Annual School Report 2011

Transcription

1 Holy Trinity School Moore St, PO Box 618 INVERELL, NSW 2360 Phone: Fax: Parish Priest: Fr Joe Adriano Parish: Sacred Heart, Inverell Principal: Mrs Val Thomas Annual School Report 2011 Mission/Vision Statement It is our vision that Holy Trinity School be an educational institution based on Christian values where every effort is made to maximise the learning experiences of all members of the school community so that they may have life and have it to the full. (Jn 10:10) MISSION STATEMENT To provide a quality education, which promotes the growth of the student to his/her full potential, enabling them to take their place in the wider community as responsible citizens. To foster a caring Christian community which supports parents in their mission of educating their children towards full maturity in their faith. To encourage self discipline, tolerance, compassion, a sense of self worth and a commitment to social justice so that all may have life to the full. To promote an enthusiasm for learning & empower students with the skills of critical thinking About this Report Principal s Message Holy Trinity School is registered by the Board of Studies (NSW) and managed by the Catholic Schools Office, Armidale, the approved authority for the Registration System formed under Section 39 of the NSW Education Act The annual report provides parents and the wider school community with fair, accurate and objective information about various aspects of school performance and development. The report describes achievement of school development priorities in 2011 and gives information about 2012 priorities. This Report complements and is supplementary to school newsletters and other regular communications. This Report is sent to the Catholic Schools Office, Armidale for validation with the requirements of the Education Act 1990 before being forwarded to the Board of Studies. Following its submission to the NSW Board of Studies the report will be presented to the parent body and be available on the CSO website by 30 June The school Regional Supervisor also validates that the school has in place appropriate processes to ensure compliance with all NSW Board of Studies requirements for Registration. Holy Trinity School is a Catholic school for students from Kindergarten to Year 10, established by the Sisters of Mercy and the de La Salle Brothers. Our faith, prayer and Religious Education classes are an important and integral part of our daily life, which is strongly supported through close ties to Sacred Heart Parish. We strive to provide a safe, protective environment that allows individuals to grow, live, learn and achieve. Our school is a place of welcome, involvement and belonging where a strong emphasis is placed upon pastoral care for all members of the community and leadership opportunities are fostered. Guided in the development of their faith, students are encouraged to become young men and women who will take their place in the community as leaders and people of commitment, inspired by Christian values. The school focuses on holistic growth and learning, social justice issues and developing an understanding of local, national and global issues so that all may have life to the full (John 10:10).Within a caring learning environment characterised by strong parental involvement, dedicated and experienced staff provide firm foundations in literacy and numeracy and seek to inspire a lifelong love of learning. An ongoing commitment to teacher professional development fosters innovative

2 teaching practice that addresses student learning needs. We value the importance of daily literacy and numeracy blocks in prime learning time and the development of critical thinking skills, with an independent approach to learning emphasised in both the primary and secondary departments. Inclass support strategies assist students with special learning needs and opportunities for extension are also built into the curriculum. The school also offers a middle school approach that ensures a well supported academic and social transition into secondary education. We are committed to an education which encourages our students to be creative and analytical thinkers, resilient in embracing life and its challenges. Holy Trinity has a high academic profile and offers opportunities for participation in a broad co-curriculum, with a range of sports, cultural pursuits and creative and performing arts. The school s Information and Communication Learning Technology (ICLT) vision ensures that computer technology is valued and respected as a vital part of contemporary learning in the 21st Century from Kindergarten onwards and two computer laboratories support students class work. Our ICLT program supports current research that children need to be actively engaged in their learning and also includes access to networked computers and netbooks in all classes and interactive whiteboards for classroom use. These tools are an effective means to develop an enthusiasm for learning. The school s recently completed building program has provided a new Creative and Performing Arts Centre that encourages creative expression, offering access to specialist Art, Drama, Music and Dance facilities. A spacious new Design and Technology wing accommodates studies in Food, Wood and Metal Technologies and the new Library and classrooms cater amply for student learning needs. Holy Trinity invites parents to share an active involvement in the life of our school and offers a variety of opportunities for parent participation, including attendance at parent forums and information meetings. We believe that this enhances each child s education through strong home school relationships. Holy Trinity functions as one school, with Primary and Secondary sections working closely together to build the community s mission and goals. A policy of inclusion is promoted, assuring that the educational needs of the students are addressed by our dedicated staff. Excellent academic results complement the many achievements by our students. There is a strong sense of community at Holy Trinity. With a dedicated staff, an active Parents and Friends Association and a visionary School Board, the school is part of a vibrant and supportive parish led by Parish Priest Fr Joe Adriano.Family involvement is a very important part of school life and as well, we warmly welcome enquiries and visits from all prospective families seeking a Catholic education to see our school for themselves. Parental Involvement I have taken on the reigns of the HTS Board amidst a massive construction program and it is with great pleasure and an enormous sense of achievement as a school I can present this report as the construction concludes has been a challenging year for the staff, students and parents of the school, but how spectacularly it has all come together. HTS now boasts state of the art learning centres with the completion of the new Wood and Metal Technology, Design centre and Food Technology rooms, Music, Visual Arts, Dance and Drama facilities and change rooms this area was able to be used for the majority of the year. The adjoining courtyard has been a wonderful space not only for the secondary children, but also supporting several functions through the year. The new library and computer laboratory are very contemporary and will be a wonderful learning area for many years to come. The adjacent refurbished classrooms are also an incredible transformation. The surrounding grounds, walkways, gardens and paths both beautify and modernize the whole school. The refurbished administration block has been a bonus, with well equipped offices for the growing needs of the administration team, contemporary staff room and sick bay. With that change came the necessary adjustments to the infants play area which I am sure they all agree are wonderful. The special needs classroom is another area refurbished earlier in the year and also provides very modern facilities and space. At this point I would like to congratulate our Principal Mrs Thomas for overseeing this project and seeing it successfully completed. Her diligence, tenacity and attention for detail are what gives us what we see today. Always giving the board comprehensive reports, asking advice and giving tours. I am sure she adds many more skills to her regime now, from transformers to soft fall she has it all covered. I look forward to future projects at Holy Trinity, knowing that Principal Thomas s tenacity and dedication will see any project through to completion. But as Bishop Matthys so aptly said during his visit to bless the new facilities, that it is NOT the buildings which make the school, it is the people within it. The staff at Holy Trinity need special acknowledgment for what has been a challenging year. They had to deal with changing learning spaces, incredible noise and disruption at times. Their professionalism and hard work however, has allowed learning to continue with minimal impact on the students, again reflecting in wonderful results across the school both academically, on the sports field, swimming pool and music, arts and drama. During the year they have also completed and passed very successfully the Catholic School s Office educational audit which is 2

3 run by CSO on behalf of the Board of Studies. I would especially like to acknowledge the great efforts of the Assistant Principals Mrs Jilly Rainger and Mrs Chris Ehsman for their professionalism and hard work. I would also like to acknowledge the work of Father Joe, Father John earlier in the year and the Sacred Heart parish for guiding our students and supporting the school. The Christian values upon which this school is founded, give Holy Trinity its basis and can only be sustained through the word of God. Together this gives our students the principles and ideals to live a Christian life. In amongst our busy year the annual Bishop s commission was held at Holy Trinity, taking advantage of the performing arts and technology areas. Representatives from schools around the diocese attend a successful meeting of both planning and reflection. It was also a wonderful opportunity to show case our burgeoning facilities to other schools. The family community of Holy Trinity also contributes to the tremendous spirit this school boasts. We are blessed to have so many families who contribute time in a voluntary capacity, whether it be reading programs, supervising excursions, canteen help, working bees, coaching sport, selling tickets, cooking bbqs or calling bingo. Not only does it help in a physical sense, but it shows our young people a sense of community and that working together makes the job easier. Having watched the 2011 group of year 10s recently makes this even more apparent. I have thoroughly enjoyed reading in the last weeks the thoughts of the leaving year repeated words like friendships, respect, guidance, growth. Great students, leaving a great school but coming from beautiful families. Congratulations to them and what bright futures they have ahead of them wherever the road may take them. I am very proud and honoured to serve the school on the School Board. It has given me a greater understanding of how much work is put into educating our children. It also makes me very proud as a parent to watch our children both at school and in the community grow into respectful and polite individuals who have not only pride in themselves and their school but carry with them Christian values. The students of Holy Trinity School deliver the motto of living life to the full and give this school the tremendous spirit it has and maintain the great reputation it has in the community. I look forward to Chair of Holy Trinity School Board Student Leadership At Holy Trinity, the Student Leaders are inducted into the positions of School Captain, Primary Captain, Student Representative Council (made up of member from the Secondary Department and Year 6), St Vincent de Paul Executive (Year 10 students) and Sports Captains from Year 10 and Year 6. Throughout 2011, the Student Leaders worked on a mixture of social and fundraising activities and the SRC was prominent in community events such as ANZAC Day, Remembrance Day and Clean Up Australia Day. The Student Council also conducted a number of fundraising activities assisted when the Parent and Friends held their Milkshake Days. The money raised from the SRC activities was used to contribute to Caritas and Catholic Mission. The Primary SRC Members were also involved in the Kindergarten Enrolment process and orientation and the Student Councillors were involved in meetings throughout the year where student related issues such as school uniform, organising school activities, student pastoral care, the canteen menu and the like were discussed. All Year 10 students took on a special leadership role as members of the Junior St Vincent de Paul Conference. As well as leading school fundraising events such as the walkathon and the collation of Christmas hampers, Year 10 took part in a mentoring program that saw them work with individual students in the Infants and Primary Departments during the year. Student Leaders Holy Trinity School School Profile School History Holy Trinity School was officially opened on 31st March 1963 with an enrolment of 100 boys from 4th Class to First Form (Year 7). The Parish Priest, Monsignor Healy in the late 50s, instigated the concept of a separate Boys School. Within 4 years, however, Holy Trinity became co-educational for First to Fourth Form but still only had boys from Years 4-6. The first buildings were the two-storey block and the old Library block, which is now a classroom block. Together they comprised seven classrooms, a Library, Science Lab, Gymnasium, Tuckshop, Headmaster s Office and Staff Lunch Room. De La Salle Brothers wholly staffed the School. The first Principal was Brother James Thomas. In 1966, three lay teachers were employed. Mrs Hayden, Mrs. Joan Hockey and Mr. Barry Slamon. The following year three Sisters of Mercy joined the staff. They were Sr. M Thomas (later Sr. Maureen Heffernan), Sr. M Bonaventure and Sr. Christopher. At this stage, Sacred Heart School, located where the new Church and Presbytery now stand, catered for boys and girls from K to Year 3 while St. Mary s on Ross Hill catered for girls from Year 4 to year 6. In 1968, the Technics Block was built with a new Library in the location of the current Library and ICT Room. In the early 70 s, further accommodation was found necessary and two Science Rooms were built. By 1975 it was decided that Catholic education would be best served if all classes were taught on the one site. The Parish purchased Copeton Dam buildings and 3

4 turned them into six Primary classrooms. In 1976, all Primary classes moved to the Holy Trinity campus with Sr. M Vianney (now Sr. Mavis) as Primary Coordinator. Plans were already being made to move all Infants students to Trinity. This happened in 1979 following the building of six classrooms and the current Administration Block. Sr. Bernard was Infants Mistress at the time. The De La Salle Brothers moved out at the end of 1978 and Mr. Jim Doran was appointed as the first Lay Principal. In 1981 Mr. Laurie Breen was appointed as Principal. Mr. Breen retired at the end of 1987, from which time Tim Newberry was the Principal until June of Mr David McNeale was appointed as Principal at this time and remained in this position until the end of Mrs Valerie Thomas was appointed as Principal from the commencement of the 2010 school year. In 2011 a comprehensive building program saw the creation of new specialist and general learning areas, refurbishment of a number of buildings and further beautification of the school grounds. Secondary Year Boys Girls Total Apparent & Actual Retention Rates A Year 7 Total Enrolment B Year 10 Total Enrolment C Year 7 Enrolment at Census Date 31 remaining in Year 10 at Year End D Apparent Retention Rate (%) B/A 75 E Actual Retention Rate (%) C/A 69 Student Mobility Holy Trinity enjoys a stable student population with few departures during the year and a small number of new enrolments. Most departures at the end of the year are drawn from year 6 and year 8 students who move to boarding schools in other towns and cities. Location/Drawing Area Holy Trinity School is located in the township of Inverell with an approximate population of people located in the town itself. Holy Trinity students are also drawn from the township of Inverell as well as the surrounding areas of Glen Innes, Bingara, Bundarra, Tingha, Elsmore, Guyra, Delungra, Mount Russell, Myall Creek, Gum Flat, Nullamanna, Oakwood, Warialda, Gilgai and Ashford. Sacred Heart Church is situated close to the school. It is the main Church within the parish that includes Ashford and Tingha. Enrolment Policy Student Attendance Average daily attendance for 2011 Kindergarten 94% Year 1 92% Year 2 92% Year 3 93% Year 4 93% Year 5 93% Year 6 93% Year 7 92% Year 8 92% Year 9 92% Year 10 92% Year 11 % Year 12 % All students % Holy Trinity School follows the Bishop s Commission for Catholic Schools policy Enrolment of Students in Catholic Systemic Schools in the Diocese of Armidale This document can be obtained from the school office or is available on the Catholic Schools Office web site: Student Enrolment Primary Year Boys Girls Total Management of Non-Attendance The school has in place a process to follow up on student absences. Written explanation to the school for each day of absence is required by parents/carers.in the case of unplanned absence, class teachers contact parents of students who are absent for more than three days. The Assistant Principal contacts families where there is regular or extended absence. Appropriate authorities are advised of nonattendance for longer than 30 days per year. Parents are made aware of requirements around School Exemption. 4

5 Post-School Destinations The majority of students exiting Holy Trinity School at the completion of year 10 go on to attend Year 11 and 12 at either of the two local public high schools. A small number of students leave town to attend boarding schools. Less than five students leave school each year after graduation to undertake work, an apprenticeship or a TAFE qualification. Teaching qualifications from a higher education institution within Australia or as recognised by AEI - NOOSR* Have qualifications as a graduate from a higher education institution within Australia within AEI-NOOSR* guidelines but lack formal teacher qualifications Do not have qualifications as above but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context 100% 0% 0% * Australian Education Institution - National Office of Overseas Skills Recognition Staff Profile Percentage of teachers accredited to teach Religious Education Percentage of teachers undertaking accreditation to teach Religious Education In 2011 Holy Trinity School was staffed by 27 full time teachers and 8 part-time teachers. The School Executive comprises the Principal, two Assistant Principals and REC. A part time Chaplain provides support for both Primary and Secondary students and the school has allocation for Additional Needs Teachers and Gifted and Talented Student Support. Co-ordinators have been appointed in the areas of Secondary and Primary Curriculum and K-10 Technology. As well, teachers assist with responsibility for aspects of co-curriculum such as sport and the Arts. There are 17 administrative and classroom support staff including the Office Manager, Personal Assistant to the Principal, clerical, library, canteen, technology, cleaning and grounds personnel. Classroom learning is supported by four Education Assistants and an Aboriginal Education Assistant. No permanant members of staff left the school at the end of The average daily staff attendance rate for 2011 was 94.35%. Staff Professional Learning All staff (teaching, support, full time and part time) are encouraged to participate in professional development activities throughout the year. Most of these are conducted away from Inverell. Staff have attended sessions on Religious Education, Additional Needs, Mathematics, Literacy, Phonics, Autism, Physical Assault Response Training, Reporting to Parents, Behaviour Management Strategies, Technology (hardware and software specifics), Gifted and Talented workshops, Theology, Agriculture, Mind Matters Student Resilience and various KLA in-services for secondary. The whole Staff Development Days in 2011 addressed the following areas: * Child Protection and Professional Standards * Restorative Justice and Wellbeing * Staff Spirituality * ICLT - using technology to enhance learning * Evaluation of 2011 Programs and Planning for Catholic Identity Teacher Standards Religious Education Program Teacher qualifications fall into 1 of 3 categories for all teaching staff responsible for delivering the curriculum. Holy Trinity School follows the Armidale Diocesan Religious Education Curriculum and uses the student text To Know, Worship and Love as authorised by the Bishop of Armidale, Luc Matthys. 5

6 Liturgical Life Holy Trinity School enjoys a full and effective liturgical life through the partnership with the parish and Parish Priest Fr Joe Adriano. Infants, Primary and Secondary departments rotate on a weekly basis, (Fridays), to celebrate Liturgy at the Sacred Heart Church. Liturgical celebrations are led by individual classes on a rotational basis. These liturgies focus on current units of the Religious Education program. The Sacrament of Reconciliation is celebrated at school by individual classes on a rotational basis on Thursdays. Preparation for and the reception of the sacraments of Reconciliation, Eucharist and Confirmation are also part of the life of the school. Sacramental programs occur in Year 2 (First Reconciliation), Year 3 (First Eucharist) and Year 6 (Confirmation). These programs are given priority in each department. Parent are required to attend sacramental meetings prior to their child been enrolled in the program. Many other liturgical events take place during the year - Induction Mass, Ash Wednesday liturgy, Holy Week liturgies, Feast Day mass, Thanksgiving (end of year) mass to name but a few. Assembly Prayer is conducted on a weekly basis. The prayer is lead by individual classes and/or staff on a rotational basis and relates to RE units or local/global issues. Regular combined staff prayer is held on Wednesday mornings at 8.40 am. Students willingly volunteer for various roles in the liturgical celebrations. The talents of students and staff enhance these celebrations and the liturgies are a very positive experience for all of the school and parish community. Staff and Student Faith Formation Opportunities for retreats and reflection days provide staff and students with the time to reflect on God and on life, to be creative, and to interact with others in a Christian context. Reflections days are held for Years 7, 8 and 9 during the year. On this day all students in a particular year gather with their RE teachers, Pastoral Care teachers and REC in the school hall for a day on Prayer and Christian Living. A Christian Living Camp is held at Copeton Dam for three days in November with Year 10. The students are accompanied on the camp by the REC and Pastoral Care teachers. The Principal, Deputy Principal and Parish Priest also attend part of the Camp. A staff Reflection day is held annually and Diocesan Retreats are advertised and teachers are encouraged to attend. Year 6 Religious Education Test Diocesan This School Average score (%) (%) Social Justice As a practical expression of the school s motto and vision, students very actively and generously support fundraising for specific Catholic charities and events. During Lent each class has a collection for Project Compassion. At the end of the year students collect money and donate non-perishable food items for the St Vincent de Paul Christmas Appeal. All Year 10 students are members of the Junior Conference of St Vincent de Paul Conference. They are involved in fund raising (Annual Lapathon in November). They visit the Infants/Primary classrooms monthly giving support to teachers and students Fundraising is carried out for the Catholic Mission Appeal in October. Secondary students are involved in a number of local community projects, including assisting at Senior Citizens lunches and Legacy Appeal. Parish Links Holy Trinity School enjoys a very positive and close relationship with our Parish Priest, Fr Joe. During 2010 we were fortunate to have Fr John McHugh appointed to Sacred Heart Parish as Assistant Priest but he was only with us for a short period at the beginning of Fr Joe and Fr John are regular visitors at the school with weekly Reconciliation each Thursday followed by visits to classes on a rotation basis. They also attend staff and school functions and Board Meetings. The students attend departmental masses twice per term and the Infants classes have a Prayer Celebration twice each term. St Vincent De Paul is also fostered between the parish and the school. The Principal is a member of the Parish Pastoral Council. Other staff members are also members of the Parish Council. Staff members are active participants in the general sacramental, spiritual and practical aspects of the parish. They attend regular masses, assist with readings, eucharistic ministers, offertory, children s liturgies, collectors, counters and music ministry. Respect and Responsibility Holy Trinity School actively promotes the notion of respect and responsibility amongst all students, staff and parents. These are seen to be integral to 6

7 the ways in which our lives are conducted. It is seen in the relationships nurtured and developed, the ways in which interactions take place and the quality of these interactions. We expect and demand respectful behaviour of all community members. Responsibility is also actively promoted throughout the school as being an integral component of school and community life. There is a responsibility of students and staff to contribute back to the life of the broader community through community activities by participating in a variety of festivals, activities and events by way of service. School Curriculum gifted and talented within the classroom. Aboriginal students are supported by an Aboriginal Education Assistant who works with classrooms to support literacy and numeracy development and across the school to raise cultural awareness. The AEA also liaises with the local Aboriginal community to involve the school in local events and activities. All sport activities are conducted by the PD/H/PE Department as part of its curriculum package. The Agricultural subjects have proven to be very popular with students and exceptionally successful. Students and staff have shown steers at many regional and city (Brisbane and North Coast National) shows, receiving numerous places and prizes in a variety of sections. Holy Trinity School follows the Board of Studies syllabus for each subject offered (as required for registration under the Education Act 1990) and implements the curriculum requirements of the Catholic Schools Office. Features of the School Curriculum Holy Trinity School follows the Board of Studies syllabus for each subject offered (as required for registration under the Education Act 1990) and implements the curriculum requirements of the Catholic Schools Office. Features of the School Curriculum Holy Trinity s curriculum offerings are designed to cater for the varying academic range of its students. All Key Learning Areas (KLA) are covered from Kindergarten through to Year 10. Despite the small size of its Secondary Department, the school has been able to maintain a wide range of courses to suit students progressing to Senior Secondary, Tertiary study, TAFE study, traineeships, or apprenticeships. Throughout all stages, all students are exposed to Information Communications Learning Technology. This is accomplished in an integrated fashion where this technology is embedded in most courses. The school boasts two computer laboratories with a number of mobile (laptop) banks available for use in other classrooms. All K-6 classrooms are fitted with an interactive white board (IWB) and all secondary classrooms have either an IWB in place. Students have access to a variety of state and national competitions with the results supporting the school and community view that we offer an excellent curriculum and achieve very high results. Students have access to a wide range of extra-curricula activities including sport, debating, chess, public speaking, music and other cultural activities. These are well supported by staff and parents alike. Students with learning difficulties are supported by experienced learning support teachers and aides. Classroom teachers with the support of the Additional Needs Team also well cater for the Student Performance Holy Trinity School uses a variety of assessment strategies at key points in the learning framework. These include teacher observation, portfolios, projects and presentations. The school also participates in the nation-wide literacy and numeracy testing program for the purposes of diagnosing individual learning needs and reviewing whole class teaching programs. Information on student progress is communicated on a regular basis and opportunities exist for external assessment results to be discussed with parents on an individual basis annually. Literacy and Numeracy The National Assessment Program Literacy and Numeracy (NAPLAN) was introduced for students in Years 3, 5, 7 and 9 in May NAPLAN replaces the previous State-based Basic Skills Test and the results provide valuable information about student achievements in Literacy and Numeracy. Analysis of the results is used at school level to support the enhancement of Literacy and Numeracy outcomes for all students. Year 3 results are reported in Bands 1 to 6 with Band 6 representing the highest achievement, Year 5 results are reported in Bands 3 to 8 with Band 8 representing the highest achievement, Year 7 results are reported in Bands 4 to 9 with Band 9 representing the highest achievement and Year 9 results are reported in Bands 5 to 10 with Band 10 representing the highest achievement. Please note: Figures have been rounded to the nearest whole number. 7

8 Year 3 % in Bands 1&2 3&4 5&6 Reading School National Writing School National Spelling School National Grammar & School Punctuation National Numeracy School National Year 5 % in Bands 3&4 5&6 7&8 Reading School National Writing School National Spelling School National Grammar & School Punctuation National Numeracy School National Year 7 % in Bands 1&2 3&4 5&6 Reading School National Writing School National Spelling School National Grammar & School Punctuation National Numeracy School National Year 9 % in Bands 3&4 5&6 7&8 Reading School National Writing School National Spelling School National Grammar & School Punctuation National Numeracy School National The School s Annual Literacy and Numeracy Plan identifies areas for focus across K-10 and implements strategies to strengthen specific skill areas, particularly targetted areas for individual students. Literacy and numeracy levels are well above national average with a focus on promoting excellence to improve student scores in the upper bands. National Minimum Standards The lowest Band for each year (Band 1 in Year 3, Band 3 in Year 5, Band 4 in Year 7 and Band 5 in Year 9) represents students who are achieving BELOW the National Minimum Standard (NMS) in each aspect of NAPLAN. Students in the second Band for each year (Band 2 in Year 3, Band 4 in Year 5, Band 5 in Year 7 and Band 6 in Year 9) represent students who are achieving at the NMS. Students in all other Bands are achieving ABOVE the NMS. The percentages of students in this school achieving the national minimum standard are reported below. Year 3 Year 5 Reading School National Writing School National Spelling School National Grammar & School Punctuation National Numeracy School National Year 7 Year 9 Reading School National Writing School National Spelling School National Grammar & School Punctuation National Numeracy School National Support strategies in place have been effective in assisting students to reach the minimum standard across all areas tested. School Certificate In 2011, there were 34 students who received a School Certificate. Students sat for the School Certificate External Tests. Student achievement is reported as a percentage score in Bands from 1 to 6 with Band 1 indicating that students are operating below minimum standard. (%) in Bands 4,5,6 Subject School State English - Literacy Mathematics Science Australian History Australiam Geography

9 Results across the subject areas were strong for this cohort, continuing the School s tradition of academic excellence with a number of students excelling and placed in the top band. The following summary places the results in the context of the statewide performance: English - 38% in the top 2 Bands a similar percentage to the 39% State average. Mathematics 24% in top 2 Bands compared with 26% across the State. Science 44% in the top 2 Bands, significantly higher than the 34% scoring in those Bands across the State. History 20% in the top 2 Bands compared with 27% across the State. Geography 26% in the top 2 Bands compared with 25% in the State. Computing Skills 20 students in the top Band and 100% of our students in the top 2 Bands, compared with 96% across the State. School Policy Summary Student Welfare Holy Trinity School seeks to provide a safe and supportive environment which: minimises risk of harm and ensures students feel secure supports the physical, social, academic, spiritual and emotional development of students provided student welfare policies and programs that develop a sense of self-worth and foster personal development The school s Pastoral Care Policy is based on the Bishop s Commission Policy Pastoral Care In The Catholic Systemic Schools Of The Armidale Diocese. Pastoral care of the students is a very important part of the spirit of Holy Trinity School. This occurs everyday in the good teaching practices and positive interactions of the staff with students and with parents and other staff members. Students are also supported by a School Chaplain and referral to a Centacare Counsellor on site. There are other significant indicators of this care such as the Seasons for Growth program in the school. This program is offered to students who have suffered some form of loss such as death or divorce in their lives. The School assemblies at both Primary and Secondary level are occasions when the celebration of the students is very much in evidence. The full text of school and diocesan policies are available from the School Office. The full text of school and diocesan policies are available from the School Office. No changes were made to the Pastoral Care Policies in 2011 but they were used in the reflection phase of other policy developments. Discipline Policy Holy Trinity School bases its Discipline Policy on the Bishop s Commission Policies Pastoral Care In The Catholic Systemic Schools Of The Armidale Diocese, Policy On Suspension, Expulsion Or Exclusion Of Students In Catholic Schools In The Diocese Of Armidale and Management Of Drug Related Issues In Catholic Schools In The Diocese Of Armidale. These policies are based on procedural fairness and are discussed with students on a regular basis. In compliance with the NSW Education Reform Act 1990, corporal punishment is banned in ALL Armidale Diocesan schools. The full text of school and diocesan policies are available from the School Office. No changes were made in the Discipline Policy during the 2011 year. Enrolment Policy Holy Trinity School bases its Enrolment Policy on the Bishop s Commission Policy Enrolment of Students In Catholic Systemic Schools in the Diocese of Armidale. The full text of school and diocesan policies are available from the School Office. No changes were made to the Enrolment Policies in Complaints and Grievance Resolution Policy Holy Trinity School procedures for resolving concerns and complaints is based on the Bishop s Commission Policy Complaints & Suggestions Policy for the Diocese of Armidale. This policy is based on procedural fairness and recognises that members of the school community must have access to processes that allow them to resolve concerns in a supportive, conciliatory environment. The full text of school and diocesan policies are available from the School Office. 9

10 Parent, Student and Staff Satisfaction In 2011, Parents, Students in Years 4,6,7 and 9 and Staff were all surveyed by an independent specialist corporation. Parents were offered the opportunity to provide comprehensive feedback across five areas and indicated a high level of satisfaction in all areas. Catholic Ethos, Resources, Teaching and Learning and Improvement Processes were rated overall as being Good and Leadership was rated as Excellent. No areas of concern were identified by parents. Students rated all areas highly across the various age groups surveyed in the Primary and Secondary Departments. The overall student rating was within the highest category with Teaching and Learning, Catholic Ethos and Leadership receiving the strongest responses. Staff rated all five areas as highly with Catholic Ethos and Resources considered Excellent and Staff Engagement, Leadership and Improvement Processes rated as Good. No areas requiring attention were identified. While the survey results indicate a high level of satisfaction in every area, the comprehensive reports will be analysed closely by the Leadership Team to shape priorities and further enhance all aspects of school life. School Review and Development Annual School Priorities 2011 Priorities were determined under four major headings- Catholic Identity and Religious Education, Relationships, Learning and Teaching and Organisation and Administration. CATHOLIC IDENTITY AND RELIGIOUS EDUCATION - Priority areas were the development of processes to support staff who are required to obtain Religious Education qualifications, working with the parish to investigate opportunities to provide parents with a broader range of spiritual and faith formation programs and continuing to offer opportunities for staff participation in spiritual and faith formation programs. Further priorities were the continuation of the commencement of each RE class with the Traditional Church prayers using the Ignation spirituality process of meditation and centring and the review and update of RE programs including strategies, assessment tasks and resources. Promoting access to the Seasons for Growth program by students was also a specific goal. RELATIONSHIPS - Priorities in this area were to review the role of the Student Representative Council, introduce an Induction Program for new members of staff and develop and implement a new prospectus package. The development of a program to welcome and support new families, skilling staff in promoting student resilience and the introduction of the Mind Matters and elements of the You Can Do It programs were further goals. LEARNING AND TEACHING - Priorities in this area were to ensure that the 2006 Educational Audit Report recommendations were met in full, to review the implementation of the environmental awareness program and to refine current processes for curriculum extension for students identified as being in the top bands and curriculum adjustment for students identified as being in the lower bands. Further priorities were to undertake an audit of current assessment practices to ensure that homework expectations were consistent and appropriate K-10 and to ensure that the Common Grade Scale was informing the allocation of grades for all formal reports. In addition, attention was to be given to responding to the development and implementation of the new Australian Curriculum and the introduction of the SAS reporting program for students from Kindergarten to Year 6. ORGANISATION AND ADMINISTRATION - Priorities in these areas were to audit the current list of policies and establish a review process and timeline and to develop a process that linked professional development activities, the annual development plan and teacher professional planning.further goals were the implementation of changes initiated in 2009 to the management of the canteen and uniform supplies and the investigation of strategies to improve communication for all stakeholders using ICT. The establishment of a process and timeline for the development of staff and parent/carer handbooks that presented a K-10 perspective was a specific goal. Projected School Priorities 2012 Holy Trinity s School Priorities in 2012 will be drawn from the Diocesan Mission Statement and Strategic Intentions, which are overviewed below: Staff in Catholic parish schools and the Catholic Schools Office of the Diocese of Armidale work collectively as a diocesan system to ensure quality educational opportunities in the Catholic Tradition and therefore commit to: 1. Mission and Evangelisation: The Diocesan system assists parents and the parish community in their responsibility of educating their children in the Catholic Tradition. Such education is multi-dimensional, encompassing the spiritual, cognitive, social, moral, physical and emotional dimensions of the person. Catholic schools provide high quality educational programmes in which students, along with the whole school community, learn the Catholic Tradition, par- 10

11 ticipate actively in the Liturgy and Catholic spiritual practices, and are invited into a closer personal encounter with Christ through the proclamation, witness and service of those who work in our schools. The System will promote Mission and Evangelisation through the following Strategic Directions: SD 1.1: Strengthen the process of staff formation in order to further staff commitment to and participation in the evangelising mission of Catholic schools. SD 1.2: Promote family involvement in the faith life and faith development of children in Catholic schools. SD 1.3 Integrate the activity of Catholic schools within the life of the surrounding parish(es) so that students are given a sense of belonging to the Church beyond their family and school. 2. Learners and Learning: The Diocesan system, through proclamation, witness and service, supports and challenges learners and learning in their life-long search for truth to promote life-long benefits for the individual and communities. Learning in the Catholic tradition integrates faith and reason. Each learner is at the centre of the educative process. Learning in creative, challenging, contemporary and supportive environments enables learners to gain the knowledge, skills and virtues to participate morally and positively in society and make discerning choices in their lives. The System will promote Learners and Learning through the following Strategic Directions: SD 2.1: Engage learners in varied experiences that maximise individual learning outcomes. SD 2.2: Promote professional learning in the context of collaborative learning communities that enable teachers to design quality experiences for students. SD 2.3: Review and consolidate programs and practices to build resilience and enhance physical, social, spiritual, cognitive, moral and emotional wellbeing. SD 2.4: Foster a culture of investigation to inform the learning process, supported by on-going professional learning and target-setting. 3. Leadership: The Diocesan system promotes Christ-centred servant leadership that is grounded in our Diocesan mission to proclaim, witness and serve. Leadership in Catholic education nurtures the integration of faith, life and culture in self and others, and emerges from and is open to the liberating action of the Spirit. Such leadership is the responsibility of all members of the Diocesan education community. This leadership includes both informal leadership as well as positional leadership. Leadership in the Catholic tradition is realised by co-responsible action for the Common Good. It is leadership which is gospel-based, strategic, ethical and accountable. Leadership at all levels is nurtured by a commitment to on-going professional learning and dialogue. The System will promote Leadership through the following Strategic Directions: SD3.1: Promote a shared understanding of Christcentred servant leadership across the Diocesan system. SD3.2: Identify leadership potential at all levels and implement formation programs to offer opportunities to enhance individual capabilities and organisational capacity. SD 3.3: Expand the modes of and opportunities for professional learning and dialogue to strengthen leadership capabilities and capacity across the system. 4. Partnerships In the Diocesan system of schools, the relationship between students, parents and teachers and pastors is the core partnership in Catholic education. Parishes and the Diocesan system work in support of this core partnership. Other parties, external to the school community, complement the work of the school and the system. Partnerships exist to strengthen and support the educational endeavour of schools. These partnerships are inspired by the Catholic social teachings on solidarity and subsidiarity are evidenced by patterns of interdependence, collaboration and cooperation. The System will promote Partnerships through the following Strategic Directions: SD4.1: Foster positive family school partnerships that focus on individual outcomes and the Common Good. SD4.2: Nurture partnerships within and between schools, parishes and the Catholic Schools Office for the Common Good. SD4.3: Facilitate and encourage positive partnerships between the system and the local, regional and global communities. 5. Resourcing The Diocesan system ensures the provision of a standard of educational excellence which meets the expectations of the Catholic Church and the broader community. Within the system, each member community shares responsibility not just for the education of its own members but for the education of every student in the Diocese. Trust and concern for the Common Good are therefore essential to the operation of the system. The distribution of resources across the system is governed by the principles of equity, subsidiarity and sustainability. The equitable distribution of resources ensures that differences in educational outcomes are not the result of wealth, income, location, power or possessions. Subsidiarity in this context refers to the ability to make decisions about the use of resources, at the most appropriate level of administration, to 11

12 best support educational outcomes for students. To ensure the long-term achievement of school and system goals, such resource allocation decisions have to be sustainable. The System will promote Resourcing through the following Strategic Directions: SD 5.1: Develop, agree to and apply principles of equity, subsidiarity and sustainability to the distribution of financial, physical and human resources across the system and within schools. SD 5.2: Identify and promote sound financial, physical and human resource management and accountability mechanisms. SD 5.3 Make more effective use of existing accountability requirements, to guide school and system improvement. During Term 1 of 2012 the Holy Trinity School Community will develop a plan that addresses all aspects over a three year period and determines the strategic priorities within this for Major Achievements from the 2011 Annual Plan CATHOLIC IDENTITY AND RELIGIOUS EDUCA- TION Staff were offered options for obtaining Religious Education qualifications and several commenced studies in this area. Staff attended optional Retreats and Reflection Days and all teachers attended a Spirituality and Retreat Day in Term 4. The school hosted several parish e-conferences and the Men s Retreat, hosted the Diocesan Mini Vinnies Conference and held the Trinity Sunday parish mass in our hall as well as special liturgies for Easter and our Thanksgiving Mass at the school. An evaluation of prayer was held to ensure that all teachers had the necessary prayer resources to ensure that prayer commences classes on each day. All RE programs were reviewed and updated to ensure that they met requirements regarding assessment and evaluation. Access to the Seasons for Growth program by students was promoted with the program run successfully in RELATIONSHIPS The results of the review the role of the Student Representative Council were incorporated into the Student Leadership Policy and Guidelines and changes sought were implemented. The Induction Program for new members of staff was developed and the Student Enrolment Package containing the prospectus was updated. The school community upon work with anti bullying and promoting student resilience, passing a rigorous application process to become part of the Alannah and Madeline Foundation s e-smart program. This provides resources and support in combating bullying in its many forms, particularly cyber bullying and staff worked with students to develop and implement our anti bullying plan as part of this initiative. Teachers also attended Generation Next conferences and used the mind matters and kits matters programs as foundations for our own Pastoral Care program. We also ran student safety days, the Centacare Counselling Service (which will double its hours at Holy Trinity in 2012), Seasons for Growth and a successful Chaplaincy program. The P&F and staff held two successful parent information nights that offered parenting support and advice. The first was run by Marist Youth Care and focused on Restorative Justice and the second was led by presenter Graham Hyman and was called Understanding Your Teenager. LEARNING AND TEACHING The K- 10 curriculum was reviewed as part of a successful Educational Audit. Staff participated in many opportunities for professional development across a wide range of areas and brought this information back to the school, presented it at staff meetings and incorporated new knowledge and skills into their teaching practice and professional life. Twenty eight new desktop computers and 21 new laptops were installed with interactive white boards in all new classrooms and ipods and ipads were trialled as tools for student learning. A new three year ICT Plan was developed by the staff and necessary resources determined for implementation in The MultiLit Program was introduced to build literacy skills with the assistance of parent tutors, the school participated in the Diocesan Kindergarten Language assessment Program and trialled a national disability identification program. Students were given exciting opportunities to learn in and beyond the classroom through the world wide web and the acquisition of specialist education programs that came to life in classrooms on our interactive white boards. They also participated in national competitions such as the Australian Mathematics and Science competitions with distinction, had visiting performers, authors, artists and musicians across K-10 and travelled off site as far away as Sydney and the Sunshine Coast for excursions and sporting competitions. ORGANISATION AND ADMINISTRATION A full audit of policies was carried out and a new timeline for review and ratification of policies was established. The Parent Handbook was revised and a Staff Handbook created. Both documents reflected a K- 10 approach Processes to ensure a safer and more supportive learning environment were introduced a new Safety Committee was formed to oversee matters relates to OHS and new reporting and management practices introduced. 12

13 Financial Statement Income Expenditure 18 % 46 % 17 % 12 % 14 % 53 % 40 % fees and private income state recurrent grants commonwealth recurrent grants government capital grants other capital income salaries, allowances and related expenses non-salary expenses capital expenditure The information in this report has been verified and the priorities endorsed by the Director of Catholic Schools and the school Regional Supervisor. 13