I am proud to present to you the 2010 Annual School Report for St Michael's Primary School, Blacktown South.

In looking at how we can live out our mission of Engagement, Reflection and Empowerment, the focus for 2010 was 'Seeking Sustainability'.

To sustain means to support, keep an action: to conform, uphold. During the past three years we have cast a wide net in examining, trialling and evaluating educational philosophies and pedagogies. Through our core teams in English, Mathematics, Religion and curriculum we have found success in bringing about deep learning.

Over this period we found success when:

1.   We were acting on student data.

2.   We met and discussed student performance.

3.   Following professional learning opportunities, we again shared our understandings and evaluations.

4.   We planned programs together based on our understanding of children's needs and our new learnings.

This year we have planned further opportunities for the teachers to work through our framework for professional learning as highlighted by points 1 to 4 above.

At St Michael's Primary we firmly believe:

• that all children can succeed
• that knowing the child and providing the right stimulus and learning space will maximise engagement in learning
• that working closely with parents will support all of our work

St Michael's Parents and Friends works within the school community providing additional events out of school hours to unite the community. A network of parent helpers assist teachers with reading and other classroom activities.

The clothing pool is run by the Parents & Friends and provides funds to the school to assist in purchasing school readers and Information Technology (IT) equipment.

Meetings throughout the year with the principal, outlines activities that are planned, school directions in pedagogy and outcomes.

The relationship between parents and teachers help bring about the best outcomes for the students.

Student leaders at St Michael's have a task throughout the year to improve the school in areas like the environment, music, dance, technology and fundraising.

During the year we visit different classes and ask students if they have any ideas of how to improve the school community.

Every Monday either Primary or Infants have an assembly. We go to every assembly and give out awards, say the school pledge and write down the students' names who receive awards.

The school was located in bushland surrounded by poultry farms and a hatchery. Difficulties were experienced in the early years but the challenge developed a pioneering spirit and a bond with parents and children that has always been special. An open welcoming spirit has always been an outstanding feature of St Michael's Primary.

In 2010 we were delighted about the Opening and Blessing of our Contemporary Learning Space. This space was constructed as part of the Building the Education Revolution (BER).

St Michael's Primary, Blacktown South follows the Parramatta Diocesan document Enrolment Procedures in Parramatta Catholic Systemic Schools, January 2002. This document can be obtained from the school office or is available on our website or the Catholic Education Office website.

Current and previous years' student enrolments

Characteristics of the student body for 2010

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

(LBOTE - Language Backgrounds Other Than English; SWD - Students With Disabilities)

In 2010 our Implementation Plan included two areas of priority which are Mathematics and Religious Education.

In Mathematics, for teachers and students to grow in their understanding of Mathematical problem solving through improved comprehension and application of numerical knowledge. In Mathematics we worked towards and have already achieved change in:

• Improved teaching technique in problem solving.
• Deeper understanding of use of Mathematical language.
• Improved growth points in Mathematical skill and understanding.
• Improved results in Year 3 and Year 5 National Assessment Program - Literacy and Numeracy (NAPLAN).

In Religious Education (RE), to enable teachers and students to live as witnesses to our faith through the development of the Diocesan RE syllabus, Sharing Our Story. In Religion we worked towards and have already achieved change in:

• Rewriting RE programs.
• Gaining deeper insights into the meaning of Lent.
• Review of RE Assessments and rubrics.

The 2010 priorities continued to come from school based data and NAPLAN results. These indicate a need to develop children's skills in gaining meaning from a variety of texts.

It is anticipated that 2011 will continue to see Religious Education and Mathematics as areas for professional learning and school development.

In Religious Education we will:

• Develop as a staff our understanding of Faith, Formation and Evangelisation.
• Continue to construct assessment tools focused on students' knowledge and understanding of Sharing Our Story.
• Create and carry out richer liturgical celebrations and experiences in all our learning spaces.

In Mathematics we will:

• Continue to develop student skills and understanding in comprehending and solving Mathematical problems.
• Provide students with varied experiences in engaging in non-routine, rich and relevant Mathematical problems.
• Continue to develop teaching skills in respect to
  • selecting appropriate problems
  • writing of assessment rubrics
  • explicit teaching of literacy strategies for comprehension

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. 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.

Our results in literacy and numeracy have been a focus of our Implementation Plan during the past 12 months. Our school performance in literacy in both Years 3 and 5 are above national minimum standard. Our student growth between Year 3 and 5 reflects the professional learning of staff members in literacy and numeracy and meeting the needs of students in these areas.

1. 'understanding the child' - through testing and monitoring

2. meeting with specialist teachers, module coordinators and grade teachers to analyse results

3. program planning and review meetings that have:

   • placed children in appropriate groups

   • developed literacy and Mathematics block activities

   • developed assessment tools that show levels of success in students growth

   • reflection and evaluation meetings that allow teachers time to record findings and results as well as providing clear direction for future teaching

At St Michael's Primary there are two Special Education teachers. The success of our Special Education program is based upon the cooperative relationship between school, parents and specialists. Individual Program (IP) meetings take place regularly and support the development of student needs. The Special Education program is further supported by the Catholic Education Office (CEO) and their team of itinerant teachers, including speech therapists, communication and fine motor specialists.

As well, additional teaching programs in Music and Physical Education are offered to all students.

A number of transition programs exist at St Michael's Primary which assist children entering a new phase of their learning. Identified preschool children are invited to attend a Transition program prior to attending Kindergarten. Transition to Kindergarten involves the following:

• preschool interview term 2

• identification of students with specific learning needs, English as a Second Language (ESL) phase 1 learners and children who have not attended preschool

• identified children are invited to attend the Nano Cottage Step Up To School program

• ongoing monitoring of children who participated in Step Up To School program

• parent information evening

• orientation morning for children

• communication with families during Christmas holidays

• orientation week

• a welcome to St Michael's Primary barbecue

Year 6 children entering secondary school attend reflection days, information sessions, open days and visits from our local Catholic high schools.

Year 5 children attend a leadership day to highlight the responsibilities to be undertaken in Year 6.

An orientation session from year to year takes place in term 4 for each year.

The school offers a wide variety of co-curricular activities for our students, which include:

• rugby league

• soccer

• netball

• basketball

• touch football

• cross country

• swimming

• chess

• Voice of Youth

• choir

• dramatic arts

• Creative Arts Expo

• Stringed Instrument program for Stage 3 children

The above provide our students with the opportunity to participate at a school, zone, diocesan and inter-diocesan level.

• All staff and students have the right to a safe and supportive environment free from any form of abuse or discrimination.
• The relationships between staff and students are governed by trust; the ethical values of the teaching profession and the specific ethos and culture of Catholic education.
• Staff and student interactions take place within an employer and employee relationship that involves specific and mutual rights and responsibilities.
• All of these relationships take place within a legal context that supports the rights of all concerned.

In 2010 we again developed a new response in meeting the needs of our refugee families from Africa. A series of meetings and social gatherings supported topics such as 'Relating to Children', 'Life in Australia' and 'Cultural Differences'.

During the year we surveyed a number of parents, students and teachers at St Michael's and we received a number of positive statements, some of which are listed below:

Parent Satisfaction

• There is a great community spirit at the school.
• I am pleased that there is a strong stance in bullying. It is a safe and secure school.
• I like the fact that the teachers are friendly, helpful and communicate with the parents on a regular basis.

Student Satisfaction

• I like St Michael's because we have a lot of computer equipment and friendly and helpful teachers.

• I have good friends that help me learn. We learn many things at school and I like all the extra things we learn like Violin, Music and PE.

Teacher Satisfaction

• As a school we are always seeking to improve our teaching and focusing on contemporary learning.

• The children are keen to learn, friendly and we have an appreciative and supportive parent community.

• Strong sense of community within the school and an environment in which we feel valued as an educator.

Teacher standards

 *Australian Education International - National Office of Overseas Skills Recognition

Religious Education Accreditation

Workforce composition

Professional Learning

Professional learning undertaken by staff in 2010 included a focus reading, literacy, numeracy and Faith Formation. A number of teachers attended a program called 'Touching the Heart of Teaching' which unites pedagogy and self reflection.

Teacher attendance

The average teacher attendance for 2010 was 94.3%.

Teacher retention

Of the 2010 teaching staff 100% were retained from 2009.

Student attendance rates

The average student attendance for 2010 for the whole school was 92.9%. The average attendance for each Year level appears in the table below expressed as a percentage:

 

K	1	2	3	4	5	6
93%	92%	92%	93%	94%	93%	93%

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 between 6 and 17 years old. Parents and guardians are legally responsible for the regular attendance of their children, explaining the absences of their children from school promptly and 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 may grant permission for late arrival at school or early departure from school, only in individual cases, on written request from parents and guardians. The principal or 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.

• working closely with parents and counsellors

• promoting our buddy system (Kindergarten and Year 6)

• supporting positive behaviour through our Angels program

• parent liaison

• parenting programs

• parent faith formation group

In our Child Support policy, our aim is to understand children's needs and then to work closely with parents and, when required, support agencies.

At St Michael's Primary we have as our basis the belief that each member of our school community is a unique person created in the image of God and must be valued as such. It is through our school motto, Love One Another, that we must endeavour each day to show our commitment to this belief and that: 

• Positive student management creates an atmosphere of total care within our school community.

• Student management supports parents in their role as primary educators of their children.

• Student management aims to help each child grow to his or her potential socially, emotionally, spiritually, academically, intellectually and physically.

• Student management enables children to be responsible for their own behaviour and to identify inappropriate behaviour, make better choices and modify their actions when required.

The full text of student management, welfare and discipline policies can be obtained through the school office.

These policies are currently being reviewed and rewritten. In 2011 we expect the publication of our new strategies and policies.

School Recurrent and Capital Income

School Recurrent and Capital Expenditure