St Brigid's Catholic Primary School - 8 Tooloon Street, COONAMBLE 2829 Principal: Mrs Gai Gilmour Web: ...

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St Brigid's Catholic Primary School - 8 Tooloon Street, COONAMBLE 2829 Principal: Mrs Gai Gilmour Web: ...
St Brigid's Catholic Primary School
8 Tooloon Street, COONAMBLE 2829
Principal: Mrs Gai Gilmour
About this report

  St Brigid's Catholic Primary School (the 'School') is registered by the NSW Education
  Standards Authority (NESA) and managed by Catholic Education Diocese of Bathurst
  (CEDB). CEDB as the 'approved authority' for the diocesan registration system formed under
  Section 39 of the NSW Education Act (1990), is responsible for monitoring the compliance of
  member schools in the manner that has been approved by the Minister of Education.

  The Annual School Report (the 'Report') demonstrates accountability to regulatory bodies
  and CEDB. Additionally, the Report complements and is supplementary to other forms of
  regular communication to the School community regarding initiatives, activities and programs
  which support the learning and wellbeing of its students.

  The Report provides parents and the wider community with fair, reliable and objective
  information about educational and financial performance measures as well as School and
  system policies. This information includes summary contextual data, an overview of student
  performance in state and national assessments, a description of the achievement of priorities
  in the previous year and areas for improvement. Detailed information about the School's
  improvement journey is documented in the School Improvement Plan (SIP) which is
  developed, implemented and evaluated in consultation with key stakeholders.

  Further information about the contents of this Report may be obtained by contacting the
  School directly or by visiting the School's website. Information can be also be obtained from
  the My School website.

Annual School Report to the Community 2020                                           Page 1 of 25
Message from key groups in our community

  Principal's Message

  "Living and Learning in Strength and Gentleness" is what we strive to achieve at St Brigid's
  Catholic Primary School, Coonamble. Founded by the Brigidine Sisters, who travelled from
  Ireland at the request of Bishop Delaney in 1883, we have a long and proud tradition of
  providing high-quality Catholic education to students from diverse backgrounds and families.
  We work with families to educate children not just academically but to imbue our teaching
  with our Catholic faith in order to assist students to become active, involved and responsible
  citizens throughout their lives.

  As Principal of St Brigid's, it is imperative that we look to the future of Catholic Education and
  provide parents with reasons to enrol their children in our school. St Brigid's is awaiting the
  commencement of the refurbishment of our school facilities and looking to the future. We
  also continue to work to enhance our curriculum to meet the ever-changing needs of the
  students and families we serve. We also embrace the opportunities COVID19 has presented
  to invigorate and improve our teaching and to embed technology into our everyday
  classroom practise where appropriate.

  In future, we look forward to continuing to provide high-quality Catholic Education to the
  Coonamble Community.

  Parent Body Message

  St Brigids P and F “The year that was 2020”

  2020 was a year definitely sent to test us all and the P and F body was not spared. We had
  planned to work with Mrs Gilmour and the school on further projects to enhance the school
  experience for our current and future pupils and staff members, this was short-lived. Early in
  2020 we were advised that parents couldn’t enter the school grounds so this would make
  meetings at the school impossible, then restrictions on gatherings etc made it impossible to
  hold any meetings.

  As a body, we did maintain contact with the school through Mrs Gilmour and also used
  whats-app and other messenger tools to stay in contact and deal with any issues that arose
  or help where we could. Due to the tough times, COVID dealt to our district and the school
  community, we as a body decided to pull back on any fundraising activities for 2020 that
  would involve people coming together. It was also very hard going for our teachers and staff
  and we would like to thank Mrs Gilmour and her team once again for all their efforts in
  keeping our children safe.

Annual School Report to the Community 2020                                               Page 2 of 25
Student Body Message

  The following letter was written by a Year 5 student to an imaginary, prospective student. It is
  reflective of the tone of the other letters written and sends a strong message to families
  considering choosing our school to educate their child. As adults we are proud of the
  message this student clearly articulates.

  St Brigids School

  Tooloon St

  Coonamble, 2829

  1st March, 2021

  Dear ………………….,

  At St Brigid's Primary School we acknowledge the need for a remarkable next generation.
  We focus on the wellbeing of the students and making sure everyone is prepared for the
  future. The environment is secure and savouring with caring students enjoying the best
  education possible.

  The lively and safe pupils are educated using the Bathurst Diocese’s curriculum that teaches
  them skills needed for sports, Arithmetic and English. By the time students are in Year 6,
  they’ll be well qualified to move onto any High School. In Maths the teachers teach how to
  manipulate whole numbers and fractions and how to convert from one to the other. Our
  English subject is excellent with spelling, grammar/ punctuation and book skills taught daily.
  We are taught ball skills and proudly represent our school at trials and Peachy Richardson

  The staff and students are supportive and treat everyone with affection. They are all caring
  and encouraging. They make learning fun and compelling using different tools for educating
  students. We have multiple teacher aides and fabulous community members who always
  help out with events and allow our school to thrive.

  The school has 3 sports fields, many sets of equipment and well-equipped buildings,
  including the Church. We have monkey bars, slides, poles and bridges. In the sandpit, you
  can dig, rake, build and claw with our plastic tools. We have healthy and fun activities such
  as playing games with our skipping ropes and hula hoops.

  The offer is there and we’d love to have you become a part of our school family. We will
  support you and let you work at your own pace.

  Yours sincerely,

Annual School Report to the Community 2020                                             Page 3 of 25
School Features

  St Brigid's Coonamble is a Kindergarten to Year 6 single stream and a co-educational,
  Catholic school in Coonamble which is located in northwestern New South Wales. It is
  approximately an eight-hour drive from Sydney and is classified as a remote location by the
  Department of Education. St Brigid's Coonamble is part of the Catholic Education System
  which comes under the control of Catholic Education Diocese of Bathurst and Bishop
  Michael McKenna. The Director of Education, commencing in 2020 is Mrs Christina Trimble.
  St Brigid's is part of Our Lady of Perpetual Help, Coonamble.

  Students commencing at St Brigid's have usually attended Coonamble Preschool,
  Coonamble Public School Preschool, Smartkids or Coonamble Children's Services prior to
  commencing at St Brigid's.

  In 1882, Dr Murray, the Bishop of Maitland Diocese of which Coonamble was then a part,
  wrote to the Brigidine Sisters in Tullow, Ireland asking for five Brigidine nuns to come to
  Coonamble to start a Catholic School. On 9th July 1883, about fifty pupils were enrolled in
  the primary school and ten for the high school. In 1887 Coonamble became part of the
  Bathurst Diocese. In 1937 a Parents, Friends and Ex-Students Association was established.
  In 1974, the decision was made by Bishop Thomas, in conjunction with the superiors of the
  Brigidine Congregation, to close the secondary school. 1985 saw the change from a Brigidine
  Sister as Principal to that of a layperson. At the end of 1986, the Brigidines were unable to
  maintain the presence of a member of their community on the staff of the school. Today St
  Brigid's continues the Charisms of the Brigidine Sisters who began our school.

  The P and F Association continues to be an integral part of St Brigid's today and meets
  monthly holding regular fundraising events to assist the school to supply resources for all

  Excursions are an integral enrichment of the curriculum for all students and are closely
  aligned with the curriculum.
  Kindergarten - English - Dubbo Theatre
  Year 1 - Geography - Lightning Ridge
  Year 2 - Geography - Taronga Western Plains Zoo
  Year 3 - Geography/Science - Warrumbungle National Park
  Year 4 - Geography/History/CAPA - Dundullimal, Old Dubbo Gaol, Dubbo Cultural Centre,
  Wellington Caves
  Year 5 and Year 6 - PDHPE/Religion - Lake Keepit Sport and Recreation Centre
  Alternate Years - Geography - Canberra
                  - History - Bathurst

Annual School Report to the Community 2020                                           Page 4 of 25
St Brigid's students are offered the opportunity to take part in the UNSW Academic
  Competitions and receive positive acknowledgement for this.

  In 2020, builders were engaged to complete building works as outlined in the Masterplan that
  had been previously developed. These works and refurbishments will take place throughout

Annual School Report to the Community 2020                                          Page 5 of 25
Student Profile

  Student Enrolment

  The School caters for students in Years K-6. Students attending this School come from a
  variety of backgrounds and nationalities. The following information describes the student
  profile for 2020:

           Girls                    Boys                     LBOTE*            Total Students

            73                        54                       5                      127

                              * Language Background Other than English

  Enrolment Policy

  Catholic Education Diocese of Bathurst has established an Enrolment Policy for Systemic
  Catholic Schools in the diocese. The policy has been developed in the context of government
  and system and parish requirements. Children from families who are prepared to support the
  ethos and values of the Catholic Church may be considered eligible for enrolment. Total fees
  are made up of a Single School Fee (which incorporates local costs), the Capital Works Levy
  and Subject Specific Costs. A pastoral approach is adopted for parents experiencing genuine
  difficulty with the payment of fees. Information about enrolling may be accessed through the
  Diocesan website

  Student Attendance Rates

  The average student attendance rate for the School in 2020 was 91.73%. Attendance rates
  disaggregated by Year group are shown in the following table.

                                  Attendance rates by Year group

                   Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

                      90.40        91.80     93.10   90.20    92.00   93.70   90.90

  Managing Student Non-Attendance

  Regular attendance at school is essential if students are to maximise their potential. The
  School, in partnership with parents, is responsible for promoting the regular attendance of
  students. While parents are legally responsible for the regular attendance of their children,
  School staff, as part of their duty of care, monitor part or whole day absences.

Annual School Report to the Community 2020                                              Page 6 of 25
School staff, under the Principal's leadership, support the regular attendance of students by:

      • providing a caring teaching and learning environment which fosters students' sense of
        wellbeing and belonging to the School community
      • maintaining accurate records of student attendance
      • recognising and rewarding excellent and improved student attendance
      • implementing programs and practices to address attendance issues when they arise.

  The Principal is responsible for supporting the regular attendance of students by ensuring

      • parents and students are regularly informed of attendance requirements and the
        consequences of unsatisfactory attendance
      • all cases of unsatisfactory attendance and part or full day absences from school are
        investigated promptly and that appropriate intervention strategies are implemented
      • documented plans are developed to address the needs of students whose attendance
        is identified as being of concern
      • the Executive Director of Schools and designated CEDB Safeguarding Officer are
        provided with regular information about students for whom chronic non-attendance is
        an issue and for whom the School's strategies have failed to restore regular

Annual School Report to the Community 2020                                             Page 7 of 25
Staffing Profile

  Staffing Profile

  The following information describes the staffing profile for 2020:

                                  Total number of staff            19

                           Number of full time teaching staff          8

                          Number of part time teaching staff       11

                             Number of non-teaching staff              9

  Total number of teaching staff by NESA category

  Teachers at this School are accredited as conditional, provisional or proficient as defined by
  the NSW Teacher Accreditation Act 2004. Accreditation at the levels of Highly Accomplished
  and Lead Teacher are voluntary. The number of teachers within the Diocesan Schools
  System at these levels is as follows:

        Conditional teachers 36

        Provisional teachers 50

        Proficient teachers 857

        Highly Accomplished and Lead Teachers 1

  Additionally, there are approximately 8 teachers who are currently actively engaged in the
  submission process at the higher levels of accreditation. Teacher status at individual schools
  can be sourced directly from the School.

  Professional Learning

  The ongoing Professional Learning of each staff member is highly valued. Professional
  learning can take many forms including whole school staff days, subject specific professional
  learning, meetings and conferences, and a range of programs provided by CEDB. The
  School takes responsibility for planning, implementing, evaluating and tracking staff
  professional learning. Individual staff members take responsibility for their ongoing
  professional learning. All teachers have been involved in professional learning opportunities

Annual School Report to the Community 2020                                            Page 8 of 25
during the year related to improving student outcomes. The following information provides
  specific details relating to the focus of three of these professional learning days.

  Summary of professional learning at this school

  Unfortunately, Professional Development face to face opportunities were limited in 2020 due
  to CoVID19 regulations. However, staff undertook professional development at a personal
  level in order to develop skills that were required to implement online learning which became
  necessary during the shutdown period. This was done independently as staff had various
  levels of pre-existing knowledge and this allowed for personalised learning.

        11th February - Extended Staff Meeting - DIBELs Training - Sharmayne Ledden and
        Mandy Meers

        18th February - Extended Staff Meeting - Diabetes Educator- Marissa, Dubbo

        15th September - Extended Staff Meeting - CPR Course - Samantha Kerr, Assure
        Training Dubbo

        23rd September and 1st December - NAPLAN Analysis - first conducted for the
        executive staff and subsequently to include all staff

        1st December - Writing - Kate Harris CEDB

Annual School Report to the Community 2020                                           Page 9 of 25
Catholic Identity and Mission

  Catholic Schools have a unique role in the evangelising and educating mission of the
  Church. Catholic Schools encourage and support parents in their responsibility for the faith
  formation of their children. This formation is supported by prayer and opportunities to
  participate in the life, mission and liturgy of the broader Catholic community.

  The School follows the Diocesan Religious Education Curriculum and uses the student
  resources To Know, Worship and Love, and Understanding Faith, as authorised by the
  Bishop of Bathurst.

  Students in Years 6 in Catholic schools in the Bathurst Diocese undertake the Diocesan
  Religious Education Test annually. The test consists of multiple-choice questions with the
  results analysed by CEDB to inform diocesan teaching and learning in Religious Education.

  Mission: Living and Learning in Strength and Gentleness

  Through the integration of the Charisms of the Brigidine Sisters we strive to teach all
  students to grow and develop values underpinned by these true Catholic Values.

  Vision: As the first Brigidine School in Australia we will continue to focus on education
  through authentic and contemporary practice as a Catholic learning community to:

        Be Inclusive and educate to shape the future.

  In a society that strives to learn from the past as we head to the future, students at St Brigid's
  are guided to be responsible learners that are inspired and have intrinsic motivation leading
  them to be the best people they can be, not just academically, but as members of society.

  The depth of our Catholic life is underpinned by eight values that we focus on annually. Each
  term two values become the focus. These are articulated and students taught what it looks
  like when they are living out these values in everyday life. Term 1 values are Justice and
  Social Justice. In Term 2 we focus on Courage and Honesty. In Term 3 we look at ways we
  can improve ourselves through Self-Respect and Change and in our final term we focus on
  Peace and Awe and Wonder.

  Students are acknowledged by the awarding of Green Awards at assemblies weekly which
  reflects the values they have displayed throughout the week.

  Students are part of the broader parish of Our Lady of Perpetual Help Coonamble. As part of
  forming their Catholic Identity students are able to participate in the reception of the
  Sacraments of Penance, First Eucharist and Confirmation. Although students are taught the

Annual School Report to the Community 2020                                              Page 10 of 25
academic content of these subjects at school, families are encouraged to become involved in
  the Parish through the expectation of regular attendance at weekly Mass as well as being
  part of the Mass and reading the Prayers of the Faithful. Students are also encouraged to
  become Altar Servers at both school and community Masses. This exposes children to all
  members of the Church community. This promotes the formation of stronger partnerships
  between the school and Parish.

Annual School Report to the Community 2020                                        Page 11 of 25
Curriculum, Learning and Teaching

  The School provides an educational program based on, and taught in accordance with the
  NSW Education Standards Authority (NESA) syllabuses for primary education. The Key
  Learning Areas (KLAs) are English, Mathematics, Science and Technology (S&T), Human
  Society and its Environment (HSIE), Creative Arts (CA) and Personal Development, Health
  and Physical Education (PDHPE). In addition to this, the School implements the Diocesan
  Religious Education syllabus. Staff members are committed to continuous improvement of
  teaching and learning in all facets of the curriculum.

  Curriculum focused upon individual need

  Students at St Brigid's who require extra support have their areas of need highlighted and
  defined through the gathering of data using a wide range of assessments both standardised
  and teacher created. Based on this information students are then offered the opportunity to
  participate in research-based programs such as Prelit, Minilit, Multilit, MacLit, Spellit, or
  Quicksmart as well as speech and language, articulation or other programs to suit a child's
  area requiring development. These programs are implemented both within the classroom by
  the teacher and some students are withdrawn to work on programs.

  Teacher assistants are usually employed only to support students with extensive needs and
  this is only for a limited amount of hours per fortnight. A literacy numeracy aide supports all
  classes that do not attract funding for students however much integration takes place in the
  classroom without an aide to support requiring teachers to develop pedagogy and
  management practices that allow this to take place.

  In 2020, the whole school focus was working with the Mathematical Association of NSW
  focussing on developing teacher networks in Regional and Rural New South Wales using a
  range of technologies. This was a fortuitous choice as the year progressed and COVID19
  began to impact our community and the school began to shut down to all but the children of
  essential workers. It became imperative that staff embraced technology to deliver the regular
  curriculum. This was not only in the area of Mathematics but across all Key Learning Areas.

  Curriculum policy enhancement or developments

  The incorporation of technology led to the development of policies to support staff to
  implement more technology in their teaching to lead to deeper learning rather than just
  replacing a pen and paper task with a computer. At St Brigid's all students have access to
  technology on a one to one basis and they were each able to access a computer during the
  Covid 19 school shutdown for use at their home.

  Processes for the development of school-wide pedagogy

Annual School Report to the Community 2020                                           Page 12 of 25
Throughout 2020, peer to peer coaching was introduced in order to foster the development of
  sound pedagogy in the classroom and improve the current strategies they employ within the
  classroom to enable learning for all children.

  The enabling of teachers and the improved knowledge around digital technologies that
  resulted from COVID19 lead to the embedding of a wider range of digital technologies across
  the curriculum in all Key Learning Areas.

Annual School Report to the Community 2020                                        Page 13 of 25
Student Performance in Tests and Examinations

  The National Assessment Program Literacy and Numeracy (NAPLAN) is an annual
  assessment for students in Years 3, 5, 7 and 9. NAPLAN assessment results provide
  valuable information about student achievements in literacy and numeracy. An analysis of
  these results assists the School's planning and is used to support teaching and learning

  Student results show as skill bands in the aspects of literacy and numeracy compared to
  students nationally. Literacy is reported in four content strands: Reading, Writing, Spelling,
  Grammar and Punctuation. Numeracy is reported as a single content strand.

  NAPLAN is one aspect of school assessment and reporting processes, and compliments the
  extensive ongoing assessments made by teachers about each student's performance and
  learning throughout the year.

  Due to the restrictions of COVID-19 in 2020, NAPLAN was cancelled, meaning students in
  Years 3, 5, 7, and 9 did not have the opportunity to undertake these tests.

Annual School Report to the Community 2020                                          Page 14 of 25
Pastoral Care and Student Wellbeing

  Pastoral Care Policy

  The School's Pastoral Care and Student Wellbeing Policy, guidelines and procedures are
  underpinned by the guiding principles from The Australian Student Wellbeing Framework
  (ASWF) that represent fundamental beliefs about safe, supportive and respectful school
  communities. These guiding principles emphasise the importance of student safety and
  wellbeing as a pre-requisite for effective learning in all Catholic school settings.

  Catholic Education Diocese of Bathurst Pastoral Care and Wellbeing Framework provides a
  vision and guiding principles that assist school communities to develop positive school
  cultures that promote student wellbeing and develop respectful relationships. It assists
  schools to identify priority areas and measure progress in the development of safe school
  communities. The diocesan Pastoral Care and Wellbeing Framework assists schools in:

            ◦ planning, implementing and maintaining a safe, supportive and protective
              learning community that promotes student safety, pastoral care and wellbeing
            ◦ creating teaching and learning communities where all members of the School
              community are safe from harassment, aggression, violence and bullying
            ◦ responding to new and emerging pastoral care and student wellbeing

  No changes were made to the Diocese of Bathurst Pastoral Care and Wellbeing Framework
  this year. The Framework can be accessed at the Pastoral Care and Wellbeing Framework.

  The full text of the School's Pastoral Care and Wellbeing Policy and procedures may be
  accessed on the School's website. Changes made to the policy are notified to the community
  via the School's newsletter.

  Behaviour Management and Student Discipline Policy

  The School's Behaviour Management and Student Discipline Policy and procedures are
  aligned to the Pastoral Care and Student Wellbeing Framework. The School's policy
  operates within a context that all members of the school community share responsibility to
  foster, encourage and promote positive behaviour and respectful relationships. The policy
  aims to promote a safe and supportive learning environment to maximise teaching and
  learning for all students. It supports the development of positive social behaviour based on
  respectful relationships and clear behavioural expectations. The dignity and responsibility of
  each person is promoted at all times along with positive student behaviours while ensuing
  respect for the rights of all students and staff.

Annual School Report to the Community 2020                                          Page 15 of 25
The full text of the School's Behaviour Management and Discipline Policy and procedures
  may be accessed on the School's website. Changes made to the policy are notified to the
  community via the School's newsletter.

  Anti-Bullying Policy

  The School's Anti-Bullying Policy and procedures are based on and informed by Catholic
  Education Diocese of Bathurst policies for Diocesan Schools and are aligned to the Pastoral
  Care Policy and Student Wellbeing Framework. All students, their families and employees
  within Catholic education have a right to a learning and work environment free from
  intimidation, humiliation and hurt. Anti-Bullying policies support school communities to
  prevent, reduce and respond to bullying.

  The full text of the School's Anti-Bullying Policy and procedures may be accessed on the
  School's website. Changes made to the policy are notified to the community via the School's

  Complaints Handling Policy

  Catholic Education Diocese of Bathurst has established a Complaints Management Policy
  which is implemented across the diocese. The policy recognises that misunderstandings,
  differences of opinion, and complaints and grievances will occur, and that these need to be
  resolved satisfactorily. Addressing such matters within a framework of dignity, respect and
  truth can provide powerful opportunities to model the love of Christ in the reality of our
  contemporary world.

  The Policies and procedures reflect the legislative responsibilities and demonstrate our
  diocesan commitment to protect the safety and wellbeing of students while supporting our
  employees and volunteers working with children and young people in our educational

  In addition to this policy, there are also policies and procedures related to Child Protection,
  Procedural Fairness, and Whistle Blowers. All of these are available through the CEDB

  The full text of the Complaints Management Policy may be accessed on the CEDB website
  or by contacting Catholic Education Diocese of Bathurst.

  Initiatives promoting respect and responsibility

  Students at St Brigid's School undertake a wide range of activities each year which promote
  and encourage the development of skills and capabilities in the areas of respect and

Annual School Report to the Community 2020                                           Page 16 of 25
Each year St Brigid's School takes part in fundraising for Caritas, Catholic Missions as well
  as other charities highlighted by students and staff, particularly those that impact the local
  community. These initiatives expose students to a variety of situations not only in their own
  community but throughout the world. This increases the students' knowledge of the
  circumstances of others throughout the world and introduces them to communal
  responsibility and the importance of social justice throughout the world.

  Respect for others and the promotion of Reconciliation is also a feature in the community in
  which we live. In Coonamble, racist behaviour is embedded in the community however we
  strive to overcome this and promote respect and reconciliation for all Australians.

Annual School Report to the Community 2020                                          Page 17 of 25
School Improvement

  Catholic Education Diocese of Bathurst has collaboratively revised and implemented Quality
  Catholic Education (QCE) in all schools. The QCE framework supports the continuing focus
  on school improvement and transformation. Cyclical processes in CEDB and schools
  underpin the framework ensuring alignment and coherence.

  Strategic Improvement Plans (SIP) are future focused documents that map the Diocesan and
  School's directions, focused specifically at improving outcomes for all students and staff
  through the areas of:

      • Faith
      • Learning
      • Stewardship

  Each year, the CEDB and School develops an Annual Improvement Plan (AIP) indicating the
  intended key strategic intent across these areas for the coming year.

  A copy of the school's Strategic Improvement Plan and the Annual Improvement Plan may be
  obtained from the School office.

  Key Improvements Achieved

  Key Improvements in 2020 were:

  Through participation in professional development, peer sharing, reviewing resources and
  personal research staff increased their knowledge on a wider range of prayer styles and
  strategies to implement in the classrooms using one new style per term over 2020 so that our
  liturgies, classroom/school prayer opportunities were revamped, and relevant to evangelising
  the students.

  Student learning outcomes in comprehension improved through the development and
  delivery of consistently high quality learning thorough explicit teaching of reading for meaning
  using identified and agreed comprehension strategies so that Years 2-6 students
  demonstrated measurable growth on standardised and classroom assessments.

  Based on evidence gathered from student assessment, peer observations and feedback,
  teachers refined their practice to improve the teaching/learning cycle in writing and phonics.
  They actively used strategies such as classroom walkthroughs and observations, and peer
  coaching, and continued to implement Sarah McDonagh Explicit Teaching of Phonics K-2.

Annual School Report to the Community 2020                                            Page 18 of 25
Consultation was held with the CEBD to undertake major building works to redevelop the
  school in order to overcome some safety concerns and meet the requirements around
  classroom sizes including a timeline for works.

  Priority Key Improvements for Next Year

  Key Improvements planned for 2021 are:

  Organise a staff retreat to assist staff with their personal spiritual formation. Working in
  conjunction with CEDB RE Team the plan is to provide an inspiring retreat experience with all
  staff to work towards the goal of maintaining accreditation to lead, teach and work in a
  Catholic School.

  As part of Caritas and Catholic Mission programs students will learn about and be
  encouraged to develop empathy for the poor and disenfranchised within Australian society,
  especially First Nations People in order to encourage Reconciliation within the wider

  School Focus on the teaching Vocabulary to enhance all areas of English learning for
  students using engaging pedagogy. As part of the Whole School Focus, a CEDB English
  Specialist Education Officer is leading the Vocabulary training to assist teachers to
  strengthen the delivery of the English curriculum through training days, learning walks and
  collaborative teaching strategies.

  Introduce and use the data from Best Start, entered in Plan2, to support Kindergarten
  children in their transition to formal schooling. Use Plan2 data to design individually tailored
  programs to meet the needs of students where they are at in their learning.

  Staff Wellbeing Focus for 2021 is to work with EAP Providers to implement a well-being
  program that increases awareness around personal well-being for staff and ways to improve
  this through planning and responsible individual conduct.

  Major building works are due to begin in February 2021 with disruption to school having a
  major impact, however disruption to learning is to be minimised. The improved facilities will
  create a more functional learning environment for all students and staff. It will also be a
  positive way to attract prospective parents and we hope boost enrolment numbers

Annual School Report to the Community 2020                                            Page 19 of 25
Community Satisfaction

  The opinions and ideas of parents, students and teachers are valued and sought. Their
  suggestions are incorporated into planning for and achieving improved outcomes for
  students. This year, the School has used a variety of processes to gain information about the
  level of satisfaction with the School from parents, students and teachers. Additionally CEDB
  undertakes extensive surveying of all stakeholder groups through School Improvement
  Surveys. This data is used to further inform school improvement.

  Parent satisfaction

  The following feedback comments were gathered using the CEDB School Improvement
  Surveys conducted by the CEDB on an annual basis. This is used to guide the school to
  improve the satisfaction of parents and build the Annual Improvement Plan for the
  subsequent year. These were the commendations received from parents who completed the
  2020 School Improvements Survey.

        Good Christian values

        Religion is forefront at St Brigid's and the teachers do their best to support students.
        We have some lovely teachers, who care about our children and do their best.

        We had a smooth transition ( except for the first day) when our son swapped schools.
        Thanks to the staff that helped particularly Mrs Barrett

        Teachers are always willing to help.

        Pre COVID parents were always very welcome. I always feel my child is very loved at
        St Brigid's

        I have loved the education all my children have received at St Brigid's, they have all
        done well in their learning and extracurricular activities.

        The facilities are great and are only getting better now there is some money from the
        government to update classrooms. The home learning was well resourced kept my
        child busy for the entire day. My child finds the topics covered in the classroom
        interesting and varied. The teaching standard is good.

        It is a great school and most kids seem happy to go to school every day.

Annual School Report to the Community 2020                                          Page 20 of 25
All teachers are very professional and should be recognised for the wonderful job they

  Student satisfaction

  The following feedback comments were gathered using the CEDB School Improvement
  Surveys conducted by the CEDB on an annual basis. This is used to guide the school to
  improve the satisfaction of students and build the Annual improvement plan for the
  subsequent year. These were the commendations received from students who completed the
  2020 School Improvement Survey.

        Good equipment, Good education, Friendships are encouraged.

        Hiding push bikes so they don't get stolen.

        They have good resources for education and social recreational activities. They have a
        safe and nice school grounds and paths.

        Large playground area, good equipment, good education, caring teachers, learn well,

        This school has a good education, lots of equipment, welcomes everyone, cares about
        the environment.

        1. They take good care of the environment. 2. They help us learn.

        Good equipment, good teachers, good education

        Good education, good equipment,

        1. Good equipment 2. Nice staff 3. Support us

        This school is very high in education, with lots of equipment accessed and a lot of
        activities participated in.

        Environment respect. Aides for special needs. Well cleaned classrooms

        Good Equipment. Good Education. Knowledgeable teachers

        Our school educates students and teachers well, sport and time with God

Annual School Report to the Community 2020                                        Page 21 of 25
Teacher satisfaction

  The following feedback comments were gathered using the CEDB School Improvement
  Surveys conducted by the CEDB on an annual basis. This is used to guide the school to
  improve the satisfaction of teachers and build the Annual Improvement Plan for the
  subsequent year. These were the commendations received from teachers who completed the
  2020 School Improvement Survey. Staff are committed to the best outcomes for the

        We are faith-driven and endeavour to do our best for all students socially, emotionally
        and academically. We are open to parent/carer comments and suggestions. The
        students are at the centre of all we do. We are endeavouring to up-skill in the areas of
        need for staff and students. We all try to do our best.

        The students are the focus and teachers are constantly trying to improve their skills
        and knowledge so that student outcomes improve. Teachers are highly motivated to
        progress students' learning with the resources available, some of these being
        purchased by individual teachers with their own funds.

Annual School Report to the Community 2020                                          Page 22 of 25
Financial Statement

  School Financial Information is based on the detailed information provided to the
  Commonwealth Government in the Commonwealth Financial Questionnaire.

  School Financial Information for the 2020 year is detailed below:

    Recurrent and Capital Income 2020                   Recurrent and Capital Expenditure
   Commonwealth Recurrent
   Grants1                                            Capital Expenditure6        $130,092

   Government Capital                                 Salaries and Related
                                         $0                                     $1,701,997
   Grants                                             Expenses7

   State Recurrent Grants3        $451,654            Non-Salary Expenses8        $501,908

   Fees and Private Income4       $231,772            Total Expenditure         $2,333,997

   Interest Subsidy Grants               $0

   Other Capital Income5           $52,266

   Total Income                 $2,361,046


     1. Commonwealth Recurrent Grants includes recurrent per capita grants and special
        purpose grants.
     2. Government Capital Grants includes all capital grants received from the
        Commonwealth and State Governments.
     3. State Recurrent Grants includes recurrent grants per capita, special purpose grants
        and interest subsidy grants.
     4. Fees and Private Income include Archdiocesan and school based fees, excursions and
        other private income.
     5. Other Capital Income includes building levy fees and capital donations used to fund
        Capital Expenditure.
     6. Capital Expenditure includes expenditure on School Buildings, and Furniture and
     7. Salaries and Related Expenditure includes all salaries, allowances and related
        expenses such as superannuation and workers compensation insurance.
     8. Non-Salary Expenses include all other Non-Salary Recurrent Expenditure covering
        resources, administration, operational expenses, utilities, repairs and maintenance.

Annual School Report to the Community 2020                                       Page 23 of 25

Annual School Report to the Community 2020             Page 24 of 25
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