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Annual School Report (2013)

Chisholm Catholic Primary School, Bligh Park

30 Collith Avenue, Bligh Park NSW 2756
Principal: Mr Michael Mifsud
Phone: 4587 8915
Fax: 4587 8916
Email: Chisholm@parra.catholic.edu.au
Website: http://www.chisholmblighpark.catholic.edu.au

Introduction

About the Annual School Report

Chisholm Catholic Primary School is registered by the Board of Studies (New South Walesas a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurate and objective information about various aspects of school performance and development. The Report describes achievement of school development priorities in 2013 and gives information about 2014 priorities.

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

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


Message from key school bodies

Principal

I am proud to present to you the 2013 Annual School Report for Chisholm Catholic Primary School, Bligh Park.

Chisholm Catholic Primary School is a safe, honest, respectful learning community. In keeping with our schools motto, Faith, Family, Future, we share our faith; welcome all into our extended family and work together to ensure the best future for every student.

We follow in the footsteps of Caroline Chisholm whose pioneering spirit inspires us to embrace the changes necessary to improve constantly the educational outcomes of our students and to look to the future with hope.

We set high expectations for our students and we encourage them to accept responsibility for their learning and behaviour. We aim to develop students who are confident, independently minded and well-placed to contribute to a just society, as well as having a deep understanding ofand commitment tothe Catholic faith.

Parent body

The Chisholm Community Group works closely with staff in ensuring the best educational setting for all children.

The aims of the Chisholm Community Group are to:

  • maximise parental involvement at Chisholm Catholic Primary School
  • foster community spirit within the school parent body
  • assist in school/parent communication
  • assist Chisholm Catholic Primary School in meeting resource targets

Membership is open to all parents and guardians of children attending our school.

Student body

At Chisholm Catholic Primary School, we have many wonderful opportunities to make friends and mix with different people. The teachers are very encouraging of us and acknowledge our achievements. At Chisholm Catholic Primary School, we are safe, honest and respectful learners. Our school motto is Faith, Family, Future. As a Catholic school, we look for ways to share our faith in Jesus. We try to follow in the footsteps of Caroline Chisholm who shared her faith with courage. There are high expectations at our school about how to treat others and how to accept responsibility for our own learning and behaviour. We are also expected to take pride in our school environment and in the wearing of our uniform.

Who we are

History of school

St Matthew's Parish, Windsor, has two Catholic primary schools. Chisholm Catholic Primary School is the second school serving the church's mission and was established in 1994.

Location/drawing area

The school is located in Bligh Park and draws on students from Bligh Park, Windsor, Windsor Downs, Llandilo and Londonderry. It serves the parish of St Matthew's, Windsor.

Enrolment policy

Chisholm Catholic Primary School follows the Catholic Education, Diocese of Parramatta (CEDP) document, Enrolment Procedures in Parramatta Catholic Systemic Schools, January 2002. This document can be obtained from the school office or is available on the CEDP website http://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolments

Year Boys Girls Total
2011 227 270 497
2012 246 269 515
2013 253 274 527

 

As our school is in a growing area, our enrolments are increasing as new families move into the area. It is projected that his trend will continue over the next years.

Characteristics of the student body

The table below shows the number of students in each of the categories listed.

Language Backgrounds other than English (LBOTE)* Student with Disabilities (SWD)* Indigenous
 82  24  12

School review and development

Annual school priorities

 Priority Reason for the priority  Steps taken to achieve the priority Status of the priority (Achieved, not yet achieved, Ongoing, no longer a priority)
Develop a whole school approach to spiritual formation, incorporating authentically Catholic Religious Education with a focus on improving Religious literacy outcomes for all students. System and school priority and review of student data
  • implementation plan
  • professional learning at staff meetings and staff development day focused on the Sacrament of Reconciliation
  • professional learning focused on Religious literacy requirements, theological background of units of work and main concepts of each strand of the Religious Education syllabus Sharing Our Story.
  • focus team
Ongoing
Improve literacy outcomes for all students System and school priority and review of student data
  •  implementation plan
  • analysis of student data
  • professional learning drawing on current educational research
  • establishment of success criteria
  • focus team
  • development of a case management approach to meet learning needs
  • further development of professional feedback to staff
  • initiation of reading recovery program
 Ongoing
Improve numeracy outcomes for all students System and school priority and review of student data
  • implementation plan
  • analysis of student data
  • professional learning drawing on current educational research, including continued work with the Extending Mathematical Understanding (EMU) project
  • establishment of success criteria 
  • focus team
  • collaboration with teaching educator
  • development of a case management approach to meet learning needs
  • further development of professional feedback to staff
  • Year 1 Mathematics intervention program
 Ongoing

 

Projected school priorities

 Priority Reason for the priority
Steps to be taken to achieve the priority
Develop a whole school approach to spiritual formation, incorporating authentically Catholic Religious Education with a focus on improving Religious literacy outcomes for all students. System and school priority and review of student data  
  • implementation plan
  • professional learning at staff meetings and staff development day
  • professional learning focused on Religious literacy requirements, theological background of units of work and main concepts of each strand of the Religious Education syllabus Sharing Our Story.
Improve literacy outcomes for all students System and school priority and review of student data
  • implementation plan
  • analysis of student data
  • professional learning with a focus on reading comprehension
  • consolidation of success criteria
  • implementation of a case management approach
  • professional feedback to staff
  • continuation of Reading Recovery program
  • collaboration with teaching educator
  • initiation of iLearn project 
  • ratio of 1:1 iPads for Year 4
Improve numeracy outcomes for all students System and school priority and review of student data  
  • implementation plan
  • analysis of student data
  • continued work with the Extending Mathematical Understanding project
  • consolidation of success criteria with a focus on formative assessment practices and learning intentions
  • collaboration with teaching educator
  • development of a case management approach
  • professional feedback to staff
  • Year 1 Mathematics intervention program
  • initiation of iLearn project 
  • ratio of 1:1 iPads for Year 4

Catholic identity

Prayer, liturgical life and faith experiences

The school’s major celebration each year is Caroline Chisholm Day (Caroline Chisholm's birthday). Special prayers and assemblies honour and highlight the lives of Mary, All Saints, All Souls, St Mary of the Cross MacKillop, and St Matthew. 

Liturgies are held for important events in the liturgical year such as Ash Wednesday, Holy Week, Easter, Advent and Christmas. ANZAC Day and Remembrance Day are also celebrated as they are important national days.

The parish priest and assistant priest visit the school regularly to celebrate mass and class Reconciliation. The priests and parish Sacramental coordinator assist children and their families in the parish based Sacramental preparation. Regular prayer is an important part of school life including daily prayer in classrooms, staff prayer and community prayer at whole-school assemblies.

In 2013 the praying of the Angelus each day at midday was implemented.

Social justice

Social justice initiatives are an important feature of school life. The school community is involved in the Caritas Project Compassion Lenten appeal; fundraising for Catholic mission; food, toys and money collection, as well as the Giving Tree Christmas Appeal for St Vincent de Paul and items to support the St Vincent de Paul Winter Appeal.

School, home and parish partnerships

The school supports the family-centred, parish based Sacramental programs by linking these, where possible, with our Religious Education lessons. 

The children are acknowledged at school assemblies and teachers are always present at Sacramental celebrations (eg First Eucharist and Confirmation) and parish preparation days. Parish events are highlighted in school newsletters and families are encouraged to attend. 

Parents are involved in many aspects of school life. These include the Chisholm Community Group; fundraising; working in the canteen; assisting students with classroom learning; assisting at sports carnivals and on school excursions; hosting and facilitating Sacramental groups, and attending school liturgies.


Religious Education

Religious Education

The school program is based on the Parramatta Diocesan curriculum document, Sharing Our Story.  Each year, every Stage studies units of work relating to mission, the Easter season, Advent and Christmas. Where appropriate, units of work also focus on the Sacraments and complement the parish-based Sacramental program. Other units generally follow these themes:

Early Stage 1 and Stage 1 - 'God's love'; 'Families'; and 'Jesus'

Stage 2 - 'Jesus'; 'Mary'; and 'The Bible'

Stage 3 - 'The Early Church'; 'The Church in Australia'; 'Leadership'; and 'Faith Communities'

Professional learning of staff in Religious Education

During 2013, the staff of Chisholm Catholic Primary School participated in three formation afternoons and one staff development day with the three other Hawkesbury Catholic schools as part of the Hawkesbury Catholic initiative. Clergy, principals and staff reflected on the Sacrament of Reconciliation through scripture, prayer and reflection. The focus on this Sacrament has led the staff to examine the Sacrament of Reconciliation as a lived Sacrament in all aspects of our lives and in all interactions with others.


Learning and teaching

National Assessment Program - Literacy and Numeracy (NAPLAN) 2013

Students in Year 3 and Year 5 across Australia participated in National Assessment Program - Literacy and Numeracy (NAPLAN) in May 2013. The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and aspects of Numeracy. The test provides a measure of the students’ performance against established standards and against other students in Australia. Each year the results are analysed by the school to inform teaching with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy, reading, writing, grammar, punctuation and spelling at particular ages. These are referred to as national minimum standards. Band 2 is the minimum standard for Year 3 and band 4 is the minimum standard for Year 5. Student performance in NAPLAN in our school is compared to these standards. The percentages of students achieving at or above these national minimum standards, and the percentages of students in the top three bands are reported in the table below.

 % of students at or above national minimum standard% of students in top three bands
 SchoolAustraliaSchoolAustralia
Year 3:    
Literacy100.00 95.00 77.27 71.70
Numeracy98.50 95.80 63.24 62.00
Reading97.10 95.30 64.71 69.30
Writing100.00 95.00 91.18 75.40
Grammar and Punctuation95.60 95.30 67.65 73.40
Spelling97.10 93.90 64.71 67.40
Year 5:    
Literacy100.00 94.00 58.67 58.17
Numeracy96.10 93.40 35.53 51.70
Reading100.00 96.20 64.00 62.80
Writing98.70 91.70 59.21 51.90
Grammar and Punctuation98.70 94.80 52.63 61.50
Spelling98.70 93.10 55.26 58.30

From the results above, it can be seen that children are performing at, or above, the national minimum standards in all areas for Year 3 and Year 5. Year 3 students achieved above the national average for the percentage of students in the top three bands in Literacy, Numeracy, writing and spelling. Year 5 students achieved above the national average for the percentage of students in the top three bands in Literacy, reading and writing. Improving Literacy and Numeracy outcomes will continue as we focus on ensuring the sustainability of improved results in all areas.

School curriculum

The following programs are an important part of the curriculum at Chisholm Catholic Primary School:

  • There is a full-time and part-time learning support teacher and three teacher aides working with children who have been identified as requiring additional support to meet syllabus outcomes.
  • Our teacher librarian works with Stage 2 and Stage 3 classroom teachers to plan and teach literacy skills linked to the English syllabus.
  • The Reading Recovery program is an intense intervention program that targets identified vulnerable students in reading in Year 1. In 2013 one trained specialist was involved in facilitating this program.

  • The Extending Mathematics Understanding project is a small group intervention program that targets identified vulnerable students in Mathematics in Year 1. In 2012 we had two trained specialist teachers who are involved in facilitating this program.

  • A counsellor from the Catholic Education Office is available four days per fortnight to support students and their families with personal, social or emotional needs. The counsellor works at the school and appointments can be made through the principal.

  • In addition the school counsellor forms an integral part of Chisholm Catholic Primary School's learning support team and is engaged in facilitating support groups such as the Rock and Water program and Mates Groups.

Our Kindergarten Orientation program is offered to all families whose children are beginning their school life at Chisholm Catholic Primary School. An information meeting is held for parents to make them aware of the ethos and culture of Chisholm Catholic Primary School and the general expectations of the schoolChildren attend an orientation morning to give them the experience of a classroom and reassure them about 'big school'. An additional Transition program is also provided for children identified as needing extra assistance in settling into the routines of school

Other important aspects of the school curriculum are:

  • Our Stage 2 and 3 students participate in a Musica Viva program. In sport, our Stage 3 classes have skill-based, out-of-school sports activities (eg bowling, squash, European handball, slide hockey, tennis, indoor soccer and aerobics) run by trained facilitators at local sporting venues on a weekly basis during term 4. Children in primary grades have the opportunity to represent the school in swimming, cross country and athletics, as well as in team sports such as rugby league, soccer, cricket, touch football and netball.
  • In cultural areas in 2013, the school participated in the Voice of Youth public speaking competition and Young Leaders Day at Sydney.

Initiatives to promote respect and responsibility

In 2013, the student leadership structure continued to enable greater student involvement in determining the areas of leadership they believed were necessary for Chisholm Catholic Primary School. In 2013, Year 6 students worked in six teams, each with a leader. The six student leaders formed the Chisholm Catholic Primary School student leadership team who met weekly with the principal.

Other leadership opportunities for students include a buddy system involving Year 5 students assisting Kindergarten children in settling into school and supporting them throughout their first year. These same buddies assist the children as they move to Year 1. This program supports the school's commitment to providing leadership opportunities for the Stage 3 students.

In 2013 school leaders represented the school at the Young Leaders conference and the Hyde Park ANZAC service.

In 2013, the Kindergarten to Year 6 Social Skills program continued as essential school practice, being part of the student management and pastoral care policy. This ensures consistency of expectations across the school.

Parent satisfaction with the school

During 2013, Catholic Education Diocese of Parramatta engaged insight SRC to conduct the Quality Catholic Schooling (QCS) survey to provide feedback from parents, students and staff about our school. This survey will be conducted annually.

The QCS data collected and reported to our parents, students and staff, showed that our parents saw teachers as approachable and that the school was receptive of, and understood, the views of parents. Parents saw their children enjoying, and wanting to be a part of, the learning at school. Parents saw that the school provides a safe environment for their children. Parents identified the many opportunities for themselves and their children to participate in prayer, celebrate liturgies and to reflect on their faith.

Student satisfaction with the school

The QCS data collected and reported to our parents, students and staff showed that our students felt positive at school and were motivated to achieve and learn. Students identified that their teachers provided purposeful learning opportunities in planned and effective ways. Students thought their teachers listened to and understood their needs and assisted them with their learning. Students identified that their teachers model the values of our Catholic faith in their interactions. Students felt very socially connected and got along with their peers.

Teacher satisfaction with the school

The QCS data collected and reported to our parents, students and staff showed that teachers identified that there was effective communication in the planning of the curriculum. Teachers felt that the school's leaders were approachable, could be relied upon and communicated well with staff. Teachers identified that they had many opportunities to work together collegially and support one another. The teaching staff had a strong sense of ownership where staff goals and approach to work were aligned with the goals and approach of the school. The teaching staff believed the school was focused on quality teaching and aimed to maximise learning outcomes for students.

Workforce composition

Category
Number of Staff
Number of teachers who hold teaching qualifications from a higher education institution within Australia or as recognised by AEI-NOOSR*.
 33
Number of teachers who have a bachelor degree from a higher education institution within Australian or within AEI-NOOSR* guidelines but lacking formal teacher qualifications.
 0
Number of teachers who do not have qualifications as above but have relevant successful teaching experience or appropriate knowledge relevant to their teaching context.
 0
Number of teachers accredited to teach Religious Education
 29
Number of teachers currently undertaking accreditation to teach Religious Education
 2
Number of non-teaching staff (includes teachers aides)
 6
Percentage of teacher who are Indigenous  0

*Australian Education International - National Office of Overseas Skills Recognition

Professional learning

Professional learning undertaken by staff in 2013 linked directly to the priority focus areas. As a commitment to a whole-school approach to learning, all staff attended professional learning in the following areas: Religious Education and formation, literacy, numeracy, and NAPLAN data analysis.

Teacher attendance and retention rates

Teacher attendance

The average teacher attendance for 2013 was 94.6%.

Teacher retention

Of the 2013 teaching staff, 88.5% were retained from 2012.

Student attendance rates

Percentage of student attendance by Year level and school average:

Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 School Average
 96.6 94.2 95.4 94.9 94.4 93.0 93.9 94.6

Managing non-attendance

Regular attendance at school is essential if students are to maximise their potential. Schools, in partnership with parents and guardians, are responsible for promoting the regular attendance of students. The compulsory schooling age is 6 to 17. Parents and guardians are legally responsible for the regular attendance of their children, explaining the absences of their children in writing within seven days to the school, and taking measures to resolve attendance issues involving their children. School staff, as part of their duty of care, monitor part or whole day absences. They maintain accurate records of student attendance, follow up unexplained absences through written and verbal communication, implement programs and practices to address attendance issues when they arise, and provide clear information to students and parents regarding attendance requirements and the consequences of unsatisfactory attendance. The principal or their delegate may grant permission for late arrival at school or early departure from school, leave, or exemption from attendance only in individual cases, on written request from parents and guardians. The principal/delegate will undertake all reasonable measures to contact parents promptly if an unexplained absence occurs. If truancy is suspected, the principal will contact the parents/guardians to ascertain the reason for the absence. If a satisfactory response is not received, the matter will be referred to Catholic Education Office staff for follow up.

Pastoral care of students

Student welfare, discipline and anti-bullying policies and pastoral care

The Pastoral Care and Student Welfare policy was initially implemented in 2009 and reviewed in 2013. It is based on six key principles of positive behaviour support:
  1. common purpose and approach to discipline
  2. a clear set of expectations and behaviours
  3. procedures for teaching expected behaviours
  4. procedures for encouraging expected behaviours
  5. continuum of procedures for discouraging inappropriate behaviours
  6. procedures for ongoing monitoring and evaluation

The review of this policy in 2013 recommended no changes to its current form.

Strong links have been maintained with the Kindergarten to Year 6 Social Skills program, focusing on being a safe, honest, respectful learning community. The focus of the Chisholm Catholic Primary School behaviour code iswe are safe, honest, respectful learners.

This policy is underpinned by the principles of procedural fairness and of unbiased decision making. Parents are always contacted if there is a serious incident at the school involving their child.

The full text of the Pastoral Care and Student Welfare policy that includes student welfare, discipline and anti-bullying policies can be accessed on the school's website or obtained through the school office.

Complaints and grievances policy

The school has formal written protocols in place to address complaints and grievances. These protocols are in line with the Catholic Education, Diocese of Parramatta Complaint Handling policy. A copy of the school policy is available from the school office or is available on the CEDP website http://www.parra.catholic.edu.au/policy-central. There were no changes to the policy during this year.

Financial statement

School recurrent and capital income

School recurrent and capital income

In 2013 Chisholm Catholic Primary School received $67,513.00 as interest subsidy.

Our school community is appreciative of the support it received from the NSW State Government under the Interest Subsidy Scheme and looks forward to the implementation of the Building Grants Assistance Scheme as these are of vital importance to the ongoing wellbeing of this school.

Fees relate to diocesan and school based fees, excursions and other private income from fundraisers.

State relates to State Recurrent Grants including per capita funding, interest subsidy and special purpose grants.

Commonwealth relates to Commonwealth Recurrent Grants including per capita funding and special purpose grants.

Capital relates to Government Capital Grants including monies received under the Building Education Revolution.

Other refers to Other Capital Income including drawdowns from the Diocesan School Building Fund to fund Capital Expenditure.

School recurrent and capital expenditure

School recurrent and capital expenditure

Salary refers to the total of all Salaries, allowances and related expenses such as superannuation, workers compensation and leave.

Non-Salary refers to all other Non-Salary Recurrent Expenses.

Capital refers to Non-Recurrent Capital Expenditure including School Buildings, Furniture and Equipment.


 
   
  
 

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