February 2020
Our school is located in the inner-eastern suburb of Payneham. It is a co-educational Catholic primary school providing excellence in education from Preschool (4 years) and Reception to Year 6. We offer a nurturing and enriching environment which encourages happy and successful learning. Our programs provide a framework which will equip each student with the skills to enjoy a lifetime of discovery and learning with the latest ICTs and modern indoor and outdoor learning spaces. Our staff members work together to make sure the needs of every student are catered for through multi-faceted learning experiences. We encourage our teachers to utilise models of contemporary learning to provide students with flexible and diverse learning across curriculum areas as well as enabling access to online learning spaces. At St Joseph’s Payneham, we provide learning experiences which: • enable flexible learning; • are characterised by reflection, higher order thinking; • encourage creativity and collaboration; • respond to the diverse needs of each child; • develop contemporary literacies; • foster a learning community; and • enable timely formative and summative assessment.
School Information School type
Primary
School sector
Catholic, Non-Government
SES
104
ICEA value
1053
Total enrolments – Preschool
58
Total enrolments - Reception – Year 7
374
% Indigenous enrolments
3 students
0.8%
% Students with disabilities
14 students
3.7%
Enrolments by Year level at November 2019 Boys
Girls
Total
Preschool
29
15
44
Reception
41
35
76
Year 1
27
26
53
Year 2
24
22
46
Year 3
25
19
44
Year 4
29
18
47
Year 5
28
20
48
Year 6
20
21
41
Year 7
11
9
20
TOTAL
234
185
419
Student Attendance – by year level Year Level
Term 1
Term 2
Term 3
Term 4
Preschool (4 yrs)
125.71
100.74
89.98
92.94
Reception
92.21
89.85
88.44
91.24
Year 1
94.23
95.05
93.03
94.57
Year 2
94.16
93.48
93.43
93.33
Year 3
94.65
95.23
91.74
95.19
Year 4
94.18
92.17
93.22
93.64
Year 5
95.03
93.92
94.88
94.94
Year 6
95.82
94.47
92.88
91.38
Year 7
94.90
92.55
92.24
90.77
Average
97.88
93.83
92.20
93.11
Our school manages student non-attendance in a variety of ways including daily roll check login, phone calls for unexplained absences, follow up phone calls for ongoing absences, formal letters explaining holidays or extended absences and formal reporting to the attendance officer for long term absences. Preschool children attend 15 hours per week and are thereby considered part-time students.
Teacher Standards & Qualifications
Masters
3
Bachelors
19
Graduate Certificates
14
Diplomas
9
Certificate III in Early Childhood
3
Other Graduate Certificates
2019 Staff ROLE Principal: Deputy Principal/APRIM: Year 6/7: Year 5 Year 4: Year 3: Year 2: Year 1: Reception: Preschool: Preschool Co-educator: Preschool Co-educator: Teacher/Librarian: ESO Library Assistant, Teacher Support, Play Group, G&T STEM LOTE (Italian)/ Music: P.E.: Literacy / Inclusive Ed: ESO Inclusive Education:
OSHC: Admin / WHS Coordinator: Reception/Enrolments: Reception/Front Office: Bursar: Bursar Assistant/Front Office: ICT Support: Canteen Manager: Maintenance/Grounds:
PERSON Mr Laurie Sammut Mrs Ingrid Douventzidis Ms Vanessa Mercurio Mr Matthew Annetta Ms Yvette Vingelis Mrs Angela Scarpantoni Ms Bernardette Robinson Mrs Rosanna Parrella / Mrs Adriana Graziani Mrs Margaret McConnell Ms Jennifer Annetta Mr Michael Mastrangelo Mrs Tania Tryant / Mr Michael Musolino Mrs Shendelle Watters Mrs Lucy Martino Mr James Cummings Mrs Joyce Nero Mrs Amanda Karam Mrs Tania Loro Montin Ms Maria Prestia Ms Giovanna DeMeo Mrs Maria Lupoi Mrs Irma Watson Ms Manuela Ciniglia Mr Tom Melankakis Mr Michael Mastrangelo Mrs Emma Hills Mr Michael Musolino Mrs Marie Polvere Mrs Maria Lupoi Mrs Julie Ward Mrs Milena Belperio Mrs Tania Cardone Mrs Rachel Armstrong Ms Verity Rye Mrs Josie Nicolescu Mrs Dora Cavuoto Mrs Lanette Burke Mrs Peta Johnston Mrs Josie Ferragamo Mrs Helen Crosato Mrs Barb Cole Mrs Josie Nicolescu Mr Fernando Belperio
Expenditure and Teacher Participation in Professional Learning •
Religious Education – New Crossways
•
Australian Curriculum – General Capabilities
•
Child Protection Curriculum
•
Digital Technologies
•
S.T.E.M. – Robotics, Spheros, Makey-Makey, Coding
•
Workplace Health & Safety training
•
Growth Mindset (Positive Education)
•
Inquiry Learning
•
Literacy- Balanced Reader, Balanced Writer
•
Numeracy-
•
Data Collection / Interpretation
Professional Engagement male
female
TOTAL
Full-time teachers
4
12
17
Part- time teachers
1
10
11
Full-time Education Support Officers
0
0
0
Part-time Education Support Officers
1
17
18
Staff Profile There were 17 full time staff members and 20 part-time staff in teaching and non-teaching positions. In 2019 we welcomed 1 full-time contract teacher. There were no staff who identified as Aboriginal or Torres Strait Islander. Teaching staff attendance for 2019 was 83% and our teachers took sick leave, maternity leave, carer’s leave, bereavement leave and long service leave as is their industrial entitlement.
2019 NAPLAN Student Outcomes in NAPLAN Standardised National Literacy & Numeracy Testing in May 2019 The following very pleasing results were achieved. Year 3
Students participating
2019
2018
% who attained National min. standard
% who attained National min. standard
2019 Mean Score
Reading
43
100
100
429.8
Writing
43
100
100
438
Spelling
44
100
100
428.1
Grammar & Punctuation Numeracy
44
100
100
460.5
44
100
100
411.3
2018 Mean Score
Year 5
Students participating
2019
2018
% who attained National min. standard
% who attained National min. standard
Reading
48
100
95
508.9
Writing
49
100
98
513.8
Spelling
48
100
97
532.3
Grammar & Punctuation Numeracy
48
100
92
542.4
48
100
95
516.2
Year 7
Students participating
2019
2018
% who attained National min. standard
% who attained National min. standard
2019 Mean Score
Reading
19
89
100
550.1
Writing
19
95
100
553
Spelling
19
100
100
568.4
Grammar & Punctuation Numeracy
19
95
97
546.3
19
95
100
537.4
Growth for Year 5 and Year 7 groups. Estimated standardised student progress between 2016 and 2018 Literacy and Numeracy Tests. YEAR 5 Low Medium Upper
School 23% 59% 18%
READING All students 25 % 50 % 25 %
School 26% 40% 35%
NUMERACY All students 25 % 50 % 25 %
School 17 % 33 % 50 %
READING All students 25 % 50 % 25 %
School 17 % 67 % 17 %
NUMERACY All students 25 % 50 % 25 %
YEAR 7 Low Medium Upper
As well as using the data from the NAPLAN assessments, our school used Pat-M, Pat-R, Oral Language Program and Early Years Assessment (EYA) to inform student learning and ensure teaching was differentiated to suit individual needs. There were a variety of assessment tools used throughout the year to inform our teaching and learning programs from Preschool to Year 7. In addition, there were specific Individual Education Programs (IEP) for students assessed with special needs and learning outcomes were also modified for those students identified as part of the Adaptive Education and Gifted Programs.
STUDENT SATISFACTION Year 4 and Year 5 students were surveyed. I like being at my school. Answer Choices
Responses
Agree
45
82.2
6
11.8
Disagree TOTAL
%
Skipped: 0
51
Student Voice is important at my school.
Answer Choices
Responses
Agree
45
82.2
6
11.8
Disagree TOTAL
51
%
Skipped: 0
I can talk to my teachers about my concerns and they take my opinions seriously. Answer Choices
Responses
Agree
49
96.1
2
3.9
Disagree TOTAL
%
Skipped: 0
51
I feel safe at my school.
Answer Choices
Responses
Agree
50
98.1
1
1.9
Disagree TOTAL
%
Skipped: 0
51
My school gives me opportunities to do interesting things. Answer Choices
Responses
Agree
43
84.3
8
15.7
Disagree TOTAL
%
Skipped: 0
51
Teachers treat students fairly and motivate me to learn. Answer Choices
Responses
Agree
46
90.2
5
9.8
Disagree TOTAL
%
Skipped: 0
51
The teachers at St Joseph’s Payneham expect students to do their best.
Answer Choices
Responses
Agree
48
94.1
3
5.9
Disagree TOTAL
51
%
Skipped: 0
My teachers provide me with useful feedback about my school work.
Answer Choices
Responses
Agree
50
98.1
1
1.9
Disagree TOTAL
%
Skipped: 0
51
My school is well maintained. Answer Choices
Responses
Agree
46
90.2
5
9.8
Disagree TOTAL
%
Skipped: 0
51
Student behaviour is well managed at my school. Answer Choices
Responses
%
Agree
36
70.6
Disagree
15
29.4
TOTAL
51
Skipped: 0
PARENT SATISFACTION My child likes coming to St Joseph’s Payneham and is making good progress. Answer Choices
Responses
Agree
96
97.9
2
2.1
Disagree TOTAL
%
Skipped: 1
98
Communication between school/home with online newsletters, class blogs and newsletters keeps me informed. Answer Choices
Responses
Agree
95
96.9
3
3.1
Disagree TOTAL
%
Skipped: 0
98
I am satisfied with the overall quality of teaching and learning and teachers encourage my child to achieve their best. Answer Choices
Responses
%
Agree
94
96.9
3
3.1
Disagree TOTAL
Skipped: 1
97
My child feels safe at school and s(he) is a valued member of the class/school community. Answer Choices
Responses
Agree
63
92.65
2
2.94
Disagree TOTAL
68
%
Skipped: 0
I feel comfortable approaching teachers and staff with questions and problems. Answer Choices
Responses
Agree
94
95.9
4
4.1
Disagree TOTAL
%
Skipped: 0
98
I am kept informed of my child’s learning / progress and teachers explain how I can continue to help my child at home. Answer Choices
Responses
%
Agree
84
85.7
Disagree
14
14.3
TOTAL
98
Skipped: 1
I am satisfied with general administration and how it welcomes / supports members of school community. Answer Choices
Responses
Agree
96
97.9
2
2.1
Disagree TOTAL
%
Skipped: 0
98
The school seeks the views of parents/families and takes suggestions into account and offers feedback. Answer Choices
Responses
%
Agree
85
87.6
Disagree
12
12.4
TOTAL
97
Skipped: 1
The learning spaces, technology and resources are contemporary and well maintained. Answer Choices
Responses
Agree
94
95.9
4
4.1
Disagree TOTAL
98
%
Skipped: 1
There are a range of different extra-curricular facilities and activities at St Joseph’s Payneham. Answer Choices
Responses
%
Agree
81
83.5
Disagree
16
16.5
TOTAL
97
Skipped: 1
STAFF SATISFACTION Teachers at this school expect students to do their best. Answer Choices
Responses
Agree
18
Disagree TOTAL
%
Skipped: 1
100
0 18
Teachers at this school provide students with useful feedback about their school work. Answer Choices
Responses
Agree
18
Disagree TOTAL
%
Skipped: 0
100
0 18
IThe school takes staff opinions seriously. Answer Choices
Responses
%
Agree
16
88.9
2
11.1
Disagree TOTAL
.
18
Skipped: 0
St Joseph’s School Payneham is well maintained Answer Choices
Responses
Agree
18
Disagree TOTAL
%
Skipped: 0
100
0 18
Students feel safe at this school. Answer Choices
Responses
Agree
18
Disagree TOTAL
%
Skipped: 0
100
0 18
The school looks for ways to improve. Answer Choices
Responses
Agree
18
Disagree TOTAL
%
Skipped: 0
100
0 18
Students’ learning needs are being met at St Joseph’s Payneham Answer Choices
Responses
Agree
18
Disagree TOTAL
%
Skipped: 0
100
0 18
The school works with parents to support students’ learning. Answer Choices
Responses
Agree
18
Disagree TOTAL
0 18
% 100
Skipped: 0
I receive useful feedback about my work at this school. Answer Choices
Responses
%
Agree
15
83.3
3
16.7
Disagree TOTAL
Skipped: 0
18
Staff satisfaction continued… Staff are well supported at St Joseph’s Payneham. . Answer Choices
Responses
Agree
18
Disagree TOTAL
0 18
% 100
Skipped: 0
SCHOOL IMPROVEMENT 2017-2020 School Development Plan Religious Dimension: Develop a pastoral plan to reflect the educational response to the needs of contemporary Catholic schooling and parish community life as a living example of Faith in Action within our community. Community Dimension: Communication and decision-making systems to promote collaboration and shared responsibility between home/school and school/parish. Promote positive involvement throughout the school. Administrative Dimension: Ensure that newly appointed staff feel welcomed and are able to access professional resources and are fully conversant with school policies. Continuation of our School Master Plan. Develop communication and decision-making systems that promote collaboration and shared responsibility. Maintain an enrolment policy/strategy that takes into account class maximums, student support, school growth and financial considerations. Ensure all Workplace Health & Safety (WHS) policies are up-to-date and maximise communication and community understanding. Ensure and review the Student Well-Being Policy reflects contemporary practice involving student behaviour management strategies and practices. Curriculum Dimension: To ensure appropriate facilities, access and learning through teaching methodologies that support an enquiry approach to learning utilising ICTs across all curriculum areas. To ensure that children with special needs are supported to achieve their full potential through Inclusive Education, Adaptive Education and Enrichment Program provision across the school. To ensure Specialist provision and POR allocation to be consistent with staffing allocations, System requirements and school priorities. Staff professional development schedule to reflect staff priorities, SDP, System requirements and include provision for flexible PD access and arrangements.
Self-assessment process The School Board together with the leadership team and in consultation with the parent community, revised our School Development Plan to incorporate the domains specified in the Continuous Improvement Framework for Catholic Schools (CESA). At each School Board meeting and various sub-committees, the School Development Plan was discussed, reviewed and assessed and aspects of the strategic plan were implemented. The last few years have seen St Joseph’s in ‘inquiry mode’ about the future of work, student learning and naturally the future of education. These called on us to think differently about
planning, teaching and learning in order to continue to challenge and support our students to achieve their personal best in a changing world. Our work has also been to promote students as thriving people, capable learners, and leaders for the world God Desires (CESA). We looked at different ways to animate the General Capabilities within subjects to create meaningful learning opportunities for students in all learning areas. 2019 will see us continue this deep-dive in capabilities-based learning through different subjects. St Joseph’s School has always been passionate about developing students who are resilient, have a love of learning and are unafraid to act in order to accomplish goals. We were very excited about our learning about Growth Mindset and applying its principles to the daily lives of our students. We look forward to achieving great things in 2020 in partnership with our parents as we work together, speaking the same language, to promote a Growth Mindset in all our students.
2019 School Improvement Plan Summary
Embed the Australian Curriculum & Early Years Framework
Inquiry Learning Student Voice and Agency
Strong Catholic Strong Catholic Identity Identity throughout throughout the the school school
CATHOLIC IDENTITY GOAL:
Develop a pastoral plan to reflect the educational response to the needs of contemporary Catholic schooling and parish community life as a living example of Faith in Action within our community. STRATEGY
Support structures to enable teachers to complete the Graduate Certificate in RE or continue with up-dating their RE qualifications. - Encourage on-going professional learning in RE by communicating to Staff information about the latest RE Courses. - Support Staff completing RE Courses by providing time to complete courses. - Mentoring structures for teachers new to teaching role in RE dimension. Promote staff and student wellbeing activitiesRetreat opportunities for Staff and students. - Set aside a Pupil Free Day in June each year to build on staff spirituality. - Organise a Year 6/7 Retreat annually to be held at school. Community Service Programs to support sacramental life. - Organise a visit to a local nursing home. Possible activities – performances, sharing stories, communication via interest points/artefacts. - Invite people from different agencies/Catholic Outreach. - Participate in Community Charities – special activities days. - Establish a Social Justice Continuum. Affirm communication strategies to enhance school/parish relationships. - Principal and DP/APRIM to meet with Parish Priest on a weekly basis. - Principal to attend PPC Meetings monthly and provide a monthly Report. - APRIM to make regular contact with Parish Priest re RE Prog/Sacramental Prog. - Invitation to Parish Priest and Parish Assistant to special school events, e.g.
COMMUNITY RESPONSIBILITY
TIMELINE
APRIM / Leadership Team / Staff / Individual Staff / New Staff
On-going
APRIM / Leadership Team; SRC Executive 6/7 Middle School / SRC Executive / Staff APRIM/Staff
Annually for Staff (Term 2) and Year 6/7’s (Term 4)
APRIM / Leadership Team
Rotation of agencies or groups On-going
APRIM / Leadership Team / Staff Individual Staff – building on Grad Cert / CPF Three APRIM/CEO
Maintain ‘odd’ and ‘even’ years according to the New Australian
COST
CEO / SIP grant; Annual Budget (PD)
Annual Budget / Year 6/7 Teachers and APRIM to cost
-
staff birthdays; school assemblies etc. School newsletter available to parish. School news in the Parish Bulletin. Parish Bulletin available to school staff. Encourage classes to visit Church. Encourage Staff to participate in SAM (Systems Accredited Model) for CPF3.
APRIM / Staff APRIM / Staff
Curriculum and RE Policy.
APRIM / Staff
To continue to review and up-date all aspects of APRIM / Staff the Religious Dimension including contemporary RE curriculum. APRIM / Staff - R.E. to be included on the agenda for Staff Meetings. - APRIM to attend P.D. sessions in RE conducted by CEO/APRIM Days. - Grad Cert. P.D. - Continue to develop, Theology/Scripture & Church Teachings with staff. - Continue to in-service staff on the integration of ‘On Holy Ground.’ - Sacraments and Sacramentality Unit to be taught in each class prior to Sacrament celebrations. - Update Prayer table in classrooms. - Create opportunities for spiritual development of students/staff/ parents. -
Continue to promote class celebrations of Eucharist. - Develop a reflection in fortnightly Newsletter. In Service new staff in ‘Made in Image of God’ Program. - Develop staff understanding of theology behind “Made in the Image of God”. Encourage Staff to attend/participate in Staff Prayer on Thursday mornings. Establish a place / space where children and adults can encounter eco-spirituality (prayer garden). EVIDENCE TO DATE
• • • •
SRC fundraising / Catholic Charities Annual Curriculum Budget P.D. Budget / CEO RELAT
Annual Budget
HIGH QUALITY TEACHING AND LEARNING GOAL:
To ensure appropriate facilities, access and learning through teaching methodologies that support an enquiry approach to learning utilising ICTs across all Curriculum areas. STRATEGY
Meet the learning needs of students through effective use of resources including provision of vibrant facilities suited to changing pedagogy, curriculum and learner expectations. Continue to implement and integrate ICT and eLearning.
 Staff and students have access to range of ICT hardware to further their independent learning, multimedia and research skills. - Review ICT needs, purchase and maintenance. - School develops a vision of teaching and learning within an ICT rich environment. Invite staff and parents to participate on various Curriculum Committees, in particular the RE and ICT. Committees to help maintain and review Policy and strategies. - ICT be used to improve teacher delivery and student learning outcomes across the curriculum. - Investigate ways in which we can apply for grants to support professional learning opportunities, especially in Numeracy, Literacy and ICTs. Share information about future directions with parents and the wider community. Further development of Guided Reading in Early Years classes - Implement/Familiarization of the Australian Curriculum that develops pedagogy and supports student achievement across the standards. -
School’s online curriculum is further developed to support and to facilitate
COMMUNITY RESPONSIBILITY
TIMELINE
COST ICT Levy / Staffing / Annual Budget
Staff / Leadership Team / ICT Committee / School Board Leadership Team / Finance Committee Leadership Team / School Board / Finance Committee
Annual Budget
Leadership Team / Staff
Leadership Team / Staff
Annual Budget
Leadership Team/Staff Ongoing
high quality teaching and learning. (O365) -
Support Teaching Staff achieve their 15 hours of Professional Learning as a requirement of the Enterprise Agreement.
GOAL:
To ensure that children with special needs are supported to achieve their full potential through Inclusive Education, Adaptive Education and Enrichment Program provision across the school. STRATEGY
Review Policy and Strategies for Inclusive Education, Adaptive Education and Gifted and Talented provision. - Allocation of a Staff member to coordinate our Learning Support and Enrichment Program.
-
-
Continue to investigate ways to fund programs to support children with special needs.
-
Allocate areas to accommodate support staff for children with special needs. (Learning Support and Enrichment Centre).
-
Provide Professional Learning opportunities for Staff to keep up-to-date with knowledge and expertise for children with special needs.
-
Involve outside professional agencies to support needs of students.
-
SJP as a learning destination for Children’s University & increase number of children involved in Children’s University(CU).
Reviews of IEPs.
EVIDENCE TO DATE
Dyslexia on-line ASD on-line AITSL standards / Self-Assessment Tool
COMMUNITY RESPONSIBILITY Leadership Team / Staff / School Board
Extension activities after hours with CU
TIMELINE
On-going
2015 and ongoing
COST CEO grants / Staffing / Annual Budget
Admin staff
Progress towards achievement of 2017 - 2020 goals The staff support, foster and contribute to the expression of the Catholic faith and the vision and mission of the school. Attempts are made to strengthen the school’s Catholic identity by reflecting theologically and to discern issues by drawing sensitively and effectively from the Catholic faith tradition. The fundamental beliefs of the Catholic faith are expressed in meaningful and practical ways and are being integrated into school policies, decision-making structures and processes. Staff members have some understanding of Catholic social teaching and are beginning to effectively integrate this into classroom practice. The school has a structure for the leadership and organisation for the delivery and accountability of quality teaching and learning in Religious Education. Teaching and learning resources for religious education programs are adequate and there are some opportunities for collaboration and communication between staff. The school has structures and processes to support the involvement of most parents in the religious education of their children. The school provides opportunities for most members of the school community to engage in ongoing reflective practice and faith formation through prayer, liturgy and the Eucharist. The school is well-integrated with the life of its local parish. The improvements in providing quality teaching and learning have come from staff training and professional development directly associated with the implementation of the Australian Curriculum and increasing ICT skills and perspectives to thoroughly embed the various aspects. There have been extended curriculum opportunities in order to customise and individualise learning programs suited to different levels of achievement. Together with extra curriculum resources and expanded ICT hardware and software, learning spaces improved in their flexibility, accessibility and contemporary implementation.
VALUE ADDED SCHOOL INCOME State Government Grants
$ 808,728
State Government additional funding
$
Commonwealth Government grants
$2,597,927
School Fees (inclusive of levies)
$ 998,822
Other income ( BER / donations / bequests / P & F levy)
$
21,161
Building fund
$
17,162
51,900
Diverse Learning Community Literacy, Numeracy and Digital Technologies are core components in all curriculum areas and lead teachers have helped to develop and integrate innovative practices to support our teaching and learning for twenty first century pedagogies. Our specialist areas include Physical Education, Italian as a Second Language, STEM and Music. Our school curriculum is enhanced and extended to cater for our students’ unique interests and motivations through the provisions of many extra programs across the school including Inclusive Education, The Early Years Assessment and Reading Intervention.
BYOD for Year 3-7 has enabled a greater opportunity for both teachers, Education Support Officers (ESOs) and students to incorporate digital technologies in their learning from using iPads to iMovie and Mac multimedia technology. The classrooms upstairs have their own IT Pods or computer cradles for laptops and iPads. Our Information Communication Technology Centre incorporates up to date hardware and software which will help to equip our students with information literacy skills necessary for the future. The STEM Room has many other digital technologies available to students. All buildings are well maintained and have heating and air-conditioning. Out of School Hours Care Program has grown to capacity and incorporates a very popular Sporting Schools Program of activities each week for up to 60 students. Vacation Care, which commenced in 2017, has continued to grow over the last two years. The Preschool has expanded (due to purchase of land in 2017) and includes an extra indoor learning area and outdoor play spaces. The school has two grassed areas (one artificial surface and the other natural grass) and a large asphalt space for team sports and recreational activities. Additionally, there is a playground with a cubby house. Extra land bought next to the staff carpark will allow for two extra Junior Primary classes and extra play space as well.
Fostering Partnerships All year levels encourage strong school / home partnerships through Parent Class Representatives, Parents & Friends events and volunteering through different committees or school work groups. The Preschool, I.T., O.S.H.C. and M.I.T.O.G. Committees have strong parent representation in both the supportive and management roles. Our Preschool has been assessed as exceeding in 5 of the 7 National Quality Standards in particular area 6: Engaging with Families. Reading Workshops, Parent Information Sessions for BYOD were also popular.
Inclusive Education Our school offers a comprehensive education that fosters spiritual, intellectual, physical and social growth. Using modern teaching and learning programs integrated with the latest digital technologies. Our Early Years Programs are informed by the Reggio Approach, and constructivist pedagogies are used with the Australian Curriculum for Primary and Middle School. Individual Education Plans (IEPs) are created for students from Preschool to Year 7 in consultation with parents and other educational agencies. The Learning Assistance Program ( L.A.P.), Funastics (gross motor skills) and Adaptive Education Program provide extra assistance through volunteers or Education Support Officer (ESO) support. Outside agencies such as tutors and speech therapists provide support. There is a specific review process for Inclusive Education students whereby the family and school coordinator regularly consult, plan and review student progress with the support of CESA consultants. There are a number of extension options through the Gifted and Talented Program such as Australasian Maths Olympiad, Cartooning, ICAS competitions, Creative Arts Canvases & Literary/ Numeracy projects.
Co-curricular activities There were a variety of sporting and creative co-curricular activities available to students. Winter and Summer sports teams continued to grow in number with after school sports teams competing in the wider community. Sporting opportunities, including carnivals were a special focus for the Middle School. Cartooning with an artist-in-residence took place in Term 2. Lunchtime chess, volleyball, badminton, futsal have extended play opportunities. The School Band has really grown to be part of the Instrumental and performance program. Both the School Choir and Catholic Festival Choir featured prominently with solo singers and instrumental players from our school. The St Joseph’s Day Picnic is always a highlight with students and families and it has become an enjoyable tradition each year. Children’s University proved to be another popular program for students who wanted to extend their learning outside school hours with 20 students graduating at Adelaide University.
Sporting Events The completion of the St Mary’s Building including a large Gymnasium has enabled a greater variety and depth of Physical Education lessons. The Annual Sports Day held at SANTOS Stadium enabled all students to participate in team skills and athletics events. The whole school including our Preschoolers participate in Sports Day. There were a number of outstanding achievements among students.
Personal Development Opportunities The New Beginnings Program at the start of the year enabled a whole school approach to learning with a focus on Who Am I?. There were parent, staff and student workshops to develop this area of understanding. Both staff and students had several opportunities to be engaged in areas of interest whether it was developing multimedia skills or attending workshops to expand their knowledge of various educational areas (National Quality Standards, Professional Learning). The Elective Program in the Middle School has enabled students to pursue individual interests and expand their skills and confidence.
The Arts The Whole School Concert in Term 3 was a collaborative production reflecting the many aspects of the school’s events and activities. Every student from Preschool through to Year 7 performed an item on the night. Another development beyond the flourishing Instrumental Program was the expanded St Joseph’s School Band that performed for the students, parents and general community on various occasions. Some students also had the opportunity to attend cartooning, dance and drawing classes. Our Festival Choir was also very successful with 2 solo artists from our school performing at the Catholic Schools Music Festival. The instrumental program numbers grew to include students studying piano, violin, drums, voice, flute and guitar as well as the School Choir and Festival Choir which enabled students to showcase their artistic talents for Grandparents Day and other whole school events such as School Masses, Open Day and Special Assemblies.
Community of Faith We are fortunate that the school and the Church are on the same grounds. It allows us to celebrate masses together as a school and as individual classes, as well as providing children the opportunity to visit the Church. As a Catholic parish school in the inner eastern suburbs, we are proud of our Josephite tradition which underpins the life of our school. We value the inspiration of St Mary of the Cross MacKillop as someone whose life clearly reflected the Gospel values. This strongly influences the religious dimension of our school which includes Religious Education lessons, prayer and liturgy, Sacramental Program, social justice awareness and outreach activities. The Feast of St Anthony in June and the feast of Madonna delle Grazie in October, allows both school and parish to celebrate through liturgy and social activities.
A: 78 Portrush Road Payneham SA 5070
T: 08 8362 2153
E: school@stjopayn.catholic.edu.au
W: www.stjopan.catholic.edu.au