Educational and Financial Report 2016

Thomas More Christian Montessori School. Bega NSW Educational and Financial Report 2016

School Policy

Policy

The school will maintain the relevant data and will comply with reporting requirements of the NSW Minister for Education and Training and the Commonwealth Department of Education, Science and Training. This reporting will include public disclosure of the educational and financial performance measures and policies of the school as required from time to time. The school’s annual report is made publicly available on the school’s website www.begamontessori.com

Procedures

Annual Report

Procedures for implementing the policy include:

 identification of the staff member responsible for coordinating the final preparation and distribution of the annual report to the Board and other stakeholders as required

 for each reporting area, identification of the staff member responsible for the collection, analysis and storage of the relevant data and for providing the relevant information to the coordinator for inclusion in the report

 determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness

 preparation of the report in an appropriate form to send to the Board of Studies

 setting the annual schedule for

― delivery of information for each reporting area to the coordinator

― preparation and publication of the report

― distribution of the report to the Board of Studies and other stakeholders

Requests for additional data from the NSW Minister for Education and Training

To ensure that any requests from the Minister for additional data are dealt with appropriately, the school will identify the staff member responsible for coordinating the school's response. This person is responsible for the collection of the relevant data and for ensuring it is provided to the Board of Studies in an appropriate electronic form. This person for 2016 is Dr Kevin McCulloch.

1 Thomas More Christian Montessori School. Bega NSW DEST Annual Financial Return

The school will identify the staff member responsible for completing the questionnaire, in consultation with the school book keeper and independent auditor. This staff member is responsible for the collection of the relevant data and for ensuring it is provided to DEST in an appropriate form. This person is Dr Kevin McCulloch.

Messages From Key School Bodies

Chairperson of the School Board Mrs Debbie Backhouse

The safety of students in the use of school facilities and during arrival and departure times and the way students and teachers relate positively with one another on a daily basis have continued to be a priority for the school staff and this has provided a strong record of child and teacher safety for our school. In December parents, teachers and students were very happy to welcome to our school two experienced Montessori teachers, Mr and Mrs Ramirez and family from Columbia. All of our teachers continue to be diligent in their delivery of the Montessori curriculum to the students and continue to have effective communication with parents and the wider school community about school activities.. The development of the school garden has drawn greater gardening interest from parents, students and teachers and Music and Physical Development programs are continuing to be strong features of the school curriculum. Value Added Information

School Co Principal Dr Kevin Mc Culloch

Early Childhood programs continue to be described as Cycle One programs and commence as early as three years of age. These programs form the beginning of the Primary School Montessori syllabus for all students from Early Stage One to Stage Three and the assessment of skill achievement for all cycles is mapped to the Outcomes required by the NSW Board of Studies including in particular the Early Stage One and Cycle One students. Our programs with Mr and Mrs Heaton in Sport and Physical Education are well organized and enjoyed by the students. Art and Music continue to be strengthened by the improved planning of the curriculum in these areas. New staff members have continued to bring new teaching skills, strategies and insights into curriculum delivery. Instrumental and singing programs have been introduced and presented by highly experienced and competent music teachers. The spirit of community continues to grow among parents, teachers and students through events such as Sports Days, The Easter Parade, The Annual Book Parade, Parent Teacher Report Evenings and the Annual Bush Dance. Our new Montessori teachers from Columbia have brought enriched Montessori teaching skills. The Age of Montessori training program that commenced at our school in 2014 is continuing successfully as an on line course for two of our teachers. The first work shop course was initiated by Mrs Donna Ohmes Mc Culloch, Co Principal in conjunction with and presented by Mary Ellen Maunz the founder of the Age of Montessori training program based in Montana USA.

Contexual Information

The Thomas More Christian Montessori School offers an education that encourages children to realize their potential and seeks to promote

 Self confidence and self esteem  A sense of responsibility for themselves and their actions  Independence  Co-operation, respect and concern for others and a sense of community  Initiative and self motivation  A joy of work and a love of learning  Creative intelligence and imagination

2 Thomas More Christian Montessori School. Bega NSW

Key Features

 Qualified Montessori Teachers  A registered Kinder to Year 6 Primary School  Strong focus on Mathematics, Reading, Creative Writing, Grammar and Spelling  Extensive provision of other Curriculum subjects  A strong parent involved gardening program for the students  High quality Montessori teaching materials  Comprehensive assessment of child’s progress  Christian values

School performance in statewide tests and examinations

Literacy & Numeracy Assessments in Years 3 and 5

Naplan results

In 2016 no students participated in the Naplan Tests due mainly to low student numbers at these year levels.

Professional Learning, teaching standards, attendance and retention rates

Professional learning:

All of the teaching staff continue to participate in professional development on student assessment and learning during school development days in every school term to increase staff understanding of effective use of assessment in their classroom practice. Regular staff meetings throughout the year also address the need to understand the curriculum connections between Board of Studies and Montessori syllabuses. A Montessori teacher training course presented by Mary Ellen Maunz commenced in December 2014 and all teachers and assistants follow the ethos and practice of this training course under the direction of the Co Principal Mrs Donna Mc Culloch

Description of the Professional Learning Activity

Age of Montessori Internship – two Teacher Assistants were engaged in Montessori training during the year under the guidance and supervision of the Co Principal Mrs Donna Mc Culloch in collaboration with the Age of Montessori training program in Montana USA. Both completed their internship training , on line assignments , workshop

3 Thomas More Christian Montessori School. Bega NSW and examination requirements at the Thomas More Christian Montessori school in 2016 successfully.

Curriculum Evaluation Meetings – continued to be held regularly with teachers and Co Principals when Scope and Sequence, Lesson Plans, Mapping to Outcomes, Reporting Schedules and Methods were among the topics discussed and developed using Board of Studies and Montessori Syllabuses as source material.

WHS- at staff meetings there was continuation of the provision of information that assisted teachers in understanding their role in matters relating to Child Protection, and risk Management.

Reporting - at staff meetings there was provision of information on the Government’s reporting requirements for student reports with adjustment of descriptors to cater for Montessori education for all staff.

Attendance and retention rate

In 2016 the average daily staff attendance was 100%. The proportion of staff retained from 2015 was 80% as one teacher needed to leave and return to Sri Lanka.

Teaching standards

Category Number of Teachers

5 ( 1 FT and 4 Teachers who have teaching qualifications from a higher education institution within PT) Australia or as recognized within the National Office of Overseas Skills Recognitions (AEI- NOOSR) guidelines, or

Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognized within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or

Teachers who do not have qualifications as described in (a) and (b) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context (Manual, page 39)

Student Attendance, retention rates and post school destinations

4 Thomas More Christian Montessori School. Bega NSW School attendance

Ninety five per cent of students attended school on average each school day in 2016.

Student Retention rates and post school destinations

Promotion of the school by parents and teachers during this 2016 year has continued Destinations of students moving to other schools are recorded in the school register.

Enrolment policy

The Thomas More Christian Montessori is a comprehensive co-educational K-6 school providing an education underpinned by Christian values and operating within the registration requirements of the NSW Board of Studies. All applications are processed in order of receipt and consideration given to the applicant’s support for the ethos and Montessori Philosophy and Methodology of the school, with siblings already attending the school and other criteria determined by the school from time to time. Once enrolled, students are expected to support the school’s ethos and comply with the school rules to maintain the enrolment.

Procedures

1. All applications are processed within the school’s enrolment policy.

2. Consideration is given to each applicant’s supporting statement / interview responses regarding their ability and willingness to support the school’s ethos.

3. Consideration is given to the educational needs of each child enrolled. To do this, the school gathers information and consults with the parents

4. Identification is made of any strategies which need to be put into place to accommodate the applicant before a decision regarding the enrolment is made.

5. Parents making the application are informed of the outcome.

Part Time Attendance Policy It is the task of the school to warmly welcome and establish a happy Montessori learning environment for each child. A child commencing school for the first time is introduced gradually into the Montessori environment to enable him/her to achieve success in their learning within the welcoming environment of the Montessori classroom Days of attendance are chosen by the school so that the child’s chances of success are maximised. The Montessori environment requires an ability by the child to work by themselves as individuals within a harmonious group of other individual children. This requires that a child is able to have respect for the teacher and able to follow directions. It is expected that parents encourage positively the days of attendance the child is given by the school to learn in this Montessori environment.

Student population

5 Thomas More Christian Montessori School. Bega NSW The school had 12 students commencing K through to Year 6. There were approximately equal numbers of boys and girls throughout the school. There were approximately 10 part time K-2 students in addition. Students came from the immediate local areas of the Bega District Valley as well as the coastal towns of Tathra and Merimbula.

School Policies

Policies for

 Student welfare  Discipline  Reporting complaints and resolving grievances

A. Policies for Student Welfare

The school seeks to provide a safe and supportive environment which:

 minimizes risk of harm and ensures students feel secure  supports the physical, social, academic, spiritual and emotional development of students  provides student welfare policies and programs that develop a sense of self-worth and foster personal development

To ensure that all aspects of the school's mission for providing for a student's welfare are implemented the following policies and procedures are in place:

Policy Changes in 2016 Access to full text

Child Protection Policy encompassing The policy includes requirements of Issued to all staff and WHS from Jan 2013  definitions and concepts members of the School  legislative requirements Board  preventative strategies  reporting and investigating Parents may request copy "reportable conduct" by contacting the school  investigation processes Co principal:  documentation Dr Kevin McCulloch

Issued to all staff and Security Policy encompassing Fire procedures have been revised members of the School to include new BER Buildings and Board Policies on the following are being facilities developed within the WHS policy: Parents may request copy Cleaning contractors have been by contacting the school  procedures for security of the grounds requested to report on any risk Co principal: and buildings management matters to the School Dr Kevin McCulloch  use of grounds and facilities Co Principal.  emergency procedures

6 Thomas More Christian Montessori School. Bega NSW  travel on school-related activities

Extended text is available Supervision Policy encompassing in 2016 as a separate section in the” School Policies on the following are being WHS Policies” document developed within the school WHS policy:  duty of care and risk management  levels of supervision for on site and off site activities  guidelines for supervisors

Codes of Conduct Policy encompassing Anti-bullying policy included in code Full text in: Code of conduct for staff and students of conduct. School Policy Handbook

Pastoral Care Policy encompassing The following are under revision with the Policies on the administration of Full text in School Policy development of the school WHS policy medication, Immunization and exclusion for Infectious Diseases Handbook  the pastoral care system revised in 2016. Special attention to  availability of and access to special children with diabetes. Consultation services such as counselling with Department of Health and  health care procedures parents.  critical incident policy Sick Bay facility provided  homework policy Full text in: School Policy Handbook

Communication Policy encompassing Formal and informal parent teacher Full text in: meetings. Close communication School Policy Handbook  formal and informal mechanisms in with parents. Local media publicity place for facilitating communication helps create the mechanisms for between the school and those with facilitating communication between an interest in the student's education parents and teachers and and well-being. community personnel interested in the development and well being of the school .

B. Policies for Student Discipline

7 Thomas More Christian Montessori School. Bega NSW Students are required to abide by the school's rules and to follow the directions of teachers and other people with authority delegated by the school. Where disciplinary action is required penalties imposed vary according to the nature of the breach of discipline and a student's prior behaviour. Corporal punishment is not permitted under any circumstances.

All disciplinary action that may result in any sanction against the student including suspension, expulsion or exclusion provides processes based on procedural fairness.

The full text of the school's discipline policy and associated procedures is provided to all members of the school community through: The School Policy Handbooks.

The school expressly prohibits corporal punishment and does not sanction the administering of corporal punishment by non school persons, including parents, to enforce discipline at the school.

The discipline policy contains the processes for disciplinary action that are based on procedural fairness.

C. Policies for Complaints and Grievances Resolution

The school's policy for dealing with complaints and grievances includes a process for raising and responding to matters of concern identified by parents and/or students. This process incorporates, as appropriate, principles of procedural fairness. The school's policy and processes for complaints and grievances resolution is provided in a School Policy Handbook and the school prospectus. . School-determined improvement targets

Achievement of priorities identified in the school’s 2016 Annual Report

Area Priorities Achievements Teaching and Continued clarification of Scope and Increased use of Montessori apparatus. learning Sequence across the six KLA’s’ Improved curriculum planning Increased use of Montessori Clearer knowledge of student achievement teaching materials Further focus on detail of lesson plans Evaluation of each students skill levels term by term Enhanced Science and Sports Greater interest from students curriculum for Years K-6 Increased self motivation Greater use of internet for research Instrumental and singing programs

Mapping of levels of achievement Programs redeveloped and in 2016 with with Course Outcomes attention to Outcomes More clearly defined areas of achievement Student Improved literacy skills Increased interest especially in home reading achievements

8 Thomas More Christian Montessori School. Bega NSW Student welfare Revised Code of Conduct Completed and included in student welfare policies

Staff development Staff training in Montessori More effective teaching strategies with better philosophy and methodology. results in literacy and numeracy Consistency in recording of staff meeting agenda Facilities and Continued maintenance of school Attractive school environment. resources grounds and surroundings. Development of school garden

2016 Priorities areas for improvement

Teaching and learning - teachers taking courses in 6-9 Montessori curriculum - wider use of syllabus materials and resources in Literacy and Numeracy - closer appraisal of Home Reading scheme - expansion of team teaching strategies - greater use of Montessori materials in provision of lessons by teachers

Student Welfare - closer teacher and parent/guardian communication - continued awareness of codes of conduct by teachers and students - continued use of safe activities practices Facilities and resources - Extended use of new multipurpose room, music room and undercroft play area, further purchases of Montessori materials and further development of grounds landscaping.

Respect and Responsibility

The school wants all students to recognise that they are valued and integral parts of the school community, with parents and staff providing the care and support that engender self esteem, mutual respect and responsibility. There is much scope to develop talents and to learn through experiences. The school works with staff, students and parents in establishing a warm and caring school environment that embodies the principles of self worth and respect for others.

Parent, student and teacher satisfaction

The school continues its open door policy with parent involvement welcomed and encouraged. The establishment of a new school building and facilities, further building and provision of more facilities through the government grants and school fundraising and the further development of the school grounds and environment have created a positive, contributing and cohesive school community.

Students are given many opportunities in the choice of curriculum content and pursuit, recreational activities, day to day rules of conduct, excursion programs and school planning of buildings, school grounds and facilities within and outside of the school building. Student decision making is an inbuilt feature of our Montessori school. This feature brings satisfaction and self esteem to all of our student Frequent, courteous and clear communication between all staff members gave rise in 2016 to high teacher morale and effective planning of class lessons and day to day school routines.

Summary Financial Information 2016

Income

Fees and Private Income 29.7%

State Recurrent Grants 10.9%

Commonwealth Recurrent Grants 59.4%

Capital Income NA

Expenditure:

Salaries, Allowances and Related Expenditure 69.1%

Capital Expenditure NA

Non Salary Expenditure 30.9%

Percentages provided by Kevin Mc Culloch School Principal 10/05/2017

Child Protection Policy

This policy includes requirements of WHS laws from Jan. 2013.

The following inclusions were made to the school child protection policy in 2013:

1.1. General introduction 1.2. Key Legislation 1.3. Obligation to report 1.4. Other relevant school policies 1.5. Documents held by the school principal

Part A: The Care and Protection Act

1. Who is a mandatory reporter 2. When must a report be made to Community Services? 3. What should you do if you consider that a mandatory report is required? 4. What should you do if you have a concern that is below the mandatory reporting threshold?

Part B: The Ombudsman Act

1. Responsibilities 2. What is reportable conduct? 3. What happens when an allegation of reportable conduct is made? 4. Risk Management 5. What information will be provided to the PSOA (person subject of the allegation) 6. Disciplinary action

11 Thomas More Christian Montessori School. Bega NSW 7. Confidentiality

Part C: WWC Act

1. General 2. Responsibilities 3. Relevant Definitions 4. Acknowledgement of Child protection Policy

1 Policies and procedures

The NSW Board of Studies Registered and Accredited Non-Government Schools (NSW) Manual requires that a school must have in place policies and procedures to ensure that it provides a `safe and supportive environment.

Following the introduction of the Child Protection Legislation Amendment Act 2003, an explanation of employee behaviour that, in certain circumstances, will not be considered to be reportable conduct, is included. Examples of this behaviour include:

 Conduct that is reasonable for the purposes of discipline, management or care of children.

 Use of physical force that is trivial or negligible.

 Class or Kind exemptions (under certain circumstances).

2 Prevention Strategies

These are aimed at raising the awareness of students, staff and the community regarding child protection issues. They include the following:

 Key elements of child protection are included within the school curriculum (eg the PDHPE syllabus). This includes, recognising abuse, power in relationships, protection strategies, the right of children to say `no' and communication strategies for children, as provided in the Board of Studies syllabus.

 The Code of conduct is outlined in the School Policy Handbook under the title “Code of Ethics” and is presented at staff meetings.

 The Child Protection Policy document of the school has been developed and supported by the School Board in collaboration with the school staff and is made available to all parents and interested members of the community.

3 Investigation Processes

This section confirms that the person subject to the allegation will be properly informed of the process to be followed, and contains a description of the process the school will follow when an allegation has been reported. This section also contains a reference to the `The Association of Independent Schools NSW ‘ in the investigation process.

It outlines the investigative responsibilities of the school and outside agencies and emphasises that teachers are not permitted to investigate such allegations.

It also outlines information on the rights of the person who is the subject of an allegation; and information on who is responsible for determining any disciplinary action warranted.

4 Documentation

Copies of relevant documentation, such as the New Working with Children Check, and Class or Kind Determination are attached to the Child Protection Policy.

A Safe and Supportive Environment

General

The NSW Board of Studies Registered and Accredited Non-Government Schools (NSW) Manual requires that a school must have in place policies and procedures to ensure that it provides a `safe and supportive environment 'for all students.

Support

1. .The School wishes to promote a learning environment where teachers and pupils should be mutually supportive. Students and teachers should respect each other and not engage in conduct which undermines this mutual trust and support, and also respects the philosophy and ethics of the School. The School encourages consultation between all members of the School community in matters which affect them.

Security

2. The School will implement measures designed to promote the safety and wellbeing of students, particularly having regard to its professional judgement as to what is required and will include in its consideration such matters as:

a) appropriate levels of supervision;

b) security of buildings;

c) procedures in case of fire;

13 Thomas More Christian Montessori School. Bega NSW d) use of grounds and facilities;

e) travel on School-related activities; and

f) other appropriate matters.

The implementation of these requirements and procedures will be monitored for compliance from time to time.

Supervision

3. Appropriate measures will be taken by School staff to seek to ensure that all students are adequately cared for and supervised while undertaking both on-site and off-site activities, bearing in mind the type of activities and age of the students involved.

Conduct

4. The School will put in place a Code of Conduct for staff and students which may be supplemented from time to time by specific rules and directives. The Code of Conduct will include such matters as:

a) the rights and responsibilities of students and staff within the School community;

b) behaviour management; c) the management and reporting of serious incidents.

5. The School will establish and implement appropriate behaviour management practices for students, consistent with the philosophy of the School and with other aspects of this policy.

Complaints and Grievances

6. The School will have in place processes for dealing with complaints and grievances raised by students and/or parents. These processes will incorporate, as appropriate, principles of procedural fairness.

Pastoral Care

7. Students will be made aware of, and have access to, appropriate pastoral care arrangements and access to, and use of, counselling within the School.

8. The School will take reasonable measures to identify students with special needs and provide them with an appropriate level of support to assist such students with their schooling with minimal disruption, taking into account the resources available.

9 Students requiring health and/or medical services and support or medication will be assisted to access these in an appropriate manner.

Communication

10 The School will provide both formal and informal mechanisms to facilitate communication between those with an interest in the student's education and well-being. This may include communications between some or all of the following: student; parent or guardian or other significant family member of the student; teacher; counsellor; principal; representative of an appropriate government, welfare, health or other authority.

All of the above policies will be implemented in a manner that is appropriate to the School, its students and the School community and with regard to the relevant legislative requirements that apply to the School and the students within its care.

Student Attendance

Policy

1. The School will monitor the daily attendance and absence of students in the School by maintaining a daily register for each class, of students.

2. Student absences from classes or from the School will be identified and recorded in a consistent manner by the staff member responsible.

3. Unexplained absences from classes or School will be followed up in an appropriate manner with the student and/or their parent or guardian.

4. The School will notify parents and/or guardians in an appropriate manner where a student has a poor record of School or class attendance.

5. Where unsatisfactory class or School attendance is identified, the attendance issue and any action taken will be recorded, as appropriate, on the student file.

Discipline

Introduction

To be registered, it is a requirement of a non-government school to have disciplinary procedures that are based on principles of procedural fairness.

The following is an extract from the Manual:

"Procedural fairness is a basic right of all when dealing with authorities. Procedural fairness refers to what is sometimes described as the `hearing rule' and the `right to an unbiased decision'.

The `hearing rule' includes the right of the person against whom an allegation has been made to:

15 Thomas More Christian Montessori School. Bega NSW  know the allegations related to a specific matter and any other information which will be taken into account in considering the matter;

 know the process by which the matter will be considered;

 respond to the allegations; and

 know how to seek a review of the decision made in response to the allegations.

The "right to an unbiased decision' includes the right to:

 impartiality in an investigation and decision making; and

 an absence of bias by a decision-maker.

The review mechanism adds to the fairness of the process and offers a check in case there is a perception of a conflict of interest."

General Policies

1. Students are required to abide by the School's Rules and to follow the directions of teachers and other people with authority delegated by the School.

2. Where a student disregards rules, disobeys instructions or otherwise engages in conduct which causes or may cause harm, inconvenience or embarrassment to the School, staff members or other students, the student may be subject to disciplinary action.

3. The disciplinary procedures undertaken by the School will vary according to the seriousness of the alleged offence. When advised of the allegation the student and parents will be informed of the procedural steps to be followed in dealing with the matter. In relation to all matters to be investigated, students will be informed of the nature of the allegation and given an opportunity to respond to the allegations.

4. The penalties imposed will vary according to the behaviour and the prior record of the student. At the lower end of the scale, an admonition or detention may be appropriate. At the upper end of the scale, the behaviour could result in suspension or expulsion. Corporal punishment is not permitted.

5. Where the offending behaviour is of such a nature that it may result in suspension or expulsion, the student also will be:

 informed of the alleged infringement;

 informed as to who will make the decision on the penalty;

 informed of the procedures to be followed which will include an opportunity to have a parent or guardian present when responding to the allegations; and

 afforded a right of review or appeal.

6. The Principal will reach a preliminary decision in relation to the allegation and any penalty to be imposed and advise the student (and parent/s) of that view. The student (and parent/s) would be advised that if they wish this preliminary decision to be reviewed they may make application for a review to the Principal and submit any information they want to be considered during the review

16 Thomas More Christian Montessori School. Bega NSW process. The Principal will then either confirm the preliminary decision as final or amend the preliminary decision based on the additional information provided.

Premises and Buildings

Policy

The school will nominate a person to be responsible for monitoring and assessing the current standard and the state of repair of the School buildings and premises, taking into account current building requirements. That person in 2016 will be the school Co Principal Dr Kevin Mc Culloch.