Annual Report to the St. Luke’s Catholic Primary School Community
St. Luke’s Catholic Primary School
Shepparton North
2015
Principal: Mr. Anthony Butts
(2015)
School No.: 2028
Contact Details
Address
Principal
Parish Priest
School Board Chair
Telephone
Email
Website
E number
School number
629 Goulburn Valley Highway, Shepparton North, Victoria, 3631
David Keenan (2016)
Father Joe Taylor
Paul Ranson
58221834
[email protected]
www3.slshepparton.catholic.edu.au
E3055
2028
Minimum Standards Attestation
I, David Keenan, attest that St. Luke’s Catholic Primary School is compliant with:
- All of the requirements for the minimum standards and other requirements for the registration of schools as
specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform
Regulations 2007 (Vic), except where the school has been granted an exemption from any of these requirements
by the VRQA
- Australian Government accountability requirements related to the 2015 school year under the Australian
Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)
20 May 2016
2015 Annual Report to the St. Luke’s Catholic Primary School Community
2015 ~ Learn from Yesterday, Live for Today and Hope for Tomorrow.
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Our Annual Report:
Our Annual Report provides the school and wider community with information about school performance, initiatives
and developments during the year, in addition to achievements arising from the ongoing implementation of our
School Improvement Plan.
Our Annual Report draws together information of interest and importance to the school community and demonstrates
accountability to the Canonical Administrator of our Catholic Primary School and St. Brendan’s Parish, Fr. Joe Taylor
and Catholic Education Sandhurst.
A significant feature of our Annual Report is the inclusion of information and data which meets the compliance
requirements of the State and Federal Governments. It also provides an opportunity to acknowledge the many people
who contribute to the life of our school throughout the year.
This Annual Report complements and supplements our extensive and informative weekly newsletters, the St Luke’s
School Website and information updates which are published throughout the school year.
Our Annual Report is a celebration of our 2015 school year.
Anthony Butts
Principal (Dec 2015)
Our Identity
St Luke’s Catholic primary School is a community that journeys together in Christ as we grow, learn, and celebrate.
Our Vision
St Luke’s Catholic Primary School strives to…
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Teach, model and live the teachings of Jesus within a Catholic faith community;
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Celebrate the excitement of learning;
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Foster partnerships with families and the wider community to bring our children to their full potential;

Educate the whole person ~ spiritually, academically, socially, emotionally, morally and physically ~ to
nurture the wellbeing of all.
Whole School Focus Statement:
All members of our school community have a right to…
… safety … respect
… learn & lead
… celebrate
Principles of Learning & Teaching (Our Educational Philosophy):
Personalised Learning
Learning for Life
Learning in Community
with and for learners
to know, do and be in balance
with and from each other
differentiation
fostering creativity & imagination
emotional connectedness
motivation & engagement
embracing uniqueness &
individuality
reflective practices
growth & development
skills
inquire & explore
positive attitudes to learning
valuing learning
success
relationships for learning
safe, positive environments
shared experience
supporting risks in learning
connections to the outside world
Our Graduate Outcomes:
St. Luke’s Catholic Primary School endeavours to educate students to be:
Inquiring, critical and independent thinkers with high competencies in all areas;
Curious, imaginative and creative individuals;
Engaged and reflective learners;
Resilient, confident and adaptable problem solvers;
Informed, socially just and active citizens;
Collaborative life-long learners;
Respectful of self, others and the environment;
The best they can be.
Principal’s Report
~ 2015 ~
Learn from Yesterday, Live for Today and Hope for Tomorrow! ~
Catholic Identity:
Advent and Lent:
All classes will be taking/took part in Advent & Lent liturgies during these very important seasons of the Church. The
students will reflect on what Advent means to them and how it relates to us as a Catholic school.
School Masses:
St Luke’s welcomed the new school year with the Opening Mass on the 12th February where the Gr 6 Leaders were
commissioned by Fr Joseph, the new school chaplain. Fr Joseph also celebrated class masses with the children and
teachers in their classrooms throughout the year. These were very intimate liturgies and the children played a big
part in both preparing and engaging the masses. St Luke’s Feast Day was celebrated with a whole school mass at St
Brendan’s on 16th October. It was a lovely celebration led by Fr Joe and the children were very active in the liturgy. It
was great to see so many St Luke’s children take part in the St Brendan’s Feast Day mass on 17th May and the
activities that followed afterwards in the church grounds. On Friday, June 12th St. Luke’s joined St. Brendan’s to
celebrate the annual liturgy and Mass of Compassion. The End of Year Mass is taking place on 10th December and
will be a wonderful opportunity to reflect on all we have achieved this year. Our graduating students will be
presented and bid farewell.
Sacraments:
On Tuesday, 26th May, our Sacramental children celebrated their First Reconciliation at St. Brendan’s Church. It was
lovely seeing our children supported by their parents and families as they received this Sacrament of Reconciliation.
21 St Luke’s children took part in First Eucharist and Confirmation on the 28th, 29th & 30th September. Bishop Les
celebrated each liturgy with Fr Joe and Mark Harmer was heavily involved the planning also playing an active role in
the liturgies. The Sacramental program concluded on Wednesday 9th September with a mass at St Brendan’s. The
children joined St Brendan’s students, who also made their First Eucharist and Confirmation for a special liturgy
celebrated by Fr Joe. The mass was followed by a morning tea in the hall where the children enjoyed some party food
to celebrate the end of the program.
Catholic Education Week
Catholic Education Week 2015 commenced on Monday, 25th May, and each day during that week gave our staff and
students the opportunity to celebrate what is special about Catholic Education at our school. Our focus centred on
our school theme, Learn ~ Live ~ Grow at St. Luke’s Catholic Primary School, allowing us to stop and think about our
achievements in Catholic Education, and remind us that Jesus Christ is our inspiration, as we continue to ‘journey in
Christ’ together.
School Assembly
This year each weekly assembly has begun with the Sunday Gospel reading. Alternating classes respond to the
reading encouraging the students to reflect on how to be better Jesus people.
Making Jesus Real
St Luke’s continued to implement the MJR program which has imbedded itself as a core component of Catholic
Identity at school. It is taught in the classrooms and is a permanent item at weekly assemblies and the newsletter.
Festival of the Sacred:
The Festival of the Sacred is taking place on the 2nd December. The day is a culmination of work conducted by the A3
arts team who have worked with the children during the second half of the year. The Gr 5/6 students will join
hundreds of children from Goulburn Valley Catholic schools to perform a variety of different songs.
National Reconciliation Week:
National Reconciliation Week took place between 27 th May and 3rd June, and we continue to raise awareness and make
connections with our Indigenous community. Our Senior Years students and teacher attended the Reconciliation Mass
at St. Mel’s Church with other students and teachers from St. Mel’s, St. Mary’s and St. Brendan’s Primary Schools and
Notre Dame College.
Enhancing Catholic School Identity Project In first term our teachers attended a Professional Learning day with
teaching staff from St. Brendan’s, St. Mel’s and St. Mary’s to focus on analysing our ECSIP data from our 2014. This
gathering provided us with an opportunity to reflect on our current reality and set future directions for St. Luke’s,
engaging with each other in conversation in our whole staff professional learning community.
Leadership:
Enrolment
St Luke’s began the year with 226 students, which included 38 Preps. Class structures included 2 X Prep, 3 X Gr
1/2 classes, 3 X Gr 3/4 classes and 2 X Gr 5/6 classes.
Staffing 2015:
Several new staff joined St Luke’s this year including Mrs Sally Mills (Acting Principal), Mr Mark Harmer (Deputy
Principal and Gr 3/4 teacher), Ms Hannah Dainton (Gr 3/4) and Mrs Courtney Warnett (Languages). Unfortunately
due to ill health, Sally departed in Term 3 and Mrs Julie Cobbledick acted as Principal until Anthony Butts took on the
role for the remainder of the year.
Full School Review
St Luke’s Full School Review took place on 2nd & 3rd September. The Validation panel spent time speaking with a variety of
members of the St Luke’s community in order to validate the self review
that was completed this year. Mark Harmer (Deputy Principal) and myself discussed the process of
the review and the overall findings. Margaret Wright (School Board Chair) discussed the Board’s
role in the review. Emma Dowling & Danae Byers shared their experience as parents and a selection
of students also spoke with the panel about Catholic Identity of the school. The panel agreed with
the self review findings that St Luke’s has a very strong sense of Catholic Identity and commended
the school on a variety of levels. The second component of the review was centred around
Victorian Registration and Qualifications Authority that ensures that the school is compliant with
all rules and regulations. A comprehensive report on the Catholic Identity section of this review has been included
in the section of this report completed by our Religious Education Coordinator, Mark Harmer.
School Board:
The St Luke’s School Board meets each month to discuss the strategic planning for school operations. It is made up of
staff, parents and Fr Joe. The School Board is the principal leadership group in the school community and play a
pivotal role in the direction of the school and oversee the major decisions made in the school.
Catholic Education Shepparton Mooroopna:
The Principal, Fr Joe and School Board Chair meet once a month with the CESM group to discuss relevant issues and
planning for future educational facilities. The group’s main project this year is the development of a new school in
South Shepparton.
Learning & Teaching:
Designing Pedagogy Project
Our Gr 1/2 teachers (Lauren Calder, Jess Johnson & Karina Black) have recently completed some
excellent work in Designing Pedagogy. The project was centred around their spelling program and received many plaudits
from other schools and the Catholic Education Office. Their professionalism , depth of knowledge and commitment to their
own professional learning in improving their students’ spelling has been extraordinary.
Specialist Program
Each week all students take part in Performing Arts, Visual Arts and Italian lessons. Our Specialist teachers provide
enriching activities and opportunities for our students to develop skills in a diverse range of creative and engaging
experiences. Mrs. Nicky Mamone Houtas taught Languages in the Junior Years and Visual Arts across the school, and
Mrs. Anna O’Keeffe teaches drama and music in Performing Arts. Mrs. Courtney Warnett taught Languages to students
in Years 3-6 with a focus on the Italian language, cultural awareness and understanding.
School Camps:
The Grade 3/4 children attended the Billabong Ranch camp in Echuca on the 13 th & 14th August. The Grade 5/6
children are heading to Harrietville for their camp on 25 th – 27th November. Camps are a wonderful opportunity for
children to develop their independence skills and resilience while away from home.
Pastoral Wellbeing:
Parental Engagement
The school’s parent groups once again played a very active role in the St Luke’s community. The Community Group
organised fundraising at a variety of different events including the trivia night, which was once again a success. The
Welcoming Team assisted at classroom level with a parent representative taking responsibility for the organization
of each class. This group was also responsible for pastoral care such as providing meals and practical assistance for
families in need. The St Luke’s Sporting Club had another successful season entering a number of Soccer and Netball
teams in the local competitions.
Hello Night
The Hello Night took place on the 5th February and was a special opportunity for parents, carers and families to meet
teachers and staff on an informal basis and tour our Learning Communities. This year the School Welcoming Parents
organised a BBQ, and families stayed for tea to mingle and catch up with staff and families. It was a great opportunity
for new and existing families to come along and meet each other.
Healthy Bodies At Work Program
The staff are taking part in a wellbeing program “Healthy Bodies At Work” which was launched mid way through
Term 4 and St Luke’s is one of 4 schools taking part. The program focuses on a variety of areas to improve mental and
physical wellbeing. The program that is being funded by the CEO was welcomed with a very positive attitude and I
hope that it will be of benefit to all those who take part.
Stewardship of Resources:
Master Planning:
A new Master Plan for St Luke’s is being developed which includes a “wing” of new classroom buildings along the East
side of the site. An application for stage one of the plan (4 new classrooms) has been submitted to Catholic Capital
Grants. The school will be notified of the outcome mid 2016.
School Grounds:
Plans have been developed to develop a new sporting oval at the school. Due to town water being the only (but very
expensive) irrigation option, the school is looking to source channel water prior to work going ahead.
Car Park:
St Luke’s was successful in gaining a minor capital grant to fund a new car park located on the East side of the site next
to the stadium. We are hoping that the car park will be completed prior to the commencement of the 2016 school
year.
Anthony Butts
Principal
Religious Education and Catholic Identity Coordinators Report:
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St Luke’s is guided and supported Canonically, spiritually and pastorally by Fr. Joe Taylor, with assistance
from Fr. Joseph Alluri.
St Luke’s engaged in continued analysis of data from the Enhancing Catholic School Identity Project (ECSIP).
This was facilitated in partnership with the Faculty of Theology and Religious Studies of the Catholic
University of Leuven (Belgium), under the supervision of vice-president prof. Dr. Didier Pollefeyt and the
Diocese of Sandhurst Catholic Education Office (CEO). Staff were engaged in analysis, lectures, professional
conversation and individualized / school specific feedback on current data trends. A graphs only report of
the ECSIP data of St Luke’s is available from the school upon request.
Going forward, the school is in an excellent position within the Catholic Identity realm. Our ECSIP data
indicates that Catholic Identity is a strength of St Luke’s. Across the four scaled surveyed of Catholic Identity,
St Luke’s indicated an overall exemplary model of Catholic Identity. The St Luke’s ECSIP data was even used
as a model for best practice or ideal trends by Dr. Didier Pollefeyt in his Diocesan presentation.
St Luke’s continue to support the ongoing faith formation and development of our students, staff and parents.
This ongoing growth and progress is enabled by our staff, parish, curriculum (Source of Life) and
commitment to all facets of Catholic Identity.
School Leadership structure to continue to model the Catholic essence of our school community. The school
works in partnership and collaboration with Parish Priest and Canonical Administrator, Fr. Joe Taylor, the St
Brendan’s Parish, and staff.
A continued strengthening of our Catholic Identity within the school and local community. A holistic
approach.
Responding to data from the ECSIP, with a particular focus on developing our capacity to interpret Scripture
from a less literal perspective (Literal Belief) moving students through the journey to a strong and positive
Post Critical Belief.
Encouraging involvement in faith development opportunities e.g. Spirituality in the Pub, parish offerings etc.
Further development of our whole school Making Jesus Real approach. This is enabled and facilitated by our
Senior Learning Community students through full school assembly. Classroom teachers support this in
Religious Education.
Commitment from staff of the holistic approach to Pastoral Care, reflective of our Identity Statement, Vision
Statements and Graduate Outcomes.
Commitment of Termly Learning Community masses on site at St Luke’s.
Commitment of Full school masses at St Brendan’s Church, at least once per school term.
Term 1 –Opening School Mass
Term 2 –Feast of the Sacred Heart of Jesus (Mass of Compassion)
Term 3- Feast of The Assumption of Mary
Term 4 –Feast of St Luke.
Term 4 –Graduation Mass (End of Year Mass)
Our school has a strong Catholic Identity that is recognized in our wider community. This is demonstrated
through not only explicit Religious Education teaching and learning activities, but it is woven within the fabric
of St Luke’s; the celebration of regular school masses and liturgies; the Catholic Identity markers located in
our school; the way we promote the traditions and practices of the Catholic Church; and the way we model
our individual lives on Jesus Christ.
Despite being geographically distant from our parish centre and church, we maintain close links with the
Parish of St. Brendan’s through involvement in parish life, the use of parish facilities and ongoing invitations
to the parish for involvement in our school celebrations and events. Significant connections are made through
the Sacramental Programs (Reconciliation, Eucharist, Conformation), Feast of St Brendan celebrations & full
school masses. Our Parish Priest / Canonical Administrator is very much a presence within our school and
community.
St Luke’s enjoys a great synergy and relationship with the other parish schools; St Brendan’s Primary School
& Notre Dame College. We work collaboratively together on a number of initiatives throughout both the
academic and the calendar year. This partnership between schools are essential to encompassing the holistic
pastoral essence for our students, staff and school communities.
St Luke’s students have the opportunities to participate fully and completely in the life of the Church. One
significant way this is achieved is through the Sacramental programs, facilitated by the Parish of St Brendan’s
and supported by the school. Students have the opportunity to receive the Sacraments of Reconciliation,
Confirmation and Eucharist. The program is supported by our staff and complemented through classroom
programs. St Luke’s further recognised the faith journey of these students by holding a special prayer liturgy
for them as a school community.
As well as our masses, we celebrated significant events throughout the year with prayers and liturgies. We
recognised Holy Week and Advent with presentations from each of our Learning Communities. Ash
Wednesday was marked with prayer liturgies in our Learning Communities. We gathered as a whole school to
mark ANZAC Day, Remembrance Day, National Apology Day and National Reconciliation Week. Other events
were further recognised as part of our school assembly prayers, as presented by our Year 6 leadership.
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St Luke’s connection to the communities of Shepparton North is demonstrated through a welcoming sense of
belonging and invitation to gather for all Parish and school events. Our annual social events such as Hello
Night, Morning Tea (Welcoming new families, Mothers Day, Termly) and our End of Year Picnic.
St Luke’s demonstrates its commitment to Catholic social justice through a variety of initiatives. It is driven by
our Year Six leadership, with the support from school leadership. St Luke’s participates in Sandhurst Diocesan
promoted initiatives such as ‘Sandhurst Switches Off’ & ‘Go Green For Relief’. Our almsgiving commitment for
2015 is outlined below;
Term 1 – CARITAS Project Compassion.
Term 2 – St Vincent De Paul (Mass of Compassion – Perishable food donations)
Term 3 – Catholic Mission Australia
Term 4 – St Vincent De Paul (Christmas hampers)
FULL SCHOOL REVIEW 2015
St Luke’s engaged in a Full School Review in 2015. The full school review is one of a series of reviews
designed to assist schools plan, monitor and evaluate progress in school improvement The Full School Review
is conducted through the lens of Catholic Identity and thus forms the centerpiece of the review. The review is
conducted in a reflective manner and through engagement with the Charter of Sandhurst School
Improvement (CoSSI) document. The other area of focus for Full School Review is the Victorian Registration
and Qualifications Authority (VRQA). This is the state government statutory authority responsible for
ensuring that employers meet quality standards and are compliant with relevant state legislation. The aim or
purpose of the Catholic Identity Self Review, is to take a reflective view of current process, practice and policy.
Data is collated from a variety of sources and a number of methods are employed to compile a thorough
overview of Catholic Identity within the school. Data was collected from the following sources; School staff,
Year Six students, School Board and the wider School community. The data is considered both qualitative and
quantitative in nature, as particular sources (staff, School Board) are measured through judgments, whereas
other data sources (students, community) is anecdotal in nature, focusing on descriptions, observations and
experiences.
There are five Key Indicators in which the Catholic Identity Self Review is facilitated through. Based on the
evidence and data collated, the Key Indicators are then thoroughly analyzed and a collaboratively reached
judgment is made from each data source. Below are the balanced judgments.
Please note that as the data is moderated and the quantitative interpretation on specific on balanced
judgments using the CoSSI terms are indicated only;
Key Indicator
Sacramental
Life Giving
Faithful
Just
Inclusive
School Staff
Developing
Developing
Developing
Achieved
Achieved
School Board
Developing
Developing
Developing
Developing
Developing
Following this, the process then required St Luke’s staff formulate goals for each Key Indicator. Discernment
about current practice / culture will guide planning and action. This process was extensive. The staff had to
have ownership of the goals going forward, as they would be the people driving them and their
implementation. Several drafts, edits and refinements were made over a series of weeks until a collaborative
consensus was reached. Below I have outlined the agreed goals for each Key Indicator;
Key
Indicator
Sacramental
&
Inclusive
Life Giving
Faithful
Just
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Goal
To develop a deeper contextualisation of the understanding, acknowledgement and
appreciation of the cultural significance and diversity in the wider Shepparton context.
To enable and empower staff to develop and engage in strategies, programs and / or
initiatives to support the wellbeing of our St Luke’s community.
Continuing to build our faith community through invitation, collaboration and the
celebration of Liturgies, Feasts and events / activities, beyond our school community.
To continue to foster and develop partnerships with Shepparton Access, through Eco
Park.
The Full School Review Validation Panel consisted of Chair; Mrs. Helen Ramsdale – CEO Education Consultant,
Mr. Brendan Atley – Principal, St Mary’s Echuca and Mrs. Lisa Wagner – School Board Char, Sacred Heart
Primary School Tatura.
The Validation Panel were presented with a thorough presentation from Religious Education and Catholic
Identity Coordinator, Mr. Mark Harmer. This presentation outlined the process of St Luke’s Full School
Review in its entirety, supporting documentation and evidence of the process and data collection. At the
conclusion of the presentation and subsequent professional conversations, the Validation Panel then had the
opportunity to independently analyse the data, evidence and documentation.
The outcome from this independent analysis the Validation Panel, was a specific commendation on the Full
School Review process, but also the Catholic Identity of St Luke’s being exemplary and the overall strength of
the school. Thus, no recommendations were made by the Validation Panel to the school.
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A more comprehensive ‘School Self Review and Validation Report’ - Catholic Identity dimension is available
from the school upon request. As is the presentation and evidence documentation presented to the Validation
Panel.
Religious Education and Catholic Identity Coordinator - Mr. Mark Harmer.
Learning and Teaching Coordinators Report:
Goals and Intended Outcomes
 To communicate school Identity Statement, Vision, Whole School Focus Statements, Educational Philosophy and
Graduate Outcomes to ensure community engagement and enhancement of student learning
 To improve the effectiveness of our Professional Learning Communities
 To improve our teaching, learning and assessment practices across the school to ensure continuity
Achievements
 Our Whole School Focus Statements are now being used more widely and explicitly throughout our school.
Teachers and students regularly revise these statements in their learning groups and parents are encouraged to
continue reinforcing these expected behaviours with their children. The statements are displayed in each room of
our school, including shared spaces like the Gathering Space and Administration Office. They are regularly
communicated to parents via the school newsletter and notifications, and are discussed at our school assemblies.
The Whole School Focus Statements are also used as part of our behaviour management practices.
 Our Graduate Outcomes are included in planning documents such as weekly work programs and inquiry unit
planners, allowing teachers to ensure that the learning and teaching experiences they are providing, address the
outcomes desired by our school community.
 We have continued to improve the effectiveness of our Professional Learning Communities (PLC’s). In
professional development facilitated by the Principal, the Leadership Team was able to strengthen their
understanding of effective PLC’s and then implement this learning within their own PLC’s.
 We established norms for our PLC’s at both a whole school and Learning Community level. These norms were
referenced at the beginning of each meeting to ensure the desired practices were adhered and the meetings were
as effective as possible.
 PLC meetings were held weekly in Learning Communities, with an agenda set and communicated prior.
 There was more collaboration between Learning Communities within our PLC’s. This allowed for greater
opportunities for discussion, shared understanding, analysis of data and action to improve student outcomes
across our school.
 We had improved communication of agenda’s and minutes for meetings (i.e. staff meetings, leadership meetings,
PLC meetings). These documents could be accessed by all staff members via our staff portal.
 We continued to use the [email protected]’s Google Community as a means of professional dialogue and
sharing. This also provided a great place for people to post readings, videos, links etc. that could be used as
professional reading in our PLC’s.
 A major focus of our work in PLC’s was around analyzing student data. This analysis provided teachers with
information needed to assess student learning outcomes, to plan for future teaching and learning and to
implement changes to practice. We have whole school practices for collecting and storing data for future use.
 Our Leadership Team attended the Primary Learning Leaders Network Days facilitated by the CEO. From the
information and learning gathered from these days, the leadership team identified action to be taken back at
school in their own PLC’s, centred around reflecting on practice and improving student learning outcomes.
 Our school was selected to participate in the Designing Pedagogy – Leadership in Literacy professional
development opportunity provided by the CEO, the focus of which was designing classroom pedagogy for
improved student learning. Our Junior Learning Community teachers took part in this year long initiative. As a
result of participating in this initiative, we were able to improve our teaching and learning practices around
spelling, and our student achievement levels in spelling.
 As part of the Designing Pedagogy project, the teachers involved provided the rest of our staff with professional
development around spelling. Through this we were able to develop consistent language around spelling across
our school. We introduced the ‘4 Spelling Knowledges’ and posters used in each learning group to teach these. We
will continue this professional development on spelling in 2016.
 As part of the Designing Pedagogy project we also set targets/benchmarks for our Year 1/2 students for the South
Australian Spelling Test. At the end of the year we were able to compare the growth of our students with the
growth of our students in previous years, and reflect on the effect size of our change of practice. We are looking at
setting targets/benchmarks for the rest of the school in 2016.
 When preparing documentation for the Victorian Registrations and Qualifications Authority (VRQA) standards as
part of our Full School Review, we undertook a process to evaluate and update our whole school assessment
schedule with teaching staff. Our revised assessment schedule better reflects current practices around
assessment and reporting, and provides a clear annual plan for formative assessment across our school. The
schedule also includes the Spelling Analysis Chart we were able to develop as part of the Designing Pedagogy
project.
 As part of our Full School Review preparation we also revised our time allocations for Key Learning Areas. These
time allocations adhere to the requirements set by educational authorities. We then analyzed our learning group
weekly timetables to ensure they reflected these time allocations and made amendments where needed.
 We expanded on the specialist subjects offered at our school. LOTE – Italian lessons were introduced for all
students from Foundation to Year 6. Each learning group had an hour LOTE lesson each week, adding to the
Visual and Performing Arts specialist subjects already offered.
Lauren Calder
Learning and Teaching Coordinator
Features of Our School
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Our enrolment at the August census was 219 students.
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Our end of year enrolment was 191 students.
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Our children were arranged in four Learning Communities:
Foundation Learning Community ~
Years Prep
Junior Learning Community
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Years 1/2
Middle Learning Community
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Years 3/4
Senior Learning Community
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Years 5 / 6
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(2 Learning Groups)
(3 Learning Groups)
(2 Learning Groups)
(2 Learning Groups)
Throughout 2015 the following staff members were employed at St. Luke’s Catholic Primary:
11 fulltime and 4 part time Teaching Staff members with a fulltime equivalent of 13.6
2 School Officers (45 hrs/wk in total).
4 Teacher Assistants (60 hrs/wk in total).
1 Wellbeing Officer / Chaplain (12.5 hrs/wk).
1 Koori Education Worker (5 hrs/wk).
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Each Class Grouping participated in:
60 minutes Performing Arts specialist area per week.
60 minutes Visual Arts specialist area per week.
60 minutes LOTE (Italian) per fortnight (Years 3 to 6).
120 minutes Bluearth / Sport / Physical Education sessions per week.
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All Administration, Staff and Student areas are in very good condition having been recently constructed and /
or undergone maintenance. (Our school is in its eleventh year of operation).
Our termly and yearly maintenance plan ensures our facilities are continually improved.
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Our Covered Area serves as a gathering area with the Gathering Space used weekly for school assemblies,
prayer reflections and on special occasions as Chapel and Hall.
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School Lunch Orders have been outsourced to Eastwood Orchard (one day per week). Our Community Group
(Parents and Friends Association) provide Special Lunch Days throughout the school term.
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We feature: Ten General Purpose Classrooms, a Gathering Space (multipurpose), a Learning Centre (Library /
multipurpose), Administration, Staff areas and an indoor multipurpose Stadium.
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We continue to develop outdoor play and passive areas around the school environs.
Parent and Community Involvement with our school:
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The St. Luke’s Catholic Primary School Board is the principal leadership group within the school community.
The Board meets monthly. The main role of the School Board is to develop, implement and monitor the School
Improvement Plan. We are grateful to Margaret Wright for her outstanding leadership of the School Board
during the year.
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A large group of dedicated and enthusiastic parents meet each month to serve the school community as
members of our Community Group (our Parents and Friends Organisation). This hard working and vibrant
team within our school community led by President Courtney Simpson has responsibility for supporting our
families and the school, organizing social events and fundraising in support of providing additional
resources, whilst assisting the school meet running costs.
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Our School Board has a major focus on Parent Leadership and Family Engagement, in step with the Diocesan
Parent Leadership and Family Engagement Strategy. This strategy seeks to enhance the opportunity for
parents to be involved, engaged and empowered within the school community, whilst seeking to enhance
children’s learning and life chances.
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As an integral feature of our Parent Leadership and Family Engagement strategy we continued to develop our
School Welcoming Parent Team through the year. This innovation enhances the previous role of School
Welcoming Officer, which has operated within the community for many years.
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Parent helpers are welcome in our classrooms and on school excursions. We are grateful for the support of
our parents when required by our teachers. Our children enjoy the involvement of their parents and families
in the life of the school. Any parents assisting with school activities are required to have a current Working
with Children’s Check.
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On the first day of the school year a cuppa is held in the Gathering Space to welcome our new parents and
support the establishment of inter-family connections. In addition, parents are also welcome to gather for
lunch at a local restaurant to further these connections. These gatherings are very well attended.

We hold an annual “Hello Night” for families to visit their children’s classrooms and meet with school staff in
Term one.

Parents and parishioners are invited to attend all school Masses, Prayer Reflections, assemblies and
gatherings throughout the school year.

School assemblies, conducted by our Grade 6 school leaders, are held each week to gather as an entire school
community. At these gatherings we: pray together, hear of coming events, celebrate participation in school
events, highlight individual achievements, mark birthdays, receive reminders and sing the National Anthem.
Our Year 6 Leaders have a significant role in preparing and leading the weekly assemblies, which contributes
to their development as young people and provides a practical, purposeful way for them to exercise their
skills and abilities.

Working Bees are held to attend to ongoing cyclical maintenance according to our School Maintenance Plan,
complete specific development projects and beautify the school grounds. These working bees are always well
attended and involve opportunities for parents to physically contribute to the development of our facilities
and grounds. Each working bee is completed by a social gathering to celebrate the fruits of our team work.

In Term One a Junior Learning Community Information evening is held to revise information provided at our
Prep Information Evening held in the year prior. The focus is on literacy and numeracy programs in the junior
Learning Community and provide other relevant details for parents of children at this level after an initial
experience of school life.

Our School Board’s Parent Leadership & Family Engagement Strategy is being supported by Sally Livermore,
Parent Engagement Officer (Catholic Education Sandhurst).

The St. Luke’s Community Group conducts a number of social lunches and breakfast gatherings throughout
the school year for parents.

A team of dedicated parents have continued to support our School Library since 2005. These parents are
heavily involved in covering books, accessioning (cataloguing), returning books to their shelves and
supporting our volunteer Teacher Librarian (a semi-retired teacher from our parish). Our Library was
automated in 2007 and we moved into our new Learning Centre in 2011 which now contains our school
library.
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We continued to develop our ongoing relationship with Shepparton Access in support of our joint
Permaculture Project ~ ECOpark. In November we held our AGM.
Out of School Hours Care is provided at our school through a partnership between Stepping Stones
(provider), Congupna PS and our school (users).

The St. Luke’s Catholic Primary School Sports Club continues to oversee the development of weekend and
after school sporting activities. Our parents have taken on a range of formal roles to support the participation
of our children in local Soccer, Cricket and Netball. The number of sporting teams and children accessing
these activities continues to grow. We have had a number of children represent the school in equestrian
events.

The local Kiwanis Group continue to support us with the Terrific Kids Award on a termly basis.

We are in the second year using our online Google Calendar fand the St Luke’s School APP or community
access, to enhance our communication with the local community around community dates and school events.

Other Community Involvement Initiatives:
o Anzac and Remembrance Day march;
o Visiting the elderly at Mercy Place;
o Town Library Displays;
o Attendance at the local National Reconciliation Day ceremony;
o Clean Up Australia Day, Schools Clean Up;
o Annual Tree Planting;
o Community Awareness (Year 10 Notre Dame College program);
o Community In Action (Year 9 Notre Dame College program);
o Duke of Edinburgh Award (Year 9 Notre Dame College program);
o Hosting Work Experience students;
o Hosting Student Teachers;
o Involvement of Year 6 leaders in local Safety Day;
o Student Expos;
o Local Early Childcare and Education review meetings;
o Regular and ongoing projects and interactions with the Emmaus Campus of Notre Dame College;
o Goulburn Valley Water promotions and initiatives;
o Visits to the local library, art gallery and historical society;
o RiverConnect projects and initiatives;
o National Say No to Bullying Day activities;
o Involvement with the local Academy of Sport Health and Education (ASHE) program;
o Hosting visiting African students for school visits in cooperation with the Rotary Club of Shepparton.
Features of Our School Curriculum:
Our school offers a “Value Added” education across the Domains of the AusVels (Australian Curriculum in Victoria)
supported by:
 The Catholic Identity and Culture of our school;
 Our Religious Education program ~ Source of Life;
 Our Identity Statements and Graduate Outcomes;
 Our Whole School Focus Statements & Making Jesus Real approach;
 Maintaining close links with our Parish, St. Brendan’s Primary School and the Year 9 Campus of Notre Dame;
 Parent Leadership & Family Engagement Strategy of our School Board;
 Pastoral Wellbeing approaches;
 Wellbeing Officer / Chaplain;
 Promotion of School Spirit;
 Whole School planning;
 Integrated Curriculum experiences;
 Visual and Performing Arts specialist programs;
 Continued training and involvement in the Bluearth Discovery program;
 Environmental Education & Sustainability programs;
 Involvement in interschool sport, camps & other local activities;
 Small multi-age Learning Groups and experiences;
 Cross-age and Cross-ability groupings;
 Caring and supportive staff;
 Strong community focus;
 Promotion of Student Leadership;
 School Buddy Program;
 Involvement in events and activities with St. Brendan’s Primary School;
 School Assemblies;
 Special Lunch Days;
 Termly Whole School Activity days;
 Goal setting and review experiences;
 A range of Incursions across curriculum areas.
Staff Attendance:


Teaching Staff 83%. Non Teaching Staff 96%. Total Combined: 87%
(This does not include extended sick leave and includes periods of Leave Without Pay for personal reasons.)
Professional Development / Pupil Free days are not included as absences.
Staff Retention:
The proportion of teaching staff retained from 2014 was 78.57%
Staff Qualifications:








All, but one, Learning Group Teachers had Bachelor of Education qualifications or equivalent (4 years training).
8 out of our 9 Learning Group teachers had Accreditation to Teach in a Catholic School.
All but two, Learning Group teachers had Accreditation to Teach Religious Education in a Catholic School or were
in the final phase of receiving this accreditation.
One teacher had a Post Graduate Diploma in Educational Studies (Student Welfare).
One Learning Support person had a Bachelor of Teaching in Early Childhood Education.
All five of our Learning Support personnel had Certificate III or higher qualifications.
Our School Wellbeing Officer / Chaplain completed their Certificate 4 qualifications.
One of our School Administration Officer has a Bachelor of Commerce.
Staff Composition:
Principal Class:
5
Teaching Staff (Head Count):
17
FTE Teaching Staff:
13.6
Non-Teaching Staff (Head Count): 7
FTE Non-Teaching Staff:
Indigenous Teaching Staff:
3.75
0
Student Attendance:
The majority of our students maintain acceptable attendance records. Of concern are the few students who regularly miss
days. The majority of parents make contact with the school to provide explanations for student absences.
Average student attendance rate by year level:
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Overall average attendance:
91%
92%
93%
91%
94%
91%
92%
Student non-attendance is monitored by our attendance roll system.
Learning Group teachers monitor the attendance of the children in their care and highlight concerns regarding any
unexplained, regular and/or prolonged non-attendance with the school Principal.
Where required, our school Principal makes contact with parents to discuss non-attendance concerns.
Professional Learning:
Our teachers, teacher assistants and administration staff have the opportunity to participate in whole staff and individual
Professional Learning opportunities throughout the year as follows:
Diocesan Networks and Teams:
 Diocesan Principal’s Network.
 Diocesan Religious Education Coordinators Network.
 Diocesan Deputy Principal’s Network.
 Deanery Principal’s Network.
 Deanery Deputy Principal’s Network.
 Deanery Religious Education Coordinator’s Network.
 Diocesan Librarian’s Network.
 Primary Learning Leader’s Network.
 Diocesan Indigenous Education Network.
 Diocesan ICT Network.
 Diocesan Special Education Network.
 Diocesan Pastoral Wellbeing Network.
 Diocesan Arts Network.
Whole Staff Professional Learning opportunities:
 Start of Year Planning Day (Pupil Free Day).
 Curriculum Planning.
 Source of Life Consultation Days (Level Days).
 School Review (Staff Meeting);
 Enhancing Catholic School Identity PD (Staff Meeting)
 Professional Learning Communities (Staff Meeting);
 Teacher & School Improvement (Staff Meeting);
 Assessment Delivery & Analysis(Staff Meeting);

 Planning Day for 2016 (Pupil Free Day).
 Budgeting (Staff Meetings);
 Unpacking Scripture (Staff Meeting);
 ICT & Technology (Staff Meetings);
 Insight SRC analysis (Staff Meetings);
 Staff Spirituality (Staff Meeting);
The average expenditure on Professional Learning
activities per teacher, excluding the cost of
replacement teachers
was $790 ($766 in 2014)
NOTE: IN 2015 we engaged in significant in-house
and/or diocesan professional learning. This kept
costs down.
The average cost of replacement costs for
professional learning activities per teacher was
$442.00 ($ 444 in 2014).
National Benchmark Results:
The following information summarises the percentage of students meeting National Minimum Standards in English and
Mathematics as assessed in the National Assessment Program (NAPLAN):
Year 3 Literacy Benchmark:
97% of children were at or above the National Minimum Standard for Reading.
100% of children were at or above the National Minimum Standard for Writing.
97% of children were at or about the National Minimum Standard for Spelling.
100% of children were at or above the National Minimum Standard for Grammar and Punctuation.
Year 3 Numeracy Benchmark:
100% of children were at or above the National Benchmark for Number.
Year 5 Literacy Benchmark:
100% of children were at or above the National Benchmark for Reading.
100% of children were at or above the National Benchmark for Writing.
100% of children were at or above the National Benchmark for Spelling.
94.7% of children were at or above the National Benchmark for Grammar and Punctuation.
Year 5 Numeracy Benchmark:
100% of children were at or above the National Benchmark for Number.
Changes in Benchmark Results:
Changes in national minimum standard results
2013 - 2014
Year 3 Reading
Year 3 Writing
Year 3 Spelling
Year 3 Grammar and
Punctuation
Year 3 Numeracy
Year 5 Reading
Year 5 Writing
Year 5 Spelling
Year 5 Grammar and
Punctuation
Year 5 Numeracy
2014 - 2015
0.0%
0.0%
0.0%
0.0%
- 3.4%
0.0%
- 3.4%
0.0%
-7.7%
-0.9%
+1.4%
-11.1%
0.0%
+ 7.7%
+7.7%
+11.1%
+21.2%
+3.8%
0.0%
+5.8%
Student Learning Outcomes 2015:
Our 2015 results provided some very rich data for staff for planning purposeful learning and teaching, and collaborating for
school improvement. Data analysis from the NAPLAN tests for 2015 showed a decrease in some Gr 3 Literacy areas. This
data will be analysed in an attempt to identify ways we can improve in this area.
Our Gr 5 data showed some excellent results with substantial growth in all areas of literacy and numeracy.
Given individual cohort results, and other school based assessment data, our school community has sought to enhance student
learning in the future through:
 Enhancement of our intervention and enrichment programs, processes and provision;
 Deployment of additional Learning Support staff to implement intervention strategies;
 Professional Learning and support for staff in Literacy;
 Participation in Designing Pedagogy in Literacy professional learning
 Development of our PLC culture with a focus on student learning, collaboration and a focus on improved student
outcomes and results.
 Continuing our whole school review of building teacher capacity and changing practice to improve Literacy and
Numeracy
 Developing strategies to promote Reading and Spelling at home in support of school programs;
 Ongoing Professional Learning around data analysis and data driven instruction;
 Encouraging high expectations for our children from parents and teachers;
 Continuing our focus on a BROAD and RICH educational experience for all.
Parent and Teacher Satisfaction in our School:
In 2015 we received feedback from our participation in the InsightSRC survey of senior students, parents and staff.
Feedback from our parish and the local community continues to indicate great respect and strong support for St. Luke’s
Catholic Primary School and positive satisfaction in the school community. The InsightSRC information and analysis
continues to drive our planning for ongoing school improvement.
During 2015 the School Community participated in a number of surveys and data collection exercises in support of ongoing
school renewal and development. The School Board continues to make use of the data collected in strategic planning and
annual implementation plans.
Local and school community comments are universal in positive support of St. Luke’s Catholic Primary School, its operation
and presence within the local area. St. Luke’s Catholic Primary School is highly regarded in the local area.
New families seeking enrolment at the school continue to reflect popular public respect and support for the school and our
programs.
Increasing enrolments indicate confidence in the school for existing and new families.
Staff Annual Review Meetings and retention rates are affirming of the school and its practices.
Financial Statement Summary:
Financial Statement Summary taken from St. Luke’s Annual Financial Statement 2015.
Financial Performance
Financial Performance for the year ended 31 December 2015
Reporting Framework
Recurrent income
Modified Cash
$
Tuition
School Fees
143,336
Other fee income
106,777
Private income
State government recurrent grants
Australian government recurrent grants
Total recurrent income
4,718
533,670
1,641,635
2,430,136
Recurrent expenditure
Salaries, allowances and related expenses
Non salary expenses
Total recurrent expenditure
1,434,651
375,437
1,810,088
Capital income and expenditure
Government capital grants
0
Capital fees and levies
51,967
Other capital income
36,285
Total capital income
Total capital expenditure
88,252
24,681
Loans (includes refundable enrolment deposits and recurrent,
capital and bridging loans)
Total opening balance
Total closing balance
503,872
423,001
Financial Note
Note that the information provided above does not include the following items:
System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported
borrowings for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not
comparable to the ACARA school-level income reporting requirements which are to be reported on the MySchool website. ACARA school
level reporting requirements will require system level income from Government grants and some private income to be allocated by
school. This will be a small adjustment in relation to the total level of school resources. At this stage, recurrent income from
Government sources, school generated income and capital expenditure are to be reported by schools. Additionally when assessing the
private income of the school include both recurrent and capital school fees.
Concluding Remarks:
St. Luke’s Catholic Primary School continues to grow and develop through the leadership and involvement of an outstanding
staff team with support and leadership from a dedicated and committed School Board, hard working and enthusiastic
Community Group and with ongoing support and involvement by our parents, families and local parish.
The children of our school continue to develop as individuals within an environment focused on providing them with a value
added curriculum experience to encourage them to be the very best they can possibly be.
We are grateful to our parish, local Catholic community and the Diocese for affording us ongoing support and for the interest
in our achievements.
Thank you for your involvement in, and support of, our school and parish. We are fortunate to have the continued interest and
proactive support of so many individuals and groups as we provide for the needs of our children, their families and our staff
members.
We welcome our new Principal Mr David Keenan, his wife Nicole and his children Matilda and Clancey. We look forward
to a new era at St Luke’s as we continue to Journey Together in Christ.