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     Annual Report to the Community



    Our Lady of the Rosary Kensington school is registered by the Board of Studies (NSW) and managed by the Catholic Education Office, Sydney, the „approved authority‟ for the Registration System formed under Section 39 of the NSW Education Act 1990.

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

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

    Accordingly, the Report demonstrates accountability to regulatory bodies, the school community and the Catholic Education Office, Sydney.

    This Report complements and is supplementary to school newsletters, yearbooks and other regular communications. This report will now be sent to the school‟s Regional Consultant

    for validation with the requirements of the Education Act 1990 before being forwarded to the

    Board of Studies. The validated report will be available on the school‟s website early in the 2006 school year.

    The Regional Consultant also validates that the school has in place appropriate processes to ensure compliance with all NSW Board of Studies requirements for Registration and


The contents of this report will be discussed at the Advisory Council Meeting and at the

    Parents & Friends Meetings in February of next year.

    Further information about the school or this report may be obtained by contacting the school

    on 96633346 or by visiting the website at




    Our Lady of the Rosary school was established in 1907 under the leadership of the Daughters of Our Lady of the Sacred Heart. In 2005 the OLSH traditions were strengthened and the OLR story continued through the establishment of a Prayer Garden; and naming the two campuses and our Colour Houses.

    The school remains closely linked to the Parish and shares responsibility for the Sacramental Programmes. Following the parent information sessions 40 children received the Sacrament of Reconciliation, 40 children received the Sacrament of the Eucharist and 32 children were Confirmed. There were also 5 children either Baptised or received into the Catholic church during the year.

    In keeping with the mission of the OLSH sisters, Our Lady of the Rosary has a firm commitment to service which is addressed through the Outreach Programme. This year the focus for support was to the Saint Vincent de Paul Winter and Christmas Appeals, The Heart Foundation, OLSH Overseas Aid, Life Start, Caritas, Tsunami Appeal, TEAR Australia and the El Salvador School Stationary Appeal. In addition to the food, clothes, blankets, stationary, educational games, books and resources the school and parent community donated $8594.

    This school follows the Archdiocesan Religious Education Curriculum and uses the student texts, To Know, Worship and Love, as authorised by the Archbishop of Sydney, Cardinal George Pell.

    The school developed a range of professional development opportunities that supported the implementation of the Religious Education Curriculum. Listed below are some highlights of the Religious Education Curriculum at OLR:

    ; Pre and Post testing ensured a more focussed RE programme.

    ; Student self assessments were introduced, but will need further development in 2006.

    ; The „Lived Response‟ component was developed further through the introduction of the

    Chevalier Award.

    ; Inclusion of open ended questioning in assessments.

    ; Trialled a variety of assessment formats and styles.

    ; Improved the presentation of Prayer Assemblies to include powerpoints and dramatisations of


    ; Sacred spaces and RE displays enhanced the teaching programme.

    ; Classes contributed regularly to the Parish Bulletin.

    ; Class RE Newsletters now available in the Parish Church.

Religious Education Year 6 All schools This school Target 2006

    Average score 73.1% 72.9% 70%

    There were eight sections to the Year Six Religious Education test. The sections of: Scripture, Church, Beliefs and Decision Making were the areas of strength with the school‟s average score higher than the Archdiocese. The sections: Liturgical Year, Sacraments and Saints are areas of weakness with the school‟s average score lower than the Archdiocese. These areas will naturally be a priority in 2006. In the section on Prayer the school‟s average score was equal to that of the Archdiocese.


    This school follows the Board of Studies syllabus for each course offered (as required for Registration and Accreditation under the Education Act 1990) and implements the curriculum requirements of the Catholic Education Office.

    In order to keep abreast of current practices and implement an effective and efficient Primary Curriculum the OLR

    Executive Team has created a support structure called Management Teams. The Management Teams are formed each year on the basis of our priorities emanating from the Strategic Management Plan and subsequent Annual Plans. The teams for 2005 were: Special Needs, Information Technology, Literacy, Numeracy and Programming and Assessment. Each team writes its own Annual Plan, implements a variety of professional development opportunities for the whole staff, is responsible for tracking students‟ learning and reporting back to the whole staff. All minutes and documentation are housed in a special folder which is stored in the Principal‟s Office. Below is listed some of the teams‟ major undertakings, achievements and recommendations for 2006:

    ; Analysis of student performance data to inform teaching practice was the main focus of the Management


    ; Designed and implemented a „Class Analysis‟ programming proforma to support the identification of

    student learning needs and the subsequent documentation of specific teaching and assessment strategies.

    ; Programme differentiation was explored through staff meetings, Advisor support, professional readings,

    inservices and Programme Conferences. As a result models such as Blooms Taxonomy and De Bono‟s

    Thinking Hats are being reflected in class programmes to meet the needs of the ESL, Special Needs and

    Gifted children.

    ; Cooperative planning was refined in Term Four following the inservicing during the year on programme

    differentiation. All teachers, including the Resource Teachers are now operating from the same


    ; The Programming and Assessment Management Team trialled a variety of Programme Conferences to

    encourage professional sharing and dialogue. Stage meetings proved to be most successful as teachers

    shared programming and assessment ideas relevant to the needs of their children.

    ; An „Assessment Statement of Practice‟ has been developed following the review in Terms Two and Four

    of the current assessment strategies.

    ; The Numeracy Block is embedded within the teaching practices.

    ; Tracking of Numeracy development has been improved with the introduction of pre/post testing in all

    content areas. An end of year exit test for all grades has also been introduced.

    ; The Numeracy Management Team is investigating a range of models of benchmarking with the view to

    introducing a standard model in 2006.

    ; School based „BST Intervention‟ programming strategies for Literacy and Numeracy have been

    incorporated into all class programmes.

    ; The Literacy Team has continued to track the Reading, Writing and Spelling benchmarks. In 2006 a new

    process to monitor the students‟ Comprehension will be introduced.

    ; The introduction of Myinternet has supported the integration of ICT across the curriculum. Property

    Management is occurring where most Year 3 to 6 teachers are creating, updating, removing and deleting

    properties for their students in relation to the unit/topic being taught. Kinder to Year 2 classes have

    properties allocated to their desktops which they explore.

    ; Development of a „hand over‟ process for implementation 2005-2006 will strengthen the analysis and use

    of assessment data.

    ; An Enrichment Programme was developed to meet the needs of specific children. This initiative evolved

    throughout the year as different children were identified and various programmes were trialled, for

    example the JASON project and Sculpture by the Sea.


    Students in Year 3 and Year 5 participated in the Basic Skills Test. The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and aspects of Numeracy. The test provides a measure of the students‟ performance against established standards and against other students in the state. This gives an indication of areas of strength and areas for improvement. Each year the results are analysed by the school to inform teaching practice, with a view to improving student performance. The following tables report on the percentage of students in our school in the top three (3) skill bands. From 2005 the Literacy results include the Primary Writing Assessment results, this was not the case in previous years.

Literacy 2005

% of students in bands State This school Target 2006

    Year 3 Band 5 12 % 14 % 25 %

    Year 3 Bands 3, 4, 5 74 % 94 % 85 %

    Year 5 Band 6 19 % 25 % 26 %

    Year 5 Bands 4, 5, 6 78 % 87 % 87 %

Band range: Year 3: 5 (highest) to 1 (lowest)

Numeracy 2005

% of students in bands State This school Target 2006

    Year 3 Band 5 22 % 18 % 24 %

    Year 3 Bands 3, 4, 5 76 % 88 % 86 %

    Year 5 Band 6 24 % 17 % 25 %

    Year 5 Bands 4, 5, 6 77 % 83 % 88 %

Band range: Year 5: 6 (highest) to 1 (lowest)

During 2005 other features of student success included:

    ; A choir of sixteen students participated in the CaSPA festival, with two students in the specialist

    ensemble group.

    ; Two teams of senior students successfully participated in the Regional Debating competition.

    ; Five students won Art awards, four in the Sydney Symphony competition and one in the State

    MP‟s Christmas card competition.

    ; School Leaders were invited to help launch the “Kids Helpline”.

    ; A number of students represented the school in a variety of sports at cluster and regional levels,

    these included: netball (8 students), athletics (25 students of which 13 made it to the Regionals)

    Oz Tag (the girl‟s team making it through to the finals), soccer (8 students) and Rugby League (8

    students with one making it through to the regional level).


    Our Lady of the Rosary has an integrated K to 6 curriculum map that is monitored regularly throughout

    the year by the School Executive and the Management Teams. Four components which are vital to the

    success of the curriculum at OLR are:

    ; Cooperative planning, as it ensures that the Resource teachers work in partnership with the class

    teachers to support the learning programme.

    ; Programme and Assessment Conferences which are used as a tool to challenge teachers‟ thinking

    and practices.

    ; A coordinated approach to incursions and excursions, which supports the curriculum map and

    extends learning beyond the classroom.

    ; The integration of values into the teaching and learning programmes, which is ensured through

    the inclusion of specific outcomes.

    In addition to the Curriculum Map other important school features are:

    ; A comprehensive PE/Sport programme.

    ; A well resourced Library and ICT Lab.

    ; A well maintained property, including two grassed areas.

    ; An active and supportive Parents and Friends Association who this year:

    ; Implemented a new Constitution.

    ; Utilised the support of the Parent Liaison Officer to present a successful workshop on

    “How Children Learn”.

    ; Established the “Class Parent Representative” group which has been a successful strategy

    in supporting the work of the P&F Association and strengthening the links between home

    and school.

    ; Coordinated a variety of fundraising activities in order to finance the installation of air

    conditioning in the Library and six classrooms.

    Parental Involvement also included:

    ; The Advisory Council which has streamlined processes such as budgeting, school finances and


    ; Organisational Support eg Book Club, Uniform Shop, Library, Canteen and volunteers at

    carnivals, excursions etc.

    ; Educational Support eg. Reading intervention, visiting speakers for RE and HSIE and guest

    presenters for CAPA, HSIE and ICT.

    ; Invitational eg attendance at class and school liturgies, Open days for Numeracy, Education

    Week, Kinder Orientation and Termly Oral Evaluations.


    The following table sets out the number of teachers on this staff who fall into each of the three categories determined by the Board of Studies:


    1. Those having formal qualifications from a recognised

    higher education institution or equivalent 19

    2. Those having graduate qualifications but not a formal

    teaching qualification from a recognised higher education 1 institution or equivalent

    3. Those not having qualifications described in 1 or 2 above

    but having relevant successful teaching experience or 0 appropriate relevant knowledge


    At February census there were 307 children enrolled. During the year 8 children left the school and there have been 12 new enrolments. Our student population is made up of 17 nationalities, 64% of the students come from a non English speaking background. There are 2 indigenous student enrolled. We currently have 150 boys and 161 girls enrolled. At present we have 12 classes, two of each Kinder to Year Four and Two Year Five/Six composites. The average class size is 26.

    An additional class will be added in 2006 to accommodate the increase in enrolments. For 2006 the additional class will be in Stage Three.

The full text of school policies may be accessed via:

    + Archdiocesan Enrolment Policy

    + Archdiocesan Policy on the Enrolment of Students with Special Needs

    + The school web-site

    + School Administration Office

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


The school‟s Pastoral Care Policy is based on the Archdiocesan Pastoral Care document Pastoral Care

    of Students in Catholic Schools (2003). The school‟s network of pastoral care measures are based on

    the principles of restorative justice and due process.

    School based Child Protection; Anti-Bullying and Pastoral Care policies were developed during 2005 to support the Behaviour Management Policy.

    In addition to the policies, a number of school based structures supported Student Welfare during 2005:

    ; The Student Leadership Team participated in an ongoing Leadership Development programme

    during 2005 which was coordinated by the Assistant Principal.

    ; The SRC are a recognised body who actively contribute to decision making. Their class meetings

    have direction and a clear purpose.

    ; The Buddy system for Kindergarten and Year One continued.

    ; A Social Skills programme was implemented in Years 5/6.

    ; The Rock and Water programme was trialled with a group of students to address their specific


The full text of school policies may be accessed via:

    + Archdiocesan Pastoral Care Policy for Catholic Schools (2003)

    + School Administration Office

    + School Website


The school bases its Discipline Policy, which is titled “Behaviour Management Policy”, on the document

    Pastoral Care of Students in Catholic Schools (2003).The policy is based on procedural fairness and is

    discussed with students on a regular basis. Corporal punishment is expressly prohibited in this school. Information on the policy is also included in regular school newsletters.

The full text of school policies may be accessed via:

    + School Administration Office

    + School Website

    This policy was regularly reviewed during the 2005 school year to ensure consistent implementation. A “Behaviours Guide” was developed to support the policy and a “Synopsis” of the process was included

    to ensure consistent practice.


    The school has developed a policy on resolving concerns and complaints. This policy is based on procedural fairness and recognises that parents and caregivers must have access to processes that allow them to resolve concerns in a supportive, conciliatory environment.

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

The full text of school policies may be accessed via:

    + The School Website

    + School Administration Office


    ; Professional Practice was continually explored and reflected upon with reference to documents

    such as: The Institute of Teachers “Professional Teaching Standards” and the Catholic Education

    Office‟s “Leadership Minute” and “Workplace Realities in the Catholic School”.

    ; Introduction of Management Team Leaders meetings supported collegial decision making

    processes. These meetings always included a professional reading to enhance dialogue and

    challenge the leaders in their roles and responsibilities.

    ; Induction programmes and the PPPR process supported and strengthened teacher mentoring. ; The PPPR process is embedded into the culture of the school‟s professional development model.

    The staff utilise the process to link the work of the Management Teams to the school‟s Strategic

    Management Plan.

    ; Pre and post testing in Literacy and Numeracy were excellent vehicles for the Management

    Teams to make judgements about student learning and address the programme implementation in

    order to improve student outcomes.

    ; Boys Education was supported through the Boys‟ Writing programme and the targeted

    Enrichment group.

    ; An „Acceleration Programme‟ was trialled with the inclusion of six senior girls in Maths and

    Philosophy classes at OLSH College.

    ; The Special Needs Management Team has strengthened the writing and implementation of IEP‟s

    and IBP‟s.


    ; Inservice the K to 2 staff on the implementation of the new RE curriculum. ; Utilise the Year 6 RE test results to develop the knowledge component of the RE programme. ; Explore models to develop a whole school structure for the integration of ICT across the


    ; Refine the Literacy diagnostic assessments in order to make the school based processes more


    ; Refine the Assessment Framework, including developing a K to 6 Numeracy Assessment grid. ; Strengthen the Enrichment Programme.

    ; Develop and implement structures to ensure a whole school approach to differentiating the

    curriculum. This will be supported by a Staff Development Day in Term One. ; Utilise the BST results and programming intervention strategies to ensure that learning outcomes

    are being achieved.

    ; Evaluate the effectiveness of the „Handover‟ process and make adjustments where necessary.

    ; Develop a Statement of Practice on Programming.

    ; Introduce Myinternet and the school website as a tool for reporting online.


    This information is for the 2004 school year. The audited financial information will be published in the school newsletter during Term 2, 2006. This information will also be included in the 2006 Annual Report to the community.

    Catholic schools are accountable for all monies received. Each year, the Sydney Catholic Education Office submits to the Commonwealth Government a financial statement on behalf of the 148 parish primary and regional secondary schools. This statement details the income and expenditure of each school and for the Archdiocesan system of schools. In addition, the financial accounts for each school and for the Catholic Education Office are audited annually. A summary of the income and expenditure reported to the Commonwealth Government for 2004 is as follows:

     INCOME $million EXPENDITURE $million

Parents‟ Contributions 98.3 20.2% Education & School Support 107.2 22.1%

    Commonwealth Government 2 257.7 53.0% Total Salary Costs 369.0 76.0%

    State Government 2 97.1 20.0% CEO Administration & Support 3 5.4 1.1%

    Government Targeted Grants 18.3 3.8% Surplus 4.2 .9%

    Interest & Other 14.4 2.9%

    485.8 485.8 Total Income Total Expenditure


    1. Parents‟ Contributions include Archdiocesan tuition fees of $47.4 million, School Charges &

    Building Levy & P & F contributions of $50.9 million.

    2. Income from Commonwealth and State recurrent government grants is received by the

    Catholic Education Office on behalf of the schools. Staff Salaries are paid from this income.

    3. CEO Administration and Support excludes salaries which are included in total salary costs.

Parents contributions to our school as reported in the schools annual Financial Questionnaire for 2004


    Archdiocesan Tuition Fees received $159,051

    School Based Fees $143,124

    Other Income (eg Parents & Friends, Trading & Building Levy) $ 79,504


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