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2018 Annual Report for St Teresa's School, Ravenshoe
Motto Knowledge, Love, Truth STR logo col.jpg
Address 6 Moffatt Street, RAVENSHOE QLD 4888
Postal Address PO Box 249, RAVENSHOE QLD 4888
Phone Number (07) 4097 6173
Fax Number (07) 4097 6665
Email Address principal.ravenshoe@cns.catholic.edu.au
Web Site http://www.stteresas.qld.edu.au
Total Enrolments 103 Ms Catherine McKechnie
Year Levels Offered P-6
Student Population Co-Educational
Principal Ms Catherine McKechnie
Parish Priest.
Parish Number (07) 4097 6180

About our School

St Teresa's School was opened in 1950, originally staffed by the Sisters of Mercy until 1978. In 2018 we have a student population of 96 students from Prep to Year 6 with a staff of 20. The school consists of 6 classrooms, an office area, library, a tuck-shop, a playing field, an adventure playground and a sports court.  

Ravenshoe is a rural town located 123 kilometres south west of Cairns on the Atherton Tableland. At 930 metres above sea level, it is the highest town in Queensland. Traditionally a timber town, this industry was lost after very large areas around the town were listed as World Heritage in 1987. Today Ravenshoe is a farming community producing beef, dairy, corn, peanuts, avocados and vegetables. It still has a functioning timber mill which now only produces plywood. Because of these changes in the timber industry and other factors, local employment opportunities have become more limited and residents often travel out of town for permanent employment. In the past twelve months, this has significantly impacted our enrolment numbers.  The traditional owners of the land in the Ravenshoe district are the Jirrbal people who speak a dialect of the Dyirbal language.

Characteristics of Student Body

 

·         Student Enrolment - 96 (boys and girls)

·         Class Structure - Prep, Year 1, Year 2, Year 3/ 4, Year 5 and Year 6

·         Verified students - 2

·         Indigenous -15

·         NCCD -  12.   2 Substantial; 6 Supplementary and 4 QDTP

·        

Cultural diversity

·         Indigenous - Aboriginal, Torres Strait Islander and/or both

School Annual Improvement

Priority 1: Re imagining how we articulate our Catholic Identity in the light of our ESCIP data, our changed model of parish leadership and pour commitment to ensuring the Mercy Heritage and charism underpins what we will name as the St Teresa's Way.

1.      By the end of 2018 , we will have re written our Vision and Mission Statement to reflect our Mercy charism and the values espoused therein.

2.      By the end of 2018, our policies including that of the positive relationships will be revised in the light of our new Vision and Mission Statement and the Values that have been discerned in this process.

3.      By the end of 2018, the language of ESCIP will be embedded in the teaching of RE and the Religious Life of the School.

4.      By the end of Semester 1, 2018, teachers will have reimaged the way that class prayer is conducted, moving from prayer recitation to a reflection.

Strategies and resources implemented

  • Working with other Tableland Mercy schools to develop a common language with respect to Mercy.
  • Staff Meetings and consultation to determine the shape and form of a revised Vision and Mission Statement.
  • Engage an outside facilitator to assist in the process.
  • Katie Ball to investigate PD in O week, ongoing formation and support at staff meetings with the Assistance of Robyn Chambers from CES.
  • Investigate the possibility of attending a staff retreat at Siloman in Atherton.

Priority 2: Enhancement of well being and learning for all our students.

1.      By the end of 2018, we will have refined our PLT sessions so that there is a concerted focus on data and an intentional flow on to Teaching and Learning practices.

2.      By the end of Term 1, all teachers will incorporate morning routine into their daily plans; evidenced by their planning and classroom walkthroughs.

3.      By the end of 2018, our staff will have engaged with ILEs; be cognisant with the pedagogy and have been afforded the opportunity to see ILEs in practice in other schools.

4.      Second Steps is new to the school and teachers will have the opportunity to undertake online training in this and to attend PD in 0 Week in Tully.

Strategies and resources implemented

  • PLTs ; continue to meet for three hours twice a term. Support for Matt Brauer and Michelle King to facilitate this.
  • Michelle to work with teachers individually and in staff meetings to focus on a whole school approach to the teaching of numeracy.
  • Michelle to assist teachers with the writing package and to support the recording of the data on the BI tool.
  • School Learning assistants will have targeted PD to support their work. Michelle King and Alison Forster will facilitate this.
  • Teachers will attend PD with Joanne Dooner in 0 Week in Cairns.
  • Teachers will be given the opportunity to liaise with and visit St Thomas's in Mareeba to share best practice.
  • Teachers will be given the opportunity to visit schools that focus on ILEs.
  • Staff encouraged to apply for teacher capacity project money to join with MacKillop College on their New Zealand tour.

Areas of growth

  • Within the framework of Priority 1, we have re written our Vision and Mission statement and were faithful to the process. The opportunity to launch and celebrate this will occur early in 2019. In addition our Whole School Positive Relationships Policy will be ready for our staff's induction in 2019. We have not progressed with the analysis of our ESCIP data, however have had support in assisting our teachers with the concept of Recontextualisation and its place in the classroom context.  The focus on what Prayer and its varied forms will continue in 2019. We did have PD on Liturgy and Prayer.
  • We have had mixed success with the goals defined in this priority. Our PLT sessions did not occur as often as anticipated and this is in part to the change of CST teacher after Term 1. The new CST who was herself new to the role and working part time had a lot to assimilate.
  • Michelle King continued her good work with us particularly in the area of writing and less so in Numeracy. Again, in small schools the lack of personnel can make some of these initiatives difficult.
  • Our work with Morning Routines has seen great success and this is now part of expected practice in our school.
  • A data plan has been written and we will engage with this more in 2019 with our new staff members.
  • We have been able to offer our school officers PD in the Information Systems and also in writing and numeracy.
  • We did not advance our work in ILEs, however two staff members travelled to New Zealand on the study tour.

Distinctive Curriculum Offerings

The School offers students a sound academic education in all key learning areas including Religious Education. Social and Emotional Learning is an important part of daily class lessons and teachers are trained in delivering the Second Steps programme. All students have classroom music lessons from a specialist music teacher and   PE and other specialist areas are the responsibility of the classroom teacher.

Instrumental music lessons are delivered on a private basis with approximately 30% of the students involved.

Extra Curricular Activities

These include:

  • Sporting; Auskick clinics
  • Billy Slater League tag competition
  • Athletics and Cross Country teams
  • Optiminds Teams in 2019
  • Reader's Cup Competitions
  • Instrumental Music Program
  • Choir
  • Choir tours to Atherton and Malanda
  • Chess
  • Brainiac, STEAM and Media clubs during lunch times
  • Stephanie Alexander Gardening Club
  • Social Justice Group
  • Performing Arts Concerts once a semester.

Under 8s day with the local state primary schools.

Social Climate

The social climate of our school reflects the values that our community has identified as basic to our vision and mission. These values; love, respect, justice and compassion underpin the relationships between staff, students and families and ensure we have a place to plant our feet in all aspects of our work. The well-being of all in our school is paramount and a priority for the Leadership team. Care and concern for all is promoted and monitored.  We are well supported by our school counsellor, our diverse learner's team and we value the assistance of CES staff in this.

In all our encounters, we offer "hospitality," as espoused by Catherine McAuley.

We enjoy a positive profile in our community and respond to requests for support whenever possible.

Parent Engagement

At St Teresa's, there is a small but, very active P and F Committee who meet once a term. There is a move to shift the emphasis of P and F as merely a fundraising body to address how parent engagement in the learning lives of their students can be facilitated. The committee is very keen to progress this. The P and F support the annual school/ parish fete, conduct dances and assist at school initiated activities. Monies raised supplement technology, literacy and sporting resources in the school.

Most of our students travel to and from school by bus and so we do not see their parents on a regular basis. We have to be intentional in our efforts to engage them in school life. Our Prep Transition programme has been very successful, as we are able to let the parents know just how much they matter.

Parent Satisfaction

82% of the 34 survey responses agree that the school lives out Catholic Faith and Values and 85% indicate that the school is welcoming and caring and that everyone is treated with respect. 85% of respondents felt that St Teresa's has a good reputation in the local community and 76% agreed that St Teresa's offers high quality services to the parents and the student. 88% feel that the school offers a broad and relevant curriculum and 75% feel that the school has clear and consistent strategies to manage student behaviour. 94% of the respondents agreed that the school's buildings and grounds are well maintained.

Data Last Updated Wed 19 Jun 2019

Staff Reporting Data
Qualification Highest level of attainment Doctoral / Post-doctoral Masters Bachelor degree Diploma Certificate
Number of staff with this qualification 0 1 6 3 TBA

Workforce composition
Headcount FTE (Full-time equivalent)
Teaching Staff11 8.1
Non-Teaching Staff 11 4.67
Indigenous 1 0.32

Total funds expended on teacher professional development$3577

Teaching Staff Involved in Professional Development100%

Major Professional Development Initiatives

The teachers and the  Leadership Team have been involved in professional learning in the following areas:

  • Professional Learning Teams with a focus on improved reading and writing outcomes
  • school improvement and school effectiveness
  • religious education
  • social emotional learning and wellbeing
  • special needs
  • collaborative teaching and coaching in literacy
  • 360 feedback process (Principal)
  • Leading with Integrity Program(Principal)
  • Enhancing Catholic School Identity

Average staff attendance rate for the school year, based on unplanned absences of sick and emergency leave for periods up to 5 days98%

Percentage of teaching staff retained from the previous school year77.00%

Staff Satisfaction

13 staff members responded to the survey. 69% agreed that St Teresa's is a welcoming and caring community where everyone is treated with respect. 92% felt that the school provides high quality service to parents and students and 85% were happy with the management and organisation of the school.77% of the respondents felt that they were empowered to make a difference and 85% indicated that they felt valued and respected and had job satisfaction. 100% of the respondents agreed that the buildings, grounds and outdoor facilities were well presented and maintained.

Data Last Updated Tue May 21 2019

Student Reporting Data
Average student attendance rates
Prep YR 1 YR 2 YR 3 YR 4 YR 5 YR 6
89.62% 79.18% 91.04% 90.08% 93.39% 87.59% 89.74%
How non-attendance is managed by the school

Teachers alert the school office to student non-attendance promptly every morning through their marking of the electronic school roll. The office staff then contact the parents unless the school has already been notified with a reason for the absence. This contact may be either through 'Blink' or a phone call. 

Student Satisfaction

38 students responded to the survey. 78% of students believe that "My school encourages me to think and develop my personal faith". 71% agree that the school rules at St Teresa's are fair and consistent with a further 92% believing that doing their best at St Teresa's is important to them.  94 % of students indicated that if they felt unsafe at school they know a teacher or staff member who could help them and 86% of students think that the students at this school are nice and helpful to each other.  86% agree that there are many resources in the classroom that they can use to help them learn with 84% thinking that everyone at St Teresa's is trying to make the school better.

Data Last Updated Fri Dec 14 2018

Reading, Writing & Numeracy Results - Year 3, 2018
Reading Average Score for the school 395.6
Average Score for Queensland 437.8
% students at or above the national benchmark 91.7%
Writing Average Score for the school 383.2
Average Score for Queensland 410.5
% students at or above the national benchmark 100%
Spelling Average Score for the school 395.8
Average Score for Queensland 432.9
% students at or above the national benchmark 91.7%
Grammar and Punctuation Average Score for the school 376.4
Average Score for Queensland 406
% students at or above the national benchmark 100%
Numeracy Average Score for the school 382.6
Average Score for Queensland 413.1
% students at or above the national benchmark 91.7%

Data Last Updated Thu May 30 2019

Reading, Writing & Numeracy Results - Year 5, 2018
Reading Average Score for the school 470.5
Average Score for Queensland 517.1
% students at or above the national benchmark 93.3%
Writing Average Score for the school 423.4
Average Score for Queensland 469.4
% students at or above the national benchmark 93.3%
Spelling Average Score for the school 466.3
Average Score for Queensland 511.1
% students at or above the national benchmark 93.8%
Grammar and Punctuation Average Score for the school 435.4
Average Score for Queensland 497.9
% students at or above the national benchmark 93.3%
Numeracy Average Score for the school 476.8
Average Score for Queensland 501.2
% students at or above the national benchmark 100%

Data Last Updated Thu May 30 2019

School Funding By Source
Income 2018

Australian Government recurrent funding$3,440,348

State/Territory Government recurrent funding$871,669

Fees, charges and parent contributions$885,482

Other private sources$271,075

Total gross income (excluding income from government capital grants)$5,468,574


Deductions
Deductions 2018

Income allocated to current capital projects$121,267

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

Income allocated to debt servicing (including principal repayments and interest on loans)$138,945


Subtotal$172,680

Total net recurrent income$5,174,627


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.