Family Feedback Survey, the collated results are as follows:


How well does Catherine McAuley School welcome, show compassion, understanding and support members of the school community? What suggestions do you have to improve the Religious Dimension of our school?

• None what so ever keep up the great work. • It would be wonderful if the school had the capacity to host a Sunday Family Mass in the JHPAC.....even if only on a

monthly or bi-monthly basis. This would allow opportunities for the children to share what they are learning with their families and the local community in a familiar and safe environment.

• Monday morning prayer is very welcoming for parents, however attendance can be difficult!


How do you access information regarding school? What suggestions do you have to improve the Administration Dimension of the school?

• It would be great if the newsletter was emailed to us. • More information on FB re: school events and excursions would be very helpful to parents. • None.....also, just some positive feedback: the front office staff are amazing....always smiling and calm, even when

they are bombarded by several parents and children and the ringing telephone!


What suggestions do you have for improving the facilities and grounds at Catherine McAuley School? • Shade over upper primary playground. • Mural done by school children on ramp wall near ELC building. • The kiss and go zone, a lot of parents are parking and leaving their cars for ages instead of keeping the drop off flow

constant. • It would be great if there were more physical play options for the children. These don't have to be expensive.

How high are the expectations for students at Catherine McAuley School?


Is your child required to do too much homework, too little homework, or about the right amount of homework?


Please rate the items below:


Please rate the items below: What are the strengths of Catherine McAuley School?

• The school has fantastic communication, I feel blessed and involved with the school. I absolutely love the fact that the Principal is at the gate most mornings to greet students and parents and addresses everyone by their name!

• Very friendly leadership team. Wonderful caring teachers. • Communication and the ability to work with children where they are at. • Ethos and staff. • Great teachers Communication between parents and teachers is fantastic. • To address issues straight away. • I find my children don't feel forgotten or looked over, also I see their fears are not laughed at and teachers take the

time to talk to the kids about their feelings. • It has a community feel therefore students and parents are treated as such. • Friendly. • Friendly and secure environment at a reasonable cost. • Great environment. I could not recommend school enough. • Positive and supportive learning environment. • The school's focus on caring for one another very much shines through.... • Students and family well-being, support and understanding. • Small size, community friendly.

What are the challenges of Catherine McAuley School?

• I think the only challenge really is for the teachers, being a volunteer allows me to see how much work and effort they put in and I am extremely great full for that.

• Some people prefer to gossip and bag the school and teachers to other parents/students rather than deal with concerns and issues face on. Very frustrating.

• I am extremely happy with the school. I do have a few suggestions to improve a few things but by far the school has more positives than negatives. As a new family this year I can only strongly recommend the school to other families. Well done.

• Maintaining a strong focus on Catholic values despite there being a concern reflected in society in relation to sharing such values.


What are your suggestions for the improvement of Catherine McAuley School? • I would like to see school sandals offered as an alternate in summer. In the extremely hot months I think it is too

much to only offer enclosed shoes. • Keep doing what you're doing.....it's what sets you apart from the numerous other schools that we visited when

considering schooling options for our children. • Community events (stalls at Playford Alive or Blakes Crossing) get out and get seen at the events, be part of the

community.


CATHERINE McAULEY SCHOOL STUDENT SURVEY 2015

The collated results are as follows:


What could be done to improve our school? • it is perfect the way it is. • More learning excursions for upper primary students. An area for the 6/7s to "hang out" in/around. • Have a student counsellor, not just an ESO. Therefore the parents would be able to book appointments during

school time for their kids.


CATHERINE McAULEY SCHOOL STAFF SURVEY 2015

The collated results are as follows:


CATHERINE McAULEY SCHOOL STRATEGIC PLAN

2016-2019

Mission To be a high quality Catholic School in the Mercy Tradition.

Vision

Catherine McAuley School is a Catholic Faith community which promotes and celebrates excellence in education. A spirit of reconciliation is encouraged through our experience of faith, growth and unity. We endeavour to prepare children for a life that is lived in justice, dignity and mutual respect.

Core Values

Respect, Justice, Dignity, Compassion, Responsibility, Integrity and Loyalty

Continuous Improvement Framework Domains

Elements Focus

1. Catholic Identity

1.2 – Catholic social teaching 1.4 – Religious education 1.5 – Faith formation

Promote a clearer Catholic identity

Quality learning in Religious Education

Establish stronger Parish connections

Promote ecological conversion and sustainability

Develop staff spiritual and religious formation

Develop knowledge and understanding of Scripture and Theology

2. Focussed Vision and Goals

2.2 – Strategic planning Staff, students and families know the school vision and goals and are committed to its continuous improvement

Establish a contemporary, dynamic and futures focussed vision for learning

3. Strong Leadership

3.2 – Setting directions 3.3 - Building leadership capacity

The effectiveness of teaching and learning is monitored and evaluated through observation, feedback, analysis and use of relevant data

Develop a culture of high expectations, innovation, inquiry and improvement

Parent and student voice in learning is actively encouraged

Develop and implement effective strategies for staff development, induction, succession planning, professional learning, faith formation, leadership development and professional review


4. High Expectations of All

4.1 – Shared responsibility 4.2 – Engagement with families

Develop a learning environment that promotes intellectual rigour and celebrates achievement

Develop an improved sense of belonging and pride within the school

Improve attendance rates across the school

Develop strategies that promote the engagement of families in the learning partnership

5. High Quality Teaching and Learning

5.1 – Curriculum 5.2 – Quality teaching 5.3 – Student engagement with learning

Promote an agreed school culture of excellence in learning and teaching

Review teaching and learning programs to ensure they are relevant, engaging and meaningful

Review the documentation of teaching and learning programs

Review integration of ICT across the curriculum

6. Effective Use of Data

6.2 – Analysis and interpretation of data 6.3 – Monitoring and use of data

Review and improve whole school data collection, analysis, storage and retrieval processes

Develop a cycle of regular review of data for continuous improvement and future planning

Develop a deeper understating of assessment FOR learning and assessment OF learning

7. Orderly and Safe Learning Environment

7.3 – Identifying and responding to issues 7.4 – School practices and policies

Develop a whole school positive behaviour policy and approach

Review and improve student leadership programs

Maintain and review pastoral care and wellbeing programs

Develop shared and agreed practices which enable safe and orderly work spaces

8. Strong Home/School/ Community Engagement

8.1 – Family engagement 8.2 – Community engagement

Build stronger more inclusive family and community relationships

Review and improve communication between home and school

Raise the profile of the school amongst the wider community with a focus on quality catholic education

9. Effective Administration and Resourcing

9.3 – Infrastructure and physical resources 9.5 – Environmental sustainability

Review of policies, procedures and practices for inclusion and improvement of all students

Development of a future school infrastructure plan

Development of school wide environmental and sustainability initiatives

PERFORMANCE REPORT 2015 as at 30 November 2015 June 2016_Annual... · Page 1 of 27 PERFORMANCE REPORT 2015 as at 30 November 2015 As required by the “Australian Education Act 2013”,

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