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2019 Annual Report for St Joseph's School, Parramatta Park
Motto With Christ we Live, Love and Learn St Joseph_s logo.jpg
Address 13 Loeven Street, PARRAMATTA PARK QLD 4870
Postal Address 13 Loeven Street, PARRAMATTA PARK QLD 4870
Phone Number 07 4051 4041
Fax Number 07 4031 3963
Email Address secretary.parramatta@cns.catholic.edu.au
Web Site http://www.stjosephscairns.qld.edu.au/
Total Enrolments 385 Mr Gavin Rick
Year Levels Offered P-6
Student Population Co-Educational
Principal Mr Gavin Rick
Parish PriestFr Saju Joseph
Parish Number (07) 4051 1337

About our School

Our vision is "In sacred learnscapes, we are all learning to live so that we can all live to learn."

Founded in 1927 by the Sisters of Mercy, St Joseph's School has at its very heart, the values of Learning, Love, Community and Respect, as Jesus showed. Together with engaged and supportive parents, the staff of St Joseph's create a safe and innovative learning environment where each child has the opportunity to grow and thus achieve to his or her potential.

A school for healthy minds, bodies and spirits, St Joseph's provides an authentic Catholic education with a strong focus on learning how to be better learners, being socially and emotionally ready to learn. We believe that children learn more effectively when they feel connected and experience a sense of belonging.

Our school has undergone major capital redevelopment recently and now provides a world class, state of the art learning facility for our community. With flexible, comfortable and attractive spaces to learn, our 'learning habitats' provide agency and agility for all learning situations.

The focus of the St Joseph's Community for 2019 shifted to an open and collaborative space of beginning to consider what a partnership in wellbeing and learning really is. It was a year of consolidation for the community, after a period of rapid change. In 2019, our community gathered from right across the Cairns region, from Goldsborough in the south, to the Northern Beaches and the healthy demand for our school continued.  

Characteristics of Student Body

St Joseph's had an enrolment of 387 with learners from Prep-Year 6 and a waitlist throughout the year.  Our community was rich and diverse and had 35 EAL-D (English as an Additional Language/Dialect) 44 Indigenous Students and 21 Students with Disabilities. Continued enhanced human resourcing of support for all learners, and particularly our diverse learners were instituted in 2019 and a student to staff ratio of 23:1

School Annual Improvement

Priority 1: Enhancing Catholic School Identity
Smart Goals:

  1. By the end of 2019, a scope and sequence will be developed that reflects current teaching and ways it can be incorporated into interdisciplinary units.
  2. Explore the data and develop the "so what" from student surveys to inform future practice in RE pedagogy.
  3. By the end of 2019, our learning habitats and outdoor space will contain more icons which reflect our Catholic identity and acknowledgement of Indigenous connections.
  4. By the end of 2019 staff would have engaged in theological formation to assist them teaching in a recontextualised way while coming to a deeper personal understanding.
  5. By the end of 2019 staff would have engaged in personal spiritual formation and been successful in achieving their goals as expressed in their PGIAP.

Priority 2: Differentiated Learning and Teaching
Smart Goals:

  1. Every three weeks, teachers will interrogate reading data which informs teaching for the following cycle.
  2. By the end of 2019, every learner would have achieved a minimum of 1 year's growth in reading.
  3. By the end of 2019, teachers will develop capacity for students to know where they are and where to next in reading.
  4. Over the course of 2019, and reviewed termly, the Diversity team is engaged to support teachers to implement targeted adjustments for identified learners.
  5. In Semester Two students will know where they are and where to next in writing.
  6. By the end of 2019, we have developed a whole of school approach (plan, teach, assess) in maths which informs differentiated and targeted teaching of mathematical concepts. Draft formulated in T1.
  7. By the end of T1, each teacher has used pre and post testing of a mathematical concept and can show growth of each student.
  8. Over the course of 2019, and reviewed termly, the Diversity team is engaged to support teachers to implement targeted adjustments for identified learners.

 

Distinctive Curriculum Offerings

The school's Annual Improvement Plan identified Differentiated Learning and Teaching as a focus. It states that when teaching is differentiated and targeted, then learners can be engaged and successful. When the systematic use of assessment instruments is implemented, then learners' strengths and understandings are identified and celebrated as well as gaps in skills and misunderstandings identified. This is where teaching can start.

In line with this goal, our major curriculum focus has once again been English with a focus on Writing, Reading, and Maths. For English, teams were released during Semester One to continue development of key curriculum documents for English. Teams continued work led by Michelle King, CES Literacy Coach, to consolidate work on our whole school approach to writing. For Maths, teams were released throughout the year to work with consultant Jacinta Browning to build capacity with the formative assessment tool Essential Assessment.

Makerspace Grant
In Term 1, Breye Buckland and Emma Ryan were successful in an application to the Inspiring Australia Science Engagement Programme. A grant of $5000 was received which provided the school with three 3D printers and access to the Makers Empire app. Every year level engaged in 3D design and printing with a range of creations from Mother’s Day gifts to adaptations of marine animals.

Classroom Profiling - Classroom Management

In Semester 1, Classroom Profiling was conducted by Emma Ryan, Melissa Hinspeter and Marita Brown. The profiling enables us to support teachers in strengthening their skills and ability to effectively manage their learning habitats. It continued to assist us in creating a positive, safe and supportive school environment for all learners.

Learning and Teaching Committees

This year we continued with sub-committee groups to address the needs across the year working with Emma Ryan and focussing on different curriculum areas:
- Whole school approach to Writing (Jacqui Doolan)
- Whole school approach to Reading (Marita Brown)
- Science, Technology, Engineering, Arts, Maths - STEAM (Breye Buckland)
- Book Week Committee (Jacqui Doolan, Sandy Stephens, Jenny Page, Marita Brown, Alicia McConville)

Coaching

Marita Brown has continued in her role as Reading Coach and the school entered its fourth year of fully using the SSP approach to teach literacy and our school and NAPLAN data shows that it continues to be highly effective and successful.
Mrs Brown also continued in her role as Professional Learning Team Coach, leading our teams, with teachers engaged in an inquiry, into how to continually tweak practice to ensure each child was progressing in reading. This year we changed the timetable to allow for longer sessions, with teams meeting for 2 hours every 3 weeks. Teams continued to look at data and create SMART goals and use learning progressions to enable the measurement of student growth, and achievement.

NAPLAN

This year NAPLAN testing online was introduced, with our Year 3 and 5 students sitting all tests on the online platform, with one exception for Year 3 who completed the Writing test on paper. Apart from initial technical challenges on the first day that were experienced nationally, the process ran smoothly with positive feedback from students and staff.
Overall, NAPLAN results were very pleasing all round and the analysis has been completed. In both Year 3 and 5, high percentages of students achieved above the National Minimum Standard: 

Extra Curricular Activities

A range of extracurricular offerings have been provided this year by some of our passionate and dedicated staff:

  • Jacqui Doolan, Mel Hinsepter and Emma Ryan offered Calanna Club to Year 4-6 in Term 3
  • Breye Spilstead and Emma Ryan offered STEAMPit Club for Year 5 in Semester One
  • Breye Spilstead, Lorraine Collins and Emma Ryan offered Minecraft Club to Years 3-4 in Semester One
  • Kirstie Byrne offered Drama Troupe Club for Year 4 to 6
  • Emma Hume coordinated a number of Chess Tournament Opportunities
  • Mathew Magill coordinated the Languages Competition
  • Years 6 winning a section of Choric Speaking

 

Social Climate

  • Kitchen Garden, Sandpit and covered eating and walkway areas
  • Inaugural Mercy Week with a focus on the inspired life of Catherine McAuley
  • Senior Class Easter Play and Camp
  • Focus on service with the institution of the St Vincent DePaul Clothing Bin
  • Very Positive results in NAPLAN and learning achievement and growth data
  • Winning the Mary Mills Cup Netball
  • P&F Events including the Fete, Movie Night and CUA Fun Run
  • Introduction of Prep Playdates in the induction process
  • Student achievements within and beyond the school as highlighted on Facebook

Parish Connections

The Sacramental Program involved many students becoming full members of the Catholic Church in the context of St Joseph's Parish. This was the second year where Janet Zaccour, the Sacramental Coordinator for the Parish, ran the program and was supported by the APRE and other staff. For the first time this year a full day retreat was run when preparing for the Sacrament of Reconciliation.

Children's Liturgy continued in 2019 run by our staff volunteers. Many children who attend Sunday Mass, had the opportunity to further explore the Scripture and look for differences between Church and Mass. In this third year of the program, the questions are becoming deeper and the children's understanding of the message is shifting to include their own connection and experience to situations and people they find in the stories. We have also spent time looking at symbols of the Church and the various parts of the mass. The children also enjoyed volunteering, bringing up the Offertory and the Children's Bible as part of the weekly practice.

Parent Engagement

The St Joseph's P&F started the year off with our annual "Meet the Staff" night to greet the new year, welcome all families, continuing and new, and to meet the staff for 2019. This is a great opportunity for mums and dads to have an informal chat with their child's teachers, so everybody gets to know each other better before the year starts in earnest.

We had another lovely and enjoyable day at the races where parents took the opportunity to meet some new faces and enjoy the afternoon. It was great to see everybody 'dressed to the nines' and having such a wonderful time.
The Mother's and Father's Day stalls were another popular event where the kids got to shop for some memorable gifts to show their love.  Our Mums got together for a night on the town catching up for a chat and maybe a bit of a wiggle on the dance floor and the Dads enjoyed an evening of bowling at Cairns West Bowls Club.

A fantastic new event this year was the outdoor movie night held on the oval. Everybody was able to chill on the grass with their families and friends and enjoy the movie 'Sing' which had lots of appeal to audience members old and young.
We had the annual Fun Run where the kids were able to raise money to win some awesome prizes as well as the fete where there were loads of games, rides, food and entertainment to keep everybody busy.

We finished off the year with our Bingo Night. It was a great night with loads of laughs and prizes and yet another chance to catch up with school friends.
The second-hand uniform shop was opened regularly throughout the year, giving people the chance to clear out some cupboards at home and pick up some preloved uniforms at bargain prices. Donations are always welcome.
Some of our parents, teachers and P&F Executive had an amazing learning opportunity at the CSPQ workshop and came back with renewed enthusiasm and ideas to improve the engagement of parents in our school. This has led to the formation of a Parent Partnership Focus Group which will be helping the school and families work more closely together in order to help all our kids achieve the best they can. This will continue into 2020.

A highlight was the addition of the roof between the toilet blocks and the walkway linking the courts to the Habitats. This was funded through a Commonwealth grant as well as P&F. Now the children are protected from the elements and the area is significantly cooler.  In 2020, we onboarded the maintenance crew from Saint Augustine's College who now maintain our grounds and gardens. Enhancements to Habitats continue with further display/soundproofing pinboard being installed in Prep, Year 1 and 2 in readiness for 2020.

In 2019 the Board focussed on assisting school leadership with continual improvement of the school. This included focussing on the results of satisfaction surveys and reviewing and assessing community engagement. The Board will continue to their focus on continual improvement in 2020. This year the Board has enthusiastically watched the use and evolution of the new buildings and improved school grounds. I acknowledge the hard work over many years of those who made the buildings and improved grounds, outdoor learning and play spaces possible.




Parent Satisfaction

MYP Corporation conducted a School Results Survey with parents of St Joseph's School (Parramatta Park) commencing 15 July 2019 and concluding 5 August 2019.

St Joseph's School (Parramatta Park) provides educational services to students from 286 families. Survey responses were received from 156 out of a total of 656 eligible respondents. This equates to a response rate of 23.8%.
St Joseph's School (Parramatta Park) recorded an overall satisfaction score of 80% (3.99 out of 5).

  • Best practice areas include: Leadership, Resources, Catholic Ethos.
  • Fair to good areas include: Improvement Processes, Student Protection, General, Learning + Teaching, Bullying + Behaviour Management.

Data Last Updated Tue 28 Apr 2020

Staff Reporting Data
Qualification Highest level of attainment Doctoral / Post-doctoral Masters Bachelor degree Diploma Certificate
Number of staff with this qualification 0 4 25 14 6

Workforce composition
Headcount FTE (Full-time equivalent)
Teaching Staff29 23
Non-Teaching Staff 19 12.05657
Indigenous 1 0.50026

Total funds expended on teacher professional development$49974

Teaching Staff Involved in Professional Development100%

Major Professional Development Initiatives

Continuing to transform our teaching and learning has been critical in enacting our vision of  'Building Better Learners' at St Joseph's in 2019. Guy Claxton's Building Learning Power Approach has been utilised by teachers to support students to know that intelligence is learnable, and failure can be an important part of learning. The Learning Power Approach aimed to help our learners to become better learners, achieve enhanced outcomes and be thoroughly prepared for this ever-changing world.

Explicit learner power lessons have continued to support students with the knowledge, skills and understanding of what they are capable of as learners. These learner powers are then embedded across all areas of the curriculum to ensure transference to their everyday lives. Term 1 saw students explicitly taught how to cope positively and practically when distractions inhibit their ability to be deeply engaged with learning. How we help students to understand goals and take ownership of them and to work purposefully to achieve them, was key to our learner behaviours in Term 2. Adopting and growing the habit of questioning, the driver of engagement, seeking, asking, and asking again was focused on in Term 3. Finally, term 4 has ensured students have the skills to be revisors, to be flexible and to think on their feet. Lessons that support students in developing the skills to be better learners will continue to be a focus in 2020.

URSTRONG's Friendology 101 was a new resource utilised within our Social Emotional Learning curriculum in 2019. This skills-based social and emotional learning program helps build children's skills in fostering healthy friendships. Students were explicitly taught how to develop healthy friendships and manage conflict in a positive way. These important social skills are the key to bullying prevention, creating safe, caring learning environments, and inspiring kinder, happier children. Positive feedback from students and teachers from the classes that participated affirms how valuable the program is in encouraging positive friendship and conflict resolution skills.

The Zones of Regulation resource continued to support our learners in recognising their emotions as representations of different states called "zones". Students learn about different strategies that assist them to stay in the green (optimal) zone for learning. Students explored calming practices (mindfulness and meditation), cognitive strategies, and sensory supports to build a repertoire of strategies to move between zones.

As St Joseph's continues to be on a journey of change in 2020, our focus on best practice regarding wellbeing and learning will continue to be a priority. Our aim is to educate the whole child, by equipping students with important life skills that create a culture of growth in learning, promoting an increase in success for all. Mindsets along with the understanding of the ability of our brain to grow and change through the process of learning leads to increased effort, perseverance and achievement from students.

Average staff attendance rate for the school year, based on unplanned absences of sick and emergency leave for periods up to 5 days96%

Percentage of teaching staff retained from the previous school year91.00%

Staff Satisfaction

MYP Corporation conducted a School Results Survey with staff of St Joseph's School (Parramatta Park) commencing 15 July 2019 and concluding 5 August 2019.

St Joseph's School (Parramatta Park) provides educational services to students from 286 families. Survey responses were received from 24 out of a total of 48 eligible respondents. This equates to a response rate of 50%.

St Joseph's School (Parramatta Park) recorded an overall satisfaction score of 78% (3.92 out of 5).

  • Best practice areas include: Student Protection, Catholic Ethos.
  • Fair to good areas include: General, Resources, Staff Engagement, Leadership, Bullying + Behaviour Management, Improvement Processes.

Data Last Updated Wed Jul 01 2020

Student Reporting Data
Average student attendance rates
Prep YR 1 YR 2 YR 3 YR 4 YR 5 YR 6
95.06% 92.12% 94.75% 91.33% 93.59% 93.99% 93.26%
How non-attendance is managed by the school

Parents are asked to notify the school by either telephone, email or school portal by 9.00am on the day that any student will be away. Any pattern of non-attendance is followed up via a variety of strategies including:  telephone calls, letters and parent meetings.  Late students are required to sign in at the office. The detrimental effects of non-attendance or late arrivals are published in the school newsletter on a regular basis throughout the year. 

Student Satisfaction

MYP Corporation conducted a School Results Survey with students of St Joseph's School (Parramatta Park) commencing 15 July 2019 and concluding 5 August 2019.

St Joseph's School (Parramatta Park) provides educational services to students from 286 families. Survey responses were received from 138 out of a total of 173 eligible respondents. This equates to a response rate of 79.8%.

St Joseph's School (Parramatta Park) recorded an overall satisfaction score of 78% (3.89 out of 5).

  • Best practice areas include: General, Learning + Teaching.
  • Fair to good areas include: Catholic Ethos, Improvement Processes, Resources, Student Protection, Leadership, Bullying + Behaviour Management.

Data Last Updated Tue Apr 28 2020

Reading, Writing & Numeracy Results - Year 3, 2019
Reading Average Score for the school 442.6
Average Score for Queensland 427.36
% students at or above the national benchmark 100%
Writing Average Score for the school 408.6
Average Score for Queensland 413.27
% students at or above the national benchmark 100%
Spelling Average Score for the school 427.3
Average Score for Queensland 411.24
% students at or above the national benchmark 97.8%
Grammar and Punctuation Average Score for the school 445.2
Average Score for Queensland 432.74
% students at or above the national benchmark 97.8%
Numeracy Average Score for the school 411.3
Average Score for Queensland 399.11
% students at or above the national benchmark 97.7%

Data Last Updated Mon Mar 30 2020

Reading, Writing & Numeracy Results - Year 5, 2019
Reading Average Score for the school 535.3
Average Score for Queensland 503.02
% students at or above the national benchmark 100%
Writing Average Score for the school 477.3
Average Score for Queensland 464.67
% students at or above the national benchmark 96.5%
Spelling Average Score for the school 510.9
Average Score for Queensland 495.21
% students at or above the national benchmark 96.5%
Grammar and Punctuation Average Score for the school 521.4
Average Score for Queensland 497.66
% students at or above the national benchmark 98.2%
Numeracy Average Score for the school 502.6
Average Score for Queensland 492.6
% students at or above the national benchmark 100%

Data Last Updated Mon Mar 30 2020

School Funding By Source
Income 2019

Australian Government recurrent funding$3,699,322

State/Territory Government recurrent funding$884,698

Fees, charges and parent contributions$902,423

Other private sources$255,403

Total gross income (excluding income from government capital grants)$5,741,846


Deductions
Deductions 2019

Income allocated to current capital projects$6

Income allocated to future capital projects and diocesan capital funds$0

Income allocated to debt servicing (including principal repayments and interest on loans)$189,948


Subtotal$189,954

Total net recurrent income$189,954


School Annual Reports

Catholic schools in the Diocese of Cairns meet their annual reporting requirements under the Education (General Provisions) Act 2006 (the Act) Section 423 (1) by updating their information on this section of the Cairns Catholic Education website. Information contained in each section of the report relates to the previous calendar year. The required information is published by 30 June each year, excepting post-school destinations data for Year 12 completers which is published by 30 September.