Annual School Report (2013)

St Paul The Apostle Primary School, Winston Hills

44 Buckleys Road, Winston Hills NSW 2153
Principal: Mrs Marian Bell
Phone: 9639 2555
Fax: 9686 2212
Email: WinstonHills@parra.catholic.edu.au
Website: http://www.stpawinstonhills.catholic.edu.au

Introduction

About the Annual School Report

St Paul The Apostle 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 St Paul the Apostle Primary School, Winston Hills. St Paul the Apostle Primary School is a welcoming Catholic community, valuing our unique partnership of family, school and parish; providing opportunities for individual growth and striving for excellence in teaching and learning. Our vision is to 'reach new heights through a community celebrating faith, life and learning'. The motto of St Paul the Apostle Primary is: Victory Through Faith.

The commitment and contribution of the Holy Faith Sisters to the faith development of the school community has been, and still is, significant. The pastoral leadership provided by the sisters has ensured that our school motto is truly reflective of the school philosophy and spirit. The community spirit in the school is very evident and parents are welcome and valued members of our school community. The quality of education provided is a high priority and the school leadership team and staff endeavour to do this in an environment which values the dignity and giftedness of every student and teacher.
 
As a result of funding from the Building the Education Revolution (BER) initiative in 2010, the school undertook significant refurbishment in all classrooms. The BER monies also funded a playground landscaping project which was completed at the end of the 2010 school year. These new works, which include wireless access in all learning spaces, have ensured a modern learning environment where 21st century learning and teaching can take place. Parents, students and teachers have all provided positive feedback about the final results of these works. In 2011 the school community celebrated the completion of all major refurbishments and landscaping works at the official opening and blessing of this project which took place in term 1. In 2013  both the staff and Parents and Friends' Association celebrated the school's 40th Anniversary with a commemorative whole-school photograph and Anniversary Ball.

In 2013, St Paul the Apostle Primary School was one of a number of schools receiving  government funding as part of the Empowering Local Schools Grant. The government money received has been used for teacher professional development through the Extending Mathematical Understanding (EMU) project. Phase 1 of this project commenced in 2011 and in 2012 the school trained a second specialist teacher in numeracy. In 2013 two teachers participated in professional development as they trained in the EMU Leadership Course. This grant has provided a wonderful opportunity through teacher professional development for the school to enhance the learning outcomes of all students in the key learning area of Mathematics.

The school continues to implement our national award winning Pastoral Care and Student Management policy. This policy includes our anti-bullying strategies and is based on the school's five core values: faith, leadership, empathy, integrity and commitment.

Parent body

As chairperson of the Parents and Friends (P&F) Association I am pleased to present this report.  

Two thousand and thirteen was another busy year for the P&F. Many social events occurred during the year, including the sunset disco to welcome families to the start of the school year, bingo, trivia and movie nights. These events helped to foster the community spirit of the school and along with working bees, the Mothers and Fathers Day stalls and the walk-a-thon, allow the parents to become involved in their children's school. Parents are also able to help out in the classroom in reading groups and school excursions. Assemblies and masses are also enjoyed by the parents.

While the social events are a fun way of families getting connected with the school, they are also a valuable fundraising tool. Through our fundraising activities the P&F was able to support the school financially this year by making donations towards the library and Mathematics programs. We also supplied funds towards the purchase of iPads for every grade in the school as well as new reading books for the children. The uniform shop continued to benefit from the addition of an Eftpos machine, something which has made the purchase of uniforms more convenient for many parents.

A special milestone was reached in 2013 with the school celebrating its 40th anniversary. A committee of parents was formed to organise the St Paul's 40th Anniversary Ball, which was a tremendous success.

The P&F has continued to be the bridge between the parents and the teaching staff in the school, keeping the great tradition of a strong community spirit within the school. It is this spirit which complements the academic learning to help the children develop into well-rounded people and, following in the traditions of Margaret Aylward, displaying the values of leadership, faith, integrity, empathy and commitment.

Student body

The students of St Paul the Apostle Primary School are proud to present this report. At our school students are given the opportunity to be involved in many of the extra activities provided.

In Year 5, the students nominate other students who they believe would be good leaders in Year 6. The names of the students with the most nominations then go on a ballot paper and a preferential voting system is used to elect our school captains, vice captains and house captains for the following year. This school leadership team runs the weekly assemblies, assists at sport carnivals and welcomes visitors to the school on special occasions.

Another important leadership role is the Year 6 publishing team. The students in this group are like junior journalists and they report on major school events and produce a publication for our school library. They also photograph our school assemblies and write and produce animated movies.

In 2013 the students also raised money for the Bush Fire Appeal and the student members of the 'Mini Vinnies' organisation continued to lead the Angelus each day at noon as well as raise awareness of social justice issues.

At the end of the 2013 school year, Year 6 students raised funds to purchase lettering to name the school library in honour of Margaret Aylward, the foundress of the Holy Faith Sisters.

Who we are

History of school

St Paul the Apostle Primary School, Winston Hills, was opened and blessed by Most Reverend Edward Kelly M.S.C.D.D., Auxiliary Bishop of Sydney, on October 7, 1973. The Holy Faith Sisters were responsible for the school between 1974 and 1999. At the time of its foundation,the school was a single storey building to which a second floor was later added. A second two storey building was constructed later and the school was complete when four demountable classrooms were purchased in the late 1970s and early 1980s. In 1995, the parish undertook the building of a new school library, administration block and staffroom which includes an undercover play area for the children and storage for the school and parent community. In 2010, as a result of the National School Pride and Building the Education Revolution funding, major refurbishments of all classroom areas were undertaken and completed. The back playground area was also landscaped. A new waterproof shade cover was also installed over the stage area outside stage classrooms. In 2011 with funds from the parent body, a multimedia, art and a multipurpose room were also renovated. Two thousand and thirteen marked the 40th anniversary of the school.

Location/drawing area

St Paul the Apostle Primary School is a Catholic systemic school located in the parish of Winston Hills within the Parramatta Diocese. Our parish priest is interested and involved in the school and provides much support to the school community through his caring leadership.

The school draws on students from Winston Hills, Old Toongabbie and Baulkham Hills West. It serves the parish of Saint Paul the Apostle, Winston Hills. There are currently 14 classes from Kindergarten to Year 6.

Enrolment policy

St Paul The Apostle 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 191 214 405
2012 203 208 411
2013 202 207 409

The enrolment numbers for St Paul the Apostle Primary School have remained consistent over the past three 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
 141  23  2

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)
Our first prioriey was to develop teachers' pedagogical content knowledge in the teaching of Mathematics by participating in Phase 3 of the Extending Mathematical Understanding (EMU) program.
This priority was chosen as a result of the continuation of staff professional development first undertaken by staff in 2011. 
  • Two Staff Development Days involved teachers working on planning and learning how to implement a consistent numeracy block across all grades.
  • A number of staff meetings were also devoted to professional development in the Extending Mathematical Understanding (EMU) project. 

This priority has been achieved, however ongoing teacher professional development in Mathematics will continue into 2014. 
Our second priority was to commence teacher professional development on the new National English syllabus.
This priority was chosen because the new English curriculum will be introduced in 2014.
  • A Staff Development Day was held where teachers had the opportunity to explore the National  English Syllabus. 
  • Staff attended a staff meeting and also used a planning  day to prepare their programs for 2014 based on the new syllabus.
Teacher professional development on implementing the new English Syllabus was commenced in 2013 but will be ongoing as implementing each new syllabus is mandated.
Our third priority was to strengthen the school community's understanding of scripture and prayer and its links to Catholic beliefs and church traditions.
This priority was chosen as a result of a continuation of work commenced in 2012.
  • A Staff Development Day and a number of staff meetings were dedicated to achieving this priority.

Significant progress has been made with this priority, however staff members are seeking more professional development in the area of prayer, in particular educating students about the various kinds of prayer.

 

Our fourth priority was to imbed the daily prayer of the Angelus at  noon.
This priority was chosen as a result of a request from Bishop Anthony.
  • The 'Minni Vinnies' took on this responsibility  of leading this in every grade.
  • Power point presentation was used to inservice both staff and students about the Angelus.
priority achieved

Projected school priorities

 Priority Reason for the priority
Steps to be taken to achieve the priority
First priority: continue  work undertaken in the past year on scripture with a focus on educating students on  prayer
This priority was chosen as a result of  student results in the prayer section of the Religious Education Assessment.
  • analysis of student data from the Religious Education Assessment
  • Staff Development Day on prayer
  • staff meetings 
Second priority: continue to develop teachers' pedagogical content knowledge of the teaching of Mathematics through involvement in the Extending Mathematical Understanding (EMU) program

This priority was chosen because the school is now entering phase 4 of EMU.

The school's goal is to increase the number of students in the top 2 bands in space and measurement in National Assessment Program-Literacy and Numeracy (NAPLAN) and increase the number of students in the top bands in number, patterns and algebra in NAPLAN.

  • analysis of NAPLAN results
  • use of the EMU data walls
  • teacher professional development through  inquiry conversations model
Third priority: inservice staff in the implementation of the National Mathematics Syllabus in 2014
This priority was chosen because schools have been mandated to teach the new  syllabus in 2015.
  • Staff Development Day
  • staff meetings

Fourth priority: to ensure all grades have implemented an effective literacy block in line with the National English syllabus 

This priority chosen as a result of  the work undertaken in 2013 on literacy blocks and the National English syllabus.

 

  • Staff Development Day
  • staff meetings

Catholic identity

Prayer, liturgical life and faith experiences

The prayer and liturgical life is strong at St Paul the Apostle Primary School. Provision is made for families to celebrate their faith with the children through a variety of prayer experiences. Morning prayer, special events and feast days are celebrated in a manner appropriate to the children's level of maturity.

Staff members have opportunities to enrich their own faith development through their involvement in weekly staff prayer, reflection days and retreat opportunities. The parish Sacramental programs are well attended by the Religious Education coordinator and relevant staff members. The Religious Education coordinator attends all parish Sacramental committee meetings, fostering strong links between the school and parish.

Major events in the liturgical life of the school include: weekly Stage masses and Reconciliation; whole-school masses for significant feast days and holy days; the Margaret Aylward Liturgy and Holy Faith awards; pre and post Easter liturgies; Year 6 reflection camp; the Graduation Mass and the Stations of the Cross on Good Friday.

Sunday Stage masses were introduced this year in an endeavour to strengthen the school parish relationship and to support the evangelising mission of the Church.

Social justice

Social Justice initiatives for 2013 included both fund raising and social justice awareness programs, which were comprised of: two school discos where funds raised went to support the school's two sponsored children; the children's contributions to Caritas through the Project Compassion Lenten Appeal; staff contributions to Caritas at the end of the school year; a social justice day for Year 5 students linked to fund raising for Catholic Mission; a donation by the parent body to the St Vincent de Paul Society, fundraising for the Children's Hospital, Westmead, a sausage sizzle to raise money for St Jude's Mission and involvement by school families in the St Vincent de Paul Door Knock Appeal.

At the end of the school year, the students each brought in a gold coin donation which was used to purchase Christmas gifts for less fortunate children. These gifts were donated at the annual Christmas concert to the parish St Vincent de Paul representative for distribution.

'Mini Vinnies' continued with Year 4 and 5 students given the opportunity to participate in the Mini Vinnies program. A number of students were presented with a special 'Mini Vinnies' badge at the end of the year and have taken up the challenge of raising awareness of social justice issues as well as fund raising.

School, home and parish partnerships

Parent helpers play a significant role in the children's learning in both infant and primary classes. They assist with integrated group work; reading; Mathematics; inquiry learning projects; physical education activities and, in some grades, are involved in the area of creative and practical arts. As described in our mission statement, St Paul the Apostle Primary School is a welcoming Catholic community, valuing our unique partnership of family, school and parish, providing opportunities for individual growth and striving for excellence in teaching and learning.

The parish priest is a welcome visitor to the school and teachers meet with him regularly to plan grade masses. The assistant principal writes a monthly newsletter article for the parish notebook which keeps the parish community informed about school events.

Parents are involved in a variety of school activities such as: school liturgies; curriculum workshops; parent information nights; parish-based Sacramental programs; class literacy and numeracy programs; inquiry-based learning projects; Making Up Lost Time in Literacy (MULTILIT) Reading program; school library; Parents and Friends Association meetings and functions; working bees; sporting events and excursions.

Religious Education

Religious Education

Religious Education is an integral component of all curriculum areas. The pastoral care of students, parents and staff is a prime concern. The Parramatta Diocese Religious Education syllabus, Sharing Our Story, is taught from Kindergarten to Year 6. The programming in Religious Education reflects the shared praxis model as well as incorporating the integral learning approach focusing on the four ways of knowing and quadrant thinking. Stage masses are celebrated on Fridays and Reconciliation takes place on a Tuesday for class groups. The Sacramental program is parish-based and family-centred and is run by a committee of parents and parishioners.

In 2013, the Year 4 and 6 students participated in the Diocesan Religious Education Assessment program with pleasing results.The school's average was above the Diocesan average. The Religious Education program at St Paul the Apostle Primary School is well resourced and the textbook,To Know, Worship and Love, is implemented across all grades. Parents were invited to view the work produced by the Year 4 students in their reflections and responses to the assessment tasks.

Every year the children participate in pre and post Easter liturgies and a group of students re-enact that Stations of the Cross on Good Friday.

Year 6 participated in an Outreach program which involved them visiting a local nursing home to share their life experiences with the residents.

A special focus in the school is fostering the charism of the Holy Faith Sisters through the annual Margaret Aylward Liturgy and Award Ceremony. At this ceremony, recognition is given to students exhibiting the following values: faith, leadership, integrity, commitment and empathy. Recognition is also given to a Year 6 student demonstrating Christian values at the Graduation Mass held at the end of the school year. The award winning student's name is engraved on the honour board in the school library.

Professional learning of staff in Religious Education

Staff spirituality and formation are always important components of school life at St Paul the Apostle Primary School and all staff, both administration and teaching, prepare and attend staff prayer which is held every Tuesday morning before school commences.

During 2013 professional learning took place in the area of deepening teachers' understanding of scripture and prayer and its links to Catholic beliefs and traditions. The teachers were involved in a variety of sessions to develop their understanding of the theological background to the units of work taught from the Diocesan Sharing Our Story syllabus. One of the learning goals was to skill teachers on the awareness of the context of scripture so that they are more able to unpack scripture during their lessons. Staff also attended a professional development day where they explored the meaning and importance of prayer. They were also involved in formulating a school prayer based on the school's values and on the teachings of St Paul.

The school leadership team also attended Diocesan leadership days on spiritual formation and the principal and Religious Education coordinator attended the annual priests and principals' forum.

Religious education resources are continually updated to provide an interesting and challenging Religious education program for both students and teachers.

At the end of the school year, the parish priest celebrated mass with staff as well as providing an opportunity for reflection on the scriptures. 


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:    
Literacy98.30 95.00 84.48 71.70
Numeracy96.60 95.80 72.41 62.00
Reading98.30 95.30 79.31 69.30
Writing98.30 95.00 84.48 75.40
Grammar and Punctuation100.00 95.30 75.86 73.40
Spelling98.30 93.90 67.24 67.40
Year 5:    
Literacy100.00 94.00 81.36 58.17
Numeracy98.30 93.40 58.33 51.70
Reading100.00 96.20 73.33 62.80
Writing98.30 91.70 69.49 51.90
Grammar and Punctuation100.00 94.80 85.00 61.50
Spelling100.00 93.10 71.67 58.30

In Year 3 the data indicated that the school was above the national mean in reading, writing and grammar and punctuation for boys and for girls. The scores for Numeracy were above or equal to the national average across all domains for boys but slightly lower than the national average for girls. The data also indicated that the number of students in Year 3 who achieved the national minimum standard or above was greater than the national average in all areas tested. One hundred percent of students attained the national minimum standard in grammar and punctuation.

In Year 5 the data indicated that the school was above the national average in all areas of Literacy and Numeracy.The data also indicated that the number of students in Year 5 who achieved the national minimum standard or above was greater than the National average in 4 of 5 areas assessed. One hundred percent of students attained the national minimum standard or above in reading, spelling and grammar and punctuation. In the area of growth for Year 5 students, between Years 3 and 5, the data indicated that growth was above the national average in writing, spelling, grammar and punctuation and Numeracy with the greatest difference noted in grammar and punctuation.

An area for further investigation is Numeracy for Year 3 girls and spelling for all Year 3 students. The school is currently in its third year of the Extending Mathematical Understanding (EMU) project made available through the Catholic Education, Diocese of Parramatta, with plans to continue professional development of staff, especially in the area of space and measurement, for 2014. The school will be also continuing its analysis of data regarding students needs in the area of spelling.

School curriculum

At St Paul the Apostle Primary School we have a whole-school approach to the implementation of all teaching programs and in 2011 a whole-school audit conducted by the Catholic Education Office found that the school was meeting all requirements in ensuring that a rigorous curriculum was being delivered to the students. In 2013 an online audit report was completed by the acting principal indicating that the school was meeting all necessary requirements for registration as a school.

The school has a number of programs in place to promote both respect and responsibility, such as the Positive Playground Incentive Scheme; the Values and Social Skills program; the Respect Everyone Solving Problems Together (REST) room; the bi-annual bullying audit; the Protective Behaviours program and the Kindergarten Buddy program. 

There are also a number of special programs at St Paul the Apostle Primary School which aim to extend the learning outcomes of the New South Wales syllabus. Some of these include:

  • literacy support
  • numeracy support
  • learning support
  • support for students with Languages Other Than English (LOTE)
  • Making Up Lost Time in Literacy (MULTILIT) reading program
  • Lindamood reading program
  • publishing teams
  • debating club
  • debating competition
  • leadership program
  • life education
  • counselling service
  • Personal Development program (Years 5 and 6)
  • gymnastics (all students)
  • swimming (Kindergarten to Year 4)
  • Sports in Schools program
Special transition arrangements included:
  • Kindergarten applicants participate in an Assessment and Orientation program prior to commencing the school year.
  • Kindergarten parents attend an information evening to inform them of school procedures and policies before their child commences school.
  • The learning support teacher visits preschools and secondary schools to assist in the transition of special needs students.
  • A Transition program is organised by the learning support teacher for special needs students to visit their future secondary schools.
  • Year 5 students are given the opportunity to either visit or hear presentations from St Paul the Apostle Primary School's feeder secondary schools.

The school was involved in a number of co-curricular activities. These included:

  • sporting gala days
  • Voice of Youth competition
  • debating competition
  • Publishing Teams program
  • creative arts concerts
  • Year 6 reflection camp at the end of the year
  • University of New South Wales competitions
  • band, band camp and concerts
  • choir and choir presentations/eisteddfods
  • Catholic Schools Week and Book Week activities
  • Sports in Schools program

Initiatives to promote respect and responsibility

St Paul the Apostle Primary School has many initiatives in place to promote respect and responsibility and in 2008 the school won a national award for our pastoral care and student management policy. Initiatives that promote respect and responsibility include:

  • The Social Skills program is taught each week and is based on the school values of faith, leadership, empathy, integrity and commitment.
  • The weekly Friday assembly award system ensures that individual students are recognised and receive a certificate for demonstrating respect and responsibility in their interaction with others.
  • ANZAC Day and Remembrance Day prayer services are held annually.
  • The Holy Faith and Margaret Aylward awards for Christian leadership are presented annually.
  • The Respect Everyone Solving problems Together (REST) lunchtime program is designed to help students to respect and relate well to their peers.
  • There is a positive playground incentive scheme.
  • A student personal safety audit to assess bullying is conducted twice a year and used to inform pastoral care and student management strategies.
  • Key values are identified in integrated units of work.
  • Value-based posters are displayed around the school and in foyers.
  • The teaching of values is identified in the whole-school learning plan.
  • There is a Pastoral Care and Student Management policy.

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 that there was improvement across most items in the survey from 2012 to 2013. The data indicated that generally parents had a high degree of satisfaction with the school and were enthusiastic about filling in the survey.

The motivational strengths identified through the survey were that parents felt:

  • positive about their child's involvement in participating in prayer, and celebrating liturgies and the sacraments at school
  • that students felt compassion was important and that they had opportunities in the school to act in a compassionate way
  • that children enjoyed and wanted to be part of the learning at the school

The data also showed a significant improvement since the 2012 data  in the range and quality of the extra-curricular activities provided by the school.

Student satisfaction with the school

The QCS data showed that there has been improvement between the 2012 to 2013 data, in all aspects surveyed, in the student category.

Areas which highlighted significant improvement included the areas of student emotional well-being, teacher relationships, aspects of engagement in learning and student relationships.

The data was particularly strong in the following areas:

  • that students wanted to do well and that they had an opportunity to reflect on their faith, pray together and celebrate liturgies and the sacraments
  • that students had the confidence and motivation to learn, in a context where they had positive relationships with other students

Teacher satisfaction with the school

In the staff category, the QCS data showed that there was an improvement between 2012 and 2013 in most aspects surveyed.

Generally staff felt that:

  • Compassion was important and that they had opportunities to act in a compassionate way.
  • They agreed on and constantly enforced the discipline policy in the school.
  • Students were treated as responsible individuals, were respected and were encouraged to experience success in school.

Whilst a significant improvement was shown, teachers still indicated that they were seeking opportunities to be involved in decisions that effected their day to day work. An area of challenge in the 2013 data was in the area of work demands and the extent to which the staff felt they were able to manage work demands, the pressure to keep working and their ability to relax at work.

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*.
 27
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
 26
Number of teachers currently undertaking accreditation to teach Religious Education
 1
Number of non-teaching staff (includes teachers aides)
 10
Percentage of teacher who are Indigenous  0

*Australian Education International - National Office of Overseas Skills Recognition

Professional learning

The staff participated in a number of professional development opportunities in 2013

In 2013 the staff completed the third year of the Extending Mathematical Understanding (EMU) project. In support of this project the school was also involved in the Empowering Local Schools (ELS) project through which staff were given opportunities for mentoring and coaching in the area of improving teaching practice in Mathematics. The ELS project also enabled the training of two  lead teachers in Mathematics, thus facilitating the positioning of a lead teacher for each Stage of learning throughout the school.

Other areas of Professional development in 2013 included:

  •  the key components of an effective numeracy block
  •  the key components of an effective literacy block
  • two child protection modules
  • anaphylaxis
  • asthma education
  • scripture scripts and prayer
  • Google Apps
  • Cardiopulmonary Resuscitation (CPR) training course
  • NAPLAN feedback and analysis
  • analysis and feedback from the Quality Catholic Schools (QCS) survey
  • use of  'tracking student achievement' Apps
  • National English Syllabus
  • Autism Spectrum Disorder (ASD)
  • 'Growth and Fixed mindset' learning theories
  • Disability Discrimination Act (DDA)

Teacher attendance and retention rates

Teacher attendance

The average teacher attendance for 2013 was 94.03%.

Teacher retention

Of the 2013 teaching staff, 96% 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
 96.4  96.1  97.8  97.4  96.7  97.2  95.4  96.95

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

St Paul the Apostle Primary School is a community committed to providing a climate of respect and justice. We believe that by promoting fair behaviour practices, children can learn to take responsibility for their own actions by making informed choices.

In order to provide behaviour management practices that are fair and just, staff will endeavour to:

  • listen to the student's point of view and try to understand individual problems
  • be consistent with expectations during classroom and playground supervision
  • ensure that positive recognition and consequences are clearly understood and implemented when required
  • conduct a safety/bullying audit twice a year

A Pastoral Care and Student Management policy has been developed and is issued to all parents when they enrol their child at the school. Copies may be obtained from the school office and/or website.  

The school teaches a Protective Behaviours program from Kindergarten to Year 6 every year in term 3. This program gives children strategies on how to keep safe and what to do if they are feeling unsafe. A component of this program is teaching students how to report any incidents of bullying and how to develop assertiveness skills to address any inappropriate or bullying behaviour. In 2008, St Paul the Apostle Primary School won a National Schooling Award for the school's work in student management and its Anti-bullying program.

The full text of student management, welfare and discipline policies can be obtained from the school's website. An appendix was added to this policy in 2007 to reflect the positive playground incentive scheme, Respect Everyone Solving Problems Together (REST) program and the bi-annual safety/bullying audits. This award-winning policy continued to be implemented in 2013.

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 St Paul the Apostle Primary School received $8,802.00 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 well-being 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.


 
   
  
 

Life at St Paul the Apostle

Art with Mrs Sargent
Year 4 artwork created with the assistance of Mrs Sargent
7 Items
20/05/2015
Smile Charity
8 Items
20/05/2015
2015 Catholic School's Week
A collection of snaps from the various events that took place during Catholic Schools Week at St Paul the Apostle.
34 Items
29/04/2015
Nature's Recyclers
Some photographs of Kindergarten students enjoying the Nature's Recyclers incursion.
3 Items
29/04/2015
Fr. Raning's Visit
Father Raning came to visit the children at St Paul's.
4 Items
29/04/2015
2014 Book Week
A few snapshots of the 2014 Book Week Parade
9 Items
4/09/2014
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Hidden UpdatePanel, which is used to help with saving state when minimizing, moving and closing docks. This way the docks state is saved faster (no need to update the docking zones).