Regina Coeli School 2 Tarrilli Street BEVERLY HILLS 2209 Telephone: (02) 9150 4313 Facsimile: (02) 9150 6966 Email: info@rcbeverlyhills.catholic.edu.au

		Annual Report 2009

Principal’s Message

Regina Coeli Catholic Primary School is a systemic parish primary school, educating boys and girls from Kindergarten to Year 6.  Founded in 1947 our school has a rich heritage based on our motto ‘Faith and Love’ which invites us to love, serve and respect others.  We welcome students and their families from a variety of cultures into our school community.

This Annual Report provides information to parents and the wider community about the achievements and developments that have occurred at Regina Coeli Catholic Primary School in 2009.

The school formally thanks Father Thu and the parish for their continued support.  During the first year at Regina Coeli as Parish Priest, Father Thu has consistently demonstrated his interest in and commitment to the spiritual and academic development of our students.

I congratulate all members of our school community on their individual and collective achievements during 2009 and pray for God’s abundant blessings on our work in 2010.

Message from President of the Parent Association

Throughout 2009 the Executive Committee of the Parent Association at Regina Coeli Catholic Primary School has been greatly assisted by the tireless efforts of a wonderful Grade Parent community.  These enthusiastic parents have undertaken all forms of fundraising and have also been involved in community activities such as social morning teas for our parents, assisting with the Kindergarten orientation and organising festivities for the children involved in the Sacramental programs and also for the Year 6 graduates.

Because of our exceptional Grade Parent association, the Regina Coeli Parent Association has, once again, had a quiet year conducting a meeting each term and reporting to the school community about matters that are raised at these meetings.  We are very fortunate to continue to have a happy school community and therefore to have no major issues raised during our meetings each term.

After completing my four year term as President I will be standing down and we have welcomed a new President to the committee.  Additionally our Treasurer and Assistant Treasurer in 2009 will swap roles in 2010.  All other committee members will remain in place next year.

School Captains’ Message

We would like to thank Regina Coeli Catholic Primary School community for all your support in 2009.  We were so proud to represent you as School Captains.  We have been involved in some wonderful events throughout 2009.

The Opening Mass at the beginning of the year was very special for us and we were honoured to carry the School Banner for the first time and to receive our badges.  We were thrilled when the Principal informed us that we would be representing the school at the Executive Director’s farewell mass at St Mary’s Cathedral.  We were back there again to celebrate a mass in remembrance of Mother Mary MacKillop and the 100^th Anniversary of her death.

Some everyday duties that we were proud to do included raising the Australian flag and escorting important visitors around the school.  We also helped farewell teachers who left the school by giving speeches and making presentations.

We would like to extend our thanks to our wonderful Year 6 teachers.  We would also like to thank the Principal, Assistant Principal and Parish Priest for their support and encouragement throughout the year.  Thanks also to all the teachers, teachers’ aides and the office staff.

SCHOOL FEATURES

Regina Coeli Catholic Primary School is part of the Eastern Region of the Archdiocese of Sydney.  The school was founded in 1947 by the Sisters of St Joseph and has grown into a two stream Catholic school.

Our school is supported by the Parish community of Beverly Hills and an active and involved parent community.  Our school has a staff of thirty-five, including Principal, Assistant Principal, Religious Education Co-ordinator, four Co-ordinators, sixteen Class Teachers (some jobshare), Executive Release Teacher and two Release from Face to Face Teachers.  These Teachers are supported by a Teacher-Librarian, two English as a Second Language (ESL) Teachers, Reading Recovery Teacher, a Special Education Teacher, a Special Education Aide and three Teachers’ Aides.  Our school is capably assisted by three part time school secretaries.

During 2009 we have also had the services of some Education students, a Speech Pathologist and the South East Area School Nurse.

Our students come from a diverse range of families and many languages are spoken as well as English.  Eighty-five and a half per cent of our students come from a non English speaking background.

We are fortunate that our parent community is very supportive of our school and its work.  Many are actively involved in various facets of school life.  We have formal parent involvement through the Parent Association, Grade Parents, Enrolment Committee, Finance Committee and Traffic Management Committee.

Without parent assistance our sporting events and excursions would not be so successful. We are grateful to the many parents and carers who participate so generously in so many areas of school life, including the Parent Association, the parents who organise and run events, who shop on our behalf, who provide food and drink, who assist with the care of students, and carry out numerous tasks to support the work of the school.  Wellbeing and safety of students are enhanced by parental support. 

Parents are involved in many other areas:  such as pick up and drop off zone; book repair and covering; Reading tutor program, and assisting when requested.

During 2009, we have had some refurbishment of the school carried out thanks to the Federal Government’s ‘Building the Education Revolution’ (BER) funding.  This included two new shade structures, painting of some classrooms, new carpets in some rooms, landscaping of an outdoor Retreat area and refurbishment of the students’ toilets and school library.  The remaining six classrooms and corridors will be painted during the holidays.

Planning for a new hall has also occurred in 2009 and hopefully this building program will begin early in 2010.

Grade Parents

Grade Parents continued this year.  Grade Parents are a sub-committee of the Parent Association, with each grade taking on the responsibility for some of the usual fundraising and social activities that had been traditionally undertaken by the Parent Association.

The role of the Grade Parent is a pastoral one which aims to build a sense of community and partnership between parents, teachers and children in their child’s grade.  Grade Parents were responsible for organising fundraising events and social events and assisted teachers where possible.  The shared workload has energised and encouraged further parent involvement within the school.

Each Grade had nominated Grade Coordinator/s who attended meetings with the Assistant Principal/Principal and liaised with the Parent Association and other Grade Parents.

Grade Parent meetings were held once a term with the Assistant Principal to plan events for the term.

Many wonderful events took place throughout the year including the Easter Raffle, Discos, Sportathon, Mother’s and Father’s Day Stalls, Year 6 Graduation and Christmas Sausage Sizzle and Concert.  Parents also held a social morning/afternoon tea gathering each term.  The success of these events was attributed to the enthusiasm, organisation and hard work of the Grade Parents involved as well as the participation of many members of our school community.

CATHOLIC LIFE AND RELIGIOUS EDUCATION

Regina Coeli Catholic Primary School follows the Archdiocesan Religious Education Curriculum and uses the student textbooks, To Know, Worship and Love, as authorised by the Archbishop of Sydney, George Cardinal Pell.

Catholic Values

The staff of Regina Coeli have made a strong commitment to promote values and attitudes that will enhance the growth and development of each student. They continually work in partnership with parents and parish to uphold and improve the Catholic identity of our school. Catholic traditions and values are at the core of every aspect of our school life. Each member of staff is truly pastoral in their dealings with students, parents and the wider parish community, as we follow in the footsteps of Christ.

We continue to implement the revised Archdiocesan Curriculum for K-6 in the school.  All staff have been fully in-serviced and have used the textbooks, To Know Worship and Love, Religious Education (RE) Online and Liturgy Help to support their planning and teaching of Religious Education.  We look forward to implementing the Years 3-6 Storytelling element in 2010.  Students have regularly taken textbooks home to share with their families.

Sacramental Programs and Special Celebrations

The Sacramental programs for Eucharist (Term 2), Confirmation and Reconciliation (Term 3) effectively prepared students for the sacraments.  Parents were supported in their role as primary educators in the faith, through parent information evenings.  Students and their families were encouraged to attend Parish masses, especially Presentation masses for the sacraments.  At the beginning of 2009 our school welcomed our new Parish Priest, at our opening school Mass.  Father’s presence is very visible within the school as he often attends our weekly assemblies and other school events.  We are establishing a positive, supportive, working relationship with Father and the Parish team as we take forward the students’ faith development in partnership with parents, parish and school.  We thank him for his pastoral leadership and support he gives to our school community.

Involvement in the Broader Life of the Church

The students have been reminded of the needs of others in our wider community through a number of appeals.  Through prayer and donations the students have focussed on those affected through bushfires and natural disasters such as earthquakes and tsunamis.  The school has reached out to those in need by fundraising for Project Compassion and donating gifts to Gethsemane House.  We have also made significant contributions to the St Vincent de Paul Winter Appeal and donated Christmas hampers.

Archdiocesan Religious Education Test

Students in Year 6 sat the Archdiocesan Religious Education test in July this year.  The test consisted of 50 multiple choice questions.  Results of this test are analysed by staff and are used to inform teaching and learning from Kindergarten to Year 6.  The 2009 Archdiocesan average for the test was 85%, with the school average being:

• 28% of students attained distinctions or high distinctions this year (a score of 92% or more).
• 41% attained credits (76-90%). 
• The school’s average marks were above or equal to the average of the Archdiocese in Liturgical Year and Prayer.

SCHOOL CURRICULUM

The school provides an educational program based on, and taught in accordance with the Board of Studies syllabuses for Primary Education.  The Key Learning Areas (KLAs) are English, Mathematics, Science and Technology, Human Society and its Environment, Creative Arts and Personal Development, Health and Physical Education.  In addition, the school implements the curriculum requirements of the Catholic Education Office, Sydney.  The curriculum, teaching and learning are informed by the priorities, goals and indicators outlined in the Sydney Catholic Schools ‘Towards 2010’ Strategic Leadership and Management Plan, in particular: Key Area 2 (Students and their Learning) and Key Area 3 (Pedagogy).  Staff members at the school are committed to continuous improvement of teaching and learning in all facets of the school curriculum. 

Literacy and Numeracy

As part of Regina Coeli Catholic Primary School’s Literacy Plan for 2009, our staff:

• Continued regular collaborative planning involving classroom teachers and ESL teacher.

• Continued to use the Language Features of Text Types strategy as an integral part of their literacy programs.  This strategy highlights the importance of providing effective talking and listening experiences as a means of preparing students for writing in a variety of text types.

• Continued to refine the use of rubrics to ensure consistency in assessing writing samples across the school.

• Began the process of reviewing our school’s scope and sequence for spelling.

• Purchased new spelling and comprehension resources.

Learning Support programs included:

• Reading Recovery, for Year 1 students who had been assessed using the Observation Survey and required additional support learning to read and write.

• The ESL program, which provided support for our many students from a non-English speaking background.

• The Peer Assisted Literacy (PAL) program to assist targeted students in Year 5 with reading.

The Learning Support team met regularly to assist in the early identification of and intervention for students experiencing difficulties in the classroom.  The progress of identified students is tracked and monitored as they move through the grades.

A large number of parents were involved in our K-2 Parent Tutor Reading Program.  The aim of the program is to provide another opportunity for students to read to an adult.  This program was extended to Year 3, targeting students who needed extra support.

Students in Years 5 and 6 had the opportunity of debating against other schools.

Numeracy has been a major focus at Regina Coeli in 2009.  A Staff Development day in Term 2 was organised with the regional Numeracy Adviser and Interactive Whiteboard (IWB) expert to address assessment strategies and the use of IWBs in Numeracy.

The purchase of the Maths Plus Series of resources from K-6 has also assisted in making assessment more consistent across the grades.

Regina Coeli participated in an Eastern Region Numeracy initiative:  “The 100^th day of School”.  Students were involved in activities which revolved around the number “100”.  Activities were diverse and meaningful but also, importantly, were enjoyed by all students.

As part of Literacy/Numeracy Week, each grade investigated a three dimensional shape and presented their findings in creative ways at a morning assembly.

One grade trialled Mathletics and a decision will be made in 2010 as to whether it will be implemented in the school.  Decisions will be made about its effectiveness at the grade, stage and school level.

Year 6 continued with the Numeracy 5-8 Project and Years 5 and 6 participated in the Myteam Numeracy research project.

Years 3 and 5 prepared for and completed the NAPLAN test.  Results were collated and the data analysed to better inform programming from K-6.

Progressive Achievement Test (PAT) Maths and Clinical Interview for numeracy results were also used to discuss strategies and implications in programming.

A Numeracy scope and sequence across the school has been put in place and now forms part of each teacher’s program.  Amendments have been made by class teachers to ensure all areas of Numeracy are covered.  Numeracy in 2010 will remain an important focus at Regina Coeli.

Creative and Performing Arts (CAPA)

Listed below are this year’s highlights of our school’s teaching, learning and participation in the Creative and Performing Arts.  We have no specialist teachers in this field but have been encouraged and informed by the Catholic School Performing Arts (CaSPA) program to “give it a go”.

• Six of our teachers attended CaSPA Professional Development sessions in Dance and Music and Drama.  Through sharing (at Staff meetings and informally) these sessions have helped inform and empower all our staff in the planning and teaching of our CAPA program.

• For one session each week over two terms, all students Years 3-6 participated in our CAPA groups program which operates on a six-week rotation.

• As a result of our whole school focus on Music and the Performing Arts we joined the Melbourne-based SONG Room project which has provided us with free online teaching resources across the disciplines.

• After completing a Song Room online survey we won 25 music CDs for use in our Music program.

• On application, we were fortunate to have been granted a Performing Artist teacher for two terms, one day per week (five sessions) funded by Song Room.  In Stage One this teacher enhanced our Music/Drama program.  She also worked with Year 4 students and their teachers.

• From Song Room we received an invitation for 10 senior students and one teacher to attend a Music and Movement Workshop with Gondwana Choirs and Bangarra Dance at Pier 4, Millers Point.

• We registered for a third year in the Music: Count Us In program – One Day One Song. 

• The CaSPA sessions on technology have raised our awareness to what computer based programs are available for use in the Performing Arts.

• Following CaSPA sessions with a trained facilitator we have added to our Jellybeans resources and become more aware and proactive in using the program’s website to enhance our purchased kits.

• Four teachers attended Professional Development sessions in order to prepare K-6 students for participation in two Musica Viva concerts.

• Our school had three students selected for the Ensemble Groups in 2009 – one in Drama and two in singing.

Special Education

The format for Individual Adjustment Programs (IAPs) has continued to be successfully implemented for students who are on the Special Education Program.  Incoming 2010 Kindergarten children were all screened using the Pre-School Assessment for Kindergarten Readiness.  Liaison between pre-schools and other organisations involving these children also took place.  The referral and assessment procedures for children at risk of learning difficulties has again proven to be valuable. 

A number of our students have been identified as having conditions that can affect learning and they are now able to access the assistance they need from various other professionals, as well as the school.  The early identification of students with learning difficulties will continue to be a priority at our school.

English as a Second Language (ESL)

A major feature of ESL in 2009 was the refining and improvement of the School ESL Action Plan.  The action plan identifies strategies and tasks to be integrated at all levels within the school and centres on teacher and classroom related ESL learning activities.

A number of significant achievements have been made in this area as follows:

• Each term, ESL teachers and class teachers cooperatively plan to cater for the diverse needs of students.

• Development of a procedure to focus explicitly on listening and talking activities before formal writing.

• Integration of interactive whiteboards in learning activities.

• Development of a common set of criteria (rubric) by which to assess students’ writing ability.  The criteria is aligned to the English syllabus and classroom learning and was developed in cooperation with class teachers to ensure consistency in assessment.

• Provision of support for the ongoing integration of Language Features of Text Types (LFTT) into the school English program.

ESL teachers also provide support to the following school related activities:

Learning Support team, Targeted Intervention for Literacy, Kindergarten Transition Program, Support Years 3 and 5 in NAPLAN Test preparation and Debating.

Personal Development, Health and Physical Education (PDHPE)

A number of programs have been implemented this year to support and enhance the PDHPE program.  Programs included the TriSkills gymnastic program (K-6), Joey League (Year 3/4), basketball (Year 5/6) and an intensive swimming program (Kindergarten/Year 1).  An Athletics carnival was held in Term 2 and the Swimming Carnival was held during Term 4.  All students participated in daily fitness and personal development lessons which focused on promoting the students’ health and well being.  The programs in Personal Development, Health and Physical Education (PDHPE) developed the students’ physical skills and knowledge of healthy habits.

Gifted Education

Throughout the six years that the Gifted Education Program at Regina Coeli Catholic Primary School has been in place, our focus has been to meet the needs of gifted students through a variety of strategies.  These strategies include ‘in-class’ extension and ‘withdrawal’ extension programs.

• Five gifted students were selected for participation in the School-Within –A-School (SWAS) Program, three in Stage Two and two in Stage Three.

• This year Regina Coeli School once again participated in the Australian Problem Solving Mathematics Olympiad.  Overall, Regina Coeli was placed in the top 21% of all participating schools.  Of the fifty-eight participants, six attained a top 25% score and four a top 10% score.  These results are our best since first entering the Olympiad in 2004.

• A small group of Kindergarten students were selected by their class teachers to participate in an English extension program where higher order reading and writing skills were the focus.

• In 2009, Regina Coeli entered Tournament of Minds for the second time.  Seven children were selected from a group of twenty who participated in a ‘Thinking Skills’ program aimed at developing higher order thinking skills across the Key Learning Areas.

In Terms 1 and 4, children were nominated by their class teachers to take part in a small group withdrawal program aimed at developing their higher order thinking skills.  In Term 1 the groups were comprised of children from Stages Two and Three and in Term 4, children from Stages One and Two enjoyed exploring complex mathematical puzzles and riddles.

STUDENT PERFORMANCE IN TESTS

National Assessment Program in Literacy and Numeracy (NAPLAN)

Students in Years 3 and 5 sat the National Assessment Program in Literacy and Numeracy (NAPLAN) in May this year.  NAPLAN assessment results provide valuable information about student achievements in literacy and numeracy.  An analysis of these results assists school planning and is used to support teaching and learning programs. 

The tables provided show the percentages of students who achieved particular skill bands and who achieved at or above minimum standards.  The school results shown are compared to students nationally.  Student results are reported in six skill bands as noted in the table.  Literacy is reported in four content strands (components): Reading, Writing, Spelling, Grammar and Punctuation.  Numeracy is reported as a single content strand.

Further information regarding school performance in NAPLAN against State and National trends has been provided and will be available on the school website at www.rcbeverlyhills.catholic.edu.au and from the school administration office.

At Regina Coeli Catholic Primary School we are blessed to have hard working students, dedicated staff and supportive parents.  The commitment of all in our school community is appreciated and acknowledged.  In recent years we have introduced and continued a number of programs to further assist the children’s learning including Language Features of Text Types (LFTT); Gifted Education programs; a focus on developing oral language as well as written; involvement in the CEO Numeracy project and an emphasis on identification of students’ learning needs and keeping parents informed.

Overall students in both Years 3 and 5 gave a strong performance in all areas as evidenced by these results.  As you can see from the table the percentage of students in the top three bands in Literacy are pleasing when compared with National figures. Whilst acknowledging this achievement, student performance in Year 3 was less that the achievement levels in 2008.

In 2010 the school will again focus on Numeracy and Literacy with particular emphasis on Reading for meaning and spelling.

PROFESSIONAL LEARNING AND TEACHER STANDARDS

Professional learning

All teachers have been involved in professional development activities during the year.  These activities are designed to develop the skills and understandings of staff to improve student outcomes.  Professional development can take many forms including whole school staff days, subject specific inservices, meetings and conferences.

The school held five whole staff days in 2009.  The content of these days was as follows:  Planning for 2009, Annual Development Plan 2009 (Term 1); a Staff Spirituality day (Term 3); Assessment in Mathematics (Term 2); Annual Development Plans 2009/2010: Review and Evaluation.  Two staff meetings are held each week.

In a system of schools, costs incurred for professional development activities can be expended from a variety of sources.  These sources include the Federal Government and the CEO, Sydney.  The school’s average expenditure per teacher in 2009 on these activities was $1,721.41.  This figure has been calculated by CEO, Sydney and reflects expenditure on casual release days and professional development activities in particular categories.

In addition to this, the school expended $610 per teacher.  Teachers were involved in a number of professional development courses such as NAPLAN assessment, Numeracy Project 5-8, Interactive Whiteboard training, CaSPA – Dance, Drama and Music, Mini Certificate in Gifted Education, Reading Recovery training and the Catholic Schools Leadership Program.

Teacher Standards

The following table sets out the number of teachers on the school staff who fall into each of the three categories determined by the Board of Studies:

TEACHER ATTENDANCE AND RETENTION

The average teacher attendance rate during 2009 was 94%.  This figure does not include teachers on planned leave.  The teacher retention rate from 2008 to 2009 was 100%.

STUDENT ATTENDANCE

The average student attendance rate for the school during 2009 was 96%. This rate is consistent with previous years.  School attendance rates by year group are shown in the following table.

School attendance is always high.  Prolonged periods of absence occur from time to time where students travel overseas.  Where this occurs, parents are requested to provide the relevant notation to the school regarding this leave.  Additionally, any non-attendance across the school occurs mainly during terms 2 and 3 and is caused mainly by winter illnesses.

SCHOOL POLICIES

Enrolment Policy

The school follows the Archdiocesan Enrolment Policy.  The policy has been developed in the context of government and system requirements.  Children from all families who are prepared to support Catholic ideals and principles may be considered eligible for enrolment.  Priority for enrolment is given in a specified order as outlined in the full policy document, however special consideration may be given to individual cases.  All parents are provided with an enrolment package that includes CEO and school policy statements.  Enrolment fees are made up of the Archdiocesan tuition fee, the parish school levy and local fees and charges.  A pastoral approach is adopted for parents experiencing genuine difficulty with the payment of fees.

The school Enrolment Committee, consisting of Parish Priest, Parent Representatives, Assistant Principal and Principal, ensures that all applications for enrolment received before the official closing date are reviewed together and with equal consideration.

The full text of the Archdiocesan Enrolment Policy may be accessed via the:

• www.ceosyd.catholic.edu.au

• the school website www.rcbeverlyhills.catholic.edu.au

• school administration office

There were no changes made to school enrolment procedures during 2009.

Student Welfare Policy

The Student Welfare Policy is based on the Archdiocesan Pastoral Care document Pastoral Care Guidelines for Catholic Schools (2003) which can be accessed from the www.ceosyd.catholic.edu.au.  In this document, the dimensions and features of Pastoral Care are described, as well as approaches to policy formulation, review and implementation.  This document is the key reference point for the school’s Pastoral Care Policy.  Related documents include: Countering Harassment of Different Kinds, Dealing with Illegal Substances in Schools, Dealing with Prohibited Weapons in Schools, Strategies for Dealing with Cyberbullying, Disability Standards 2005, Management of Students with Challenging Behaviours: Guidelines for Primary/Secondary Schools (2007).

The school’s Pastoral Care Policy is based on the principles of restorative justice and procedural fairness.  The policy reflects the vision and mission of the Catholic Church and is characterised by safety, trust and mutual respect.  To live this policy the school includes various units aimed at helping students value themselves and experience well-being into class programs.  These programs include self-esteem, social relationships, moral development, personal development, sexuality, anti-bullying, drug awareness, health and personal safety.  The Life Education program supports these units.

Regina Coeli has other support programs that assist students in a variety of ways.  The Learning Assistance program is supported by dedicated parent and parishioner volunteers.  This program gives an opportunity for students to build up self-esteem.  Seasons for Growth is an Australian program which supports students who experience family change, either through the death of a parent or significant other or a family break up.  These groups are facilitated by trained staff members.

The full text of the school’s Pastoral Care Policy may be accessed via the:

• school website www.rcbeverlyhills.catholic.edu.au

• the school administration office

Discipline Policy

The school’s Discipline Policy is based on the Archdiocesan Pastoral Care document: Pastoral Care Guidelines for Catholic Schools (2003).  The policy is based on procedural fairness and ensures that school practices respect the dignity, rights and fundamental freedoms of individual students.  The policy is discussed with students, staff and parents on a regular basis. 

The Discipline Policy is regularly communicated to all members of the school community.  Students, staff and parents have a clear understanding of the expectations articulated through this policy and are supportive of the need to provide a safe and caring learning environment.  The policy acknowledges teacher and student rights and responsibilities and is based on the Gospel teachings of love for self and others.

The school implements the principles of restorative justice in student management situations. These principles include: acknowledging the inevitability of conflict and hurt in relationships, working towards healing by repairing relationships, learning and growing from experience.

Corporal punishment is expressly prohibited in this school. The school does not sanction administration of corporal punishment by school persons and non-school persons, including parents, to enforce discipline in the school.

The full text of the Student Discipline Policy may be accessed via the:

• school website www.rcbeverlyhills.catholic.edu.au

• school administration office

 
Complaints and Grievances Resolution Policy

The school adopts the Archdiocesan Guidelines for Resolving Concerns and Complaints at Sydney Systemic Catholic Schools (May 2007), available on the www.ceosyd.catholic.edu.au in the development of its school policy.  The scope of the guidelines encompass children’s learning, behaviour and welfare, school organisation and management, and student health and safety issues. 

The school policy is based on procedural fairness and recognises that parents and caregivers must have access to processes that allow them to resolve concerns in a supportive and conciliatory environment.  Any concerns raised are responded to promptly and fairly and confidentiality is always maintained.  Pathways for raising concerns are set out in the information brochure available from the school website.

The full text of the school policy is available from the:

• school website www.rcbeverlyhills.catholic.edu.au

• school administration office

SCHOOL DETERMINED IMPROVEMENT TARGETS

Each year, the school develops an Annual Development Plan indicating the intended key improvements for student learning outcomes. The plan is informed by the indicators of effectiveness for Sydney Catholic Schools as specified in the key CEO document How Effective is Our Catholic School?.  The school engages in an annual evidence-based evaluation of its effectiveness against these external standards in collaboration with the school’s Regional Consultant. 

In 2009 the school participated in the Catholic Education Office’s five yearly ‘Cyclic Review of our School’s Learning Improvement Journey’.  This was an opportunity as a self-reviewing, self-improving Catholic school community to review past improvements achieved in student learning and to look ahead to further improvement.  The External Review team affirmed the school initiatives and successes and worked with the Leadership team to identify some future directions.  These include:-  the development of a new Strategic Improvement plan which sets goals of improvement for the next few years; the continuation of professional conversation within staff about effective pedagogy; and to nurture and sustain the faith formation of the students to build the Catholic identity and evangelisation of the school community.

INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

The values of respect and responsibility are at the heart of Catholic schools.  Students, staff and parents are regularly reminded of the school commitment to these and other school values by newsletter items, assembly messages and by the nature of our interpersonal relationships.

The Regina Coeli School Citizenship award was continued and presented to one student from each class each term.  This award emphasises these qualities: - empathy towards others, sense of responsibility and initiative, respect for others, respect for class and school rules and behaviour in accordance with Catholic values and the spirit of our motto ‘Faith and Love’. 

At the beginning of each school year classes discuss rules and consequences for maintaining a harmonious learning environment.  These become the class constitution as we believe that the children are more likely to follow and own the rules they create.  These rules are displayed in the classroom as a reminder about the agreements made.

All Year 6 students participate in a Leadership program which continues throughout the year.  They are also members of Leadership committees which have various responsibilities.  The Leadership program for Year 6 includes a retreat at Stanwell Tops.

The Student Representative Council (SRC) meets regularly to discuss and resolve issues, to recommend a plan for various events and give feedback about school activities.  The Class Representatives and Observers bring issues from their class to the SRC and report back regularly.

Each class in Years 2, 3, 4, 5 & 6 also elect a Class Captain who carries out a range of responsibilities within the class and school.

In 2010 a new Class Leadership program will commence with the introduction of Environmental Leaders.

PARENT, TEACHER AND STUDENT SATISFACTION

Parents applying for enrolment have the opportunity to provide reasons for wishing to enrol their child at the school.  The reasons given indicate a high degree of satisfaction with the good name of the school and its level of care and educational provision.  Many parents comment that the school has been highly recommended to them by parents of students presently enrolled. 

Parents have also expressed support for the many opportunities to visit the school, participate in school experiences and support the school through organisation and participation in social and fundraising events.  The level of participation in meetings, attendance at events and parent gatherings and support wherever requested is always very high and a great deal of enthusiasm is shown.  Parents appreciate the wonderful liturgies that occur regularly.

Students enjoyed the many opportunities for parent participation within the school.

During the Listening assemblies held recently the parents involved named some of the achievements of the school over recent years.  These included: the benefits of interactive whiteboards, the stable, cohesive environment; grade parents and their involvement in the school; the Specialist programs offered in Special Education, Reading Recovery, Gifted Education, ESL, LAP and the work of Parent Reading tutors, with the emphasis on improving Literacy and Numeracy.

Staff morale is high and they show a high level of care and respect towards one another.  They are all actively involved in many aspects of school life and cooperation is a feature of daily interactions.  Staff work hard to ensure that students enjoy a wide variety of interesting experiences.

The staff have appreciated the continuing professional development, particularly in using the interactive whiteboards – these have been an exciting and welcome initiative into the school this year.

All staff appreciate and are grateful for the very active support and assistance given by parents in many facets of school life.  The Reading tutor program implemented by parents, under the guidance of our Literacy Coordinator is very effective and valued.

Our students are delightful, happy members of our community.  They bring vitality and life to every school day and occasion and demonstrate a wonderful level of school pride and spirit.

Recently the Year 6 students were asked which parts of their Primary schooling they would remember and value.  Responses included: school feast days, the school environment, teachers, leadership committees, art awards, various events such as concerts and discos, choir, athletics and swimming carnivals, interactive whiteboards, excursions and friends.

2009 FINANCIAL STATEMENT

Catholic schools are accountable for all monies received.  Each year, the CEO, Sydney submits to the Australian Government a financial statement on behalf of the 147 parish primary and regional secondary schools.  This statement details the income and expenditure of each school and for the Archdiocesan system of schools.  In addition, the financial report of the CEO, Sydney is audited annually by Moore Stephens.

A summary of the income and expenditure reported for 2009 is as follows:

Notes

1. Parents' contributions include Archdiocesan tuition fees of $54.4 million, school charges, building levy and Parents & Friends contributions of $62.0 million.
2. Income from Australian and State recurrent government grants (including specific purpose grants) is received by the CEO, Sydney on behalf of the schools. Staff salaries are paid from this income.
3. There are significant capital work commitments of at least $9 million.

Parents' contributions to this school as reported in the school's Annual Financial Questionnaire for 2009 submitted to the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) were: