irfan college annual report 2014 college annual report 2014 page 2 section 1 message from key school...

IRFAN COLLEGE

Annual Report

2014

2089-2109 Elizabeth Drive Cecil Park 2178

02 9826 2885

[email protected]

www.irfancollege.nsw.edu.au

Principal: Mehmet Tevfik Kerimoglu

mailto:[email protected]

http://www.irfancollege.nsw.edu.au/

Irfan College Annual Report 2014

SECTION 1

MESSAGE FROM KEY SCHOOL BODIES

PRINCIPAL’S MESSAGE

Irfan College is a primary school with a multicultural and socially diverse

student population coming from different backgrounds and

countries. The school provides equal opportunity for all

students to achieve excellence in academic, cultural, sporting, civic,

leadership and social endeavors, in an inclusive environment that

supports learning, teaching and friendship.

Irfan College was established in 2013 with 28 students and in such short

time, thanks to the unique atmosphere of the school and the extra-

ordinary effort exhibited by the teachers, this number reached 42 in

December 2013 and 92 in 2014.

The school is continuously receiving expressions of interest from the families and becoming known for the care and safe environment provided to its students.

Those are some of the reasons why families prefer Irfan College:

• The distinctively safe and caring environment

• The excellence in academics

• The dedicated and qualified admin, teaching and support staff

• The family-affordable tuition fee

• The teaching of universal values and Islamic Studies 2014 saw the commencement of many exciting additions to the College such as the 2 more classrooms, employment of 3 more teachers, and a part-time learning support teacher as well as the construction of the new play-ground and the shade.

Irfan College students were involved in a wide of range of activities in 2014, sports, excursions and incursions. I would like to take this opportunity to thank the students and staff for their enthusiasm, dedication in organizing a wonderful end of year ceremony which impressed the community and reflected what the College is aspiring for.

This school annual report highlights the achievements across the whole school community and I am indebted to have the privilege of being Principal of such a wonderful educational institution.

Irfan College will continue to be committed to developing strategic plans to provide outstanding education.

Mehmet Tevfik Kerimoglu

Principal


UNIT COORDINATOR’S MESSAGE

In 2013 Irfan College began with 3 classes and went onto developing into 4 classes in 2014 with the

stages identically met. The school is non selective, and is therefore open to many varieties in level of

achievement. With this ideology at the fore, students on the lower ability spectrum are catered for

through learning support where the Multi Lit and Mini Lit program is projected with an additional

numeracy support session. Students in the lower ability area are having their needs met with this

small group approach.

Irfan College with its non selective approach also opens its doors to the upper end of the academic

spectrum. These students who achieve in the upper bands in NAPLAN are scaffolded by the class

teacher and catered for with additional activities to suit their level of understanding and appropriate

ability.

The school has developed various activities to encourage both academic skills and also creative

talents. Irfan College has hosted talent quests, public speaking competitions, athletic events on an

internal level with the hope and goal of taking the school to an inter-school altitude.

Ms Nuraan samodien

Unit Coordinator


PARENTS BODY MESSAGE

Parents Body Message

On behalf of the Irfan College Parent Community, including all parents and friends of Irfan College, I

am delighted to contribute to this Report.

I would like to start by welcoming the new parents to our growing school. 2014 has seen the

successful culmination of important steps at school projects to improve school learning spaces. This

has only been possible because of the commitment, dedication and generosity of a large number of

individuals who took it upon themselves to help and assist with the achievement of our new school.

Parents Body has been the first contact for the school in urgent or routine infrastructure matters.

Additionally, Parents Body worked closely with the school in regards to the voluntary work and

extra-curricular activities.

In 2014, Parents Body organized activities to collect funding for the construction of the playground

area and the construction has been completed and the students are enjoying a wonderful facility in a

natural setting.

It is this continued involvement from all parents that has created a vibrant environment in which all

community members - parents, friends, staff and children - feel welcome to positively influence life

at Irfan College.

President of the Parents and Friends Association 2014.


SECTION 2

CONTEXTUAL INFORMATION ABOUT THE SCHOOL

Irfan College is an independent non-government Islamic co-educational school which currently

caters from Kindergarten to Year 6. Irfan College was established in January 2013 by Ilim College

Australia. Irfan College was founded to provide boys and girls to acquire knowledge and education

of Islamic Ethical Values and to excel in this life and the Hereafter through the provision of a wide

range of learning experiences in a supportive, caring and academically inspiring environment. The

school motto is that students will advance through knowledge.

Irfan College is set on 2+ hectares at Cecil Park, ten minutes from St. Marys and 15 minutes from

Fairfield and Liverpool; the heart of Sydney’s South West. The size and location of Irfan College

caters for a range of curricular and extra-curricular activities. The distinct has abundance of sporting

facilities such as fields and hard courts for sporting and recreational activities and students will

initially use these. There is a stream that runs through the school providing the student’s with a

feeling of tranquillity combined with a physical resource for their environmental studies.

The infrastructure at Irfan is modern and state of the art, enhancing and facilitating a positive,

resourceful learning environment for each student.

In essence, the environment of Irfan College will provide a feeling of comfort and security to parallel

to that the children experience within the family home, thus enhancing their academic achievement

and reinforcing the educational goals of parents for their children.

Irfan College aims to provide the environment and resources to assist the personal and academic

growth of the student, family and wider community.


Mission

Irfan College will fulfil its aims by first acknowledging the role of parents as the primary educators for

their child. The role of the school is to help facilitate and reinforce the standards and values within

the family home.

The programs at Irfan College aim to develop each of the following areas of skill and understanding:

Social (including responsible citizenship)

Personal ( including personal growth, emotional stability, and interpersonal skills)

Moral and spiritual

Academic & intellectual

Creative/innovative/problem solving

Cultural & environmental

Physical and recreational

An appropriate balance of the above elements is the key to education at Irfan College.


SECTION 3

STUDENT OUTCOMES IN NAPLAN

NAPLAN Test – Years 3 & 5

The National Assessment Program – Literacy and Numeracy (NAPLAN) was completed by students in

Years 3, and 5 . The following tables compare the results of Irfan students with students in all NSW

schools for these year groups. NAPLAN results indicate that Wenona students are performing well

above the national standard in all areas of literacy and numeracy. From this data the School has

identified areas for improvement and has put strategies in place in order to develop student learning

outcomes in these areas.

YEAR 3

BAND READING WRITING SPELLING GRAMMAR &

PUNCTUATION

NUMERACY

STATE IRFAN STATE IRFAN STATE IRFAN STATE IRFAN STATE IRFAN

6 25% 0% 11% 0% 21% 12% 27% 18% 15% 0%

5 22% 6% 28% 29% 23% 29% 23% 18% 22% 6%

4 23% 24% 30% 35% 23% 24% 22% 18% 27% 29%

3 16% 53% 18% 29% 16% 6% 15% 18% 21% 35%

2 9% 18% 7% 0% 10% 24% 8% 18% 10% 12%

1 5% 0% 4% 0% 5% 6% 4% 6% 3% 18%

YEAR 5

BAND READING WRITING SPELLING GRAMMAR &

PUNCTUATION

NUMERACY

STATE IRFAN STATE IRFAN STATE IRFAN STATE IRFAN STATE IRFAN

8 15% 0% 4% 0% 4% 0% 15% 0% 9% 0%

7 20% 0% 12% 0% 12% 0% 20% 0% 17% 0%

6 26% 0% 30% 44% 30% 44% 26% 0% 28% 11%

5 21% 33% 31% 11% 31% 11% 21% 33% 26% 33%

4 11% 33% 14% 11% 14% 11% 11% 33% 14% 33%

3 or

below

5% 33% 8% 33% 8% 33% 5% 33% 5% 22%


SECTION 4

PROFESSIONAL LEARNING AND TEACHER STANDARTS

TEACHER STANDARTS

At Irfan College we deliver the courses for study with a high standard of quality teaching. In

particular, teaching Staff at Irfan College:

• have achieved the standard of professional teacher competence as determined by the

Minister, or

• are working towards the standard of professional teacher competence as determined by

the Minister and are under the direct, on-site supervision of teaching staff that have attained

the necessary standard of professional teacher competence.

For 2014, all the teaching staff has been categorized into the following three categories:

Category Number of Teachers

Teachers having teacher education qualifications from a higher

education institution within Australia or as recognized within the

National Office of Overseas Skills Recognition (AEINOOSR) guidelines,

or

5

Teachers having a bachelor degree from a higher education

institution within Australia or one recognized within the AEI NOOSR

guidelines but lack formal teacher education qualifications, or

2

Teachers not having qualifications as described in (i) and (ii) but

having relevant successful teaching experience or appropriate

knowledge relevant to the teaching context. Such teachers must have

been employed to ‘teach’ in NSW before 1 October 2004 (either on a

permanent, casual or temporary basis) and worked as a ‘teacher’

during the last five (5) years in a permanent, casual or temporary

capacity.

0


PROFESSIONAL LEARNING

The following professional development activities were undertaken by staff throughout 2014:

Description of Professional Development No. of Staff Participating

Induction for all staff

Beyond Behaviour Management

Science Syllabus Familarisation

Maths Syllabus Familarisation

Science Syllabus - (AIS)

Maths Syllabus - (AIS)

History Syllabus - (AIS)

Multi stage and Multi ability Classroom - (AIS)

The Next Generation of Solving Problems

Collaboratively

7

6

6

6

1

3

1

1

1

The average expenditure per teacher on professional learning in 2014 was $906.25

The Business Manager also participated in the following courses held by AIS (Austalian Independent

Schools) -

Capital Grant (BGA) Application

Preparing Annual Report for Business Managers


SECTION 5

WORKFORCE COMPOSITION

At Irfan College, the workforce composition in 2014 was as follows:

Total Teaching Staff 4

Total Female Staff Teaching KLA subjects 3

Total Male Staff Teaching KLA subjects 2

Total Female Staff Teaching non-board subjects 0

Total Male Staff Teaching non-board subjects 2

Total Indigenous Staff 0

Note: Teachers teaching non -board subjects are employed owing to their expertise in the content

areas in Turkish, Arabic, Quran and Islamic studies (non-Board subjects) and work directly under the

supervision of a qualified teacher.


SECTION 6

STUDENT ATTENDANCE AND MANAGEMENT OF NON-ATTENDANCE

Attendance at school is compulsory, five days a week. Apart from the legal requirements for attendance, it is

important that students gain continuity in their education in order to move ahead as they should. Regular

attendance at school is essential if students are to maximise their potential. Irfan College, in partnership with

parents, are responsible for promoting the regular attendance of students. While parents are legally

responsible for the regular attendance of their children, school staff, as a part of their duty of care, monitors

part or whole day absences.The lateness and absence policy ensures both are being recorded and classroom

teachers are communicating with parents to improve the education of all students.

The Principal and teaching staff are responsible for supporting the regular attendance of students by:

providing a caring teaching and learning environment which fosters students’ sense of wellbeing and

belonging to the school community

recognising and rewarding excellent and improved student attendance

maintaining accurate records of student attendance

implementing programs and practices to address attendance issues when they arise

providing clear information to students and parents regarding attendance requirements and the

consequences of unsatisfactory attendance.

Procedure:

Teachers monitor student’s lateness and absences in the morning. Teachers are required to update

the electronic attendance register by 9.10am.

Teachers must retain records of written, electronic and verbal explanations from parents. If teachers

receive verbal explanations from parents, they should record the explanation and mark the

attendance register using the approved codes.

In the case of late arrival or early departure, the precise times of arrival or departure must be

recorded with the relevant attendance register code.

The teachers will advice the Principal any students that have been absent for more than two days.

The Principal will make a courtesy call to discuss the reason for absence.

The attendance and absence record are kept in daily attendance register for all classes for a period of

seven years.

Below is the attendance rate of the classes

KINDER YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR

5

YEAR

6

ATTN

RATES

96.88% 93.45% 95.80% 90.5% 91.67% 96.9% 95.3%


MANAGEMENT OF NON-ATTENDANCE

It is possible that due to an unsatisfactory record of attendance or frequent lateness, the student will

not meet the course outcomes. This could affect a student’s eligibility to complete the year

successfully and be promoted to the following year level. It is, therefore, important that students

cultivate habits of good attendance from the start of the year.

The school recognizes, however, that for a variety of sound reasons – such as illness, dental

appointments, family emergencies etc – that students may be late or not attend school every day. In

such cases, the student must bring a letter to excuse their lateness or the next day explaining the

absence. The letter must be from the student’s parent/guardian and signed. All lateness and

absences are recorded in the school rolls and are documented in student reports.

Early intervention for students at risk of developing irregular patterns of attendance is crucial in

order for these patterns to be reversed.

Indicators of students at risk of developing these patterns include the following:

• frequent lateness

• leaving school early

• missing lessons

• being the victim of bullying and harassment

• learning difficulties

• many days absent, either through illness, unexplained reasons or family commitments

• unresolved issues with school personnel (staff or students)

• social or emotional issues

• difficulties at times of transition

• health issues experienced by the student and/or family members


Resolution of attendance difficulties may require a range of additional school based strategies

including:

student and parent interviews

reviewing the appropriateness of the student’s educational program

development of a school-based attendance improvement plan

referral to the school counsellor or outside agencies

support from school based personnel.

documented plans are developed to address the needs of students

whose attendance is identified as being of concern.

Attendance meetings with parents/carers and students should be convened following initial contact

with the parents/carers, when a student’s attendance pattern is of concern to the school. The

purpose of these meetings is to review strategies initiated to support the student’s attendance has

not been resolved. The meeting should establish a shared understanding of accountability and

strategies for improving the attendance of the student. Ideally, the student should be involved in the

process of problem identification and improvement goal setting.

For ongoing intensive support of students, a student support group should be convened by the

Principal and attended by relevant teachers, parents/carers and the student. Professionals from

other agencies may also attend as appropriate with the permission of the parents/carers. The

purposes of this meeting are to ensure that the parents/carers are aware of the absences and fully

appreciate the educational implications for the student, identify the reasons for the student’s

absences and develop a Student Attendance Improvement Plan and/or an Individual Learning Plan.

When the College feels that they have exhausted all strategies for addressing a student’s

unsatisfactory attendance, the regional office should be contacted to provide additional advice and

support.


SECTION 7

ENROLMENT POLICIES AND CHARACTERISTICS OF STUDENT BODY

ENROLMENT POLICIES

The following guidelines must be followed when students from Years Kindergarten are applying to

the College. Parents need to make sure that all required documents are attached and that all

application fees are paid. Once a decision has been made regarding the enrolment of a student it

may not be disputed.

Irfan College will not proceed with the enrolment process if all of the below and additional

Kindergarten requirements are not met.

Parents wishing to enroll their child will need to fill out in full and sign an application form.

A $50 non-refundable fee must also be paid for the application to be processed. Parents are

also expected to cover any additional costs of the application to be processed.

Provide birth certificate or passport for Australian born applicants and Visa and passport for

overseas born applicants.

Both parents and students will need to sit for an interview.

A copy of the applicants latest and previous school reports is to be provided

Sign consent section on application form agreeing for nominated staff to contact previous

school in order to obtain information related to the child.

2 passport sized photos clearly labeled with child’s date of birth, name and surname are to

be provided

Applicants whom have currently enrolled siblings and/or have immediate parents as staff

members of the college will be prioritized provided they meet entrance requirements.

Additional Requirements for Kindergarten Applicants:

Provide proof of age indicating that they have turned 5 years of age by the 31st of July of

that year

Provide all copies of all up to date immunization records.

In place of a written exam students will undergo an age appropriate one to one test of their

language /speaking and social abilities.

Once all of the required documents have been provided a letter of receipt of application together

with notification of time/date of the entrance exam will be issued.

All aspects of the enrolment process are taken into consideration when determining acceptance of

an applicant’s enrolment.


CHARACTERISTICS OF STUDENT BODY

In 2014, the school had 92 students enrolled in Years K- 6, 40 girls and 52 boys. Students come from

a wide range of backgrounds and all students have language backgrounds other than English. The

school is a day school only. Once enrolled, Parents and students of the school are expected to

support the school’s ethos and comply with the school rules to maintain the enrolment and

expectations as part of their ongoing enrolment.

SECTION 8

SCHOOL POLICIES

STUDENT WELFARE POLICY

The College aims to implement fairness across the community which is built on; an ethos of respect,

inclusion, accountability, taking responsibility, commitment to relationships and the development of

social and emotional competencies. Students develop personal awareness and responsibility while

learning to use lifelong skills of active listening, expressing emotions and problem solving.

We value the integrity and well-being of each member of the College. We strive to cultivate genuine

relationships. The College also aims to promote good order and harmony within the school

community.


Policy Changes in 2015 Access to full text

Child Protection Policy:

• definitions and concepts

• legislative requirements

• preventative strategies

• reporting and investigating

“reportable conduct”

• investigation processes

• documentation

Nil

Full text issued to all staff

Parents may request a copy by

contacting office.

Security Policy:

• Premises, Buildings and

Maintenance policy

• Use of grounds and facilities

• Emergency evacuation

procedures

• Visitor policy

• WHS Policy

• Lock Down Policy

Nil

Full text issue to all staff

Evacuation, Lockdown, visitor

policy can be all downloaded

and viewed in the Parent and

Student handbook located on

the school website.

Other policies can be requested

from the office

Codes of Conduct:

• Code of conduct for staff and students

• Behaviour management including Anti Bullying Policy

• SRC Policy

Nil


Code of students, behaviour

management, anti -bullying

and SRC policy can be

downloaded from school

website - Parent and Student

Handbook

Supervision Policy:

• Duty of Care Nil


Pastoral Care Policy:

• The pastoral care system

•Availability and access to

special services such as

counseling

Nil



• Medication and First aid

procedures

• Critical incident policy

• Attendance Policy

Teaching and Learning Policy:

• Curriculum development and evaluation Policy • Professional learning and development Policy • Reporting Policy • Assessment Policy • Teacher Appraisal Policy

Nil


Procedural Fairness Policy:

• Complaints and Grievances

Policy

• Disciplinary proceedings and

notification

Nil


Parents can download copy of

the Parent and Student

Handbook on school website

Internet use Policy:• Legal risks

• Legal requirements

• Best practices

• System monitoring

• Plagiarism and copyright

Nil


Parents may request a copy by

contacting office.


BEHAVIOUR MANAGEMENT POLICY

Irfan College aims to establish good order and harmony within the school community and to ensure

that the school, home and total community share in fostering the development of acceptable

behavior of children. Irfan College does not endorse corporal punishment of any kind. The Irfan

College is committed to maintaining a firm but fair approach to the discipline of our students. The

College Behaviour Management Policy also needs to be seen within the context of Islamic beliefs

and values, which is a fundamental element of the college's approach to the care of students.

Underpinning this approach is the importance of discipline procedures, which work towards

reconciliation and restitution, repairing and rebuilding relationships following the imposition of

consequences or penalties. The process of imposing sanctions should also follow principles of

procedural fairness, particularly when serious consequences such as suspension or expulsion from

the school are being considered.


COMPLAINT /GRIEVANCE POLICY

Irfan College has both a desire and responsibility to ensure that high standards of conduct are

maintained by staff and students at all times, and that complaints are managed and resolved fairly

and efficiently. All complaints are dealt with by the principal and if needs be, are then referred to the

School Board or Ombudsman if it is in regards to child protection. The full text to the school’s policy

and processes for complaints and grievances resolution is issued to all Staff and a summary is

included in the Parent/ Student Information Booklet

These procedures are designed to ensure that throughout the college there is a transparent process

for ensuring student complaints and grievances are dealt with fairly, consistently and promptly.

The grievance resolution procedures of the College are based on the following principles:

That the procedures used to review and resolve complaints or grievances are fair and must

be seen to be fair;

Confidentiality will be respected for all parties, unless the use of the information is

authorized by law;

That staff involved in resolving complaints or grievances will act fairly at all times and

ensure that conclusions will be based on a fair hearing of each point of view;

There will be no reprisals or any disadvantage arising as a result of a student making a

complaint or grievance in good faith;

That complaints or grievances are handled in a timely manner with achievable deadlines

specified for each stage in the resolution process;

Any student who makes a complaint or grievance and any staff member or student on

whom the complaint or grievance has a direct impact, is regularly informed of the progress

of the matter;

Where the complainant is not satisfied with the outcome proposed by the decision-

maker, the student is entitled to seek a review, either on procedural or substantive grounds,

from the College School Board.


ANTI-BULLYING POLICY

Irfan College offers all students a safe, secure, caring environment that promotes learning, personal

growth and confidence. Any form of harassment will not be tolerated within the school and will be

dealt with effectively. Harassment or bullying is subjecting someone to any form of behaviour,

which is hurtful, threatening, frightening or makes them feel uncomfortable. These behaviors can

be repeated over a period of time or can be a single incidence however neither will be acceptable at

the school. All forms of harassment including physical, visual, verbal and intellectual will be dealt

with appropriately and no student will be victimized.


SECTION 9

SCHOOL DETERMINED IMPROVEMENT TARGETS

The School implements a comprehensive Review and Improvement which outlines the processes

and benchmarks for creating the culture and practice of continuous improvement with students as

the focus.

At the beginning of the year, the School develops an Annual Improvement Plan indicating the

intended key improvements for student learning outcomes and facilities to be provided to the

students.

Key Improvements Achieved in 2014

The school is committed to continual improvement for the benefit of students. Some of the key

improvements for 2014:

deepening teacher knowledge of The Australian Curriculum

develop a new approach to students with special needs

effective use of technology in learning

establishing effective communication with parents through

establishing Islamic Studies and Quran teaching programs


Priority Key Improvements for 2014

Area Priorities

Teaching and Learning

Increase in classroom resources

Learning Support teacher to be recruited

Continuation of Professional Development for Staff

Update the ICT room facilities and computers

Mainstream classes instead of composite

Students Achievements and

Welfare

Special needs coordinator to be appointed

Student well-being department to be strengthened

Rewarding System and Achievement Celebration to be enhanced

Facilties and Resources

DA to be lodged for a two-storey building

2 additional portables to be added on the campus

Improved sporting facilities

Development of a school library

Development of a school canteen

Staff

Additional teaching staff to be appointed

Additional support staff to be appointed


SECTION 10

INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

Irfan College is a family and community school. It has the dual role to provide for the overall

development of the students as well as to facilitate parents to be more effective educators of their

children. Irfan College recognises that parents are primarily responsible for the education and

development of their child. Irfan support this process wholeheartedly.

Irfan College aims to equip students with strong virtues and character from a multicultural and

Islamic religious perspective. As a result, the students from Irfan College will become products of

society, who will contribute to and serve their community. Irfan College celebrates the uniqueness

of each individual. As it values diversity, respects individual differences, and seeks to celebrate the

intrinsic dignity and integrity of every individual. The sense of being a harmonious community,

where personal relationships with others matter, is important at Irfan College.

Our school participates in Reconciliation Day where students learnt about the importance of the day.

Each class contributed to assembly an item related to Reconciliation Day. This provided students the

importance of unity, respect and valuing justice and equity for all Australians.

Our school also celebrates the Harmony Day and students celebrate the diversity and appreciate the

variety in the community. Students organize a parade where every student proudly brings in cultural

elements to highlight the joy and the privilege of diversity.

The College aims to implement fairness across the community which is built on; an ethos of respect, inclusion, accountability, taking responsibility, commitment to relationships and the development of social and emotional competencies. Students develop personal awareness and responsibility while learning to use lifelong skills of active listening, expressing emotions and problem solving.


SECTION 11

PARENT, STUDENT AND TEACHER SATISFACTION

The opinions and ideas of parents, students and teachers are important at Irfan College. Their suggestions and ideas are included into planning for and achieving improved outcomes for school. In 2014, the school has closely observed the level of satisfaction with the School from parents, students and teachers. Parent Satisfaction Parents have indicated a high level of satisfaction with Irfan College and this is evidenced by the school’s fast improving reputation in the local community. Opportunities to provide feedback are provided through home visits conducted by the principal, parent-teacher interviews and listening assemblies. Parents have given support to school events such as: the excursions; school choir; athletic carnivals and all sporting events; school assemblies and voluntary work they offered throughout the year. Parents have been proactive in raising funds to support school with sporting equipment. Student Satisfaction Student satisfaction at Irfan College is clearly evident from the many happy faces around the school. Students are very passionate about their school and at the many learning opportunities that are offered through personalized learning based on discovery and inquiry. Students expressed great satisfaction with the care and love given by their teachers. School’s improving new facilities are another source of satisfaction. A variety of methods was used to gain valuable feedback from students. Teachers continuously encourage students to express their ideas to gain insight into student wellbeing and this feedback was then used to inform future learning. Anecdotal evidence was gathered in all Personal Development lessons where student voice was evident.


Teacher Satisfaction Staff members have indicated a high level of satisfaction based on shared and collaborative decision making. Irfan College is a small school and we value our teachers’ views as we grow. The overall morale among staff is high and their work ethic reflects a shared commitment. Staff have indicated that high expectations and clear direction form the basis of job satisfaction.

Staff breakfast to start to a new week energetically.


SECTION 12

FINANCIAL SUMMARY


Notes 1. Commonwealth Recurrent Grants includes recurrent per capita grants and special purpose grants. 2. State Recurrent Grants includes recurrent grants per capita, special purpose grants and interest subsidy grants. 3. Fees and Private Income include school based fees, excursions and other private income. 4. Salaries and Related Expenditure includes all salaries, allowances and related expenses such as superannuation and workers compensation insurance.

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