ANNUAL REPORT TO THE SCHOOL COMMUNITY

SACRED HEART PRIMARY SCHOOL 2019

REGISTERED SCHOOL NUMBER: 1560

Contents

Contact Details ...... 3 Minimum Standards Attestation ...... 3 Our School Vision ...... 4 School Overview ...... 5 Principal’s Report ...... 5 Parish Priest’s Report ...... 7 School Advisory Council Report ...... 8 Catholic School Culture ...... 9 Community Engagement ...... 11 Leadership & Stewardship ...... 13 Learning & Teaching ...... 16 Wellbeing ...... 19 Child Safe Standards ...... 21 Future Directions ...... 22 School Performance Data Summary ...... 23

Contact Details

Olive Grove ADDRESS Mildura VIC 3500

PRINCIPAL Mr Des Lowry

PARISH PRIEST Fr. Michael McKinnon

SCHOOL ADVISORY Mrs Taryn Hunt COUNCIL CHAIR

TELEPHONE (03) 5023 1204

EMAIL [email protected]

WEBSITE www.shmildura.catholic.edu.au

E NUMBER E2058

Minimum Standards Attestation

I, Des Lowry, attest that Sacred Heart Primary School is compliant with:

● All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2017 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA

● Australian Government accountability requirements related to the 2019 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

● The Child Safe Standards prescribed in Ministerial Order No.870 – Child Safe Standards, Managing Risk of Child Abuse in School.

23rd April 2020

Our School Vision

Statement of Identity In line with the Ballarat Diocesan Education Vision and as partners in Catholic Education we are open to God’s presence and pursue fullness of life for all. We are a Professional Learning Community striving to achieve and celebrate excellence.

Our Vision We strive to be the presence of Christ for one another, as we collaborate to create a child safe school and an inspiring, sacramental learning culture that empowers all members of our community to contribute positively to our world.

Our Mission We share a common commitment to:

● Living our Catholic Christian tradition. ● Believing that all children can learn and achieve their full potential given an engaging, positive and supportive learning environment. ● Prioritising student safety, dignity, inclusion, diversity and wellbeing. ● Trusting in ourselves whilst constantly seeking ways to improve learning for all. ● Working interdependently, supporting and challenging one another to provide high-quality, student-centred learning. ● Knowing our students and our curriculum. ● Using data and results to identify individual student needs. ● Applying research and evidence based teaching practices. ● Partnering with students, staff, families, Parish and the wider community to ensure successful outcomes for all.

School Overview

Sacred Heart Primary School, Mildura (SHPS) provides high-quality academic, social, physical and religious education to 386 children. Currently the school is operating 16 classes consisting of both straight and composite groupings. SHPS is renowned for its general educational excellence; we are proud of our consistently high results. Our staff are committed to developing and implementing innovative teaching practices that provide the children with the necessary life skills to live in a contemporary world.

In 2017 we became one of the first Catholic schools in Australia to be accredited as an internationally recognised model “PLC School”. This places us at the forefront of contemporary educational practice, working interdependently to ensure ALL students, without exception, achieve their best. As a ‘Professional Learning Community’ we strive to exceed our vision:

“At Sacred Heart we collaborate to create an inspiring learning culture which results in success for all, empowering people to contribute positively to our world.”

Our school is a vital part of the Sacred Heart parish and a significant presence in the local Mildura community. We aim to provide a welcoming, inclusive and safe environment focused on students’ well-being, achievement, challenges, creativity and enjoyment.

With highly qualified, experienced and caring staff, committed to the practice and celebration of Christian values, SHPS provides distinctly Catholic education and opportunities for faith development in a community where prayer and sacramental celebrations are integral to life. Our students are encouraged and are supported to engage in civic and public activities, parish events, whole school and class masses. We aim in developing a sense of social justice in our students through a number of initiatives supporting Catholic Missions locally and globally.

Our delivery of the Curriculum is strengthened with the AWAKENINGS document of Religious Education as well as the principles of PLC (Professional Learning Community), RTI (Response to Intervention) and PBS (Positive Behaviour Support).

SHPS warmly invites a deep and abiding parental involvement in student learning and school life. Together, we can create an effective learning environment and a climate of mutual trust. Communication and consultation is key to ensuring our partnership benefits all children.

Principal’s Report

As Principal of Sacred Heart Primary School (SHPS) I am very honoured to present the 2019 annual report. Through this report we recognise the extensive learning and achievements of our students and the SHPS community. 2019 has been another year that we can all be very proud of.

The most precious gifts of SHPS are the students and we congratulate them on their efforts this year, both individually and as a whole. They make the school what it is, and create the welcoming and fun learning atmosphere, bringing to life the Good News of Jesus Christ as a model. Our students represent SHPS with pride, respect and honour; they make us very proud of our SHPS community. Well done to the Student Leadership Team, excellently led by our School Captains Makaela Monzon and Zac De Rosa.

I pass on my thanks and gratitude to SHPS staff. We are blessed to have such a dedicated, enthusiastic and talented group, who not only bring a multitude of gifts and expertise, but who also become part of the SHPS community. The work of our staff is amazing in their commitment to the learning and wellbeing of our students, and in supporting our families and each other. We are provided with outstanding examples and support in the living of the Gospel with Fr Michael and Fr James.

I thank our Deputy Principals Jacinda Deacon, Loretta Thompson and Ryan O’Callaghan for their outstanding work, support and leadership. Their expertise and commitment was clearly on display throughout the year and I look forward to leading SHPS with them in 2020. Following my report, each Deputy has provided an overview of their Professional Learning Teams, areas of responsibilities and notable events within their units.

Thank you to the members of the School Advisory Council and the Parents & Friends Committee for their dedication and commitment over the past twelve months. They have given up their time to serve the SHPS community in a more formal capacity, with a willingness to work and provide advice to assist in and make decisions for the benefit of all students and families at SHPS. A special thanks to the respective Chairpersons Taryn Hunt and Amanda King. 2019 saw the introduction of the Fundraising Levy to lessen the financial and time burden put on families as contributors to the development of the school. With this introduction, the challenge is to keep the community spirit alive and active which they have been successful in doing through the family movie nights, social evenings, supporting school events etc. I know there are plans for community activities in 2020.

There have been many and varied achievements in 2019, far too many to do justice in this report. However later in this AGM Booklet our 2019 Annual Action Plan is printed which outlines our specific learning for the year; and through newsletters, updates, assemblies etc achievements by students are recognised. In 2019 we entered into a partnership with Lime Therapy to better support the learning needs of the students, where it was identified by the school that a student would benefit from other professionals. This partnership has been very successful and will continue in 2020. In terms of facilities and resources, the building of the two learning area on Olive Grove side of the school are very close to being completed, we have installed a new sports court area behind the Art House, the outdoor/adventure play area has had a clean-up and overhaul; and the renovation of our Learning Support Area was completed which enable us to have the official dedication of this new area to the memory of our dear friend and colleague Lidia Cavallo (picture).

A major focus in 2020 will be our participation in the scheduled cyclical ‘External’ School Review. SHPS last undertook this extensive and exhaustive procedure in 2015 and from the review we were able to identify areas of strengths, areas requiring strengthening and to set our goals and School Improvement Strategies for the next five years. Since our last review we have become an accredited PLC school so we are very much looking forward to this process occurring to see our growth as a learning community and identify areas that may need extra attention. We have already started working within this procedure by completing the Insight SRC Surveys (Staff, Students & Parents) this year and the process will require further input from all sections of the SHPS community next year.

Also in 2020 we will be implementing a Year 1 – 6 Swimming/Water Safety program which will take place in term 1. On the facilities and resources front we have nothing major planned at this stage.

In closing, to our graduating year 6 students, leaving staff members Benson Steere and Clare Wilkinson we offer our thanks and appreciation for being outstanding members of the SHPS community and we wish all the very best for the future. In 2020 we welcome a group of very excited and eager cohorts of learners to SHPS, and hopefully equally excited new staff members Bianca Nuitta, Belinda Zappia and Corey Barbary. Thank you to all for the support and investment into SHPS during the past year and making us the great community we are. As we enter into Advent I wish the peace of Jesus Christ be with your families and hope 2020 is a fantastic and safe year for us all.

Des Lowry Principal

Parish Priest’s Report

Once again I take this opportunity to thank all who belong to the Sacred Heart School Community for their participation in, and commitment to, Catholic Education in . During 2019 we have made significant progress in restructuring and further validating the Sunraysia Governance Council. I thank the Principals for their support and their spirit of solidarity. I acknowledge also the role of Luke Guthrie as Chair, and Julie Graham as Executive Officer. Julie’s work in this role has been extremely important and greatly appreciated.

One of our greatest obligations as Catholic Educational Communities is to continue to maintain the safest possible environment for the learning and personal growth of our children. As I stated last year, the employment of Julie Graham as our Risk and Compliance Officer has contributed greatly to the fulfilment of this obligation. I once again thank and congratulate our Principals on this initiative.

Teaching is becoming a much more sophisticated profession these days as we all know. I congratulate Des and the Leadership Team for their continued efforts to keep Sacred Heart functioning at the professional level that is expected in education today. I continue to be extremely impressed by the professional commitment of our Staff. Thank you to those who also assume roles of leadership and extra responsibilities. I am also grateful to the friendly, hardworking Administration Staff and those who work on the maintenance of buildings and grounds.

The recent development of new teaching and learning space for next year is an exciting indication that Sacred Heart is determined not to rest on its laurels. It is also an example of the fact that the School Leadership and Staff are strongly invested in the ongoing requisite to explore and develop the best learning opportunities for our children.

To the parents of our children – thank you for entrusting us with their care and development, and a special thanks to those who commit themselves in any way to groups or activities that lend extra support to our School. May God continue to bless our children with health and with environments that support their safety, learning and wellbeing.

Fr. Michael McKinnon

School Advisory Council Report

As 2019 draws to a close, we find this, a time for reflection. It has been a year of mixed emotions. The year started with a wash of great sadness over our school community. We once again extend our condolences to all our families who have been faced with the passing of loved ones. Although surrounded by grief, our strong school community rallied around these families with prayers and support, offering love, compassion and empathy. This makes me proud to be a part of the Sacred Heart Primary School ‘village’.

They say ‘it takes a village to raise a child’. In 2019 we have again looked at ways to create the best opportunities for our children. With educational purpose, our classroom structure has been moulded to best suit the needs of the students. Putting our best foot forward in the classroom, we have also replicated this within the whole community with a well-accepted and successful change in the fundraising and social format. It can only be working together that the village thrives and this is obvious when you look at all the action happening around the school.

From new artwork and murals, to new classrooms and new teachers, Sacred Heart Primary school continues to reach higher than it did the year before, and in 2020, it will reach higher again. A major focus for the school this year was the newly named Lidia Cavallo Learning Centre. This facility will further encourage our students to grow, enriching their education.

Education at our supportive little school comes to an end for our Year 6 students, and we wish them all the best as they continue to thrive outside our school. We also take this time to thank all those involved in the operation of our school from staff to parents, parent and friends’ committee to the children themselves. On behalf of the SAC, I take this opportunity to thank you all for your time, support, and commitment to our school community, enabling our children to grow in life, confidence and in God’s love.

We look forward to our ‘village’ growing as we welcome a new level of students to our school. 2020 brings us a new stage in life. It opens new pathways, new friendships, new beginnings and new experiences. Until we join together again, may you have a safe and merry Christmas, and we look forward to embracing the challenges and success of a wonderful 2020!

God bless. Taryn Hunt

Catholic School Culture

Goals & Intended Outcomes To build teacher capacity to plan and deliver the newly revised Awakenings Religious Education Curriculum.

Achievements The provision of a quality Religious Education program continues to be a priority at Sacred Heart. Our dedicated teachers plan relevant and meaningful learning experiences, which help their students, understand the world and life today within a Christian context. Sacred Heart nurtures students through part of their educational journey with a deep connection to the teachings of Jesus Christ. Working in partnership with parents, parish and the broader community our school provides an environment, which enables all students to learn and flourish. Our Religious Education program aligns with Professor Pollefeyt’s aims for teaching Religion in Catholic schools. 1. Making students receptive to religious questions (human search for meaning) 2. Becoming aware of the plural voices in society and among the students (discernment of their context) 3. Giving testimony to and presenting the richness of the Catholic tradition 4. Inviting and supporting students to grow in religious self-understanding (identity formation).

In 2019 teachers have continued to be supported in the planning and teaching of the Awakenings Curriculum. Kate Lawry and Jo-anne Van der Voort (CEOB) have worked with our teachers facilitating Professional Learning and planning with teams as they refine units of work that include rich concepts that access our Christian Tradition while catering for the religious beliefs and backgrounds of all students. We have also worked with Gina Bernasconi (CEOB) to analyse our school’s ECSI Data and to develop a better understanding of our current reality and how we will continue to maintain a strong Catholic identity at Sacred Heart. We have also had 11 staff members begin their RE Accreditation, working through online modules and assignments. Sr Helen Nolen has supported these teachers with their learning and faith formation. We have come together to celebrate the Beginning of the Year Mass, we gathered as a school community to present our Lenten Promises and burn them along with the palms in preparation for the whole school Ash Wednesday celebration, the Feast of the Sacred Heart Mass, Catholic Education Week, Grandparents Day, NAIDOC, the Feast of the Assumption, World Mission Month and finishing off the school year with our annual Graduation Mass. In addition to this each class has attended parish Masses (twice) throughout the year. These are special occasions with children engaging in Church rituals. Celebrating as a faith community, praying, singing and sharing in the Eucharist is integral to what we do at Sacred Heart. We thank Fr Michael McKinnon and Fr James Kerr for celebrating Masses with us and being flexible with their time. Our Parish based Sacramental Program continues to be an important component in our Religious Education Program. This year we had a high number of Year Four students who celebrated the Sacraments of Reconciliation and First Eucharist. In the weeks leading up to the Reconciliation and Eucharistic celebrations parents and children had the opportunity to work together in a small Home Group setting where they were given opportunities to reflect on the meaning of these

Sacraments. We also had 27 Year Five students renew their baptismal promises and become fully initiated into God’s family through the Sacrament of Confirmation in November. Again, students prepared for this Sacrament by working on activities with their parents. We were fortunate to have guest speakers in Father Elio Capra and Sister Karon Donnellon, who presented to parents during two separate sessions. As a parish and school community we have continued to support global and local communities in various ways. These have included a focus on Project Compassion during Lent, giving generously to the St Vincent de Paul Society on our school feast day and actively raising money during World Mission Month in October. Father Michael and Marion Guthrie led an ‘Immersion Tour’ to Peru in April this year, along with Chris Carmichael and myself. This was an amazing experience to see where our funds are going and the projects we are supporting in Peru. This year we have continued to be involved in the Sacred Heart Parish Soup Kitchen with staff, students and families working together to provide a hot meal to those in need in our local community. A special thank you goes to all students, staff and school families who have contributed to fundraising and supporting those in need throughout 2019. We thank Fr Michael, Fr James and Sr Helen for their ongoing support and guidance throughout the year. Ryan O’Callaghan Deputy Principal (Operations/Management, RE Leader & Middle Unit Leader)

VALUE ADDED ● Whole School Masses ● Weekday Parish Masses ● Daily Prayer in the classroom ● Professional Development - continued focus on the Awakenings (working with Kate Lawry & Jo-anne Van der Voort (CEOB) ● Collaborative planning of RE Units in Professional Learning Teams (PLT’s) ● Sacramental Program - Reconciliation (Year 3), First Eucharist (Year 3) and Confirmation (Year 5) ● Analysis of Enhancing Catholic School Identity (ECSI) data - Gina Bernasconi ● Annual Mission Month activities and fundraising ● Peru Immersion Tour (April/May 2019) - Fr Mick McKinnon, Marion Guthrie, Chris Carmichael & Ryan O’Callaghan ● Gina Bernasconi - ECSI Data and what it means for SHPS

Community Engagement

Goals & Intended Outcomes To strengthen parent partnership within the school community

Achievements With the 2019 school year coming to a close, the committee of the Parents & Friends would like to thank all of those people for their efforts and involvement during the year and reflect on the success of this past year. 2019 was particularly exciting for the P&F as we ventured down a new path focusing on community as opposed to fundraising efforts. We introduced the resource levy across the school to meet our objectives for contributing to new resources and programs for Sacred Heart and most importantly the children; and as a committee we welcomed new faces and we thank them for their wonderful contribution particularly those that have been learning new roles.

In February this year we hosted our inaugural Family Outdoor Cinema Night for the school community to come to watch Paddington and mix with other families. Despite some issues with the screen it was a wonderful festive and inviting family setting. The event was a success with a lot of the school families enjoying the evening and as a result planning is underway for our th next year event on the 28 February 2020. The magnitude of the event with more than half of the school families attending was a real indication of the efforts of the organising committee of Jen Chatfield, Montana Simonetta, and Maria Carrazza. We would like to extend our appreciation and gratitude and thank those local businesses for their contribution to our school for this event. The fundraising levy has supported the P&F Committee’s understanding of families’ commitments at Sacred Heart. We have now just focused our efforts on Icy Poles, Mother’s and Father’s Day Stalls and Second Hand Uniform Shop which have all continued at school. A special thanks to the generosity of our school families and committed school parents who devote a lot of time and effort to ensuring these activities are run smoothly and successfully. The resource levy has allowed the Sacred Heart P&F to contribute to the purchase of the following new resources that our children can enjoy and gain the benefit. These include new soccer nets, xylophones, interschool sports, basketball and football tops, MAC Performances, electricity and fraction kits and contribution to the new InitiaLit program. Our objective next year is to look at contributing at well-being programs and possibly bringing a guest speaker to the school to focus on social media issues and management

As always I would like to express our deepest thanks and appreciation to our Executive Committee of Vice President and P&F/SAC Representative – Maria Carrazza, Secretary - Sarah Beggs, Treasurer - Kylie Meehan, Community Events Co-ordinator – Jen Chatfield and Montana Simonetta, Class Contact Co-ordinator - Rebecca Siale, Uniform Shop Co-ordinator - Shayne Shiner, Catering Coordinator - Stephanie Oguzkaya, Mother’s & Father’s Day Stalls, – Lauren Milton & Jodie McInernay and Icy Poles Co-ordinators Rebecca Siale and Pasqualina Pascale for your continued support, guidance, input and dedication to our P&F. It is always a pleasure to work with such lovely committed people that provide an invaluable contribution to the school and our school community. We

would welcome the opportunity to thank and farewell those wonderful committee members that are departing the P&F for all the effort and support they have provided the school. A special mention to Kylie Meehan who has been part of the P&F committee for a number of years and has taken on numerous executive roles such as Secretary and Treasurer. It has been a pleasure to work with a professional and wonderful person, thank you Kylie.

We would like to thank Des, Ryan, Loretta, Jacinda, Chris and all the staff of Sacred Heart and the SAC for working so cooperatively with the P&F and your ongoing support and mutual respect, it is greatly appreciated.

As the school year comes to a close we would like to thank and say a farewell to those committee members that are departing, those school families that are leaving and our lovely students that are moving on to their next adventure. The P&F committee wishes you all the best in your future endeavours and hope you look back at your time at Sacred Heart with wonderful memories.

Thank you to our entire school community which has offered great support to our committee and ourselves in this role by providing involvement in our activities to enhance and strengthen our sense of community at Sacred Heart.

I would like to make special mention of the Umback family, our deepest sympathy and condolences are extended to Katrina, Joey and Jesse on the passing of Scott earlier in the year. Katrina and Scott had been wonderful members of our P&F, and Scott’s commitment to the school community was evident in his participation in all events and offer of assistance at a planning level. I would also like to thank our school community that has and continues to support the Umback family.

On behalf of the P&F Committee, we would like to wish everyone a safe and Merry Christmas and a wonderful start to 2020. We look forward to seeing you in the New Year.

Amanda King

P&F President

PARENT SATISFACTION

The 2019 Insight SRC data clearly indicates that we have maintained a strong community connection among staff, parents and students. The undertaking of; Parent Information sessions, distribution of year level Term Overviews, weekly updates to parents, assemblies, termly PSG meetings and Parent/Teacher interviews have contributed to high levels of parent satisfaction.

Leadership & Stewardship

Goals & Intended Outcomes To strengthen and connect staff feedback and learning experiences

Achievements The Leadership Team consisting of the Principal and Deputy Principals, work in close consultation to manage all aspects of student, staff and parent learning and wellbeing. The Leadership Team coordinates and delivers staff induction on an annual and ongoing basis and works collaboratively to ensure all aspects of the school operate at a high standard.

The leaders of our Professional Learning Teams consist of Deputy Principals - Jacinda Deacon (5/6 PLT Leader), Ryan O’Callaghan (3/4 PLT Leader) and Loretta Thompson (P-2 PLT Leader). Together we work in collaboration to maintain a focus on our students, involving the whole school community and consciously engaging our teams in rich learning and teaching conversation. We strive towards improving student results through expanding our understanding of contemporary learning theories, by enhancing our levels of student engagement and by building our capacity as educators through self-reflection, peer observation and collaboration. Operations & Management Communication plays a major role to ensure the smooth running of the school from a day to day basis. Much of my time revolves around keeping students, staff and our school community up to speed and informed about everything that is happening in our school. Our staff are highly skilled in this area and understand the importance of effective communication to ensure that events run efficiently. Their ability to plan in advance and share responsibilities has been outstanding, which generally makes for well organised and enjoyable school events. SHPS Cross Country and Athletics, Grandparents and Sacred Heart Feast Days are just a few examples of whole school community events that require considerable planning and coordination.

We have continued to use SIMON as our main school management platform to manage students’ profiles, medical information, and daily messages for parents and staff, roll marking, parent- teacher interviews and school reports. Parents are able to manage student excursions (off site activities) through Parent Access Module (PAM), along with viewing upcoming dates on the school calendar. We will continue to explore new features of SIMON that can potentially make events and daily tasks more manageable. Skoolbag remains another important communication tool for our school community. Various messages are sent out each week including weekly

updates at the beginning of each week to ensure all families are aware of events, dates and the day to day ‘happenings’ around the school. A termly hard copy ‘Dates Calendar’ has been distributed to all families at the beginning of each term, as another option for keeping track of weekly events. I’d imagine the fridge has been a good place for this one!

Parent Information sessions were held for each unit (Junior, Middle & Senior) at the beginning of the year to inform families of routines, procedures and policies within each unit/year level. These sessions were well attended and worthwhile in regards to ‘setting the scene’ for the year. ‘Get to Know You Interviews’ were held at the beginning of term one, allowing for parents to get to know their child’s teacher and to discuss specific needs of the child. Parent-Teacher Interviews were offered and well attended during terms two and three. These are an important part of the home- school partnership and it is clear to see our families and teachers working together to nurture the learning of our children.

Our number one priority as a Leadership Team is to keep students, staff, parents and visitors safe in our school grounds and buildings. Risk and Compliance is at the forefront of our thinking at all times and our staff are well versed in identifying potential risks during both on-site and off-site activities. All off-site events require documentation that includes an Off-Site Activity Planner, Risk Assessment and Student Activity Locator along with notes via PAM to inform parents of activities. We thank Julie Graham (Risk & Compliance Officer) for her wisdom, advice and expertise in this area and we look forward to working with her in 2020 as we continue to create the safest possible working environment for our school community.

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2019

1. Religious Education – New Awakenings Planning 2. First Aid CPR and Anaphylaxis 3. Child Safety Standards Briefings & Mandatory Reporting 4. DDA & DSE online training 5. Staff Wellbeing Retreat – Leading Team 6. Tom Hierck - Collaboration 7. Leaders of Evolution – Damien Hecker 8. LOOKOUT - Trauma in Children and Young People 9. InitiaLit Training – MultiLit Program 10. School Review preparation – Chris Robarts

NUMBER OF TEACHERS WHO PARTICIPATED IN PL in 2019 33

AVERAGE EXPENDITURE PER TEACHER FOR PL $2834

TEACHER SATISFACTION

Four Cultural Pillars (Ranking Scores)

Learning Empathy Engagement Clarity Appraisal, Year Supportive Teamwork, ownership, Role Clarity recognition, leadership empowerment Professional Growth

2014 38.1% 24.3% 21.0% 44.8%

2016 40.4% 51.1% 34.5% 59.6%

2019 52.5% 51.1% 37.0% 52.3%

Difference + 14.4 % + 26.8 % + 16.0 % + 7.5 % 2014 to 2019

Insight SRC data indicated that the majority of staff are happy in their workplace.

● Staff believed that they have opportunities to develop positive relationships

● There are opportunities to discuss their mental health and wellbeing

● Staff feel a strong connection to the school

Staff feel safe at the school, both physically and emotionally

Learning & Teaching

Goals & Intended Outcomes To continue to develop the Peer Observation Model in response to staff feedback and in keeping with the goals outlined in the 2018 Annual Action Plan. To develop an enrichment program for high achieving students.

Achievements Junior Professional Learning Team In 2019 the Junior School was restructured. This resulted in the classroom setup changing to, two Prep classes and five Year One/Two classes. A change in the PLT (Professional Learning Team) Leader also occurred. This model allowed the Junior PLT to draw on the individual expertise and knowledge of more teachers to create rich learning opportunities for every student from Prep to Year Two. The team is made up of teachers with a range of experience, these members work closely together, respect the agreed norms and always hold the needs of students at the core of all decision making. This collaboration has provided support for new staff and has supported all members in their professional development as teachers. The Junior PLT has worked together to achieve the following: ● The redevelopment of team norms and protocols to guide the team and ensure effective and efficient meeting times. ● Continuing to embed the PLC concept of ‘our students’ rather than ‘my class’. ● A successful Maths curriculum that caters for a range of learning abilities. ● The use of several different strategies to collect student data in Numeracy and Literacy. ● The continued implementation of consistent formative assessment practices (such as ‘no hands up’ and use of exit passes) across all grades. ● The continued practise of Visible Learning processes, particularly the use of Learning Intentions and Success Criteria. ● The development of NAPLAN/PAT familiarisation for all students in the form of ‘daily workouts’. ● The acknowledgement of best practice in classrooms through peer observations. ● Targeted boost teaching that caters to the specific needs of students in both Numeracy and Literacy. ● Boost teaching that extends and enriches students beyond the curriculum. The Junior PLT believes the inclusion of rich supportive programs that enable children and parents to adapt successfully to the demands of school life, are essential. We begin this process with the Buddy/Transition Program and the Year 5 buddies visiting the new Preps at their kindergartens. New prep students then have several opportunities to attend school to become familiar with school practises and routines. The buddy program continues with the Prep and Year 6 students being involved in activities together during the school year. Parent Information Sessions are held at the beginning of the year to provide parents with more detailed information, about such matters as, classroom procedures and routines, helping in the classroom and what parents can do at home to help support the child’s learning. A key feature of the Junior Unit is the support of parent helpers particularly in the classroom during the morning literacy block. Parents that hold a current Working with Children Check are taken through an induction that allows them to work in the classroom under teacher instruction to assist student learning. In 2019 to complement an integrated curriculum the Year 1 and 2 students took part in excursions to local landmarks such as Lock 11, The Perry Sandhills and Wentworth Junction. They also attended the Mildura Arts Centre to watch Roald Dahl’s Revolting Rhymes, a stage show that highlighted components of narrative. The tradition of the Junior Unit Social continued with the students showcasing dance skills learnt in Performing Arts. The Junior students continue to enjoy

the school camp experience; Prep Breakfast, Prep Tea, Year One Stayback and Year Two Sleepover. Teachers plan and implement engaging activities to support students on the transition to overnight camps in the Middle and Senior years. We continue to build strong links with the community visiting Bunnings to create DIY Father’s Day gifts, Pet Education sessions, Red Cliffs Secondary Variety Show and supporting the Sacred Heart Church giving tree over the Christmas period. 2020 will see the introduction of InitiaLit, a literacy based program for years Prep to Two. InitiaLit is an evidence-based whole-class literacy program providing all children with the essential core knowledge and strong foundations to become successful readers and writers. On behalf of the Junior PLT we thank parents, carers and friends who continue to support our students and commit to the shared partnership in a journey of lifelong learning and we look forward to exciting times ahead in 2020. Loretta Thompson

Middle Unit Professional Learning Team

It has been a privilege to work in the position of Deputy Principal (Operations & Management, Religious Education Leader & Year 3/4 Unit Leader) at Sacred Heart Primary School (SHPS) in 2019. I’m fortunate in my position to be able to work closely with all staff members and students through the coordination of our whole school timetable and school calendar. It has been a rewarding school year with various events happening from day to day and I believe we have worked extremely hard to provide our students with rich learning experiences. I’d like to thank Des, Loretta and Jacinda for their support and guidance throughout the year, and all SHPS Staff for their teamwork, commitment and dedication to ensuring that we are providing the best possible conditions for our students to thrive academically, socially and spiritually.

The Middle Unit has been re-introduced at Sacred Heart this year, along with multi-age classrooms. Our Middle Unit teachers Maria Beer, Cathryn Rowles, Xana Priestley, Jacob Burford and Amilea Pacher have worked as an effective Professional Learning Team (PLT) to ensure that learning happens for all students at high levels. In addition to our classroom teachers, Benson Steere has worked in the role of Year 3/4 Boost Teacher on Mondays. Benson has worked with various small groups throughout the year, which at times have been students requiring extra support in their learning as well as students who need to be extended in their learning. This has included an identified ‘Enrichment Group’ who have worked on different inquiry type projects throughout the year.

Five Year 3/4 classrooms has allowed for a collaborative approach to planning and teaching of all curriculum areas. Our cohort of Year 3/4 children is ‘a community of learners’ who often move to different classrooms/teachers depending on ‘where they are at’ with the skills and learning targets in English and Mathematics. Our Year 3/4 teachers meet on a regular basis to analyse student data and to make informed, evidence based decisions to bring about the best possible learning outcomes for our students. It has been a pleasure to lead this group of teachers who provide one another with great support and they each bring different skills and strengths to our team.

Some ‘highlights’ throughout the year in the Middle Unit, include the Year Three Camp to and Year Four Camp to Lake , Open Water Learning Experience, Sunray Warrior Excursion, Science Immersion days and Year 3/4 AFL 9’s and T20 Blast Cricket. Our students are to be congratulated on their enthusiasm for all learning experiences, their positive attitude and their willingness to take on challenges. It is pleasing to see that our children are ‘evaluators of their own learning’ and can identify the learning targets that they haven’t quite reached. Students are making decisions about what is best for their learning by working with a peer or moving to a small group with the teacher or watching a video that models the specific skill. This is very much

what a contemporary, modern day classroom looks like as we strive towards learning together. Well done to all of our Middle Unit students and teachers on their successes throughout the year.

As a Professional Learning Community (PLC) we are continuously reflecting on our practice, school policies and procedures to improve in all aspects of our school. There is always room for improvement and the need to implement innovative change, which we look forward to working towards in 2020. I’m proud to be part of such an amazing school community and would like to congratulate everyone on the many achievements throughout 2019. Ryan O’Callaghan

Senior Professional Learning Team The Senior PLT (Year 5/6 Professional Learning Team) includes the Year 5/6 classroom teachers and support team. Our team consists of the PLT Leader, two graduate teachers, one in their third year and an experienced teacher. We worked on developing the team through our Mentoring, and Peer Observation Programs throughout the year to ensure continued success of our school’s Professional Learning Community (PLC) process. The group has developed into a high functioning, collaborative team, drawing on the individual expertise and knowledge of each other to create rich learning opportunities for every student. Our collaborative culture has supported the professional development of all team members and provided a supportive environment to those new to teaching. We have worked closely together to achieve the following: ● Team norms that enable open and professional dialogue and data analysis in an environment of trust ● An openness and willingness to share ideas and strategies, successes and failures ● The knowledge that we can rely on each other to support the learning of ourselves and our students ● A more thorough and extensive knowledge of the whole curriculum and pedagogical strategies to support its delivery ● A guaranteed and viable Mathematics and English curriculum ● The use of richer, more engaging and informative assessment tasks and practices ● Celebration of achievements ● Continued use of proficiency scales and ‘I can’ statements to enable students to set their own learning goals ● Use of Learning Intentions and Success Criteria. ● Targeted Boost Teaching, which caters to the specific needs of students during Power Standards in both Numeracy and Literacy. The Senior PLT have worked in collaboration to provide a balance of academic and extracurricular activities to support learning, engage students and cater for the needs and interests of all. The introduction of the Year 5/6 Swim and Survive Program at the beginning of the year saw our school participate in the Department of Education and Training’s initiative Swimming in Schools Program, which supports the delivery of quality swimming and water safety education. During Term Four, the Year Six students participated in the same program, with a heavy emphasis on survival skills so that they could be awarded with the Victorian Water Safety Certificate. The Certificate is awarded when a student can swim 50m continuously, answer water safety based questions and perform simple rescues. As part of our school’s Camps Program, the Year Five students experienced life on the goldfields during the 1850’s at Sovereign Hill, Ballarat. This camp was the culmination of their learning

experiences about the Gold Rush during Term Three. The Year Six students experienced city life on Melbourne Camp, visiting landmarks such as Parliament House, the Shrine of Remembrance and Scienceworks; again, a culmination of the students’ learning about the Australian Government and what aspects of our life make us Australian citizens. 2019 saw the introduction of Leaders of Evolution (LoE) - Young Leaders in Schools Program. This initiative provides a basis for strengthening the concept of leadership for Year Five and Six students in a fun, engaging way. Through the Leaders of Evolution Program, the core Student Leadership Team (SLT) was able to develop a Statement of Purpose this year which can be found on the LoE Blog page: Sacred Heart SLT Statement of Purpose. The team have worked on various projects throughout the school this year; organising a fundraiser to provide school down balls, being part of school events and facilitating the Year 4/5 Leadership Development Day; the major project being our Family Mural which takes pride of place in breezeway. On behalf of the Year 5/6 PLT, I wish to thank each and every senior student for their efforts over the year, with the support of their parents. They are to be commended on their general behaviour when being the face of the school, on their commitment and enthusiasm when learning and on their development of leadership skills and resilience when faced with difficult situations. Jacinda Deacon

STUDENT LEARNING OUTCOMES

Our data indicates a consistent growth in NAPLAN , PAT R and PAT M results cross the school.

We attribute students learning growth to the collaboration, planning and analysis of data taking place within Professional Learning Teams and further Learning Strategies and Outcomes that are outlined in the respective PLT Reports above.

Wellbeing

Goals & Intended Outcomes To provide a safe and supportive environment for both staff, students and their families.

Achievements Wellbeing is a very important aspect of our school culture. We have been fortunate enough to have Jo Finlayson, School Counsellor/Wellbeing Coordinator, as part of our staff three days per week. Jo is available to both students and staff, and works closely with parents and staff to ensure that students at Sacred Heart Primary School are supported in the most appropriate ways and

that all of their needs are met. Our counsellor also works as part of our school’s Learning Diversity and Wellbeing Team which includes a Child Safety Officer, and Learning Diversity Leader. Staff, students and their families are provided with support and strategies when needed. These supports and strategies may come from within the school or be accessed via the wider community. Our Learning Support & Wellbeing Team aim to work collaboratively with external service providers to ensure a consistent approach to supports offered to students and their families. Extending from support offered to staff, SHPS has recognised the importance of proactive wellbeing strategies and have introduced a Staff Wellbeing Team. Staff members, representing the Junior, Middle and Senior units, meet on a regular basis to provide staff with activities and events that focus on mental and physical wellness. The team meets on a regular basis to discuss the implementation of a variety of strategies to support the individual needs of staff members. We have a wellbeing wall set up in the Staffroom that acknowledges birthdays, displays positive messages, alerts staff to various external support organisations and advises staff of upcoming events. Sacred Heart promotes the social and emotional development of the students by holding special days that acknowledge how important mental health is. We held an R U OK? Day, where the whole school was involved in activities that promote mental health awareness. We have implemented the Zones of Regulation, a school wide emotional regulation program with the support of an external Occupational Therapist from Lime Therapy. Lime Therapy provided the staff with Professional Learning prior to the implementation of the Zones. The goal being to promote each student's emotional literacy and to equip them with a ‘toolkit’ of strategies that they can use to regulate their emotions and behaviours. The whole school participated in a Social and Emotional Wellbeing Survey (Australian Council for Educational Research - ACER) during Term Three, and in a nutshell, our current student body is quite happy and healthy. The survey will be undertaken in Term Three 2020 to develop a whole school, ongoing data profile. The data gathered will be analysed further and will serve as a catalyst to move our school’s wellbeing focus forward. Our goal is to move forward in a positive, supportive manner. We believe that we are constantly striving for excellence in all areas, to better support our staff, students and their families.

VALUE ADDED • Wellbeing Counsellor available 3 days a week • Ongoing Behaviour tracking via SIMON • NDIS Training Sessions • Whole school participation in Social/Emotional Wellbeing Survey (SEW) - ACER • Whole school participation in R U OK? Day • Wellbeing activities as part of Staff Retreat • Staff Professional Learning - LOOKOUT - Trauma in Children and Young People • Staff Wellbeing Team formed Partnership formed with external support provider, Lime Therapy

STUDENT SATISFACTION 2019 Insight SRC data shows the increase in student wellbeing with students feeling happy, safe and respected at school.

STUDENT ATTENDANCE

Student attendance rolls are marked electronically via the web based program, SIMON twice daily. Parents are able to complete ‘Parent Notified Absences’ via SIMON.

If a student is absent without reason, the administration staff make contact with the parent daily. If absences continue and no reasonable explanation is provided, then a member of the Leadership Team initiates contact and arranges a meeting with parent/s. Follow up support plans are put in place as required.

Child Safe Standards

Goals and Intended Outcomes To create a nurturing school environment where children and young people are respected, their voices heard, and where they are safe and feel safe.

Achievements As always, Child Safety and the knowledge of current Child Safe Standards are of paramount importance within our school. We hold the care, safety and wellbeing of children and young people as a central and fundamental responsibility of our school. Our commitment is drawn from and inherent in the teaching and mission of Jesus Christ, with love, justice and the sanctity of each

human person at the heart of everything we do at Sacred Heart. At the beginning of each year the whole staff work through our induction process which includes reviewing the AITSL Professional Standards, reading, agreeing to and signing our Staff Code of Conduct, reviewing VIT Registration, reading our newly revised Mandatory Reporting and Reportable Conduct Policy and undertaking online modules regarding Mandatory Reporting and the Disability Discrimination Act (DDA) & the Disability Standards for Education (DSE). This annual procedure ensures that we are compliant with the requirements of the Victorian Registration and Qualifications Authority (VRQA). The students were introduced to a child friendly Child Safe Policy recently, which was developed by the 2018 Student Leadership Team. They have been well received within each classroom which is very pleasing. Posters, procedures and conduct around the Child Safe Standards and Child Safety are displayed in the staffroom, office area, classrooms and other areas where they can be viewed by both staff, students and parents. All policies and procedures regarding Child Safety are accessible to parents via hard copies or our school website. The Child Safety Officer acts as a source of support, advice and expertise to staff on matters of child safety. A review of SHPS’s Mandatory Reporting Policy was conducted in the context of school self - evaluation and as part of the school accountability framework. This policy will be added to the Staff Handbook and made known to all staff. It has also been placed on the school’s website for parents to view. Ongoing review and improvement of our Child Safe policies and procedures is of paramount importance and meeting all of Victoria’s seven Child Safe Standards is always a priority. In October 2019, we participated in a Child Safe Audit, which was conducted by the VRQA, to review our compliance to the Child Safe Standards. We were commended on our demonstration of compliance in meeting all requirements.

Future Directions

Participation in the CEOB External School Review (School Improvement) Process. - Three Key learning priorities for SHPS for the next cycle.

Reading, Comprehension and Literacy Skills across all year levels. - Implementing lnitiaLit, a Whole Class Literacy Program for Prep to Year 2 students

Professional Learning Community (PLC) Review and Effective Collaboration - To continue to develop a stronger Collaborative Team Culture. - To build upon Sacred Heart's collaborative culture through the sharing of practice, knowledge and challenges. - To encourage ongoing observation and feedback among colleagues where a culture of professional sharing, dialogue, experimentation and critique becomes embedded.

School Performance Data Summary

E2058 Sacred Heart School, Mildura

PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS

NAPLAN TESTS 2017 2018 2017 - 2018 2019 2018 - 2019 Changes Changes % % % % %

YR 03 Grammar & Punctuation 97.7 95.5 -2.3 100.0 4.6

YR 03 Numeracy 100.0 100.0 0.0 100.0 0.0

YR 03 Reading 100.0 97.7 -2.3 100.0 2.3

YR 03 Spelling 97.7 100.0 2.3 100.0 0.0

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar & Punctuation 100.0 97.8 -2.2 94.5 -3.3

YR 05 Numeracy 100.0 100.0 0.0 98.1 -1.9

YR 05 Reading 98.1 97.9 -0.2 98.2 0.3

YR 05 Spelling 100.0 100.0 0.0 96.4 -3.6

YR 05 Writing 100.0 100.0 0.0 96.4 -3.6

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y01 91.5

Y02 90.9

Y03 92.2

Y04 91.8

Y05 92.5

Y06 91.3

Overall average attendance 91.7

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 94.4%

ALLSTAFF RETENTION RATE

Staff Retention Rate 78.6%

TEACHER QUALIFICATIONS

Doctorate 0.0%

Masters 0.0%

Graduate 17.6%

Graduate Certificate 17.6%

Bachelor Degree 64.7%

Advanced Diploma 35.3%

No Qualifications Listed 0.0%

STAFF COMPOSITION

Principal Class (Headcount) 4

Teaching Staff (Headcount) 29

Teaching Staff (FTE) 26.0

Non-Teaching Staff (Headcount) 23

Non-Teaching Staff (FTE) 14.7

Indigenous Teaching Staff (Headcount) 0

NOTE: The School’s financial performance information has been provided to the Australian Charities and Not-for-profits Commission (ACNC) and will be available for the community to access from their website at www.acnc.gov.au