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Frayne

2015 ANNUAL REPORT to the School Community

REGISTERED SCHOOL NUMBER: 2029

FRAYNE COLLEGE, BARANDUDA


2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

Contact Details ............................................................................................................................................ 2

Minimum Standards Attestation ................................................................................................................ 2

Our School Vision ........................................................................................................................................ 3

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

Principal’s Report ......................................................................................................................................... 6

Parish Priest’s Report.................................................................................................................................... 7

Education in Faith ........................................................................................................................................ 8

Learning & Teaching ................................................................................................................................... 9

Pastoral Wellbeing..................................................................................................................................... 12

Leadership & Management ..................................................................................................................... 18

School Community .................................................................................................................................... 22

Financial Performance ............................................................................................................................. 25

Future Directions ........................................................................................................................................ 27



Contact Details

ADDRESS 214 Baranduda Boulevard

BARANDUDA VIC 3691

PRINCIPAL Mrs Jennyne Wilkinson

PARISH PRIEST Fr Dennis Crameri

SCHOOL BOARD CHAIR N/A

TELEPHONE (02) 6020 9100

EMAIL [email protected]

WEBSITE www.sfwodonga.catholic.edu.au

Minimum Standards Attestation

I, Jennyne Wilkinson, having been Principal from January 2015 until the present, attest that to my

knowledge, Frayne College 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 2015 school year under the

Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

22 May 2016



Our School Vision

IDENTITY STATEMENT

Frayne College is a Catholic community providing quality education founded on the gospel values of love,

justice and humility, nurturing and challenging all to go forth in hope.

VISION STATEMENTS:

We believe in…

Providing a meaningful, holistic, engaging and challenging learning environment that equips

students with the skills and aspiration for life-long learning.

Encouraging strong partnerships with school, families and the wider community for the

development of the child.

Supporting all members of our community as they strive to grow and engage in our Catholic

tradition.

Knowing and acting within Catholic social teaching.

Accepting the responsibility for nurturing and improving the environment through the stewardship

entrusted to us.



STUDENT GRADUATE OUTCOMES

Our aim at Frayne College is for our students to strive for excellence and take pride in what they achieve.

With this in mind, we work to instill the following attributes within each student:

Personal Capabilities

An understanding of the Christian way of life, informed by Catholic social teaching.

To be critical, creative, innovative and resourceful problem solvers.

To be successful life-long learners.

To develop qualities including resilience, optimism, self-confidence, self-respect, courage, independence, self-motivation and self-discipline.

Social Capabilities

To develop and maintain positive relationships; be co-operative, a contributor, trustworthy, to show respect, be open-minded, be a listener, be adaptive, be an effective communicator, enthusiastic and loyal.

To act justly based on informed and ethical values.

To show reverence, wonder and awe for the natural environment and the knowledge and skills to sustain it.

Knowledge/Skills

Be literate and numerate.

Demonstrate logic, reasoning and analytical thinking.

Have an appreciation of the Arts.



School Overview

FrayneCollege is built on Dhudhroa land and was originally founded in 2005 as Frayne College. Frayne

College offers a diverse Catholic education experience for students in Foundation through to Year 6.

It is our desire that our motto ”Live Justly, love tenderly, walk humbly with our God” [Micah 6:8] underpins

who and what we are as a community.

Situated on 12ha, our students learn in, with, through and about our environment. Sustainability education

is a major focus for our College and students participate in formal and informal programs, e.g. Stephanie

Alexander Kitchen Garden across Foundation to Year 6. Our contemporary setting ensures that our

students are equipped to be effective 21st Century learners and faithful stewards of our environment.

Frayne College recognises its responsibilities regarding the protection of the environment and the need to

educate our community about the importance of living sustainability.

Our approach to living more sustainably is to develop patterns of behaviour and understandings that will

bring growth in appreciation and protection of our environment and encourage all community members

to live in a sustainable way. We do this through educating our students using the Sandhurst Diocesan

Curriculum Framework, “Kinship of the Earth”. It is a holistic approach to Education for Sustainability and

covers the content areas of, Moral and Ethical Decision Making, Social Justice and Sustainability,

Understanding Sustainability and Building Preferred Futures.

The core purpose of Frayne College is to provide an inclusive, rigorous learning environment that

challenges and engages young people to grow as passionate learners. The school seeks to develop

motivated, creative and independent learners who demonstrate strong social values and whose

leadership, resilience and self-esteem is evident when interacting with the community.

Frayne College provides a comprehensive curriculum with a strong focus on literacy and numeracy. The

school is a „5 Star Sustainable‟ school and won the Resource Smart award for bio diversity in 2015. In

addition to the comprehensive classroom programs offered in literacy and numeracy, an integrated

classroom curriculum program addresses the domains of Education for Sustainability, Science,

Humanities/History, Design and Technology, Civics and Citizenship, and Health. These domains are also

cross referenced with the literacy program to ensure sufficient time is allocated to address the content.

Specialist teachers provide instruction in Language (French), and the Arts. Interdisciplinary, personal and

social learning are addressed within these domains and supported by a range of Outdoor Education

camps and excursion initiatives. The school is an active participant in district sport competitions as well as

providing opportunities for students to participate in private music lessons.



Principal’s Report

This Annual School Report for Frayne College represents a snapshot of the life of the college in 2015.

Frayne College is a living faith community of students, parents, staff and priests that explicitly witnesses

Catholic beliefs, values and traditions. As such the college is a local expression of the universal Catholic

Church and shares in its evangelising mission.

Frayne College is a learning community that values the core activities of learning and teaching and strives

to create a vibrant fun-filled learning environment which is safe, challenging, collaborative and built on

mutual respect. It is an environment which enables members of the college community to access the

knowledge, attitudes, values, skills and love of learning necessary to realise their human potential and live

full and productive lives.

The college promotes the development of positive relationships; mutual respect; an understanding of

individual and communal rights; and responsibilities and practices, which promote inclusiveness and

acceptance of individual difference.

Frayne College enjoys a strong and effective relationship with the parent community and Friends of Frayne

parent group. Parents are welcome at the college and are involved in a variety of ways in the daily school

life.

Parents are kept informed of the activities of the college through regular newsletters, emails, class

newsletters, information evenings, Forums, Friends of Frayne meetings, Parent teacher meetings, phone

calls and interviews. There has also been significant contact with parents in relation to the 1:1 laptop

program. The Friends of Frayne (FoF) parent group engaged in a variety of fundraising and school

awareness raising activities for the benefit of the students and the school community.

The Friends of Frayne parent group collaborated with the Frayne College staff to develop a new parent

role called, Class Parent Representative, which is a role designed for parents to work closely with the

teacher to further involve families in the education of their children.

New Student Leadership opportunities were developed in 2015 and have become new roles in the school

in 2016.

Learning support services help Frayne College students to reach their maximum potential and enhance

their overall learning experience. With the constant support and encouragement of dedicated teachers

and support staff members, our students can easily develop skills and express themselves, as they find a

safe place to belong.

Frayne College is a school with a strong sense of community, students are encouraged to adopt and put

into practice, key Catholic values in everyday life. The importance of faith and prayer is emphasised

through whole-school masses and liturgies, as well as daily class prayers.

The many achievements and talents of the students are showcased and celebrated at many different

events such as school assemblies, Kids on Stage, Masses and liturgies, the Festival of the Sacred, swimming

sports and Tournament of the Minds. Their aptitude, however, can also be seen in their behaviour and

camaraderie from day-to-day, their care and compassion shown to one another and support for

fundraising for the sick and poor.

At the end of 2015 Frayne College is now well positioned to begin the next stage in our journey as we strive

to live justly, love tenderly and walk humbly with our God.

Mrs Jennyne Wilkinson

Principal



Parish Priest’s Report

CANONICAL ADMINISTRATOR'S REPORT 2015

“The Time is Now - Make God‟s Kingdom Real” was this year‟s theme for our parish and schools. Constantly

throughout the year, be it at school liturgies, weekend celebrations at parish masses or just wandering

through the schools, this theme was ever before us. It serves as a reminder, not only to those associated

directly with our parish and schools, but to visitors as well, that we are all invited to make God‟s Kingdom a

reality in daily living.

Throughout the scriptures, references to the Kingdom of God abound. Jesus often speaks about this

Kingdom and he reminds the people of his time that it is already in their midst. Interestingly, there is never

offered a precise definition of the Kingdom but it is always referred to as “like” something. For example the

Gospels speak of the Kingdom being like: a treasure in the field; like a dragnet cast into the sea; like a

mustard seed; like the yeast used in baking; and so on (Matthew chapter 13).

A vital part of our catholic education is to assist students and each other to be alert to the daily signs of the

Kingdom in our midst and to proclaim such. To be able to create within ourselves a disposition that

recognises the glimpses of God‟s Kingdom that come our way enables us to appreciate more and more

the goodness that surrounds us. How empowering and life giving it is, at the end of the day, to be able to

think about or articulate a Kingdom experience. It may something that a child said or did; something that a

teacher mentioned; an experience of the love or the forgiveness or the compassion of another; the beauty

of autumn colours.

In presenting this Annual Report, I wish to acknowledge the contribution of members of Catholic Education

Wodonga Council, the school principals and their leadership teams and in fact all associated with our

Catholic schools. We are indeed very blessed to have such dedicated and capable people leading our

schools and I thank them for their support and friendship. To all parents, families and students that form the

CEW family, I confidently commend our schools to you as centres of excellence in education. I also publicly

express gratitude to Vanessa Williamson, our CEW Project Office for her dedication and work.

May we all continue to seek God‟s Kingdom in our midst and do our best to proclaim this by lives of

dedicated and loving service in educating our young. God bless you all.

Fr Dennis Crameri P.P.

Canonical Administrator



Education in Faith

Goals & Intended Outcomes

• Develop a Religious Education Coordinator role in the school

• Make connections to the Wodonga Catholic Parish

• Build teacher capacity in leading different types of prayer in their classrooms.

Achievements

Prior to 2015, the role of Religious Education was split between the two Learning and

Teacher Leaders at Frayne College. Early in the year, the need for one Religious

Education Coordinator to work across the school became important. During Term 2 this

led to the appointment of a Religious Education Coordinator who worked across the

school in organizing masses, liturgies and other Parish and school celebrations.

The further development of connections between the Parish and the school became a

clearer focus as we entered a new school year.

During Semester One, the school applied for chaplaincy funding. Success in this, led to

the appointment of a school chaplain who works with the Parish, the school and families.

We were also involved in the Catholic Education Week Masses. Students from Frayne

College were involved in readings, music and offertory over the Catholic Education

weekend masses.

During 2015, teachers expressed a need for Professional Learning in the area of Prayer.

Through the year, Kerrie Hill; Education Officer- Religious Education (Primary) worked with

staff one on one and in teams to model and coach staff in leading different types of

prayer in their classrooms.

VALUE ADDED

Appointment of a Chaplaincy role

Development of a Religious Education Coordinator



Learning & Teaching


• Continued development of collaborative Professional Learning Communities with a clear focus

on data literacy.

• Build teacher capacity in implementing contemporary learning and teaching practices.

• Develop Literacy Targets for Reading and Writing from Foundation - 8

• Evaluate and innovate the current reporting system and develop a forward plan to improve

operational efficiency.

• Develop a model for intervention and acceleration to cater for learner diversity.

Achievements

Our schools involvement in the Inquiry Mindset Project (IMP) saw Professional Learning

Communities take shape in an open and productive form. The development of one

Professional Learning Community including all teaching staff rather than teams (F - Year 4

and Years 5-8) meant we could achieve real traction in understanding and using data to

drive learning and teaching and make school wide decisions about programs present

across the school.

A school closure day with John Eason; Learning and Teaching Officer gave an

uninterrupted opportunity for staff to delve into the various data sets the school collects

and determine trends, opportunities, weaknesses and set goals for student cohorts and

individuals.

The focus on data literacy also offered an opportunity to restructure the data we

collected. From this consultation, the Leadership Team developed an updated

Assessment Schedule for Literacy and Numeracy. This is due for full implementation in

2016.

In 2015, the staff at Frayne College continued their work in developing a school wide

Learning and Teaching Philosophy. This included researching best practice and what

strategies have the biggest impact on improving student outcomes. A school closure

day led by Arn Gorman; Senior Learning and Teaching Officer from the Catholic

Education Office to develop this philosophy was the impetus for developing a clear

understanding of the current research and evidence based practice occurring in

contemporary schools.

Further to this, staff embarked on a range of school visits across the Sandhurst Diocese

and Interstate to see a range of philosophies in practice.

A group of three staff attended the Sydney Centre for Innovation in Learning (SCIL) and

visited a number of schools who are leading change and innovation in contemporary

learning practices.

During Semester One, staff visited a school of choice in the Sandhurst Diocese which had

a clear vision and learning and teaching philosophy.



During the course of 2015, our staff developed school wide Targets and Benchmarks for

Reading, Writing and Numeracy. These targets are based upon growth using John

Hattie‟s Effect Size. The target for all students in Reading, Writing and Numeracy is 0.6

Effect Size equating to 1.5 years growth within 1 school year.

During Term One the staff audited our reporting system. Alongside this audit, we

investigated compliance standards and were part of the consultation „Discussion Paper

on Future Directions for reporting Student Achievement and Progress in Catholic School‟s

throughout Semester One.

In consultation with Grant Fitzgerald; CEO Senior Learning and Teaching Officer: Digital

Technologies, a decision to move to Sandhurst Report Maker Pro was made, relevant

professional Learning was sought and planning for the implementation of this platform

occurred to ensure a smooth transition for the Semester One Reporting Period.

The development of the Learning Enrichment Team to focus on intervention as well as

acceleration during Semester One enabled our students to access more targeted

learning and our teachers to respond more readily to the needs of their students. This

team included a Learner Diversity Specialist, Speech and Language Pathologist, School

Chaplain and School Counsellor.



STUDENT LEARNING OUTCOMES

NAPLAN data indicates minor shifts (both positive and negative) across most areas tested.

The results for Year 3 indicates the need for ongoing development in the Early Years (F-2).

Learning in the early Years will be set for a 2016 goal.

2015 data for Year 5 Numeracy and Reading have remained the same, with 100% of students

meeting National Minimum Standard. Grammar and Punctuation results have improved by 3%.

For the same period, Year 5 Writing results show an increase in students attaining minimum

standard by 3.4%.

The Year 7 data indicates that 100% of students achieved the minimum standard in Reading,

Grammar/Punctuation and Numeracy. For the same period, Year 7 Spelling results show an

increase in students attaining minimum standard by 2%.

Proportion of Students Meeting Minimum Standards



Pastoral Wellbeing

Goals

Re-ignite Frayne‟s PBIS whole school process by evaluation of current practises and implementing

new practises.

Work with Catholic College, Wodonga to create a purposeful Transition Program for students

entering year 9.

Work with local Kindergartens to create a purposeful Transition Program for students entering

Foundation.

Provide a safe working environment which id OHS compliant.

Work with Friends of Frayne and the families of Frayne College to develop an annual event which

celebrates our community.

Develop consistent and regular communication between school and families and be responsive to

issues when they arise.

Take every opportunity to market Frayne College in the media and local community.

Achievements

This year we reviewed our use of the PBIS structure and evaluated the implementation of the

„high five‟ rewards system. Staff are in support of the PBIS philosophy but keen to look at different

ways to review the reward structure for appropriate behaviour. In 2016 we will continue to

develop our whole school approach to behaviour management and evaluate our current

practices and implement new practice.

Our Year 8 students appreciated a purposeful transition program into Catholic College.

All except one student went on to Catholic College and the transition staff, Deputy

Principal and Principal visited on several occasions to meet and speak with the students.

They introduced themselves, answered questions and spoke about the College.

Transition staff also met with teaching staff to understand academic and social

emotional issues or concerns. A couple of students also took up the opportunity to visit

and tour the College with their families and then all students attended the annual

transition day. We thank the College for the thorough way they approached the

process of transition between the schools.

This year we visited the local kindergartens to deliver information about the school and

an invitation to our Open Day. The Kindergarten staff were invited to bring their children

to the College for book reading and art activities.



A safe OH&S compliant working environment was achieved this year through scheduled

meetings of the OH&S Committee and participating in regular, „walk-arounds‟ in the

school grounds. As staff identified unsafe areas in the school our maintenance person

assessed the area and organised for the appropriate changes both short term and long

term. We attended the regional OH&S workshop delivered by the Catholic Education

Office in Wangaratta. We participated in Evacuation and Lock Down drills and further

developed out Emergency Management Plan.

The Friends of Frayne parent group has decided on a major annual event to celebrate

our community. However, felt that they needed a year to eighteen months to lead into

running an “Old Fashion School Fair”. The planning is well under way and they hope to

hold the Fair in Term 4 2017.

Regular and consistent communication with families has been a strong focus in 2015. A

fortnightly class newsletter about learning and class events was developed to keep

families informed. The School Newsletter, News Sheet and Calendar keep families up to

date with upcoming events. The School Newsletters and Website were re-designed to

provide information in a more ordered fashion. The role of Parent Class Representative

was developed for implementation in 2016. This role is to help parents become more

involved in the life of the school.

During the first six months of the year there was a clear focus on lifting the profile of the

school in the community. However, in light of a change of school structure and new

school name the focus changed to consulting with staff and Catholic Education

Wodonga about these changes. Once the changes were made and communicated to

the school and wider community we focussed on marketing the school as a primary

school and informing the community of the new name, St Francis of Assisi Primary School.



Average Student Attendance

Student attendance at Frayne College is consistently good. Extended absences by students

from school can be accounted for by family annual holidays and sickness.

A breakdown of student absences (excluding holidays and excursions) for the school year

28 January 2015 – 17 December 2015 and including students who left and commenced during

this period is:

YEAR LEVEL %Average

attendance

Year 1 [25] 91%

Year 2 [24] 90%

Year 3 [16] 88%

Year 4 [20] 88%

Year 5 [21] 90%

Year 6 [22] 88%

Year 7 [7] 88%

Year 8 [12] 86%

% Average overall attendance Years 1 - 8 is 92%

Process for managing non-attendance at the School

We ask that parents contact the Office to notify us of their child‟s absence. If we have not heard

from parents before 10.00am we will contact home. We encourage our Teachers to follow up

regular non-attendance with families, should there be frequent absences without parent

notification. In some cases, we will develop a contract in partnership with the parent and

student, to ensure more regular attendance.



VALUE ADDED

Electives Program

Self-directed Learning

Differentiated Programs

- Individual Learning Plans

Learning Co-ordinator Program

Performing Arts ( including Music)

Inquiry-based Learning

LOTE - French

Religious Education

Stephanie Alexander Kitchen Garden Program

Education for Sustainability & Student

Sustainability Group

Visual Art

Technology

YCS (Young Christian Students) Group

Year Level Camps

Wodonga City Council „Healthy Together

Wodonga‟ community conversation

Bike Education Program for Year 3/4

Bi-annual School Production

PBIS - Positive Behavioural

Interventions and Support

Science

Mathematics

English

Humanities

PE/Health

Sport - including Athletics,

Swimming, Cross-country and

Inter-school Sport

Student-run Liturgies & Assemblies

Social Justice Awareness

Indigenous Perspective and

FIRE Carriers Program

Excursions

Foundation student „Buddy‟ program

Year 6, 7& 8 transition support days with

CCW Year 8 students

„Frayne‟s Got Talent‟ contest

STUDENT SATISFACTION

Student Wellbeing Aggregate Indicator

At St Francis of Assisi Primary School, the Student Wellbeing Aggregate Indicator assesses student emotional

wellbeing, the quality of teacher-student relationships and student engagement in learning. It is calculated

using the following components of the School Improvement Student Survey: Emotional Wellbeing (student

Morale, Student Distress and Connectedness to School); Teacher Relationships (Teacher Empathy,

Purposeful Teaching and Stimulating Learning); and Engagement in Learning (Learning Confidence,

Student Motivation and Connectedness to Peers).

Students experienced a marked increase in their wellbeing reflected in significantly higher levels of

engagement through more positive relationships with teachers, stronger motivation for learning and

increased confidence in their ability to engage successfully in their learning experiences.



Leadership & Management


LEADERSHIP: Clarity, Capacity, Accountability

Goals

Develop diverse opportunities for Student Leadership

Develop opportunities for parents to be involved in the life of the college

Achievements

Throughout the year at Frayne College, we continued to develop the student leadership roles

within the school, these include the Student Sustainability Group, Young Catholic Students, Fire

Carriers, Mob Leaders and Year 6 Guardian Angels.

Throughout the year, the Student Sustainability Group was involved in many initiatives across the

school and in the community. These students were invited to present at the School Environment

Education Directory (SEED) Day held in Wodonga. These students were the only student group

invited to present. The group presented the work in our school community in developing the Nature

Trail. Two members from the SSG also attended the Annual Resource Smart Award Ceremony with

Mrs Suzie Patrala and Mrs Jennyne Wilkinson in Melbourne where we were nominated for Resource

Smart School Winner.

The Young Catholic Student (YCS) group was responsible for many fundraising efforts throughout

the school year including the school disco and Crazy Hair Day as well as leading the fundraising

efforts for our annual Lenten fundraiser for Project Compassion.

Our Mob leaders played a key role in leading the organisation of the Swimming Sports Carnival,

Cross Country and Athletics Carnival.

The Fire Carrier‟s at Frayne College took centre stage in inducting new Fire Carriers in partnership

with Uncle Wally. Our Fire Carrier‟s also took part in the Fire Carrier Walk along the river with St

Monica‟s Primary School and St Augustine‟s Primary School.

At the beginning of the year, our new Foundation students were given a Year 6 Guardian Angel, a

buddy, someone they could go to for help, a familiar face, someone to watch out for them in the

playground. These Guardian Angels were awarded a Guardian Angel pin during the beginning of

year Mass. Throughout the year the Year 6 Guardian Angels would meet with their Foundation

buddy, plan activities for them to participate in during lunch breaks and visited the Foundation

classroom occasionally to share in their learning.



This year we found many ways for parents to be involved in the life of the College. The Friends of

Frayne parent group met monthly throughout the year and were involved in many different

projects in the school.

The Friends of Frayne helped with morning tea and organising family events, Mass‟ and Liturgies,

writing submissions for funding, participating in the writing of school policies and welcoming new

students and families to the school. They were very involved with Open Day in particular

welcoming and talking with new parents to the school.

The Parent Sustainability Group (PSG) continued their work in relation to sustainable practices in the

school and finalised the paving of the last part of the Nature Trail. The trail winds its way around the

school for 1.2 kilometres and is used by students and families daily.

Frayne Family Forums were held once per term and focused on a variety of topics both

operational and strategic as requested by parents.

Parents were invited to consultation meetings about the re-development of the school courtyard

and designing a new nature play area.

In Term 4 the Friends of Frayne parent group in consultation with the Principal developed a new

role for parents called, Class Parent Representative (CPR). This role involves a parent in each class

volunteering to be the representative and being of assistance to the classroom teacher with

events that involve parents, also communicating with parents about class activities and organising

social events. Parents thought this type of role would help bring more parents into the school, help

unite the parent body and ensure both the teacher and parents feel supported. This role will be

instituted in 2016.

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2014

Leaders Network Day

First Steps Training

Inquiry Mindset Project

Dyslexia

ICT Network Day

Environmental Conference

Autism Spectrum Disorder

Google Docs

Union Training

THRASS

1:1 Laptop Program

Secondary Sport

PBIS

Network Library Day

Operation of a Tractor Course

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 22

AVERAGE EXPENDITURE PER TEACHER FOR PL $819



TEACHER SATISFACTION

Teaching Climate Aggregate Indicator:

At Frayne College, the Teaching Climate Aggregate Indicator assesses schools‟ team-based practices and

teaching and learning environment. It is calculated using the following indicators of the School

Improvement Staff Survey: Student Management, Curriculum Processes, Student Motivation, Respect for

Students, Parent Partnerships, Teacher Confidence, Engaging Practice and Quality Teaching.

Teacher climate measures the engagement of staff, the effect of shared professional learning and a

perspective on team-based practices that impacts on the effectiveness of learning and teaching. Within a

period of significant restructuring, the results of the Staff survey reflect that supportive leadership is evident,

staff are encouraged to contribute their ideas to educational direction and they have confidence in their

ability to impact students outcomes, both academically and their wellbeing.

There has been a decline in teacher morale and confidence, thus impacting the staff sense of wellbeing.

Organisational Climate Aggregate Indicator:

At Frayne College, the Organisational Climate Aggregate Indicator assesses the core components of

school climate that are known to underpin the wellbeing, engagement and performance of staff in schools.

This aggregate indicator is calculated using the following indicators of the School Improvement Staff Survey:

Supportive Leadership, Role Clarity, Teamwork, Empowerment, Ownership, Appraisal & Recognition and

Professional Growth.

Supportive leadership in the school is a relative strength along with engagement of staff but further clarity is

required, embedding processes that give strong direction for the school. Organisational climate results

indicate that there has been a decline over previous years.



Teachers Qualifications - Frayne College - 2015

Teachers' Qualifications

Level This School

Like Schools

All Schools

Degree - Doctorate 0% 0.78% 1.06%

Degree - Masters 16.67% 16.93% 18.21%

Diploma - Graduate 33.33% 44.62% 46.59%

Certificate - Graduate

0% 4.71% 6.89%

Degree - Bachelor 50% 80.61% 85.74%

Diploma - Advanced 16.67% 19.28% 20.55%

No Qualifications Listed

50% 5.38% 4.32%



TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 82.05%

STAFF RETENTION RATE

Staff Retention Rate 62.5%

FRAYNE COLLEGE STAFF COMPOSITION

PRINCIPAL CLASS 2

TEACHING STAFF (HEAD COUNT) 22

FTE TEACHING STAFF 14.84

NON-TEACHING STAFF (HEAD COUNT) 11

FTE NON-TEACHING STAFF 4.17

INDIGENOUS TEACHING STAFF 0



School Community


Meet requirements for Information, Communication and Technology standards by updating

infrastructure.

Develop and maintain an interesting, safe and aesthetically pleasing physical learning

environment inside and outside the classroom for both passive and active learning.

To be part of the CEW future Provisions group, to be informed and to be involved in the decision

making around Catholic education in Baranduda and Wodonga.

Achievements

During 2015 Frayne College employed the services of Nettek in an attempt to update Information,

Communication and Technology resources across the school. During 2015 a number of resources

were updated including; Wi-Fi Internet, administration servers, uninterruptible power interruptible

supply (UPS), network switches. Wi-Fi Internet was also installed in the Foundation room, library and

Deb Cousin‟s Gathering Place.

As well as infrastructure a number of processes were implemented school wide for accountability,

service management and keeping up to date with current technologies.

The use of Capser Device Management System was also a focus for being accountable for each

of our technology resources across the school. By using Casper we are able to account for each

laptop and iPad owned by the school. This system is used to track devices, serial numbers, who

devices are assigned to and what Apps or software is installed on devices.

iPad secure storage was purchased during 2015 to house the 50 iPads the school has. This storage

charges, syncs and secures our devices.

This goal has been carried over to 2016 when the ICT Audit will occur in preparation for our

transition to ICON in 2017.

In Term 2 a climbing frame, which the children call the „spider web‟ was built in the playground. It

was immediately very popular with students of all ages. The garden beds in the school were

cleaned and re-planted and the family plaques were placed under the trees on the avenue

leading to the bus stop. The existing playground equipment was cleaned and fixed so to be fully

utilised. School signage was developed and then put on hold until the new school name was

decided upon. The path to the bus stop was resurfaced and additional paths were put in to the

chook shed and the tech shed.

The Parent Sustainability Group finished surfacing the last stage of the nature trail and Father

Dennis opened and blessed the trail in the middle of the year. The Nature Trail starts at the cross at

the front of the school and winds its way around the school and back to the cross. It goes through

the trees on the right hand perimeter of the school, down towards the dam and back up past the

orchard and vegetable garden.



An architect was employed mid-year and students, staff and families were consulted about

developing the Courtyard and designing a new nature play area. Students, staff and families were

consulted about what they would like to see in each of these areas. Lots of ideas were collected

and the architects have come back with draft plans for us to review. We hope work on these areas

will start in Term 2, 2016.

The CEW Future Provisions Group was established in 2015. The group consists of Principals from the

four CEW schools, Father Dennis our Parish Priest, Tony Holt Business Manager at Catholic College,

Mr Kevin Keating a local parishioner who has had involvement in our schools for many years, Mrs

Jane Tinkler, Frayne College Parent Representative and a Parent Representative from St

Augustine‟s. The group is convened by, Ms Angela Killingsworth from the Catholic Education

Office. The group has met on several occasions in 2015 to plan and co-ordinate the community

consultation and analyse the data collected. The group continues to synthesise the data in order

to design a way forward for Catholic Education in the future.



PARENT SATISFACTION

Community Engagement Aggregate Indicator:

At Frayne College, The Community Engagement Aggregate Indicator assesses parents‟ perception of their

involvement in the school and their child‟s education. It is calculated using the following indicators of the

School Improvement Parent Survey: Approachability, Parent Input, Communication, Reporting and School

Improvement.

Parents have highlighted increased levels of satisfaction in their engagement with the school, of staff and

student engagement in learning programs, student motivation and in improved peer relations.

Parents report a high level of opportunity for input into the learning programs of students, affirming the

provision of higher levels of stimulating learning and the school‟s focus on school improvement.



Financial Performance

REPORTING FRAMEWORK MODIFIED CASH

$

Recurrent income Tuition

School fees $64,533

Other fee income [Camp] $84,190

Private income $40,243

State government recurrent grants $658,821

Australian government recurrent grants $1,678,677

Total recurrent income $2,526,464

Recurrent Expenditure Tuition

Salaries; allowances and related expenses $1,620,632

Non salary expenses $469,281

Total recurrent expenditure $2,089,643

Capital income and expenditure Tuition

Government capital grants -

Capital fees and levies $111,258

Other capital income -

Total capital income $111,258

Total capital expenditure $48,834

Loans (includes refundable enrolment deposits and recurrent, capital

and bridging loans) $265,675

Total opening balance $547,039

Total closing balance $460,805

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 MySchool 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.



Future Directions

A copy of our St Francis of Assisi Primary School 2016 Annual Plan is below. An interim strategic plan was

devised for 2015 in preparation for 2016. Both these documents are available on our website:

www.sfwodonga.catholic.edu.au

In developing our strategic plan we were mindful that in the next phase of our development we want to

“…continue to create and celebrate an inclusive catholic community.”

To do this we plan to:

…celebrate, express and experience our Catholic Identity.

…clarify and build the capacity of our Leaders.

…further develop our ability to be engaged, reflective learners.

…nurture a sense of belonging through community & deep relationships.

…plan and develop sustainable facilities in natural spaces.

http://www.sfwodonga.catholic.edu.au/



ST. FRANCIS OF ASSISI

ANNUAL ACTION PLAN 2016

In consultation with the Sandhurst Catholic Education Office, Frayne College has chosen three CoSSi

dimensions to focus on in 2015.

These are Learning & Teaching, Pastoral Wellbeing and Stewardship of Resources.



Learning and Teaching

Goal Responsibility Key Resources Timeframe Indicators

Implementing the

Walker Learning

Approach in years F-2.

Jennyne Wilkinson

Natalie Pierce

Michelle Unsworth

Teresa Ellison

Tara Thompson

Early Life Foundations:

Walker Learning: Kathy

Murray

St Liborious Primary School

Learning and Teaching;

Senior Education Officer:

Arn Gorman

2016 Teacher

confidence in

planning,

delivery and

evaluation of the

program

Consistent

approach across

the years F-2

years.

Investigate the

implementation of the

Walker Learning

approach in years 3-6.

Natalie Pierce

Leadership Team

Years 3-6 Teachers

Early Life Foundations:

Walker Learning: Kathy

Murray

St Liborious Primary School

Learning and Teaching;


Arn Gorman

2016 Decisions about

implementation

made and

staged.

Staff have

received

professional

learning about

the 3-6

approach.

Leadership


Develop greater

opportunities for student

leadership.

Jennyne Wilkinson

Natalie Pierce (YSC)

Suzie Patrala (SSG)

Michelle Unsworth (Tech

Heads)

Bernadette Todd

(Wellbeing)

Just Leadership Day

Teacher Leaders

SEED Day

2016 Teams leading school

initiatives.

Students speaking at

and leading assembly.

Development of

students written

newsletter items.

Opportunities to

troubleshoot issues in

the school.



Catholic Identity

Goal Responsibility Key

Resources

Timeframe Indicators

Embed the new

charism of St Francis.

Jennyne Wilkinson

Natalie Pierce

Fr. Dennis, Fr.

Junray

CEO

Religious

Education -

Kerrie Hill

2016 Increase students understanding

about the life of St Francis and his

teachings.

Staff and students are confident in

talking about St Francis

Staff and students are inspired by the

life of St Francis.

Student leaders are inspired by the

life of St Francis.

Pastoral Wellbeing

Goal Responsibility Key

Resources

Timeframe Indicators

Develop a whole

school behaviour

management

framework.

Leadership Team

LaW team

Dan Petro

Staff

Education Officer;

Pastoral Wellbeing:

John Mitchell

2016 Consistency across year levels

when dealing with behaviour.

Staff using a whole school

approach to behaviour

management.

Meet compliance

standards for Child

Safety Standards

Jennyne Wilkinson

Leadership Team

Staff

Education Officer;

Pastoral Wellbeing:

John Mitchell

August 1, 2016 Meet compliance standards.



Stewardship of Resources


Meet requirements

for Information,

Communication

and Technology

standards by

updating

infrastructure.

Jennyne Wilkinson

Michelle Unsworth


Digital Technology; Grant

Fitzgerald

NetTek

2016 Minimum Requirement

met in accordance

with CEO Audit.

Establishment of

purposeful Learning

Technology provisions

to enhance student

learning.

Infrastructure ready for

ICON rollout.

Development of the

courtyard and

nature play area.

Jennyne Wilkinson Somewhere Architecture

Community Feedback

2016 Courtyard and nature

play staged for

completion

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