Our Lady of Mt Carmel

Parish School

School Board Annual General Meeting

2015 Reports

Including 2015 School Performance Report

March 2015

Board Chairperson’s Report

It has been a great pleasure to have served as the Chairperson of the OLMC School Board during 2015. Last

year saw a great deal of change and the results of a lot of hard work by many people over a number of years

are clear to see at our school.

I’d like to thank last year’s Board members for their commitment to our Children’s education and

development and in particular to acknowledge those Board members who are stepping down last year after

years of invaluable service and support. We thank Natalie Squire, Terry Sparrow, Gina Lee and Helen Owens

for their excellent service and wish them well with their future endeavours as we welcome the new and

energetic group of passionate parents who joined the Board towards the end of last year.

2015 saw the first full year of use of the Josephite Learning Centre, our Year 5, 6 and 7 learning space, and it

has been great to see how our teaching staff have been continuing to develop new skills in utilising this new

and modern teaching space. We also saw the completion of building work in the Junior and Middle Primary

teaching spaces. I’m sure everyone is looking forward to a year with less disruption from building work and

where our Kids can start to take advantage of the facilities that have been developed. I’d like to reflect a

little on the great financial management of previous boards, over many years, that has enabled us to develop

our school in this way.

I am excited to see to changes that are being made to ICT at OLMC and, in particular, the improvement in the

device to student ratio. Well done to Corrine McKenzie and Greg Esposito who took a leading role in this

area last year.

I’m hopeful that our school will continue to develop as a welcoming environment with a focus on wellbeing

and the overall development of our children. I’d like to acknowledge the work of Grace Loizos (Wellbeing

Coordinator), Franco Canil (Sport) and Viv Dichiera (Sustainability), as well as all the other teachers, who

contribute to our community beyond straight curriculum responsibilities.

Last year saw some exciting developments in our region and we are seeing a number of initiatives that are

leading to greater collaboration between our schools, including combined sports teams and access to

Children’s University programs. It is great to see us continuing to develop links with Mount Carmel College,

including the combined Sports Day, Pedal Prix and access to college facilities for our senior students. I look

forward to seeing these relationships continue to develop.

Last year saw the appointment of Dave Edwards as the permanent Principal for our school and we completed

the process of appointing a full time deputy this year. Thanks go to Greg Esposito for his great work in

supporting Dave as acting deputy last year. I’d like to acknowledge the commitment that Dave has made to

our community in accepting the position of substantive Principal.

2016 looks to be another exciting year for our community.

Rob Hill

Chairperson

Principal’s Report 2015 saw the continuation of our journey in developing a Primary education community that is founded in

our Catholic tradition, but reflective of the reality of today. It was also a year of consolidation and ongoing

development of quality teaching practice and implementation of the Australian Curriculum.

Over the past year our focus on Wellbeing has been further prioritised. The KidsMatter framework is the tool

to prioritise and guide work in this domain. During 2015 the major focus was on renewing our Social and

Emotional Learning program. Additional work centred on the adoption of a range a strategies and approaches

that are integral to Positive Psychology and supporting students who have had considerable trauma

experiences.

The school has a strong focus on Literacy and Numeracy. Key in supporting student’s development is the

ongoing need to further deepen staff’s knowledge and skills in literacy and numeracy teaching, and to

develop school wide approaches and develop a common language. Connected to this is the need for staff to

have access to high quality, contemporary Professional Learning. Targeted literacy topics of focus in 2015

were phonics, grammar and punctuation, creative writing and guided reading. Staff were involved in a

number of professional development opportunities during and after school. The learning projects had an

intensive focus and teachers dedicated much personal time and commitment to their professional learning.

The outcomes of this learning will inform the teaching practices of staff and their support of each student’s

Literacy learning.

A key support to enhancing teaching and learning programs was a renewal of the Information and

Communication Technology devices to support the school’s teaching and learning. This included the provision

of new Interactive Whiteboards in our refurbished learning spaces, 115 Chromebooks and 80 iPads. This

transition has resulted in a greatly reduced device:student ratio, which now sits at less than 1 device for every

1 and a half children. This will provide new possibilities and opportunities for teaching and learning as we

move forward. Learning associated with the development of staff skills and knowledge in this domain is one

of the whole staff key learning priorities for 2016.

Additional key topics of learning focus for targeted groups of staff included:

Trauma Sensitive Practice in Schools

Learning Environments – de-privatised spaces to support better engagement and learning outcomes

Working with Students who have a Disability.

Other key programs that I observed as supporting the holistic learning of individuals included:

Classroom Assistance Program – support in classrooms provided by additional staff, ESOs and

teachers, to support the delivery of quality learning programs

Reading Recovery – a program to assist younger students who are taking longer to pick up the initial

skills and knowledge of reading

Sustainability Focus - across the school; including wrapper free Monday

Sport Program – within the school, the Sporting Schools Program and interschool teams

An additional focus of celebration was the redevelopment of learning spaces for students from Reception to

Year 4. This will allow the provision of facilities to further enhance the models of learning and range of

activities that we are able to offer our students. This provision of adaptable, flexible and diverse learning

spaces that enables deeper engagement and underpins personalised learning opportunities for each child.

The work begun in 2014 focused on schools in our part of Adelaide, the Catholic North Western Community,

continued in 2015. This work focused on how our group of 9 Catholic schools in the north western part of

Adelaide may work collaboratively in the future to further enhance the spiritual, social and emotional,

educational and physical development opportunities we are able to provide for students in our schools. Our

work focused on learning programs, governance and structures, and operational aspects. During 2015 this

resulted in the development of a Strategic Plan which outlines priorities, and the appointment in December

of a part time Manager to oversee this work across our Community. Very early outcomes were the possibility

for students to engage with the Children’s University program and participate in a few sporting options across

school, that would not have otherwise been available to them. This work will continue to become more

evident and beneficial in the coming years.

I give thanks to the parents of OLMC who continue to support us in so many ways. We are grateful for the

partnership you offer so generously and for your commitment to building the life of our community. Many

of our school and class programs are enriched by your leadership and support. This involvement includes, to

name just some, Board membership, P & F membership, helping with reading, coaching and managing,

assisting with excursions and working in the canteen. Without your support we would not be able to provide

the opportunities to the students that we are currently. A focus into the future will be how we can expand

these opportunities to further support the educational development of children at OLMC.

I extend my sincere thanks to the staff of OLMC; for the way in which they approach their roles to support

the building of community and the learning programs within our community. Of particular note is their

willingness to continue to strive to further develop our school as a Catholic learning community.

I give grateful thanks to Nives Kresevic and Greg Esposito; the Deputy Principals of OLMC, Nives in first term

and Greg for Terms 2 – 4. I thank them for sharing their outstanding skills and enthusiasm, and for their

wisdom and vision. I also thank Greg and Nives for their unfailing support of me and always going the extra

mile. It is a delight to have such wonderful support “around the corner” and I look forward to sharing in the

ongoing leadership of OLMC with Greg again in 2016. To Nives, on behalf of the community, we once again

congratulate you on your appointment as Deputy Principal of St Francis, Lockleys. The difference you made

to so many hearts and minds during your tenure here at OLMC is admirable. Thank You!

Finally, I thank the students of OLMC. I thank the children for their welcome, enthusiasm and for being the

young people they are. We are indeed nourished by their sense of hope, wonder for learning and the fine

citizens they are.

Dave Edwards Principal

Our Lady of Mt Carmel Parish School

2015 Finance Report

Finance Committee Members

Dave Edwards - Principal

Anne Turtle - Bursar

Natalie Squire - retired at end of 2015

Matt Devitt

The Finance Committee meets prior to each School Board meeting to review and plan with regard to School

finances and provide a report to the School Board.

Audit

Tony Fogarty, School Accounting Services, once again conducted a thorough review of our financial results

and practises and has provided a full set of Audited Financial Statements in line with Catholic Education South

Australia requirements.

His positive assessment of our position is encouraging for the future financial well-being of our school.

The Report and Financial Statements are available for review in the Office.

Capital Expenditure

Capital expenditure for 2015 was significantly higher than most years due to the building projects across the

school site and targeted infrastructure development. It is these costs that led to a deficit cash flow budget

for 2015.

Over the past 12 months we have seen the completion, and occupancy, of the Josephite Learning Centre

(JLC) and the refurbishment of the MacKillop and Tension Learning Areas. The building and equipment

upgrades now see our students in a “new” school. What a difference to the facilities in the space of a year.

We now have a modern, welcoming environment for our whole community. It not only provides a more

positive learning environment, it also engenders in our students, their families and staff a real sense of pride

in our school.

Information Technology upgrades have seen improvements in infrastructure that included the installation of

wireless access throughout the school and the purchase of 115 Chromebooks and an additional 80 iPads. In

2016 the lease on the desktops will conclude and additional computing capacity will be added. Devices are

located in all learning spaces, allowing students ready access throughout the day. The ratio of devices per

student is currently sitting at approx. 1:1.3, which is significantly better than the general ratio in schools and

we are looking to further improve this in 2016/17.

An upgraded phone system was installed along with a whole school PA system, which means that all areas of

the school are now covered. This was an essential improvement that gives coverage for whole school

notifications, both inside and outside. It has also allowed us to provide a more contemporary “bell” system

with music replacing the old horn system. The use of music “soundbites” is better for some of our students,

as they can more readily identify the action associated with the “song”, and therefore provides a more

inclusive student community.

Grants and Government Funding

A final allocation of funding, early in 2015, from the Communities Making A Difference (CMAD) program, was

an unexpected bonus that allowed for some additional staffing and professional learning for our teachers.

Government Funding uncertainty continues to be a real issue for our sector. OLMC relies heavily on the

contribution by families, by way of school fees, to maintain the quality of the resources available for student

learning.

School Fees

School Fees for 2016 were set and approved by the School Board in November 2015, with the view to keeping

these to a minimum. This year all fees associated with whole school activities have been included in the fees.

You will no longer receive invoices throughout the year for additional activities that are curriculum based e.g.

Footsteps, Sports Day and swimming/water awareness. Overall there was a small increase in the Tuition Fees

but all other increases cover the additional activities that you would previously have been charged for during

the year.

2016 Budget

The final 2016 budget will be tabled for approval at the March School Board meeting, before submission to

the Catholic Education Office. We anticipate achieving a balanced budget.

I thank the Parent Representatives, Natalie Squire and Matt Devitt, for so generously giving their time to

assist the school in maintaining responsible fiscal management. Natalie has resigned from the Committee

after many years, as she no longer has any children at our school, and we sincerely thank her for her long

contribution to the well-being of our school.

Anne Turtle Bursar

2015 ACTUAL BUDGET

INCOME

Account code Account Description $

Recurrent 0110 Tuition Fees 256,767

0120 Compulsory Charges 137,075

0230/1 Other Charges, Students to third party 22,441

0235 Excursions 19,427

0250 - 0290, 0470 & 0510 Administration Income 7,993

0530 Donations - Recurrent 500

0130, 0550, 0590 Other Income 33,648

0591 Long Service Leave 86,872

0593 Paid Parenting Leave 92,042

0594 CPF Allowance 7,939

0598-01 Aust. Govt. Paid Parenting Leave - Teaching 23,652

0600-01 State Grant Income - per capita 685,639

0600-02 onwards State Grant Income - other 1,500

0700-01 Aust. Govt. Grant Income - per capita 1,742,090

0700-02 onwards Aust. Govt. Grant Income - other 218,680

$3,336,265

Non-Current

0920 Capital Fees & Levies (excl FFPOS) 57,130

0921 Adelaide Archdiocese School Capital Fund 5,267

$62,397

Loan Drawdowns $79,825

EXPENDITURE

Account Code Account Description $

Tuition

1010, 1020 Teacher Salaries -Lay & Religious -1,573,053

1032 Teacher Salaries -Casual Relief (TRT) -78,113

1060 Staffing Contract Costs - Teaching -142,265

1065-01 Aust. Govt. Paid Parenting Leave - Teaching -23,652

1100 Salaries - Specialist Support -4,718

1200 Salaries - Aides & Assistants -160,639

1750, 1760 Superannuation -175,253

1790 Other Salary Expenses -19,366

1300 - 1320 Education Resource Costs -72,255

1390 Information Technology Costs -31,025

1360/70, 1400 & 1600 Other Tuition Expenditure -29,820

1450 Excursions -18,997

1650 Students to Third Party Expenses -51

-$2,329,208

Administration

2000, 2050 Administration Salaries -135,726

2060 Staffing Contract Costs - Administration -5,355

2220 Superannuation -16,798

2210 Workers Compensation -31,645

2112, 2113 Maintenance -20,155

2121 Gardens & Grounds Wages -18,007

2122, 2123 Gardens & Grounds -15,968

2132 - 34 Caretaking & Cleaning -48,299

2251 - 2273 Utilities -45,496

2300 Insurance - General -27,353

2390 - 2435 Administration Expenses -45,907

2440 - 2475 Fee & Charges -10,066

2480-2530, 2620, 2800-2890 Other Administration Costs -9,593

2600 Levies -148,886

2661/2/3 Staff Training - Teaching -24,044

2664 Staff Training - Non-Teaching -3,405

2670 OHSW -8

2710/2711 Interest Expense - loans -52,355

2715, 2730 Interest - hire purchase/lease, lease exps -32,042

2940 Assets < $1,000 -9,317

-$700,425

Non-Current

5100/01 Buildings -1,714,496

5110 Fixed Equipment & Improvements -189,767

5200 Furniture & Equipment -158,691

5220 Computer Equipment -119,337

5800 Capital Projects - Work in Progress 1,576,797

-$605,494

Repayments

8500/8520 Loan Principal Repayments - CDF/SDF -14,744

-$14,744

Trading Accounts

4200 Canteen - Income 22,530

4250 Canteen - Expenses -40,876

4500 Clothing Pool - Income 41,560

4550 Clothing Pool - Expense -44,834

4600 Before / After School - Income 213,885

4650 Before / After School - Expenses -215,496

4900 P&F - Income 8,462

4950 P&F - Expenses -4,348

-$19,118

SURPLUS / DEFICIT -$190,502

2016 DRAFT BUDGET

INCOME

Account code Account Description $

Recurrent

0110 Tuition Fees 285,000

0120 Compulsory Charges 158,000

0230/1 Other Charges, Students to third party 12,100

0235 Excursions 53,740

0250 - 0290, 0470 & 0510 Administration Income 7,700

0130, 0550, 0590 Other Income 1,500

0591 Long Service Leave 3,952

0594 CPF Allowance 7,500

0600-01 State Grant Income - per capita 719,287

0700-01 Aust. Govt. Grant Income - per capita 1,678,335

0700-02 onwards Aust. Govt. Grant Income - other 155,905

$3,083,019

Non-Current

0920 Capital Fees & Levies (excl. FFPOS) 58,900

0930 Capital Donations 2,500

$61,400

Loan drawdowns $0

EXPENDITURE

Account code Account Description $

Tuition 1010, 1020 Teacher Salaries -Lay & Religious -1,505,700

1032 Teacher Salaries -Casual Relief (TRT) -84,000

1060 Staffing Contract Costs - Teaching -56,000

1100 Salaries - Specialist Support -17,650

1200 Salaries - Aides & Assistants -183,700

1750, 1760 Superannuation -169,326

1790 Other Salary Expenses -29,500

1300 - 1320 Education Resource Costs -80,800

1390 Information Technology Costs -42,778

1360/70, 1400 & 1600 Other Tuition Expenditure -31,430

1450 Excursions -38,590

1650 Students to Third Party Expenses -1,500

-$2,240,974

Administration

2000, 2050 Administration Salaries -142,727

2060 Staffing Contract Costs - Administration -8,500

2220 Superannuation -15,711

2210 Workers Compensation -35,000

2112, 2113 Maintenance -22,500

2121 Gardens & Grounds Wages -22,656

2122, 2123 Gardens & Grounds -21,000

2132 - 34 Caretaking & Cleaning -52,550

2251 - 2273 Utilities -58,650

2300 Insurance - General -27,800

2390 - 2435 Administration Expenses -41,900

2440 - 2475 Fee & Charges -7,700

2480-2530, 2620, 2800-2890 Other Administration Costs -12,800

2600 Levies -140,180

2661/2/3 Staff Training - Teaching -30,000

2664 Staff Training - Non-Teaching -4,500

2670 OHSW -785

2710/2711 Interest Expense - loans -32,569

2715, 2730 Interest - hire purchase/lease, lease exps -8,379

2940 Assets < $1,000 -6,500

-$692,407

Non-Current

5110 Fixed Equipment & Improvements -15,000

5220 Computer Equipment -7,500

5800 Capital Projects - Work in Progress -157,000

-$179,500

Repayments

8500/8520 Loan Principal Repayments - CDF/SDF -121,163

-$121,163

Trading Accounts

4200 Canteen - Income 44,000

4250 Canteen - Expenses -56,583

4500 Clothing Pool - Income 43,000

4550 Clothing Pool - Expense -47,753

4600 Before / After School - Income 220,000

4650 Before / After School - Expenses -221,513

4900 P&F - Income 2,000

4950 P&F - Expenses -2,000

-$18,849

MISCELLANEOUS

Grants received in 2015 to be expended in 2016 *** 35,320

Part of Cash at Bank carried over from 2015 75,000

SURPLUS / DEFICIT $1,956

*** 2015 Funding to be expended in 2016 Literacy & Numeracy $9,025

Indigenous Ed $19,320

Chaplaincy $6,975

$35,320

Our Lady of Mount Carmel Parish School SCHOOL PERFORMANCE REPORT 2015

SCHOOL FEATURES

Our Lady of Mt Carmel Parish School has served the local Catholic parish community since 1908. The school

developed under the leadership of the Sisters of St Joseph from 1908 – 1981. In 1966 the school became a

co-educational R-7 school after some years as a single gender (girls) Grade 4 – Leaving school.

The school continues to honour the spirit and charism of Blessed Mary Mackillop and this tradition continues

to give life to the culture of our school. We also honour the work of the Carmelite priests who served our

community until 1998.

The school serves families and students predominantly from Rosewater, Pennington, Cheltenham, Alberton

and surrounding suburbs. We also have smaller cohorts of families attending from other Western suburbs

including Woodville, St. Clair, Port Adelaide, Royal Park, West Lakes and Semaphore.

We have a strong predominance of students and families who have English as an Additional Language. Our

students are predominantly second and third generation EAL students from South and East Asia, Southern

and Eastern Europe, Africa and the Middle East. We also have a significant cohort of Indigenous students.

Our school continues to be enriched by this cultural diversity and strives to celebrate the many backgrounds

and cultural differences of our students and families.

Our Lady of Mt Carmel aims to provide an inclusive and contemporary learning programme, with a strong focus on the development of children’s Wellbeing and Literacy and Numeracy skills and knowledge. All areas of learning are catered for through developmental planning and programming that takes into account students’ development, needs and interests. Curriculum planning and development is based on the Australian Curriculum, and is supported by contemporary resources. Learning programs are inclusive of the Australian Curriculum General Capabilities and the three Cross-curricular priorities: Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and Sustainability. We continue to develop our focus on the integration of technology to support student learning. Our programs are designed to meet the needs of young people as they engage with a 21st Century world.

Our pedagogy is strongly focussed on constructivist approaches to learning and focuses on skills for life long

and life wide learning. Students are supported to inquire into the focuses and priorities of their learning and

to be actively engaged in learning for today and into the future. Flowing from these priorities comes the

utilisation of a range of teaching approaches, tasks and spaces to support the development of students’ skills,

knowledge and dispositions.

Our analysis of diagnostic data, such as the Early Years Assessments, NAPLAN, PatR and PatM, and school

based assessments, inform our teaching practices, as well as informing the support and design of specific

intervention plans for students.

Our Special Education and Learning Support programs provide support to students with learning difficulties,

those that require extension support and those who would benefit from additional assistance in order to

access the curriculum. Students with such needs are monitored closely and supportive parent-school

partnerships are established with these families.

OSHC, Vacation Care and After School Sporting programmes are also offered by the school. 2015 also saw

the introduction of Children’s University as an option for children to continue to engage in learning

opportunities outside of school hours.

STUDENT PROFILE 2015

Total Enrolments R-7 297

Girls 161

Boys 136

Full Time Equivalent 297

Indigenous Students 12

Students with a disability 14

The 300 enrolments were made up of the following year level cohorts: Reception 37 Year 4 40 Year 1 34 Year 5 35 Year 2 42 Year 6 41 Year 3 32 Year 7 36

STUDENT ATTENDANCE

Our Lady of Mt Carmel Parish School student attendance in 2015.

YEAR LEVEL TERM 1 TERM 2 TERM 3 TERM 4

Reception 90.25% 89.89% 89.33% 90.16%

Year 1 95.06% 93.93% 89.40% 95.04%

Year 2 90.24% 89.46% 89.99% 91.79%

Year 3 94.75% 95.18% 93.33% 95.06%

Year 4 93.25% 91.64% 91.33% 94.53%

Year 5 94.48% 92.71% 90.01% 93.32%

Year 6 94.66% 94.23% 90.37% 91.80%

Year 7 93.83% 92.04% 91.32% 92.80%

AVERAGE 93.32% 92.39% 90.64% 93.06%

Non-attendance of students is managed through communication with parents. Should attendance issues escalate contact is made with families, and should the matter persist with a DECD Attendance Officer and/or Families SA.

STUDENT LEARNING OUTCOMES

Last year in May 31 Year 3 students, 32 Year 5 students and 34 Year 7 students undertook the National Assessment Program - Literacy and Numeracy (NAPLAN) tests. Students and staff are to be congratulated on the results achieved. The percentages of students at or about the National Benchmark are:

Spelling Grammar & Punctuation

Writing Reading Numeracy

Year 3 90% 90% 100% 94% 94%

Year 5 94% 88% 100% 97% 97%

Year 7 91% 85% 100% 100% 97%

STAFF PROFILE

TEACHER QUALIFICATIONS

In 2015:

8 staff held a Master’s degree

5 staff held a Graduate Certificate, in addition to another tertiary qualification

7 staff held a Bachelor of Education

1 staff member held a Diploma of Teaching WORKFORCE COMPOSITION of STAFF of OLMC

Staff composition in 2015 included 10 full time and 11 part time teaching staff. This equates to a total of 15.1 full time teaching staff. In addition, there are 10 part time non-teaching staff who work the equivalent of 4.7 FTE. There were no Indigenous members of staff in 2015. STAFF PROFESSIONAL LEARNING

During 2015 staff undertook a range of Professional learning activities. This included:

Classroom teachers participating in learning associated with our KidsMatter Framework initiatives, including the implementation of a new Social and Emotional Learning program, Trauma Sensitive Schools Program and Positive Education

Phonics and Grammar and Punctuation

Creative writing, with a particular focus on poetry

Responding to diverse learning requirements, including Autism Spectrum Disorder, with a particular focus on deepening an understanding of this disorder and the key strategies to support students.

Learning opportunities connected to our priority on Sustainability. In addition to this staff undertook learning connected to their individual and team priorities.

STAFF, PARENT and STUDENT COMMUNITY SATISFACTION

Surveys are undertaken to seek feedback from students, parents and staff on a range of items associated with the programs and operations of our school. Outlined below are responses to three questions that were a part of last year’s surveys.

Student Satisfaction Survey Years 3-7: 117 responses

Strongly

Agree Agree Disagree

Strongly Disagree

I don’t Know

I like coming to work at OLMC 33 74 4 6

I feel safe at OLMC 50 48 8 2 6

I am kept informed about my progress and learning

28 58 9 3 17

Parent Satisfaction Survey: 43 responses

Strongly

Agree Agree Disagree

Strongly Disagree

I don’t Know

My child likes coming to OLMC 29 14

My child feels safe at OLMC 27 14 2

I am kept informed about my child’s progress 16 23 3 1

Staff Satisfaction Survey: 23 responses

Strongly

Agree Agree Disagree

Strongly Disagree

I don’t Know

I like coming to work at OLMC 15 8

I am continuing to grow as a professional at OLMC

16 7

I believe that the school is committed to developing positive outcomes for students

18 5

SCHOOL INCOME 2015

SCHOOL IMPROVEMENT

During the 2015 school year the staff of the school worked on the targeted improvement priorities outlined in our Annual Plan. Priorities for 2015 were:

Quality Teaching and Learning: Curriculum, Quality Teaching, Student Engagement, Professional Learning

Orderly and Safe Learning Environments: Positive Behaviours, Classroom Environments

Strong Home / School / Community Engagement: Family Engagement, Consultation,

Collaboration and Decision Making.

A full copy of our plan follows this summary, including targeted actions, outcomes and progress made in respect to our priorities. In 2016 these domains will continue to be at the centre of our improvement work. Additionally, we will engage in some work focused on Vision and goals, and undertake some initial work in the domain of Catholic Identity.

Australian Government funding 1,984,422

State Government funding 687,139

Family payments 498,107

Other recurrent income 228,994

New Loans 79,825

TOTAL $3,478,487

Our Lady of Mt Carmel Parish School ANNUAL PLAN 2015

Updated December 2015

FOCUS ACTIONS Lead

Person/s Timeline Outcome

Budget Implications

Comments Progress

QUALITY TEACHING and LEARNING

5.1 Curriculum

Development of an artefact that describes Learning at OLMC

Dave Nives

Term 1-3 A tool that describes learning in our community, including the connections between elements

--- Will assist in reviewing our learning program development and support the allocation of budget amounts

Engage in the ACARA review of the Primary Australian Curriculum; reducing, refining, rebalancing

Dave S1 A Primary Curriculum that is possible to teach deeply

--- Connections to DE’s ACPPA role

5.2 Quality Teaching

Teaching staff complete the AITSL Professional Standards for Teachers Self-Assessment Tool to identify strengths and focuses for development

Dave Nives

T1 Wks 0-3

Staff and leadership have a snapshot of teacher development and current capacity

--- Will direct staff learning

Teachers engage in Data Day to inform their engagement with students and the development of learning activities to connect to the next steps in children’s learning

Dave T1 Wk 0 Staff have a deeper understanding of each child’s story

---

Teachers utilise feedback and reflection to highlight aspects that will support the development of their curriculum design, delivery and evaluation

Dave Nives

All year Staff will be able to articulate and demonstrate improvement in their teaching

--- Supported by teaching observations

+ Ongoing

5.4 Student Engagement

Develop staff skill in the construction of tasks that cater for the majority of students within a class

Dave, Rosie

S2 Development of inclusive / personalised learning activities

--- Staff Meeting time required Meeting times with key staff

+ Ongoing

Develop staff skill in the construction of parallel tasks that align to broader class tasks

Dave, Rosie, Gen

S2 Students with learning requirements outside of a reasonable range will undertake tasks connected to the classes topic

--- Staff Meeting time required Meeting times with key staff

+ Ongoing

5.5 Professional Learning

Teachers engage in targeted Literacy and Numeracy professional learning, informed by our common school agreements and their AITSL SAT, to support their teaching practice

Rosie, Nadia, Dave, Nives

All year Teachers skill and knowledge in teaching literacy and numeracy will have developed

Increased PL budget

This increase is enabled by a decrease in other budgets

Literacy

Numeracy

Teachers engage with targeted learning focusing on SWD and SEL priorities within our community, to inform engagement, management and teaching

Gen, Grace, Dave

All year Teachers’ increased knowledge and skills re these topics will enable more positive interactions, greater engagement and learning

Increased PL budget

+ Ongoing

Trauma project – Engage in learning associated with the thinking and practice of using Calming Techniques at points of transition

Grace Franco

All year Students anxiety levels will be lower, allowing for greater engagement with other students and staff and with tasks

Budget line for school

Develop an awareness of opportunities, and the associated skills to teach within de-institutionalised spaces

Dave Year 2-4 staff

T2-3 Greater confidence of staff in operating in new environments

Immersion Trip budget

Connect with St Margaret Mary's Primary School in Merrylands Kevin Mills - Principal

+ Ongoing

Oral language – consolidation of learning and protocols associated with sight:sound recognition and use by Early Years children.

Tuyet Theresa

T1 Greater awareness of developing oral language and the connections to literacy learning

--- Support through CESA

MATSITI – Yarning Up: Teaching Catholic program Details to be confirmed

Dave Nives

T2 Become a Culturally Safe Community/School

--- Support through CESA

NOTES:

FOCUS ACTIONS Lead

Person/s Timeline Outcome

Budget Implications

Comments Progress

ORDERLY and SAFE LEARNING ENVIRONMENTS

7.2 Positive Behaviours

Connected to the KidsMatter – Core Component 2 - Introduction of the Bounce Back values through the health program; explicitly teach the values included, and Safe, to provide a framework for positive interactions within our community

Grace Term 1 (ongoing)

Students are aware of the values of our school, and able to connect these with positive behaviour choices

School budget line

+ Ongoing

7.x Classroom Environments

De-institutionalise our learning and teaching spaces that promote engagement, assist teacher partnerships and support a diversity of learning spaces to assist with individual, small group, whole class and larger group learning

Dave T2-4 A greater diversity of learning activities are undertaken in a range of formats

Refurbishment of School facilities budget

A significant commitment

NOTES:

FOCUS ACTIONS Lead

Person/s Timelines Outcome

Budget Implications

Comments Progress

STRONG HOME / SCHOOL / COMMUNITY ENGAGEMENT

8.1 Family Engagement

Develop strategies to share with families those actions they can utilise at home to support the development of base literacy and numeracy skills and knowledge

Dave, Rosie, Nadia

T2-4 Parents are confident and empowered at home to value add to their child’s learning

--- Informed by recent research in this domain

Share resource information with families on key social and emotional topics

Grace All Year Parents are more informed re matters connected to children’s social and emotional development and wellbeing

Subscription costs

+ Ongoing

8.3 Consultation, Collaboration and Decision Making

Utilise a range of techniques to consult with families and share outcomes in relation to the development of a regional Catholic Schools plan

Dave Management Group

S1 Parents will feel their voice has been heard and will be aware of the outcomes of the review

Staff commitment

NOTES:

Development Indicators

No progress or very minimal progress achieved

Work is continuing

Work is completed, however for some priorities continuing development and/or learning will be undertaken