ST ANDREW'SGRAMMAR

2020

AnnualReport

St. Andrew’s Grammar

Address 2 Hellenic Dve, Dianella Telephone +61 8 9303 3840 Email reception@sag.wa.edu.au Principal Mr Craig Monaghan (Previous Principal until December 2020)

Mrs Dawn Clements (Current Principal since January 2021) CRICOS 01488G

Our School

St. Andrew's Grammar is a co-educational Kindergarten to Year 12 School in Dianella, Perth WA, run under the auspices of the Hellenic Community of Western Australia.

Our Mission

As an inclusive multicultural community, with traditional Hellenic ideals, we strive for excellence in our academic, sporting and cultural pursuits

Our Values

Through our teaching programs, our students will:

reach their own personal level of excellence

exhibit and experience independence

be committed

show responsibility

have an understanding and respect for all cultures

School Overview

The School has been designed with two sub-schools of Primary (K-6) and

Secondary (7-12) allowing for a seamless transition brought about through the

structured curriculum and programme of pastoral care.

Curriculum continuity, the Greek language and culture and educational leadership

and management policy bind the two sub-schools to create a single entity that is St.

Andrew's Grammar. The School aims to achieve excellence in all areas of school

endeavour and strike a balance between academic, creative and physical

education.

St. Andrew's Grammar also aims to develop in each child an understanding of our

spiritual heritage and a respect for moral and ethical living. St. Andrew's concern is

for the welfare and development of the "whole" child. In a well ordered and caring

environment, it aims to encourage its students to pursue and develop their

intellectual, social, physical, creative and spiritual capacities.

Renewal of registration

In 2020, St. Andrew's Grammar underwent a renewal of the registration of the

school and was granted the maximum period of re-registration of 5 years.

Renewal of registration is one of the principle processes, through which the Director

General of the Department of Education can be satisfied that a school continues to

observe the standards determined by the Minister and the other registration

requirements. This is a lengthy process which involved ongoing liaising and team

work between St. Andrew's Grammar Inc, the Chair of the School Board and the

School Board, the Principal of the school and school staff.

This result reinforces that St Andrew’s Grammar School is effectively managed and

is provided with steadfast ethical administrative and instructional leadership by the

Principal working with excellent and committed staff and with the enthusiastic

support of parents.

This maximum period of registration recognises that St Andrew’s Grammar School

and students are provided a sound holistic education with a strong focus on

maximising outcomes for all students in a well-resourced environment which

provides effective teaching and learning, pastoral support and co-curricular

opportunities and a focus on improving student achievement and progress.

This once again establishes St Andrew’s Grammar School as being a quality choice

by our internal community and prospective parents

St. Andrew’s Grammar Board as at December 2020

Mr Ralph Simmons Chair - HCWA Representative

Mr Craig Monaghan School Principal

Mr Byron Spartalis Board Member - HCWA Representative - President

Mr Vasilis (Mike) Hatzidakis Board Member - HCWA Representative – Vice President

Mr Dimitrios Tsokos Board Member - HCWA Representative - Treasurer

Mr John Zafiropoulos Board Member - HCWA Representative

Mr George Tsitsidis Board Member - HCWA Representative

Mr David Lagan Board Member - HCWA Representative

Mrs Georgia Karasiotou Board Member - Greek Consul of WA Representative

Dr Stanley Kailis Board Member - Greek Orthodox Archdiocese Representative

Mr Manny Papadoulos Board Member - Parents and Friends President Representative

St. Andrew’s Grammar Finance Committee

Dimitrios Tsokos (Chair) John Metaxas

Ralph Simmons Craig Monaghan

Byron Spartalis

Staff Demographics

Teaching Staff Female Male

Full-time teaching staff 17 7

Part-time teaching staff 13 1

Full time Education Assistants 3

Part time Primary Education Assistant 2

Chaplain

Chaplain (Part time) 1

Non-Teaching Staff

Office Administration (Full Time) 2

Office Administration (Part time) 3

Finance Administration (Part time) 1

Canteen

Canteen (Part time) 1

Canteen (Casual) 2

Grounds/Maintenance

Grounds/Maintenance (Part time) 1

Gardens (Contract worker part time) 1

Laboratory staff

Laboratory Technician (Part time) 1 1

The staff retention rate for the 2020 school year was 99.95%

2020 NAPLAN – Primary School

With no NAPLAN data available from 2020 due to Covid, other assessments including a comprehensive analysis of data in Physical Education, Behaviour Management and other Learning Areas were used to monitor primary student achievements.

Assessment Data for 2020 included:

English Data UNSW Testing

Mathematics Data UNSW Testing

Science Data UNSW Testing

Writing Data UNSW Testing

Report Grades Semester 1 & Semester 2

The below tables are only a small sample of the assessments conducted in the Primary School.

Literacy and Writing Skills

Literacy

SKILLS – UNSW assessment August 2020

Year 4 Criteria

School Percentage Score

Recognise word in factual text

Purpose of film review

Interpret repetition

Text comprehension

Verbs in a biography

Identify a simile

Recognise the use of colon

Interpret factual text

Recognise supporting facts

Understand quotation marks

Identify pronoun

Identify onomatopoeia

Identify adverb

Infer the reason and main reason

100%

100%

100%

100%

91%

91%

91%

73%

73%

91%

73%

64%

64%

55%

Writing

Analysis of Skill Area - Content

Writing Criteria Percentage Score

Spelling: High frequency words

Narrative structure: Simple narrative which includes an event

Narrative coherence: Presents mostly coherent

Syntax: Uses grammar with sentences mostly correct

Punctuation: Using capital letters and full stops

Vocabulary: To support narrative

Narrative devices

Topic: Setting and object

Sentence structure

Topic: Integrate into narrative

Sentence Structure: Nearly all sentences correct

Tense: Uses correctly

Vocabulary: Effective to enhance narrative

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

50%

Conclusion Future Priority

Sound results when writing in:

Narrative structure

Sentence structure – developing complex

Syntax, punctuation

Spelling;

Further develop:

Complex sentences

Figurative language

Affective and emotive language

Challenging vocabulary

Complication

Humour and creativity

Maths Skills

Year 6-5: Analysis of Skill Area – Content

Conclusion Future Priority

Sound results in Mathematics:

Chance and Data

Algebra and Patterns

Measurement and Units

Space and Geometry

Further develop:

Number and Arithmetic when problem solving

Year 4: Analysis of Skill Area – Content

Conclusion Future Priority

Sound results in Mathematics:

Number and Arithmetic

Algebra and Patterns

Space and Geometry

Further develop:

Measurement and Units – hands on

Chance and Data

Science Skills

Year 3 Average

Observing and Measuring 68%

Interpreting 58%

Predicting/Concluding 55%

Investigating 53%

Reasoning and Problem Solving 41%

Year 4 Average

Observing and Measuring 65%

Interpreting 60%

Predicting/Concluding 44%

Investigating 54%

Reasoning and Problem Solving 40%

Year 5 Average

Observing and Measuring 68%

Interpreting 70%

Predicting/Concluding 57%

Investigating 66%

Reasoning and Problem Solving 50%

Year 6 Average

Observing and Measuring 68%

Interpreting 83%

Predicting/Concluding 73%

Investigating 73%

Reasoning and Problem Solving 51%

Conclusion Future Priority

Sound results Science in all years:

Observing and Measuring

Interpreting

Predicting/Concluding

Investigating

Reasoning and Problem Solving

Further develop:

Reasoning and problem solving

2020 NAPLAN and OLNA – Secondary School

During 2020, COVID interruptions resulted in no NAPLAN assessments held across

the country. Year 9 students had the opportunity to sit an alternate assessment, (a

version of OLNA), to demonstrate their literacy standard at the minimum level for

Year 12 graduation. The whole Year 9 group, 36 students, sat these assessments.

The OLNA statistics for the year are summarized below.

NAPLAN and OLNA 2020

Year 10

7 students were required to sit the Writing OLNA assessment

5 students were required to sit the Mathematics OLNA assessment this year.

3 students who enrolled at St Andrews 2021 were required to sit OLNA assessments this year.

Year 11

7 students were required to sit OLNA in Writing (5 are international students who are in the English as an Additional Language course, one is a student who enrolled at St. Andrew’s in 2020)

3 students were required to sit OLNA Mathematics.

Year 12

1 student was required to sit OLNA Writing, this student is an International student who is in the English as an Additional Language course

2020 ATAR Results and School Leaver data

In 2020 St Andrew’s Grammar enrolled a Year 12 population of 26 students, 19 of

those completed an ATAR pathway and 7 were not eligible for an ATAR score. The

achievement

of the students is summarized below.

The highest ATAR score was 96.8 with a second student achieving an ATAR 96.68.

These two scores show achievement in the top 4% of all students in the country.

% of students in the top 4% of students 10.52

% of students in the top 10% of students 21.05

% of students in the top 20% of the country 36.84

% of students who achieved result allowing university entry 63.15

% of students who were offered University entry using Year 11 results

31.6

% of ATAR students currently enrolled at University 100

% of General students currently enrolled at University 28.6

% of General students enrolled in further study 86

11 Vocational Education Training Certificates were achieved in 2020.

Two students achieved Certificate II in Sport and Recreation

Nine students achieved Certificate II in Business Of the students who have entered University, 31% of St Andrew’s Grammar students received a UWA early offer using their Year 11 results. In 2020, the University of Western Australia allowed students to use their Year 11 results to apply for some of their undergraduate degrees. It is important to note that the universities have recently announced early entry applications for 2022 from, current Year 11 students statewide. The graph below shows the distribution of our student achievement in their ATAR courses:

ATAR Students 2020 Post School destination 2021

ATAR Score

2021 DESTINATION

1 96.8 University of Sydney by ATAR

2 96.68 Australian National University by ATAR

3 92.7 UWA - by ATAR score

4 90.35 UWA - Biomedical Science and Marketing by ATAR

5 87.15 University of Western Australia ATAR score

6 82.7 UWA early offer- Engineering

7 82  University

8 77.1 UWA - Engineering - early offer

9 76.7 UWA – Engineering – early offer

10 74.1 UWA – Law-early offer

11 74.05 Curtin University – engineering used UWA early offer

12 72.65  University options being considered – student on Gap Year

13 68 Curtin University – Communications by ATAR

14 54.55 Murdoch University - application

15 53.35 Bridging course

16 52.9 Bridging course

16 43.9 University on Year 11 results

18 42.85 Bridging course Murdoch University

19 39.25 Bridging course ECU

General Studies Students 2020 Post School destination 2021

1 TAFE – Commercial Cookery

2 Murdoch University - Bridging

3 TAFE – Certificate IV Nursing

4 Bridging course Murdoch

5 TAFE Certificate IV Dental Assisting

6 Working using Certificate III from Year 12

7 TAFE

School Financials

Mrs Dawn Clements Principal June 2021