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• St Josephs Oatley - Annual Report 2010
• St Josephs Oatley - Annual Report 2009
• St Josephs Oatley - Annual Report 2008
• St Josephs Oatley - Annual Report 2007
• St Josephs Oatley - Annual Report 2006
• St Josephs Oatley - Annual Report 2005
• St Josephs Oatley - Annual Report 2004
• St Josephs Oatley - Annual Report 2003

St Josephs Oatley - Annual Report 2007

ABOUT THIS REPORT

St Joseph's Oatley is registered by the Board of Studies (NSW) and managed by the Catholic Education Office (CEO), Sydney, the 'approved authority' for the Registration System formed under Section 39 of the NSW Education Act 1990.

The Annual Report to the School Community for this year provides the school community with fair, reliable and objective information about school performance measures and policies, as determined by the Minister for Education.

The Report also outlines information about initiatives and developments of major interest and importance to the school community during the year and the achievements arising from the implementation of the school’s Annual Development Plan.

Accordingly, the Report demonstrates accountability to regulatory bodies, the school community and the Catholic Education Office (CEO), Sydney. This Report has been approved by the CEO, Sydney in consultation with the Regional Consultant who monitors that the school has in place appropriate processes to ensure compliance with all NSW Board of Studies requirements for Registration and Accreditation.

This Report complements and is supplementary to school newsletters and other regular communications. The report will be available on the school’s website by 30 June 2008 following its submission to the Board of Studies.

The contents of this report will be discussed at the scheduled parent information nights and the Parents and Friends meeting held in February 2008.

Further information about the school or this report may be obtained by contacting the school on 9580 6588 or by visiting the website at www.stj.oatley.syd.catholic.edu.au.

Philip Moore
Principal
December 2007

MESSAGES FROM KEY SCHOOL BODIES

Principal’s Message

This Annual Report to the community for 2007 represents our commitment to centring our lives on Jesus Christ through:

• Promoting successful learning in a supportive environment
• Recognising the uniqueness and dignity of each person.
• Fostering a true spirit of community
• Working collaboratively in a spirit of cooperation and mutual respect, providing a school environment that is well managed, safe and engenders a sense of pride.

I have thoroughly enjoyed my time at St Joseph’s Oatley and I would like to take this opportunity to thank the staff for their dedication to providing quality learning experiences that embrace the diverse needs of the students under their care.

I thank the parent community for your support and ongoing cooperation in the educational partnership with the school. In particular, I would like to acknowledge the work of the Parents and Friends Association in helping to create such a vibrant and welcoming school community. I would also acknowledge the work of the Principal’s Advisory Council for the wisdom and advice they have afforded me throughout the past year.

Parent Representative Body Message

The St Joseph’s Parents and Friends Association continued its long-standing close relationship with the school in 2007. This was through direct support for the teaching staff in classroom and playground activities along with ongoing operation of the tuckshop and healthy eating promotions. A culture of community development was evident in a range of social events including class dinners, bowling night, “date with dad”, Mother’s Day and Father’s Day breakfasts. Externally, the participation in the Oatley Lions Club Spring Festival was a very successful example of local community participation.

Student Representative’s Message

Our time at St Joseph’s Oatley was an exciting and memorable experience with a lot of doors opening up. The teachers were very experienced and helpful; they were always willing to help out if needed. The students were always very energetic and full of fun. We went on many exciting excursions such as the zoo in Kindergarten and Canberra in Year 6. Over all, our time at this school was spectacular.

Liam and Emily, Year 6.

SCHOOL FEATURES

Our school is located in the growth area of the St George railway corridor and draws most of its students from the local parish community. The school was established in 1953 by the Sisters of St Joseph and is closely linked to the parish. The parent community actively supports the school financially and through involvement in various curricula and extra curricula activities. The school has an active Parent and Friends Association and applies a levy as an alternative to fundraising activities. The Parents and Friends Association runs several social events throughout the year and has a support group for parents new to the school community.

The school actively encourages the involvement of parents to support the implementation of the Board of Studies Syllabuses. Parents have been involved with the implementation of the Archdiocesan Literacy Position Paper by assisting with independent tasks within the literacy block. They have also assisted with the successful implementation of the Gross-Motor Skills Program, Interschool sport, debating and chess.

The school encourages the students to be responsible and active participants in decision making and their learning. The Year 6 students participated in a Leadership Day with a focus on developing leadership skills. Year 6 has been responsible for the following initiatives in the school: Kinder buddy program, Values Forum, Peer Reading and Writing and a Peer Support program. These programs all contribute to the schools commitment to creating a safe and supportive environment.

St Joseph’s has a very active P&F Association Social Committee which is an important part of our total school community. Many functions were held throughout the year. Whole family events like the St Joseph’s Day Picnic and Ten Pin Bowling Night saw nearly 100 people attend each. Also, the “Date with Dad” held at a laser game centre in Five Dock had over 50 attendees.

For the Dad’s: a deep sea fishing trip and a golf day in Bowral. For the Mum’s: a mother’s lunch at a hotel in the City. The Dad’s cooked up a storm for the Mother’s Day breakfast then it was up to the Mum’s to prepare breakfast for Father’s Day. The parents also had an opportunity to enjoy an end of year dinner dance.

One fundraising activity the Social Committee organizes is the stall at the Oatley Lions Club Festival. Items donated by the local community for a raffle and a wonderful selection of cakes baked by the school parents successfully raised over $3000.00.

There will also be a BBQ before the end of year liturgy to raise money for World Youth Day 2008.

The school maintains its links to the Josephite Order through celebrating St Joseph’s Day. The school actively promotes the charism of the Josephite Order within the school and this year drew up plans to build a Mary Mackillop garden.

Whole school events such as the Tabloid Sports Carnival seek to involve the whole school community. Participation in the Lions Club Festival, Caring Centre visits and Carols in the Park help forge links with our local community. The school received $31 000 in fundraising from the Parents and Friends Association. These monies were used to develop a learning centre with multimodal presentation technology, upgrade seating and shelving within the library, provide for a specialized Dance program in Term 3 and to enhance teaching resources across a number of Key Learning Areas.

CATHOLIC LIFE AND RELIGIOUS EDUCATION

St Joseph’s Oatley follows the Archdiocesan Religious Education Curriculum and uses the student texts, To Know, Worship and Love, as authorised by the Archbishop of Sydney, George Cardinal Pell.

A number of opportunities exist for the staff and students to develop their understanding, appreciation and practice of liturgical rituals including the use of traditional prayers, sacred spaces and signs and symbols of our faith. Individual classes took responsibility for the planning and implementing of at least one of the major liturgies throughout the year. All children, including Kindergarten, celebrated Mass on Thursdays. Students from Years 2-6 participated in Sacramental programs, which were supported by staff attendance. 23 students in Year 6 were confirmed, and 24 students in Years 3 and 4 received the Sacrament of the Eucharist. Each class also took on the responsibility of the Sacred Space in the foyer, which welcomes people to our school. As part of our development of the understanding and appreciation of the traditional prayers of the Church we continued with the use of the Rosary Bag. The daily prayer at assembly and the school song also continues to model to students the role of daily prayer in our lives. Students in Years 5 and 6 develop class based prayer occasions as part of their involvement with class themes.

As a school we have continued to develop a close connection with the Parish link through promoting children’s liturgy, the Kindergarten Welcome Mass, Sacramental Programs, altar servers and collecting for the St Vincent de Paul Winter and Christmas appeals. We have developed the students’ understanding of how to live out their faith through Project Compassion and Catholic Mission activities in Term 4 which included a mufti day and a fundraising drive which raised $1200.

We have continued to strengthen the symbolism and traditions of the Sisters of St Joseph in the school, through our St Joseph’s Day Awards and our celebration of Mary and the Rosary throughout the month of October. The staff engaged in professional development on assessment and differentiating the curriculum in Religious Education. The staff engaged in using Godly play to assist with the students’ understanding of the scriptures. Resources for Godly play were created with parental assistance.

Students in Year 6 sit the Archdiocesan Religious Education tests. Results of this test are analysed by staff and are used to inform teaching and learning from Kindergarten to Year 6.

The table below details our results for the 2007 test:

21 students sat the exam with the students achieving 6 distinctions, 8 credits and 7 participations. The students performed better in the areas of Liturgical Year, Sacraments, Scripture and Prayer than they did in Church, Saints and Beliefs. We also exceeded our 2007 target of 76%.

SCHOOL CURRICULUM

St Joseph’s Oatley 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 are committed to continuous improvement of teaching and learning in all facets of the school curriculum.
Particular features of the school curriculum include:

• Reading Recovery
• Reading Recovery is the preferred early reading intervention program.
• 6 students accessed the program in 2007.
• Numeracy Project 5-8
• The research data gathered clearly showed that the language of mathematical problems can impact negatively on the student’s ability to decipher the pure maths embedded within.
• The results of the language rich and pure maths problem tests showed:
• 76% of students performed better on the pure maths test than the language rich test.
• 16% of students received the same result.
• 8% of students performed better on the language rich test than the pure maths test.
• The class average of the pure maths test increased by 20% compared to that of the language rich test.
• Peer Reading Tutors
• Eight Year 5 and 6 students trained as Peer Tutors to assist students who were performing below the class average in reading.

• The Physical Education program at the school includes:
• Gross motor skills K-2
• Gymnastics K-6
• Dance K-6
• Swimming K-2
• Personal Development Program for Year 6 students
• Leadership Program for Year 6 students
• Whole school fitness, Health Hustle led by Year 6 and Power walk.

• Extra Curricular opportunities exist for the students in Chess, Debating, Catholic Schools Performing Arts program (CaSPA), Interschool Sport, Premier’s Reading Challenge and Choir.

STUDENT PERFORMANCE IN STATEWIDE TESTS

Basic Skills Test (BST)

Students in Year 3 and Year 5 participated in the Basic Skills Test. 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 in skill bands. The results give an indication of areas of strength and areas for improvement. Each year the results are analysed by the school to inform teaching with a view to improving student performance.

The following tables report on the percentage of students in our school in the top three (3) skill bands. From 2005 the Literacy results include the Primary Writing Assessment results; this was not the case in previous years. The Basic Skills Test will be replaced by the National Assessment Program Literacy and Numeracy (NAPLAN) from 2008.

Year 3 students continue to demonstrate a high level of literacy skills acquisition. Areas of focus in Numeracy will include Number Patterns, Algebra and Problem solving.

Student performance in achieving band 6 continues to demonstrate consistent development in year 5. Intervention programs in Literacy have focussed particularly on reading and writing skills. The use of parent helpers to implement the Bridges Reading Program has provided targeted assistance to two students in Year 5. Reciprocal Reading resources were upgraded in Stage 3 (Years 5 and 6) allowing for a focus on inferential comprehension skills. The analysis of results indicates the majority of students improved their performance by more than one skill band between Year 3 and Year 5. The school’s involvement in the Numeracy Project 5-8 has continued to provide valuable insight into teaching methodology and student attitude to mathematics between primary and secondary school.

Premier’s Reading Challenge

115 students across the school participated in the Premier’s Reading Challenge.

Debating

Year 5 and 6 students successfully participated in the Regional Debating Competition with great skill and poise. In line with the school’s Gifted and Talented Policy four teams were chosen. All St Joseph’s teams performed exceptionally well, with the selective teams in particular competing with great distinction.

Chess

6 teams were entered in the St George interschool chess competition and proudly represented our school.

Swimming

A student competed at the Mackillop Swimming Trials in U/11 Breaststroke, a wonderful achievement.

CaSPA

Year 5 and 6 students audition for roles with CaSPA. A number of students were selected in the CaSPA showcase group and performed at the Arrival of the Cross and Icon for World Youth Day, 2008; The Opening Ceremony of the Oceania Wheelchair Rugby Games and NIDA with a performance entitled ‘Kids in the ‘Hood’.

UNSW Competitions

• Science Competition students were awarded 1 High Distinction, 3 Distinctions, 5 Credits.
• Computer Competition students were awarded 2 Distinctions, 9 Credits.
• Writing Competition students were awarded 4 High Distinctions, 12 Distinction, 7 Credits.
• Mathematics Competition students were awarded 9 Distinctions, 10 Credits.
• English Competition students were awarded 1 High Distinction, 7 Distinctions, 14 Credits.
• Spelling Competition students were awarded 1 High Distinction, 8 Distinctions, 4 Credits.

National Benchmarks

The national benchmarks describe agreed minimum acceptable standards for reading, writing and numeracy at particular ages. National benchmark data is gained from the Basic Skills Tests.

The percentages of our students achieving the national benchmarks as compared to previous years are reported below.

The students consistently meet the national benchmarks both in Year 3 and Year 5.

Students failing to meet the benchmark have been targeted and are therefore working on Individual Education Plans that address specific areas of need.

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 four whole staff days in 2007. The content of these days was as follows (Term 1) Roles and Responsibilities, (Term 3) differentiating curriculum in RE and English and Mathematics, (Term 4) Quality Assessment in Religious Education. Stage meetings are held regularly throughout the term. Staff meetings are held on a weekly basis.

In a system of schools, costs incurred for professional development activities can be expended from a variety of sources. These sources include the School’s budget, Federal Government and the Catholic Education Office The school’s average expenditure per teacher in 2007 on these activities was $1,336.90. This figure has been calculated by CEO and reflects expenditure on casual release days and professional development activities in particular categories.

Teacher Standards

The following table sets out the number of teachers on this 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 2007 was 97%. This figure does not include teachers on planned leave. The teacher retention rate from 2006 to 2007 was 93%.

STUDENT ATTENDANCE

The average student attendance rate during 2007 was 95%. The students at St Joseph’s hold a consistent record of regular attendance.

ENROLMENT POLICY AND SCHOOL PROFILE

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 current student population is 203 students, which continues the upward trend in enrolments. Strong enrolment pressure exists in years K-4 with some drop of boys to Congregational schools in years 5 and 6. Currently there are 97 males and 106 females, with 40% of students identified as having a language background other than English. The overwhelming majority of students are Roman Catholics from the parish of St Joseph’s. However, there are an increasing number of families from other Christian traditions joining our school community.

Classes are broadly arranged in the seven class groups Kindergarten to Year Six. Some grades are arranged in stages in some key learning areas. Special targeted programs in Literacy and Numeracy have mixed grade groupings.

The full text of enrolment policies may be accessed via:

• Archdiocesan Enrolment Policy
• Archdiocesan Policy on the Enrolment of Students with Special Needs
• The school web-site http://www.stj.oatley.syd.catholic.edu.au
• School Administration Office

The CEO enrolment policy was revised in 2007 to accommodate legislative requirements relating to the enrolment of students with special needs. There were no changes made to the school policy.

SCHOOL POLICIES

Student Welfare

The student welfare policy is based on the Archdiocesan Pastoral Care document: Pastoral Care Guidelines for Catholic Schools (2003). 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.

At St Joseph’s, Oatley we believe that a strong Christian community can be fostered through a supportive and nurturing environment. With a spirit of hope, we commit ourselves to the centrality of Christ within the Catholic community of St Joseph’s. With a spirit of renewal, we continue the traditions of Catholic education inspired by optimism, enthusiasm and an all-embracing celebration of the uniqueness of each child.

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

• School Administration Office
• Parent Handbook Kinder Orientation
• School website stj.oatley.syd.catholic.edu.au

The policy was reviewed in October 2007. There were no changes made to the school policy during the 2007 school year.

Discipline Policy

We at St. Joseph’s Oatley believe that we come to our school to learn in a safe and supportive environment guided by the Gospel values signified by our school motto of FAITH, KNOWLEDGE and PEACE. The school has established 5 Codes of Conduct to guide students in their behaviour and interaction with others. 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 Student Discipline Policies may be accessed via:

• Archdiocesan Pastoral Care Policy for Catholic Schools (2003)
• School website http://www.stj.oatley.syd.catholic.edu.au
• School Administration Office

There were no changes made to the school policy during the 2007 school year.

Complaints and Grievances Resolution Policy

The school adopts the Archdiocesan guidelines for resolving concerns and complaints from parents and care-givers. The 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. The scope of the guidelines encompass children’s learning, behaviour and welfare, school organisation and management, and student health and safety issues.

The full text of Complaints and Grievances Resolution Policies may be accessed via:

• CEO public website
• School website http://www.stj.oatley.syd.catholic.edu.au
• School Administration Office

There were no changes made to this policy during the 2007 school year.

SCHOOL DETERMINED IMPROVEMENT TARGETS

Diverse Learning Needs of Students

Teachers modified learning opportunities to cater for the specific learning needs of students who are outside criteria for special needs funding. The teaching and learning program was differentiated to provide for the learning needs of all students within the classroom. Professional development was held to implement the Learning Framework effectively. Teachers utilised technology to assist with personalising learning and enhancing the capacity for students to learn at their level. Assessment rubrics provided students with clear expectations and criteria for the standard of work and allowed students to participate in self assessment and provide peer feedback. The students participated in several technology projects throughout the year including Lego Robotics and online projects, Flat Stanley and Murder under the Microscope. Several activities were held throughout the year to support the learning needs of students including Catholic Schools Week, Book Week, Literacy/Numeracy Week, where the students utilised the Mathletics online program, and Oatley Idol.

Numeracy Project 5-8

The aim of the project was to examine the impact of language on the ability of students to decipher the pure maths embedded within mathematical word problems. The research involved the testing of year 6 with two tasks; a range of problems that were rich in language, then a few weeks later the same test with pure maths only. Data comparison from the test results then followed. Based on these results interviews with individual students were held to investigate their thoughts and processes regarding mathematical word problems. Strategies to enhance the ability of students who struggle with language rich mathematical problems were developed and applied.

For 2008 the school has targeted the following areas from the Catholic Schools Improvement Framework:

• Key Area 1
• (1.3) Catholic Life and Culture.
• (1.4 ) Parents, Parish and the Broader Community
• Key Area 2
• (2.4) Integration of ICT
• (2.5) Pastoral Care
• Key Area 3
• (3.2) Provision for the diverse needs of students
• (3.4) Planning, programming and evaluation
• Key Area 5
• (5.3) Environmental stewardship.
• Key Area 7
• (7.2) Innovation, development and change

INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

The Values Forum held in Term 1 reviewed the School’s Code of Conduct. This Code is highlighted in weekly newsletters and students receive principal’s awards for modelling the desired behaviour to the rest of the school community. A strong emphasis is on being responsible for one’s behaviour and learning. The Federal Member Mr Robert McLelland presented a speech to the students on the Australian Values Framework.
The Peer Support program, Peer Tutoring Program, Kinder Year 6 Buddy system, and the Student Representative Council demonstrate the systematic approach the school has to providing the students experiences that assist them to develop respect and responsibility through meaningful connections with the school and wider community.

PARENT, TEACHER AND STUDENT SATISFACTION

From Teachers

The Introduction of the Interwrite White board technology and updated computers in the lab and in the classrooms has enabled the children to engage in more stimulating, integrated multimedia learning as well as necessary computer skills.

Teachers have worked closely with support staff to develop effective programs and closely monitor and assess students’ progress. The staff has worked collaboratively with students to develop effective playground timetables and rosters that suit student needs and interests. New technology in the school has been utilised effectively in classroom learning and staff professional development. Staff prayer has been a reverent and sacred time for teachers to gather together, share and reflect on their personal, spiritual journey.

The St Joseph’s School Community demonstrate a strong sense of nurturing and guidance for all children with an emphasis on the development of the whole child as an individual. The staff has had opportunities to explore the use of technology across all classes and see it as an integral component to all learning. In addition, children have several sessions in the computer lab each week and carry out tasks on class computers. The school community continue to be actively involved in the wider community. Strong links are maintained with the Church community through class masses, and with invitations extended to the community to be part of special liturgical celebrations.

From Students

Peer tutoring is a program to help younger students with their reading and comprehension. The sessions are conducted by Stage 3 students. Peer tutoring is a very rewarding opportunity. We felt lucky to be part of such a fun and interesting program. To see the students advance with their reading is a very exciting experience. Peer tutoring enabled us to build a friendship with someone new.

This year we had so much fun- I loved doing our partner work on our Christmas t-shirts. I loved it when we made paper planes and our author study work. I cannot wait for Year 4.

I like going to Reading Recovery. I write lots of words on the board and use magnetic letters to make new words. Going to Reading Recovery has made me a better reader and writer.

From Parents

It is a privilege to be part of the St Joseph’s school Community.

The dedication and commitment of the teaching staff is evident in the excellent results gained by students in Basic Skills Tests, UNSW Competitions as well as individual student achievements, whilst continuing to nurture the Catholic faith.

The teachers have a genuine interest in the well being of the students and providing them with a safe, supportive environment.

Children are given encouragement to learn in a valued, well supported, Christian environment. St Joseph’s actively promotes and fosters partnership between school, parish and community.

FINANCIAL STATEMENT (2007)

Catholic Schools are accountable for all monies received. Each year, the Sydney Catholic Education Office 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 Sydney Catholic Education Office is audited annually by Moore Stephens. A summary of the income and expenditure reported for 2007 is as follows:

Notes

1. Parents' Contributions include Archdiocesan tuition fees of $52.3 million, School Charges, Building Levy & P&F contributions of $60.6 million.
2. Income from Australian and State recurrent government grants is received by the Catholic Education Office on behalf of the schools. Staff Salaries are paid from this income.
3. CEO Administration and Support excludes salaries which are included in total salary costs.
4. The Total Building Loans and Commitments as at 31 December 2007 were $182 million.

Parents' contributions to this school as reported in this school's Annual Financial Questionnaire for 2007 submitted to the Australian Government Department of Education, Employment & Workplace Relations were: