I am proud to present to you the 2010 Annual School Report for Our Lady of Lourdes Primary, Baulkham Hills South.

The mission of all members at Our Lady of Lourdes Primary is to work collaboratively in ensuring that we are an authentic Catholic school, committed to quality teaching and learning. All individuals are valued and the development and dignity of every child is nurtured and encouraged.

Our school proclaims Jesus and His Good News by example in word and, through celebration and our mission statement, emphasises our strong commitment to Catholic education. We constitute a faith community and are part of the local church and community. The parish priest is very pleased with the collaboration between the school and parish.

Excellent opportunities are provided for our students to develop academically and spiritually within a caring community. Quality relationships exist between all those who have a stake in our school; students, parents, staff and parish. During the course of the year, we are able to share with the members of our community the marvellous work being undertaken in our school and experience education at its best.

The emerging Catholic education agenda seeks to encourage teachers and students to be engaged in online learning. At our school, we ensure that information technology is used to enhance learning opportunities for all our students. We are committed to the continual upgrading of our hardware and software.

It was an exciting year for the Our Lady of Lourdes Parent Group, as we made a commitment to new goals and previous priorities. After enjoying a very successful 2009, our first goal for 2010 was to increase our community spirit. This was achieved through several social functions including a Fathers Day handball competition, a wine and cheese night and a Mothers Day afternoon tea.

At our school, we have a Student Representative Council that consists of six members. Every week, we help the teachers and look after the children in the playground. We are very friendly to the young students and anyone who is new to the school.

We enjoyed the National Young Leaders Day at the Sydney Entertainment Centre. The guest speakers told us about how to make good decisions and to set goals for the future.

The Catholic people of Baulkham Hills and Winston Hills were served by the priests from Prospect until St Monica's was opened at North Parramatta.

In 1951, mass was celebrated at the Baulkham Hills South School of Arts. A brick cottage surrounded by large grounds in Canyon Road was purchased in 1958. The first stage of the school project was opened by Cardinal Gilroy in September 1958.    

Our Lady of Lourdes became a separate parish from St Monica's in 1969. A south wing was added in 1971 and a north wing in 1975.

The next major project was the building of the church which commenced in mid-1978. It was opened by Cardinal Freeman on 3 August 1980. 

In 2007, our new building project concluded with the Opening and Blessing of state of the art learning facilities: three new classrooms; refurbishment of all existing classrooms; new and refurbished staff areas; a new learning centre, library, administration block and canteen; outdoor amphitheatre; extensive landscaping and installation of an elevator.

In 2009, our applications for Primary Schools for the 21st Century and National School Pride grants were approved by the Australian Government as part of the $14.7 billion Building the Education Revolution (BER) program. The new learning area is multipurpose - whole-class and group activities, assemblies, plays, band recitals and award ceremonies can now take place.

Our Lady of Lourdes Primary, Baulkham Hills South follows the Parramatta Diocesan document Enrolment Procedures in Parramatta Catholic Systemic Schools, January 2002. This document can be obtained from the school office or is available on our website or the Catholic Education Office website.

Current and previous years' student enrolments

Characteristics of the student body for 2010

The table below shows the number of students in each of the categories listed.

(LBOTE - Language Backgrounds Other Than English; SWD - Students With Disabilities)

The 2010 annual school priorities furthered the work undertaken in 2009:

• Religious Education Literacy Assessment
• the National Assessment Program - Literacy and Numeracy (NAPLAN) analysis
• strengthening technology hardware infrastructure.

 A new focus for 2010 was an in-depth study of Asia.

The annual school priorities for 2010 were:

• to analyse the results from the 2009 Religious Education Literacy Assessment in order to use this data to refine and guide our 2010 programs

A staff analysis resulted in a changed focus for our class programming.  This goal was achieved.

• to study the NAPLAN and standardised tests results in the areas of numeracy and literacy to improve learning outcomes for students

Data from the NAPLAN tests was analysed in module groups - achieved.

• to stimulate student interest in the Studies of Asia - Indonesia and Japan - by guiding and assisting teachers to develop a technology rich unit of study

Resources were purchased from a grant and teachers were released to plan units of work - achieved.

• to strengthen the technology hardware infrastructure of the school to meet the increasing demands of students and teachers

Interactive whiteboards, LCD projectors, laptops and ThinkPads were purchased enabling whole-class and group work activities to take place - achieved.

After studying the NAPLAN results in 2010 and discussion with the teachers, it was decided to further develop our students' numeration skills. As a follow-on from our 2010 information technology goals, the teachers will continue to integrate technology in all curriculum areas.

These will be:

• for students and staff to deepen their understanding of the meaning and significance of the Eucharist in their lives

• to increase students' numeration skills by developing mathematical literacy

• to analyse the NAPLAN literacy/numeracy and standardised test results to identify areas for further development

• integrate e-learning experiences in all curriculum areas to enrich students' learning

• to conduct an audit of the school's information communication technology hardware to identify areas which require upgrading.

In 2011, the staff will focus on the significance of the mass. The new Roman Missal is to be introduced and the teachers, parents and students will have the opportunity to study the changes in the liturgy.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy, reading, writing, grammar, punctuation and spelling at particular ages. These are referred to as national minimum standards. Student performance in NAPLAN in our school is compared to these standards. The percentages of students achieving at or above these national minimum standards, and the percentages of students in the top three bands are reported in the table below.

Our 2010 NAPLAN results indicate that our teaching/learning program continues to develop the skills of our students in Literacy and Numeracy, enabling the students to achieve a high standard.

Analysis and study by staff of NAPLAN results will continue to drive our planning of our Numeracy and Literacy program.

The following programs enrich the work being undertaken in the key learning areas:

• in-class support for the key learning areas

• individual programming for children with individual needs

• differentiating the curriculum, where appropriate, for gifted and talented students

• Transition to Kindergarten

• Multilit and RAV programs for Literacy support

• Mathletics

• new arrivals support.

The school is involved in a number of co-curricular activities which include:

• Wakakirri

• Voice of Youth

• Maths Olympiad

• sport: rugby league, touch football, cricket, netball, soccer, basketball, swimming, athletics, gymnastics, cross country, softball, dance, gross motor and T-Ball.

At our school, we endeavour to develop a culture where the staff and school social justice groups assist the children to realise that human rights are given priority. All people should have access to proper nourishment, health services, housing and education. It is imperative that we affirm and promote religious, civil and political freedom, as well as economic and social rights.

Celebrations are organised to highlight Harmony Day, International Peace Day, Remembrance Day, ANZAC Day and Clean Up Australia Day. Our school media team promotes school and national initiatives in order to assist our children to become independent and responsible citizens.

Our Values Statement is structured around six core values of faith, fairness, compassion, responsibility, respect and acceptance and now forms the framework for our Social Skills program.

Student management is based on the restorative practice model which:

• uses an explicit framework designed to re-establish significant relationships following behavioural incidents

• seeks to ensure that the consequences for misbehaviour have relevance and meaning within the school community context

• fosters individual responsibility and helps develop empathy.

These outcomes are achieved by focusing on harm and relationship, rather than on blame and punishment.

Parent Satisfaction

Many positive comments are received from parents at meetings held throughout the year. The feedback includes care of the students, their children's level of satisfaction, excellent results from NAPLAN testing and academic achievement. Many parents comment on the well-prepared masses and liturgies and are delighted with the school's religious education program.

Student Satisfaction

The Year 6 students speak enthusiastically about their teachers, their faith development and their good friends. School excursions and overnight camps are also rated highly.

Teacher Satisfaction

The high retention rate of staff can be attributed to staff satisfaction with the level of support from the executive, the learning environment and the student management policy. During interviews, favourable comments were received about the integrated use of technology, the excellent resources and the focus on teaching and learning.

Teacher standards

 *Australian Education International - National Office of Overseas Skills Recognition

Religious Education Accreditation

Workforce composition

Professional Learning

Professional learning undertaken by staff in 2010 included:

• goals 2010
• NAPLAN - reading, reading fluency, vocabulary, numeracy
• Asian Education
• cyber safety
• Occupational Health and Safety
• using interactive whiteboards effectively
• Mercy story
• protective behaviours
• anaphylaxis guidelines
• cardio-pulmonary resuscitation
• goals 2011.

Teacher attendance

The average teacher attendance for 2010 was 96.2%.

Teacher retention

Of the teaching staff in 2010, 92% were retained from 2009.

Two teachers departed from our school; one left for an executive position.

Student attendance rates

The average student attendance for 2010 for the whole school was 95.1%. The average attendance for each Year level appears in the table below expressed as a percentage:

 

K	1	2	3	4	5	6
95.6%	93.5%	95.2%	95.7%	95.3%	96.8%	93.5%

The attendance rate is high. Parents recognise the importance of consistent attendance to enhance children's learning.

Managing non-attendance

Regular attendance at school is essential if students are to maximise their potential. Schools, in partnership with parents and guardians, are responsible for promoting the regular attendance of students. The compulsory schooling age is between 6 and 17 years old. Parents and guardians are legally responsible for the regular attendance of their children, explaining the absences of their children from school promptly and within seven days to the school, and taking measures to resolve attendance issues involving their children. School staff, as part of their duty of care, monitor part or whole day absences. They maintain accurate records of student attendance, follow-up unexplained absences through written and verbal communication, implement programs and practices to address attendance issues when they arise, and provide clear information to students and parents regarding attendance requirements and the consequences of unsatisfactory attendance. The principal may grant permission for late arrival at school or early departure from school, only in individual cases, on written request from parents and guardians. The principal or delegate will undertake all reasonable measures to contact parents promptly if an unexplained absence occurs. If truancy is suspected, the principal will contact the parents/guardians to ascertain the reason for the absence. If a satisfactory response is not received, the matter will be referred to Catholic Education Office staff for follow-up.

These include: 

• Kindergarten to Year 6 Buddy program
• peer support
• social justice group and outreach activities
• social skills activities
• parent and parish support groups
• structures to acknowledge birthdays, citizenship and student achievement
• school counsellor sessions
• learning support for students with special needs
• values education.

Our Mission Statement and focus on restorative justice are central to student management/welfare and discipline policies and procedures.

Policies:

• Student Management

• Anti-bullying

• Pastoral Care

• Religious Education

• Critical Incident

• Duty of Care.

Our Student Management Policy reflects our Mission Statement and our focus on restorative justice.

Services:

• school counselling

• itinerant teachers from the Catholic Education Office eg new arrival, communication disorders.

Procedures:

• evacuation, lockdown, lockout

• first aid

• preparation for excursions

• specific medical conditions.

Leadership:

• Student Representative Council

• media group

• social justice committee.

Programs:

• School Enrichment

• Learning Support

• Literacy Support

• Social Skills.

Although these policies were reviewed in 2010, there were no changes made. The full text of the student management, welfare and discipline policies can be obtained through the school office.

As in previous years, the school adheres to the Complaints Handling policy formulated by the Catholic Education Office. This document is available from the Catholic Education Office website and the school office. There were no changes to the policy during 2010.

School Recurrent and Capital Income

School Recurrent and Capital Expenditure