St. Thomas More School Mt. Eliza · St. Thomas More School, Mt. Eliza 2013 ANNUAL REPORT TO THE...

St. Thomas More School

Mt. Eliza

REGISTERED SCHOOL NUMBER: 1822

2013 Annual Report

TO THE SCHOOL COMMUNITY

St. Thomas More School, Mt. Eliza

2013 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

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

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

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

School Overview ................................................................................................................................................ 4

Principal’s Report ............................................................................................................................................... 5

Education in Faith .............................................................................................................................................. 6

Learning & Teaching ......................................................................................................................................... 8

Student Wellbeing ............................................................................................................................................ 10

Leadership & Management ........................................................................................................................... 13

School Community .......................................................................................................................................... 15

Financial Performance ................................................................................................................................... 17

Future Directions .............................................................................................................................................. 18

VRQA Compliance Data ................................................................................................................................ 19



Contact Details

ADDRESS 313 Canadian Bay Road

Mt. Eliza VIC 3930

PRINCIPAL Mrs. Pat McConvill

PARISH PRIEST Fr. Laurie Pearson

SCHOOL BOARD CHAIR Mr. Chris Young

TELEPHONE (03) 9787 7788

EMAIL [email protected]

WEBSITE www.stmmtlza.catholic.edu.au

Minimum Standards Attestation

I, Patricia McConvill, attest that St. Thomas More Primary School 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.

23 May 2014



Our School Vision

Following the example of our patron, St. Thomas More, we believe our school should be a place

where we encourage loyalty and faith:

All members of the community are encouraged to respect each other’s differences of opinions, beliefs and customs.

As part of a Parish family, each member experiences hope, justice, faith, peace and reconciliation.

Values are communicated through the interpersonal and sincere relationships of its members.

Working in co-operation, school and parish groups model the Gospel message, in the common mission of service to God.

In recognition of parents, as the child’s first and most influential educators of faith, together we continue the faith journey in the teaching of the beliefs and traditions of the Catholic Church.

We develop students who are responsible and inner directed, capable of choosing freely in accordance with their conscience.

The dignity of each child is respected, and the curriculum recognises that each child, created and loved by God, is unique.

Policies and programs are designed to be stimulating and challenging to provide quality experiences and outcomes in order that each child achieves his/her full potential.

We provide a happy, safe and stimulating learning environment.

In joint partnership, parents and teachers form and implement policies that have as their focus, the development of the whole child as an individual.

Current policies and programs are constantly monitored and evaluated in the light of changing needs.

There is an ongoing commitment to excellence in education.



School Overview

Established in 1981 with an enrolment of 126 students, St. Thomas More’s Mount Eliza, a co-educational

Catholic primary school, has grown to 345 students (232 families). There are 24 teaching (16 full-time

and 8 part-time) and 6 non-teaching staff. 97% of the 2013 enrolments are baptised Catholics. There is a

strong parish, school community feel with the church sitting adjacent to the school and the community

embracing the Parish Priest and staff's contribution.

The school's mission is to provide quality education, within a Catholic framework, in partnership with

parents and the wider community. The school is successful in promoting Christian values, pastoral care

and social justice. Recognising the importance of catering for individual differences the leadership team

is in the process of building a contemporary learning framework which embraces current learning

technologies.

The curriculum is rich, diverse and focused on developing the whole child - academically, spiritually and

socially. Specialist teachers cover Physical Education, Literacy Support, Reading Recovery, Music, Visual

Arts, Italian, Library and ICT. Students are encouraged to question, reflect, take risks, critique, analyse

and act. The school places a significant focus on the use of technology as learning tool. Each classroom

houses an interactive whiteboard. Digital cameras, a green room, technology room, webcams, an apple

Mac book program, a 1-to-1 iPad program, and a number of computers are designated to classrooms.

The school is set within a beautiful bushland setting of 25 acres. A number of pods provide the junior,

middle and senior schools with a degree of independence while not being isolated from one another.

The school has a large oval, basketball and netball courts and adventure playgrounds. In addition to the

bright and attractive classrooms (two Preps, four Grade 1-2s, four Grade 3-4 and four Grade 5/6

classes), the school has a technology room, a library, a multi-purpose area, a visual arts area and a

music/LOTE (Italian) room. A state of the art gymnasium is used by the school, parish and community

groups.



Principal’s Report

St Thomas More School participated in a whole school review in 2013. The review process was spread

across three terms culminating in two meeting days in third term. Prior to this, staff, students and

parents were involved in developing a school self-reflection report looking at events and data over the

previous four years. The school accessed a range of data and other school information including the

Catholic Education Office’s School Improvement Reports and student achievement data, My School data,

Education in Faith Surveys, and School Improvement Surveys. The review consisted of focus group

meetings with parents, leadership members, teachers and non-teachers, and the Student

Representative Committee.

The second day of meetings was for discussions around each of the spheres of school life in order to

clarify possible goals, outcomes, targets, strategies and actions for the next period of school

improvement. Recommendations from this session led in to the development of the school 4-year

School Improvement Plan. The final review report was presented to the staff and the School Education

Board on separate occasions.

Understandably, this was a major focus for all stakeholders in the school, and it is testament to the

dedicated and committed staff, working collaboratively with school parents and students, that the

review process was a great success. This report is directly connected to the results from the review, and

also highlights the ‘extra’ opportunities provided for all community members.

In 2013, the staff continued to improve their contemporary teaching practices and to be guided by data

collected to direct student learning. This was supported by strategic professional learning across the

year. Improved results, from an already high base, are visible in the children’s learning, although not

always evident in the testing results.

The role of a part-time home school liaison worker was trialled to support students and families in need

through counselling, advice, and general support. This proved beneficial for students, staff and parents

and will be continued into 2014.

Finally I’d like to express my thanks and gratitude to all the families of St Thomas More School for the

contribution they make to the life of our school. Thank you to Father Laurie Pearson, our Parish priest,

for his ongoing support, and to the amazing staff who always hold the child’s best interest at heart. Of

course, the school is a very special place because of our beautiful children – well done to them all.

Mrs. Pat McConvill

Principal



Education in Faith

Goals & Intended Outcomes

Goal: To improve the Catholic Culture and the teaching and assessment of Religious Education.

Intended Outcomes: That student engagement in religious education will improve.

That the school’s involvement in social justice issues will be strengthened and

parent understanding and support of social justice activities will be enhanced.

That students will improve their capacity to demonstrate the gospel values of

fairness, trust, respect, and forgiveness.

Achievements

In 2013, the goal to improve the Catholic Culture and teaching and assessment of Religious Education

was addressed in a variety of ways.

The first intended outcome to improve student engagement focused on enhancing the pedagogical

planning and delivery of Religious curriculum. This began with professional learning to build teacher

capacity for the whole staff. To develop student engagement, planning for, and providing more

contemporary learning in Religious Education was the focus in both curriculum content and delivery.

This was facilitated with the aid of other resources to the existing Religious Education curriculum

documents, To Know, Worship and Love, e.g. accessing resources on the Brisbane CEO website. By

including a variety of teaching styles within the Religious Education curriculum in line with other

contemporary pedagogical styles undertaken in other learning areas, student engagement in classrooms

improved. Teacher dialogue in professional learning sessions and observations teachers made of student

participation in their classes indicates an improvement in Religious Curriculum planning incorporating

contemporary pedagogy. This is also evident in the Religious Education Programs across the school.

To measure this improvement with numerical data, the school will conduct the student and teacher

pedagogical surveys in 2014.

The outcome that the school’s involvement in social justice issues was achieved by the inclusion of a

whole school inquiry unit on Social Justice where Religious Education was naturally integrated. Using the

Catholic Social Teachings also supported the improvement in understanding and integration of this unit

by providing continued reflection on the Catholic tradition that underpins the church’s social justice

teaching and practice.

The plan to continue strengthening our understanding of social justice in the curriculum will also include

restorative justice. The components of restorative justice will supplement educating students and staff

in all areas of social justice; this will also broaden parent understanding of social justice through the

communication and partnership of such initiatives within the school.

The final intended outcome that students improve their capacity to demonstrate the gospel values of

fairness, trust, respect, and forgiveness was evident through observations in the participation of the



integrated social justice unit. This strategy placed an emphasis on building positive and respectful

relationships at all levels of the school and applying these to the wider and global community.

To improve student engagement in Religious Education, the plan for 2014 includes continued

development of a contemporary curriculum approach which enhances deeper thinking in the context of

the modern world while developing Catholic identity and bringing the two into dialogue.

VALUE ADDED

A sense of social justice is strongly promoted through the school’s fund-raising and charitable works.

Sponsor child in the Philippines

Sister parish in East Timor

Caritas through Project Compassion in Lent and supporting the missions in October

Social justice unit donations from Year 3 / 4

St. Vincent de Paul Society, during the winter months and at Christmas time.

Inquiry unit year 5 / 6 Bizarre Bazaar- charitable fundraising activities

Oxfam donations at Christmas



Learning & Teaching


Goal: To implement contemporary pedagogy to maximise the academic, social, emotional and spiritual

development of each student

Intended Outcome: That improved student outcomes will be achieved in Mathematics.

That improved student outcomes will be achieved in English particularly in

Writing and Reading Comprehension

That improved student perceptions of themselves as learners will be achieved.

Achievements

The school provides a secure and supportive multi-age teaching and learning environment and provides

intervention for students experiencing learning difficulties. NAPLAN data indicates a large number of

students achieving at the state mean and a reasonable percentage achieving levels at least more than

one year above in literacy and numeracy.

The school will continue to ensure a whole-school focus on purposeful teaching, so that there is shared

agreement about successful pedagogy that is consistently used by all teachers. In addition, emphasis will

be placed on highlighting a greater differentiation in assessment. Leadership is looking to build

teamwork and mentoring, allowing for effective one-to-one feedback. Teachers receive relevant

professional learning, professional learning team meetings have purpose and teachers are increasingly

having the desired professional dialogue with one another about their successes and challenges.

Significant resources have been allocated to update resources and facilities.

Literacy results in the junior school for 2013 are as follows:

90% of Preps reached the expected standard of level 5 or above, and 50% were at level 11 or

above.

100% of Year 1 children attained their expected standard of Level 15, with 96% of them reaching

level 20.

At the end of Year 2, 90% of students had reached level 28.

That improved student outcomes will be achieved in Mathematics:

The school continued the focus on using the Contemporary Teaching and Learning Mathematics model

for our maths teaching and professional development, which was led by the Maths leader. It was

disappointing that while maths learning is evident in the classroom, evidence of learning in test results is

taking longer than anticipated.

NAPLAN data in Maths shows the Year 3 average to be just below the State mean, but above the

National mean. However, our school baseline is higher than that of other schools. Just under 20% of

Year 3 students are one year above expected. This was supported in the PAT- maths testing completed

within the school.

NAPLAN data for year 5 shows above average results compared to State and National means. Just over

30% of Year 5 students are one year above expected.



PAT-Maths testing supports the data from NAPLAN and also shows that growth is well above expected

in years 2, 5 and 6.

That improved student outcomes will be achieved in English particularly in Writing and Reading

Comprehension

NAPLAN data shows that 86% of our students in year 3 are at or above the standard for reading, while

93% of Year 3 students are at or above standard in writing.

At Year 5 level, 85% of our children are at or above standard in reading, and 84% of year 5 students are

at or above standard in writing. In Language Conventions, 82% of children were at or above the standard

and 72% of children were at or above the grammar and punctuation standard.

PAT-Reading data closely aligns with the NAPLAN data, particularly showing Years 1, 5 and 6 are at or

above the expected level for the group.

Leadership recognises the need to continue building the contemporary classroom - to embed

procedures to enable teachers to share more of their classroom experiences and share information with

teachers at the next year level to ensure effective transition for every student. To ensure greater

consistency in approach, teachers need to analyse data and share strategies and tools for ongoing

assessment and reporting. In 2014-15, teachers will further explore student-centred approaches to

assessment that enable some students to express their own learning goals, track their learning and

report in meaningful ways to their teachers and parents. Individual differences, with particular emphasis

on students at risk, will continue to be catered for through effective intervention and extension

programs.

STUDENT LEARNING OUTCOMES – 2011-2013

Whilst the school has made significant improvements in the quality of teacher knowledge, planning,

assessment and delivery in maths, NAPLAN data over the past three years has been inconsistent. The

three-year trend data has fluctuated in line with the rest of the state, however, the school is

disappointed that the CTLM project has not yet impacted on results.

At Year 3, the literacy results across 2011-13 show that Reading, Writing, Spelling and Grammar &

Punctuation continue to be strengths for the children, with the median being well above State and

National results. In Year 3 numeracy results, the school has shown a decline in the top 10%, however

has raised the lower percentiles above state levels.

At Year 5 during the three years, NAPLAN data has been above average in 2011 and 2013 with a slight

dip in 2012. At Year 5, Reading is well above State results. Results in Writing, Spelling and Grammar &

Punctuation are closer to State achievement rate. With the numeracy results, Year 5 students

returned to their 2011 levels after a dip in 2012; the median is still above that of the state.

Tracking our cohort of children from Year 3, 2011 to Year 5, 2013 shows that this particular group of

children moved from being below average in 2011 to slightly above in 2013.



Student Wellbeing


Goal: To improve student wellbeing by developing practices that focus on enhancing student self

esteem, and on engaging them in the learning process.

Intended Outcomes: That student learning confidence and motivation to learn will be strengthened.

That classroom behaviour will be conducive to an effective learning

environment.

That the school will provide a safe environment for all students.

Achievements

Student wellbeing is at the heart of every staff member's responsibility. The school has a genuine focus on whole-person wellbeing for its students.

The focus of relationship building and strengthening social and emotional development adopts positive behaviour principles. Classrooms are safe and friendly, conducive to good learning and meeting individual differences. Every student understands and respects the school rules.

Student learning confidence and motivation to learn has been strengthened. Scores from the review show a connectedness to the school at 85/100. This has been achieved through:

Professional Learning on Student Wellbeing

Students valued as individuals

Opportunities for students to contribute to the school community

Implementing strategies for classrooms

Monitoring students wellbeing

Classroom behavior is conducive to an effective learning environment; student behaviour within classrooms is sound. The school leadership team is keen to establish a clear whole school understanding of the Classroom Behaviour Management Policy and its natural consequences. Teachers recognise the need to be consistent in managing individual students and the general classroom.

This has been achieved through:

Class meetings held weekly

Revisiting policies and procedures, ensuring a common language and expectations

Developing recording processes for behavior incidents / central file / yard duty sheet

Wellbeing meetings

Introduction of a Home School Liaison role to support children and families at risk for various reasons.

The school will provide a safe environment for all students: results from surveys indicate the student

safety variable to be at least 80/100.

This has been achieved through:



Unit meetings to address safety issues

Whole class and whole school assemblies

Student wellbeing leaders organising lunchtime games

Friendship tree

Buddy system, Yr. 5 students buddied with Prep students.

Individual play plans for students

A description of how non-attendance is managed by the school.

Staff members are to bring to the attention of the Principal any student/s whose attendance is irregular, any students who do not provide written notes adequately explaining absences, or whose absences appear unwarranted.

The Principal will, after consulting with the teacher, attendance records and the student, decide upon a strategy to be employed. As absenteeism is often indicative of other problems including engagement and family issues, the support strategies employed by the Principal will be determined on a case-by-case basis. However, they may include:

Initial telephone contact with parents

Counselling sessions for parents and/or students

Home visits

Formation of a support group including outside support agencies if appropriate

Ongoing absenteeism will be reported by the principal to the appropriate welfare and government agencies.

VALUE ADDED

Seasons program offered to children experiencing grief or loss through an illness, death or family

separation.

Dads and Kids Nights held each semester to provide opportunities for children to spend time with

their dads, and also for the dads to connect and build their networks.

Parent forum on Cyber safety offered to students, staff and parents to promote safe use of

technology.

Outreach program provides meals and support to families who are experiencing difficulties through

sickness.

Home visits by the home school liaison person strengthened the link between home and school for

children at risk.

Bullying strategies supported the zero-tolerance to bullying, particularly focusing on the important



role of the bystander.

School Camps for Years 3/4 (1 night) and 5/6 (2 nights) offer away from family opportunities, as well

as building connections for students.

STUDENT SATISFACTION

Surveys were not conducted in 2013 as the school was involved in the review process. The following

comment was made by the reviewer reflecting on the previous 4 years.

“The 2012 SIS reflects a generally positive Year 5-6 response to the school climate particularly in the areas of connectedness to peers (absolute score of 86 on a 100-point scale) and student safety (83). This is supported by anecdotal evidence from students across Years Prep to 4 conveying a genuine sense of belonging and being connected to a strong school community which values them. Teachers are empathic and they assist the students to achieve their best.”



Leadership & Management

Goal: To further improve the organisational health of the school

Intended Outcomes: That role clarity will be improved for the leadership team.

That the staff will be supported in developing leadership skills.

That teachers and all teams will embrace professional learning and incorporate

contemporary practices.

That teamwork will be strengthened.

That increased parent involvement in selected school decision making will be

demonstrated.

Achievements

A key activity for the leadership team in 2013 was leading the school community through the review

process. All stakeholders were included with focus groups for staff, students and parents in the

preparation and evaluation stages. Some key points on leadership from the review were:

The school has enjoyed stable leadership over a considerable period of time.

The leadership team is respected by the teaching and non-teaching staff.

Professional Learning Teams are collaborative and forward-thinking.

Building the capacity of key leaders to become dynamic instructional leaders will enhance the

efficacy of the team and the quality of learning and teaching in the school.

During the year there was a focus on building professional teams while at the same time maintaining, or

improving staff morale. This was inclusive of teaching teams and leadership team.

The school climate has improved for staff, evident from review data, suggesting there is sound

communication between leaders and the teaching and non-teaching staff. Leadership acknowledges the

challenge is to improve empowerment. Both teachers and non-teachers expressed the view that

leadership takes their concerns seriously and there is a strong level of trust between staff and the

leadership team.

Parents were welcomed into the school to assist and be involved in their child’s education. Forums were

held at various times for parents to be part of the review process, in its preparation and analysis of data

collected. While parents expressed satisfaction with the approachability of leaders and teachers,

numbers attending information / discussion sessions can still improve. Parents are comfortable in the

knowledge that the school was doing all it could to ensure students were given a sound holistic

educational experience.

Teacher team meetings now have more purpose and shared planning, and role modeling is making a

constructive difference. Teamwork has improved in the following ways:

Team protocols were revisited.

Time is structured to ensure team planning

Unit leaders follow up on professional learning at team meetings.

Professional Learning Team leaders were encouraged to have high expectations of student and staff

performance and are increasing their capacity to monitor work performance, provide feedback and

continue to raise teaching performance via mentoring and coaching. Further development will focus on

personal dialogue between teachers about their successes and challenges.

While the school leaders undertook professional learning last year, the time available to focus on

leadership skills was restricted due to the school review. This will be a priority for 2014.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PROFESSIONAL LEARNING UNDERTAKEN IN 2013

Whole group focus:

Data analysis and preparation of review documents

Students with special learning needs – external facilitator

Team building – external facilitator

Contemporary Teaching and Learning of Mathematics

Linking AusVELS to the curriculum

Individuals also attended professional learning to meet their individual goals, e.g. network

meetings, using iPads within classrooms, reading, leadership, writing strategies, art.

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 23

AVERAGE EXPENDITURE PER TEACHER FOR PL $1900

TEACHER SATISFACTION

Formal surveys were not completed last year as the school was in review. However, the reviewer’s comments reflect a general satisfaction of teachers. “Staff opinion from review focus groups and the review survey of the leadership practices of the school support the 2012 SIS results. Staff commented that the professional learning they receive is relevant and insightful and staff can express how they truly feel. Both teachers and non-teachers expressed the view that leadership takes their concerns seriously and there is a strong level of trust between staff and the leadership team.” This is supported by a high staff retention rate.



School Community


Goal: To strengthen the community and parish links with the school.

Intended Outcomes: That the school community connection will be further developed.

That communications with parents will be enhanced.

That the communication and involvement with the local Mt. Eliza community

will be enhanced through each class year level.

Achievements

Developing the school community connection:

o An Expo provided for all levels to showcase the learning related to the inquiry unit was very

well attended.

o The school organised several events to involve the school community such as: Grandparents

Day, Dads group, Dads and Kids Night, and Footy, Sports and Games Nights.

o The Parents Association is well supported within the school and organises many events to

enhance the community spirit such as: the Welcome picnic, Family Fun Festival, parent

morning teas and dinners and the Grandparents Day morning tea

Enhancing communication with parents:

o With the introduction of iPads the senior students communicate weekly with parents via

email to inform them about their learning and upcoming events.

o Parents and students both email teachers regularly as the need arises.

o The weekly school newsletter is available via email, access on the website, or access to a

computer/Smartphone app, TiqBiz.

o Unit level newsletters are also sent regularly each term via email or hard copy.

o Parenting articles are included in newsletters and are also available on the parents page of

the website

o External signage, including the office information board, is used to inform parents/local

community of school/parish events.

Involvement with the local Mt. Eliza community:

o School choir singing at Eden Gardens

o Members of the local community spoke to the students about the past for the 1/2 History

unit

o Visiting local authors/illustrators invited to talk to the 3/4 students about the process of

writing & illustrating a children’s book for Term 4 unit

o A local MP, member of St. Vincent de Paul, a person with a disability all spoke to 3/4

students in relation to their Social Justice unit

o To celebrate Italian day, a soccer group and drama group visited the school.



PARENT SATISFACTION

Although surveys were not conducted in 2013, data from the review shows improvement in significant

areas. Responses to approachability, behaviour management and reporting saw significant

improvement; however, the target for parent input of 80 was not met (72 on a 100 point scale in both

2011 and 2012). Leadership recognises the challenge when looking to improve school-home

communication and partnerships and is continually working towards this goal.

On the whole, parents indicated that their children are happy attending St Thomas More’s. Anecdotal

evidence from the parent focus group during the school review emphasised a very caring community

supportive of the direction of the principal, the leadership team and the staff as a whole. Parents feel

comfortable about approaching the school for any concerns they may have. The parents are confident

that the staff is highly professional and is determined to improve student-learning outcomes.



Financial Performance

REPORTING FRAMEWORK MODIFIED CASH

$

Recurrent income Tuition

School fees 110,757

Other fee income 259,080

Private income 47,907

State government recurrent grants 633,461

Australian government recurrent grants 1,831,750

Total recurrent income 2,882,955

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 2,204,540

Non salary expenses 485,398

Total recurrent expenditure 2,689,938

Capital income and expenditure Tuition

Government capital grants -

Capital fees and levies 343,657

Other capital income 35,000

Total capital income 378,657

Total capital expenditure 259,081

Loans (includes refundable enrolment deposits and recurrent, capital

and bridging loans)

Total opening balance 460,625

Total closing balance 348,125

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

School Improvement Plan 2014

Sphere of Schooling

GOAL INTENDED OUTCOMES

KEY IMPROVEMENT STRATEGIES

Education in Faith

To focus on enriching the Catholic identity of the school through growing faith partnerships.

That students will be reflective and active in their Catholic Faith within the context of the contemporary world.

Apply a dialogical approach to planning and implementing an authentic faith-based curriculum where Jesus is central in all we do. Demonstrate the gospel values of fairness, trust, respect and forgiveness.

Learning and Teaching

To focus on increasing the growth of learning for all students, challenging students in their own lifelong learning journey.

That student performance is improved, particularly in literacy and numeracy.

Ensure a whole-school focus on contemporary learning based on a curriculum that recognises each child as unique, created and loved by God. Through quality professional learning, build staff capacity to strengthen the effectiveness of assessment and reporting to inform teaching and learning.

Student Wellbeing

To maintain and provide an environment where each student feels respected, safe and secure in all elements of their development.

That the school provides a supportive, safe, engaging and challenging learning environment for every student.

Continue to build respectful relationships both within and outside the classroom.

Leadership and Management

To continue to build a leadership and management culture that ensures collaboration to achieve united and aligned goals for the school.

That formal and informal leadership will be shared across people and situations.

Build teacher capacity. Build leadership capacity.

School Community

To focus on improving parent connectedness to their child's learning by promoting a common purpose and shared understandings.

That there continues to be a strong partnership between families and the school in students' education.

Empower parents to be actively involved in and connected to their child’s learning journey. Develop an 'outward focus' school.



VRQA Compliance Data

E1321 St Thomas More's School, Mount Eliza

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2011

%

2012

%

2011–2012 Changes

%

2013

%

2012–2013 Changes

%

YR 03 Reading 100.0 100.0 0.0 98.1 -1.9

YR 03 Writing 100.0 100.0 0.0 98.1 -1.9

YR 03 Spelling 100.0 100.0 0.0 96.3 -3.7

YR 03 Grammar & Punctuation 97.8 97.1 -0.7 98.1 1.0

YR 03 Numeracy 97.8 100.0 2.2 98.1 -1.9

YR 05 Reading 100.0 100.0 0.0 100.0 0.0

YR 05 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Spelling 100.0 98.0 -2.0 97.9 -0.1

YR 05 Grammar & Punctuation 98.2 86.0 -12.2 100.0 14.0

YR 05 Numeracy 100.0 96.0 -4.0 100.0 4.0

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Year 1 92.55

Year 2 91.70

Year 3 88.75

Year 4 91.60

Year 5 90.39



Year 6 86.02

Overall average attendance 90.17

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 90.99%

STAFF RETENTION RATE

Staff Retention Rate 86.96%

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 10.00%

Graduate 10.00%

Certificate Graduate 5.00%

Degree Bachelor 40.00%

Diploma Advanced 30.00%

No Qualifications Listed 0.00%

STAFF COMPOSITION

Principal Class 2

Teaching Staff (Head Count)

23

FTE Teaching Staff

18.900

Non-Teaching Staff (Head Count)

10

FTE Non-Teaching Staff

4.703

Indigenous Teaching Staff

0

St. Thomas More School Mt. Eliza · St. Thomas More School, Mt. Eliza 2013 ANNUAL REPORT TO THE...

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