2015 Annual Report to the School Community

Logo Sacred Heart School








Contact Details

Minimum Standards Attestation

Our School Vision

School Overview

Principal’s Report

School Education Board Report

Education in Faith

Learning & Teaching

Student Wellbeing

Leadership & Management

School Community

Financial Performance

Future Directions

VRQA Compliance Data



Contact Details


20 Newcastle Street

Newport  VIC 3015


Mr Tony Crosbie


Fr Ian Ranson


Mrs Leah Kerr


(03) 9391 6262






Minimum Standards Attestation

I, Anthony Michael Crosbie attest that Sacred Heart School, Newport 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


School Overview

Sacred Heart School is situated at 20 Newcastle Street, Newport in the Western Suburbs of Melbourne, eight kilometres from the CBD in the City of Hobsons Bay.  The school was opened in 1901 under the direction of the Sisters of St. Joseph, with the first Principal personally chosen by Mary MacKillop.   The school has maintained a strong link to the Josephite Sisters and the tradition of Mary MacKillop.  We still have a Josephite Sister working full time at Sacred Heart.  Sacred Heart appointed its first lay Principal in 2001.

Sacred Heart is a typical inner-suburban school of its time being red brick and two storeys. The school has been constantly added to and upgraded over the years, resulting in clean, bright facilities. A house adjoining the school was purchased in 2001 so we could expand the size of our school grounds. The house was demolished and a new adventure playground and hall were constructed in 2002/03.  To green our school environment and recognise our history, a garden dedicated to Mary MacKillop was built between the school and the Church in 2005.  Extensive playground development occurred in the latter half of 2009, adding sandpits, seating, trees, rubberised surface under the adventure playground, areas of artificial turf and a dry creek bed.   With our $2M BER Project, one wing of the school was extensively rebuilt and refurbished to accommodate a Library Learning Area and a Senior Level Learning Area.

In 2015 we had an enrolment of 261 students in twelve class groupings consisting of two Prep classes, two Year 1 classes, two Year 2 classes, one Year 3, one Year 3/4, one Year 4 Class, one Year 5 Class and two Year 6 classes. The demographic profile of Newport has changed over the last few years.  Newport as a suburb has seen real estate values increase and Newport has experienced a movement of younger families into the area, especially in the last few years.  Our CSEF percentage in 2015 was 14%.  Our socio economic status has steadily increased over the last few years to 109. 

Our Language Background Other than English is 28.9% with our largest group being Arabic followed by Greek, Vietnamese, Italian and Macedonian.  The majority of our students come from families where both parents were born in Australia although many of the parents have ESL backgrounds which impact culturally and linguistically on our students.  We value and celebrate the multicultural aspect of our school.  Our enrolment of Catholic students in Prep 2015 was 82.1%.  We have students baptised into other Christian faiths, as well as Muslim.  Less than 1% of students indicating no religious denomination. Our enrolment mix is reflective of the cultural background of Newport.

In 2015 we had twenty five staff members in total with sixteen being full-time.  We had twelve classroom teachers, three specialist teachers (Physical Education, The Arts, Library, LOTE), five leadership / support staff (Literacy Co-ordinator, Numeracy Co-ordinator, Reading Recovery / Pastoral Care, Principal), three Integration Aides, a Position of Leadership release teacher and two Administration staff. 

We worked on improving student outcomes in Literacy and Numeracy by using data more consistently and rigorously to assess students’ skills and inform planning for learning and teaching. 


Principal’s Report

The 2015 school year has been a time of great activity both inside and outside the classroom.  I wish to extend my thanks to the staff for their commitment to the children of Sacred Heart School.  The whole community can be left with no doubt that their children are receiving the best educational program possible and that every endeavour is being made to ensure the continued growth and development of all facets of Sacred Heart school.

The Leadership Team in 2015 consisted of:

Principal: Mr Tony Crosbie
Deputy Principal: Mrs Donna Condon
Religious Education Co-ordinator: Ms Ashley Kelly
Numeracy: Ms Jill Crowe
Literacy Co-ordinator: Mrs Bern Pelka
Learning and Teaching: Ms Kelly Day & Mr Rory McCaughey:
Student Well-being: Ms Margaret Enright


Religious Education

Ms. Ashley Kelly continued with the work of developing the school’s Religious Education and Sacramental Programs.  During the year the children and staff were involved in a number of Liturgical events including:

  • Opening of the School Year Mass at Sacred Heart Church
  • Catholic Education Week / St Patrick’s Day Celebration at St Patrick’s Cathedral
  • Easter Paraliturgy
  • Mission Mass at St Patrick’s Cathedral
  • Celebration of Sacred Heart Feast Day
  • Combined Schools Day with St Margaret Mary’s, Spotswood
  • Celebration of the feast day of St Mary of the Cross
  • Weekly Class Masses

Children in Years 4 & 6 were involved in the Parish Based Sacramental Programs for the reception of Reconciliation, Eucharist and Confirmation.  Parent/ child formation sessions were held prior to the reception of each of the Sacraments.  All Year Levels from Prep to 6 continued to participate in class and school celebrations of the Eucharist.  At the beginning of the school year, the staff from Sacred Heart gathered with the staff from St Margaret Mary’s to celebrate the beginning of the School Year and with teachers from the Western Zone to celebrate Mass at Carolyn Springs.  Two staff attended the Mary MacKillop Heritage Centre in East Melbourne to participate in the Mackillop Colloquium.


School Improvement Framework - 2015

In 2012 the school participated on the School Improvement Framework as specified by the Catholic Education Office.   During 2015 the school continued to undertake parts of the 4 Year Plan of implementing the Review Recommendations focusing on the areas of: 

Education in Faith, Learning and Teaching, Student Wellbeing, Leadership and Management, School Community which make up the 5 spheres of the School Improvement Framework.

The major focus area in 2015 in each of the areas was:


Education in Faith                   

Development of the RE Program in line with our Inquiry Focus

Learning and Teaching          

ICT:                         Implementation of Chromebook Program in Year 5 & 6

Numeracy:              Refinement of planning proformas

Literacy:                  Reading focus P – 6 Year levels

                               Developing Scope and Sequence and Skills for Text Levels 


Student Wellbeing                                                          

Continued focus on Restorative Practices and Friendly Classrooms Program

Establishment of the Mini-Vinnies Program

Leadership and Management                                   

Focus on Teaching and Learning and preparation for the 2016 School Improvement Framework

School Community   

Community Building / Development of the School Home Page and refinement of the Parent Lounge

and Skoolbag App.

Curriculum Developments and Initiatives

The staff continued their focus on the development of the school’s approach to Personalised Learning in 2015.  All staff have continued to be involved in a number of related Professional Development Programs specific to their needs and areas of interest.



The school’s Literacy Co-ordinator – Mrs Bern Pelka attended all Professional Development Sessions conducted by the CEO.  Staff and Students in Year 3 – 6 continued to be involved in the LAP – Learning Assessment Project.  Mrs Bern Pelka and 3 staff attend the Early Intervention Program conducted by the CEO Melbourne


The Numeracy Co-ordinator continued to be the primary source of contact between the school and Numeracy Leaders from the Catholic Education Office.


Chromebooks were purchased for all Year 5 & 6 students
Electronic Whiteboards were installed into all remaining Classrooms
New Server purchased & installed
Existing computer hardware in school continued to be replaced as part of the ongoing upgrading of the school’s computer facilities. 

Performing Arts

The Year 5/6 Students starred in the School Production – “Bring on Broadway”   This was a great success due to the work of staff members Mrs Rita McEwen, Mrs Mary Cassar and a group of parent helpers lead by Mrs Naomi Norris, Mrs Rebecca Lienert-Harris

NAPLAN Testing

All students in Years 3 & 5 participated in NAPLAN conducted by the Board of Studies.

Camps Program

The children in Year 6 attended a 5 day camp in Canberra
The children in Year 5 attended a 3 day camp at Mt Evelyn.
Year 3 & 4 students attended a 3 day camp at Dromana
Year 1/2 students undertook a one day Outdoor Education Program at school.
The children, staff and parent helpers had a most enjoyable and exhaustive time at each of these camps. 

Special Days

During the year the students participated in the following “Special Days” activities including:  Multi-cultural Lunch Mothers’ Day, Fathers’ Day, Footy Day, Art Show, Book Parade, Prep Breaky, Combined Schools Day with St Margaret Mary’s, Art Show, Author Night, Parent and Child Personal Development Night.


Our Mixed Hockey Team became State Champions.  
The children in Years 6 participated in the Yarraville Primary Schools Sports Association. (YPSSA) Summer and Winter Sports program. 
Teams of students from Year 3 – 6 represented the school in the Athletics, Swimming and Cross Country. 
Students in Year 5/6 participated in the Hoop Time Basketball Program.  
The annual Athletics Sports was held in August.
Our inaugural Sports Awards Night was held in December with special guest – Daniel Cross former player with the Western Bulldogs.

Program Involvement in   2015

Emmanuel College

Students in Year 4 were invited to Emmanuel College to experience a day at the College. Year 5 & 6 students attended the Annual Performance and the Year 5 students participated in the Soccer Day.

YMCA – Out of School Hours Care

The school continued to engage YMCA to run an Out of School Hours Care Program – Before and After School care for families attending Sacred Heart School. 2105 saw an increase in the number of students attending both the before and after school program.

Counselling Services

The school continued its partnership program with OnPsych to provide Counselling Services to the students and families of Sacred Heart School. Student and families from Sacred Heart now have access to psychologists for educational and social concerns.

Fundraising Group

The support of the parent body is essential to the development and well-being of any school and Sacred Heart is no exception.  The parents have continued to show their support for all aspects of school life.  The major focus for fundraising was the Social evening held at the Junction Hotel. This night was a great success.  Other events included the Welcome BBQ at the beginning of the School Year, the Easter Raffle, Weekly icy pole sales and Hot Chocolate sales, and Christmas Carols and Family Gathering.

The Fundraising Group had a most successful Year – raising over $18,000 during the year. 

Parental support for Reading Programs, Library, Excursions and Class and Sporting activities continues to be the source of great assistance and the staff are extremely grateful for this.



The following staff changes occurred at Sacred Heart at the end of the 2014 School Year

Mr Brett Henderson resigned from Sacred Heart School to pursue a career in Coaching

Mr Phil Thorley went on Long Service Leave for 12 months

Mrs Sam Ross resigned from Sacred Heart School to take up a teaching position at St Andrew’s Werribee

The following staff members were employed at the beginning of the 2015 school year:

Ms Josie O’Sullivan: Prep - replacing Brett Henderson

Ms Kelly Noonan: Year 5 - replacing Sam Ross

Ms Roisin Gleich: Year 4 (fixed term –replacing Phil Thorley)

Ms Lyndal Acreman – Year 3 (fixed term team teaching with Cath Palmer)

Ms Asta Harvey - Year 1fixed term (Maternity Leave Replacement)

Mr Kieran Condon - Year 2 fixed term (Maternity Leave Replacement)

Maternity Leave & Long Service Leave in 2015

Mrs Nikki Tobin remained on Maternity Leave     Mrs Kellie Cairns remained on Maternity Leave

My thanks to the members of Sacred Heart School community for assisting in making 2015 such a significant year. 

My thanks to Fr Ian for his support and assistance in all aspects of the school and to all members of Sacred Heart staff.  I look forward to the continued development of Sacred Heart School and pray that we will never lose sight of our vision for the future.


Tony Crosbie




Education Board Chairperson’s Report


For Sacred Heart Newport 2015 was yet another year of positive outcomes for both the school and school community. As Chair it was very satisfying to reflect on what the community and the Education Board achieved in 2015.  At this point I would like to thank my fellow board members – Donna Condon, Graeme McCann, Vanessa Raymond, David Luxford, Vanessa Weber, Carmel Mitvalsky and Marija Maher for their support and commitment to the board.  I would also like thank Tony Crosbie for his leadership of the school and Father Ian for his continued support of the board.

I would like to briefly discuss some areas the board focused on in 2015.


Reinstatement of Swimming and Lifesaving Programs

Historically Sacred Heart has adopted a P-6 10 day swim program.  In 2014 the school board decided to suspend the swimming program and commence a review of the program to assess if it met the needs of our student population.  A survey was distributed to parents to gain some feedback and suggestions regarding the program.

In 2015 a revised program was offered to students.  The traditional 10 day program was offered to students in the P-4 year levels at The Maribyrnong Aquatic Centre (MAC).  The program was moved to the beginning of the year after parent feedback and concern about the program being traditionally run in the winter months.  The students in years 5 and 6 were offered a two day Lifesaving and Swim Safety Program conducted by Williamstown Lifesaving.  The feedback from parents has been very positive.  The program was recommended for 2016 with slight changed due to the structure of classes.

School Finances

Tony again invited the school’s accountant Rodney Kwok to present the current status of the school’s financials as well as giving us an understanding of government funding and how a schools funding can change.  This was yet again extremely interesting and beneficial to all members of the board.  It was also critical we understood the school’s financial position as we are responsible for recommending and endorsing any changes to school fees.


School Vision and Mission

Every three years the Education Board embarks on a review and refresh of the school’s Vision and Mission.  In 2015 the board commenced its review of the Vision and Mission spending a number of meetings brainstorming and drafting some revised statements.  In 2016, as part of its review process, the teaching staff at Sacred Heart will have the opportunity to also input their thoughts regarding the Vision and Mission.  It is critical for all stakeholders in the school community to have input into this area to foster ownership of the Vision and Mission. 


To conclude, I would like to again thank the staff and school community for its on-going support of this very special school.


Leah Kerr

Chair, Sacred Heart School Education Board


Education in Faith

Goals & Intended Outcomes


To raise the profile of spirituality and faith.

1. That parent links and commitment to their faith is broadened beyond the current Sacramental Program.

2. That prayer and liturgy become a stronger focus in parish and school links.

3. That the current consistency of the responses between parents, staff and students in regards to the Opportunity variable remain high.



  • Teachers planned and implemented exemplar units based on the text “To Know, Worship and Love”.
  • The Principal and Religious Education Co-ordinator (R.E.C.) worked as part of the Parish Sacramental Planning Team to plan and facilitate our Sacramental Programs across the two schools in our Partnered Parish.
  • The First Eucharist and Confirmation Reflection Days were very well planned and focused.
  • The Sacramental Planning Team organized and ran Reconciliation, First Eucharist and Confirmation Parent Faith Education Meetings.
  • Students and families participated in whole school Masses including Sacred Heart Feast Day (Poor Man’s Mass), St Mary of the Cross Feast Day and beginning and end of year Mass.
  • Classes took turns to attend the Friday morning Parish Mass at 9.00am.
  • School Captains attended St. Patrick’s Cathedral to take part in the Melbourne Archdiocese Catholic Education Week / St. Patrick’s Day Mass celebrations.
  • Designated release time for the R.E.C. to plan liturgies and celebrations, prepare professional learning and support teachers in their learning and teaching.
  • The R.E.C. supported staff in their involvement in the Weekly Mass by preparing the readings of the day and discussing them with the teachers, who in turn prepared their class.
  • At least two Staff Meetings per term are dedicated to whole staff professional development in Religious Education (R.E.)
  • The R.E.C. developed a suggested outline for Staff Prayer format and each staff member was rostered to prepare a Staff Meeting Prayer following this format resulting in well thought out and reflective prayer opportunities.
  • With our Partnered Parish School, St. Margaret Mary’s, Spotswood we organized a Combined Schools Day.  The day began with a Liturgy celebrating the many cultures in our schools and Australia.
  • The Principal, as a member of the Association of Josephite Affiliated Primary Schools (AJAPS) group worked to ensure the spirit of Mary MacKillop was kept alive in our schools.
  • Senior students are invited to be Altar Servers in the Parish. 
  • Students and teachers planned and participated in Lenten, Holy Week, Easter, Advent and Christmas Prayer Services.



The place of Prayer and Christian Meditation in the school was strengthened and expanded with staff and students.

Performer Andrew Chinn joined us for the celebration of our school’s Feast Day.

A Faith Education evening for all parents of students receiving a Sacrament in 2014 was held including a separate evening for the parents of Year 2 students.  There was excellent attendance and very positive feedback.

Year 6 Confirmation candidates from Sacred Heart and St Margaret Mary’s held a combined Confirmation Reflection Day.

Above 90% attendance at each of the Parent/ Student Sacramental Meetings.

The end of the year Carol Service provided all parents with the opportunity to participate in the carols with their children.


Learning & Teaching

Goals & Intended Outcomes

To improve Literacy and Numeracy.

1. That all results in Literacy will be trending up.

2. That all results in Numeracy will be trending up.

3.  That there will be improved student learning through the use of I.C.T. to support contemporary learning.

4. That a clear understanding of Learning & Teaching priorities across the school community is developed.

5. That an understanding of Contemporary Learning is developed by the whole staff.



  • The 3/4 and 5/6 Level teachers participated in the CEOM Literacy Assessment Project (LAP), with 2 staff attending two days of professional learning.  This was followed up at PLT meetings and implementation of LAP in their classrooms.
  • Literacy Professional Learning Team (PLT) Meetings from Prep – 6 (as a whole group, or in Level Teams) occurred each week during teacher release with a focus on data analysis, student learning and outcomes.
  • Continued use of the PROBE reading comprehension assessment program (diagnostic), mainly for Years 3-6 and Keys into Comprehension series.
  • Use of PAT-Reading for Years 3 - 6.
  • Numeracy Professional Learning Team (PLT) Meetings from Prep – 6 (as a whole group, or in Level Teams) occurred each week during teacher release with a focus on data analysis, student learning and outcomes.
  • An increased emphasis on analyzing assessment data and planning teaching and learning.
  • Development, implementation and moderation of Rich Assessment Tasks regularly in Measurement, Chance & Data, Space, Structure and Working Mathematically
  • Identification of students at risk or in need of extension. 
  • Students in Years 5/6 were able to participate in extension Maths sessions at least once per week.
  • Ongoing implementation of the Mathletics Computer Program for all Year 3 to 6 students to increase student interest in Mathematics and to develop their skills through the program.
  • All students in Year 5 & 6 given the use of a personalised Chromebook.  Maintaining and upgrading of classroom computers so all classes have at least six high functioning computers for student use and with access to class sets of Ipads and Laptops. 



Proportion of Students meeting National Minimum Standard


                               Year 3                                                          Year 5


                    2013     2014    2015                             2013     2014     2015

Reading       100%    100%   100%                           100%    100%     95.8%

Writing          100%    93.9%  100%                           97.2%   97.3%   100%

Spelling          95%     97%    100%                           94.4%    97.4%   95.8%

Grammar & Punctuation

                   100%      97%     100%                           97.2%     97.4%   95.8%

Numeracy   100%     100%    100%                            100%     97.4%   100%


Change in Proportion of Students meeting National Minimum Standard


                             Year 3                                                  Year 5


                    2012-13       2013-14       2014-15                  2012-13     2013-14    2014-15

Reading         0%                0%              0%                           5.4%            0%          -4.2%

Writing           0%              -6.1%            6.1%                         5.3%          0.1%         2.7%

Spelling         0.1%               2%              3%                         -0.2%           3.0%       -1.6%

Grammar & Punctuation

                      0%                -3%               3%                         8.0%           0.2%        -1.6%

Numeracy      0%                0%                0%                          5.3%          -2.6%         2.6%



Student Wellbeing

Goals & Intended Outcomes

  • To improve student wellbeing
  • That the school implement a whole school approach to student management
  • Student Engagement levels will trend up


  • All staff continued to focus on the Restorative Practice Approach and Assertive Discipline Approach.  School Rules were discussed with students in class and at Assemblies and notified to parents through Newsletters.
  • Attendance by Student Wellbeing Co-ordinator at Cluster Meetings as well as Zone Professional Development Days.
  • Student Wellbeing Co-ordinator facilitated staff meetings on Social and Emotional Learning.
  • Continued focus on established programs such as the Buddy Program, Junior School Council and the Senior Leadership Program. This Program involves all Year 6 students in a variety of leadership roles, as well as School Captains, Vice Captains and Sports Captains.
  • Systematic tracking of students using the nWellbeing Program from year to year to monitor learning, social or emotional progress / needs.
  • Regular Program Support Group Meetings to support students with special needs.
  • Teachers were provided with release time and support by the Individual Differences Co-ordinator and CEO staff to develop and write Individual Learning Plans for students as well as support and release in the writing of Integration Submissions.


Student Attendance

All parents are required to contact the school if their child is not at school.  Notes indicating reasons for absence are required.  An On-line Absence Form is also available on the Parents’ Lounge.



  • Student Wellbeing Co-ordinator worked with Zone Wellbeing Cluster to organise and run a day transition programs for Year 6 students.
  • Provision of access to an external psychologist at school during school time for students identified in need of this service.
  • Continued implementation of a whole school transition program at the end of the year ‘Step Up’ so that students had an opportunity to experience the year level above them for at least four sessions.
  • Extra-curricular activities such as our Outdoor Education Program from Prep - 6, regular excursions and incursions, involvement in interschool sporting activities, Book Week Parade, Junior School Council organized events, visit to the R.S.L., Kelly Sports (during and after school) and an after school instrumental music program enhanced student connectedness and community connections.



Results from the staff survey indicate that both Classroom Behaviour and School Behaviour have fluctuated between 2012 and 2015.   In 2015 perceptions of Classroom Behaviour and School Behaviour by staff was in the lower end of the top 25% of schools at 86 and 90 respectively.

Classroom Behaviour according to students also fluctuated between 2012 and 2015.  It was highest in 2012 at 65 and had a decrease in both 2013 and 2014.  In 2015 it was above the target of 50 reaching 53.  However throughout the four years Student Safety remained in the bottom end of the middle 50%.

Parent perception of Classroom Behaviour has also fluctuated between 2012 and 2015 reaching its lowest in 2015 at 52.Student Safety also fluctuated, reaching its lowest in 2013 and remained around 70 in 2014 and 2015.  Social Skills also dipped to 77 in 2013 and reached above 80 in 2014 and 2015.

Staff perceptions of student behaviour indicates that it is slightly better in the classroom than in the school yard. Both student and parent perceptions of student behaviour are lower than teacher perceptions as is their perception of student safety.  Staff perceptions of student behaviour (school) was at its highest in 2012 at 97. It was trending down between 2013 and 2014 but moved upwards again in 2015 to 90.


Leadership & Management

Goals & Intended Outcomes

  • To develop leadership skills
  • That staff will develop new understandings of leadership and be more empowered.
  • That opportunities for career direction and greater job satisfaction will be created.



  • The Leadership Team met regularly to oversee the School Improvement Plan and Annual Action Plan and to ensure that the actions were implemented in line with the goals.
  • The Leadership Team have put into place efficient and effective structures to support the Professional Learning Teams (PLT’s) through coordinators who are given time to work with Level planning teams.
  • Setting agendas for PLT Meetings which have a greater focus on student learning, student outcomes and data analysis.
  • PLT Meetings used to meet the needs of levels, individual teachers and the needs of students.
  • Staff had the opportunity to be involved in professional learning through PLT Meetings, staff meetings, school closure days and off site professional development activities.
  • The Consultative Committee met to consult on issues such as class groupings and Positions of Leadership.
  • Staff met formally with the Principal during the year as part of the Review and Appraisal process and informally at other times.
  • All teachers in Positions of Leadership were given weekly release time and met with the Principal during their time to discuss goals and tasks.
  • School computer network was maintained and upgraded as needed to meet demand.
  • Ongoing upgrading of resources and materials.





All Staff:

Restorative Practices  

Social Emotional Language

Preparation for 2016 School Improvement Framework

Individual Staff:

ICT Network       Literacy Network       Numeracy Network      Religious Education Network

Student Well-being Network          Library Network         Principal Network/ Conference

ICT – EduTec & Google Conferences

CEOM Teaching & Learning Network

Godly Play      LAP Online

Administrative Officers Conference

Mary MacKillop Heritage  Centre








The data from the Insight SRC Staff Surveys from 2012 – 2015 indicate that the Organizational Climate Aggregate Index in 2012 was 69.0 with the Index falling in 2013 to 53.6 and 2014 to 58.6 before rising to 70.0 in 2015.

A change in School Leadership in 2013 resulted in a significant drop in the scores obtained for the 2013 Data but with resulting increases in 2014 and 2015 to levels slightly in excess of the 2012 data.

The Organizational Climate Aggregate Index is calculated using the following indicators of the Staff Survey


                                             2013                        2014                    2015

Supportive Leadership           50     -28             60     +10              75    +15

Role Clarity                             60      -6              61      +1               69    +8

Teamwork                               60     -11             61      +1               75    +14

Empowerment,Ownership      42      -25            53     +11               64   +11

Appraisal and Recognition      42     -16             49      +9               62    +13

Professional Growth                60     -8               60     +0                72    +12

In looking at the Insight SRC School Climate Index, we are pleased to see that we are trending significantly upwards.

In all areas we have maintained or improved our absolute scores over 2015 with the biggest consistent improvement seen in Supportive Leadership and Teamwork.  


School Community

Goals & Intended Outcomes

  • To improve the connectedness between the school and the parent and the wider community.
  • That children and parents will have a sense of belonging to the school and both the Newport and wider community



  • Regular extra-curricula social and fundraising events – Multicultural Lunch, School Sports, Christmas Concert & Picnic, Catholic Education Week Open Classrooms, Afternoon Teas, and Inquiry Unit activities.
  • Strong numbers of parents volunteering through the Community and Fundraising Team, School Education Board.
  • Consistent numbers in Parent Helper’s in the Classroom Program.
  • Increased parent participation numbers in school events e.g. End of year Christmas Concert, Multicultural Lunch.
  • Prep Parents invited to attend Morning Prayer.
  • There are opportunities for parents to meet each other, talk to school staff, and to feel connected and supported by each other e.g. Refreshments provided before Prep Information Nights and in the mornings when their Preps begin school, Mothers’ Day & Fathers’ Day Breakfast.
  • Opportunity to attend weekly School Assemblies.
  • A weekly parent morning tea that has become parent run and supported by staff.
  • Continued involvement in the School Education Board’s roles and responsibilities.
  • Continuous improvement of Newsletter format, resulting in increased Newsletter information sharing about curriculum, school events, student work and photos.
  • Development and sharing of a Curriculum Newsletter which gives parents information about learning in each Level in each key area every term.
  • Further development of the school website and the Parents’ & Students’ Lounge.
  • Discussion of School Fees at School Education Board Meetings and subsequent increase of school fees and levies.
  • Community involvement through attendance by School Captains at the Newport Anzac Day Ceremony.
  • Comprehensive school tours were provided for prospective parents.
  • Ongoing links with the Newport community facilities including Library, Newport Lakes, The Substation and local sporting clubs.
  • Weekly story time in the library for toddlers and parents.
  • School involvement in District Sporting events such as Athletics Carnival, Cross Country, Basketball, Soccer and T-Ball.



The data from the Insight SRC Parent and Student Surveys from 2012 - 2015 indicate a positive response to most areas related to connectedness to school. The actual scores between 2012 and 2015 have shown overall broad based improvement, with the largest consistent improvement seen in Parent Input and Approachability on the Parent Opinion Survey. The student experience suggests a fluctuation in the actual scores over the four years with a decline in Connectedness to School from 2014 to 2015.

In the area of Catholic Culture, parents and staff rated Opportunity highly with a significant appreciation of the provisions made over the last four years to increase the level of parent participation and involvement in class and school liturgies and the school sacramental program. The actual scores have remained consistently high throughout the four year period with only slight fluctuations throughout.

The 2015 Insight SRC Parent Opinion/Percent Favourable shows that all areas except for one (Student Behaviour) have exceeded the set target of 75.0. The school has achieved significant improvement in Approachability (90.63), Parent Input (91.67), Learning Focus (95.31), Teacher Morale (91.25) and Social Skills. (97.92)

Over the past four years the school has made a deliberate effort to embrace the ideals of an ‘Outward Facing School’. Parents and staff have been encouraged to interact at all levels; parent opinion has been sought and welcomed and parent participation in their child’s education has been encouraged.


Financial Performance

REPORTING FRAMEWORK                                                      MODIFIED CASH     $

Recurrent income                                                                                                Tuition

School fees                                                                                                           87,316

Other fee income                                                                                                154,568

Private income                                                                                                     30,330

State government recurrent grants                                                                     509,983

Australian government recurrent grants                                                          1,824,340

Total recurrent income                                                                                     2,606,537


Recurrent Expenditure                                                                                         Tuition

Salaries; allowances and related expenses                                                      1,935,044

Non salary expenses                                                                                           389,036

Total recurrent expenditure                                                                              2,324,080


Capital income and expenditure                                                                          Tuition

Government capital grants                                                                                      -

Capital fees and levies                                                                                       180,563

Other capital income                                                                                              -

Total capital income                                                                                            180,563

Total capital expenditure                                                                                     117,177


Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans)

Total opening balance                                                                                         599,600

Total closing balance                                                                                           502,300

The information provided above does not include system levies charged to individual schools, intra-systemic transfers and, for primary schools, the diocesan supplementary capital fund supporting primary schools’ capital borrowings.

The information provided in this VRQA template is not comparable with other educational sectors or to ACARA school-level income reports displayed on the MySchool website. ACARA school level reporting requires system level income from Government grants and some private income to be allocated to each school resulting in a small adjustment to the total level of school resources.  Currently, recurrent income from Government sources, school generated income and capital expenditure are reported by schools. When assessing the private income of the school, both recurrent and capital school fees are included.


Future Directions

The 2016 school year promises to be another exciting and productive year.


We have identified many features of Sacred Heart that we need to maintain because they meet our needs and are part of the fabric of our school.  We are constantly looking to the future, evaluating what we are doing and looking for ways in which we can improve. 


In 2016 the school will undertake the School Improvement Framework which will not only enable us to formally evaluate our performance over the past 4 years but more importantly to provide us with long term directions for the next five years.


In the coming years Sacred Heart will specifically focus on the following projects and initiatives:


  • Religious Education – Assessing and Reporting according the CEOM developed standards; prayer and meditation
  • A focus on using data more rigorously in Literacy and Numeracy to plan for learning and teaching and improve student outcomes
  • Contemporary Learning and Integrated Inquiry Units
  • ICON: Supporting Contemporary Learning in Victorian Catholic Schools to support contemporary teaching and learning. Increased integrated use of ICT in the classroom through staff professional learning, electronic whiteboards, and multimedia tools.
  • Providing opportunities for creative play and engagement both at recess times and in the classrooms
  • Working with the Board and school community to enhance and improve communication between school and home.


As a community, we are looking forward to working together in a culture of recognition, celebration and continual improvement.



Tony Crosbie





VRQA Compliance Data

E1010     Sacred Heart School, Newport




Proportion of Students meeting National Minimum Standard


                               Year 3                                                          Year 5


                       2013     2014    2015                             2013     2014     2015

Reading         100%    100%   100%                           100%    100%     95.8%

Writing            100%    93.9%  100%                           97.2%   97.3%   100%

Spelling          95%     97%    100%                           94.4%    97.4%   95.8%

Grammar & Punctuation

                   100%      97%     100%                           97.2%     97.4%   95.8%

Numeracy   100%     100%    100%                            100%     97.4%   100%


Change in Proportion of Students meeting National Minimum Standard


                             Year 3                                                  Year 5


                    2012-13       2013-14       2014-15                  2012-13     2013-14    2014-15

Reading         0%                0%              0%                           5.4%            0%          -4.2%

Writing           0%              -6.1%            6.1%                         5.3%          0.1%         2.7%

Spelling         0.1%               2%              3%                         -0.2%           3.0%       -1.6%

Grammar & Punctuation

                      0%                -3%               3%                         8.0%           0.2%        -1.6%

Numeracy      0%                0%                0%                          5.3%          -2.6%         2.6%




Y01        93.71

Y02        93.86

Y03        95.67

Y04     &

Sacred Heart Primary School
4 Newcastle Street
Newport VIC 3015

Tel: (03) 9391 6262
Fax: (03)9391 7041