St Monica's Primary School, RichmondPO Box 274, Richmond 2753Principal: Mr Cameron LievorePhone: 02 4570 3700 Fax: 02 4570 3799Email: StMonRic@parra.catholic.edu.auhttp://www.stmonicasrichmond.catholic.edu.au

Introduction

About the Annual School ReportSt Monica's Primary School is registered by the New South Wales Education Standards Authority,NESA, as a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2018 and gives informationabout the 2019 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.

The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.

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Key Messages

PrincipalSt Monica's Primary School is a two stream Catholic school committed to excellence in teachingand learning. Our vision statement challenges us to provide and support quality Catholiceducation, equipping each child for the future through caring and innovative teaching. Webelieve that children are unique individuals, from diverse backgrounds, who require equalopportunities to be challenged to reach their potential through a variety of teaching and learningpractices which encourage independent critical thinking and build self-esteem. Children have theright to be empowered as life-long learners. We also believe that the learning environmentshould be stimulating, supportive, positive and enjoyable.

The school has modern learning spaces where 21st century learning and teaching can take place.Technology is used to support learning, with every learning space equipped with Appletelevisions, laptops, Chromebooks and iPads.

At St Monica's Primary School we acknowledge parents as the first and main educators of ourstudents and as such, we work together in partnership for the good of the children. Together westrive to provide an excellent education in a safe and happy school where everyone is valued.

Demonstrating respect is paramount in our community: respect for others, respect for self,respect for the environment. By doing these we honour our God. This is the basis of ourBehaviour Support policy.

The school motto of My God and My All is based on the motto of the Poor Clare Nuns.

ParentWe believe that a strong partnership between school and parents is integral to the mission ofthe Catholic school. The education of our children at St Monica's Primary School is one that isshared between parents and teachers. Parents are recognised as the first and main educators oftheir children, working in partnership with the school. The close partnership that exists betweenthe school community and the Parents and Friends Association (P&F) is highly valued. The P&Fmeetings are a forum for an ongoing conversation between the school body and parents aboutcurrent trends in education, spiritual enhancement and community building experiences for thestudents and their families.

The P&F organises a number of fundraising and social events to provide resources for the schooland to develop a close community by providing opportunities for parents to gather socially.

In 2018 a number of parents assisted in the classrooms, on excursions and in the school canteen.The P&F was once again very active in supporting the school.

Many parents enjoyed the opportunities to attend school masses, assemblies, science expos,Grandparents Day, talent quest, sporting events and a myriad of other events organised by theschool.

StudentAt St Monica's Primary School we are always encouraged to do our best and to participate in theactivities the school provides.

In 2018 there were many opportunities for children to participate in, such as masses, churchcelebrations and ceremonies, educational activities, sport, creative arts activities, excursions,Book Week parades, camps and fundraising for worthy causes.

We had student representatives from each class and students run our assemblies and peersupport groups. Our senior students undertook a Buddy program with Kindergarten and Year 1. Anumber of Year 6 students gave up their time before school to be reading tutors for our youngerstudents.

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Who we are

History of the schoolSt Monica's Primary School was established in 1859 and is one of the oldest Catholic learningcommunities in New South Wales. A state appointed Catholic teacher ran the school until thearrival of the Good Samaritan Sisters in 1873. The school was handed over to the Poor ClareNuns from 1943 until 1971, when the first lay principal was appointed. For a short time theschool also accommodated secondary students.

Location/drawing areaSt Monica's Primary School is a two stream comprehensive Catholic school catering for studentsfrom Kindergarten to Year 6 and serving the community of St Monica's Parish in the Hawkesburydistrict. Enrolments are drawn from a vast surrounding area and many students travel significantdistances within the Hawkesbury Region. The Richmond area is basically semi-rural and the socio-economic background is diverse. St Monica's Primary School has a special ministry to the RoyalAustralian Air Force (RAAF) community located nearby.

At this stage all children commence school speaking English although in many homes, otherlanguages are spoken. Culturally our population is mainly composed of families from Anglo-Saxon, Maltese, Italian and Arabic backgrounds.

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Workforce Composition

Category Numberof Staff

Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines

21

Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications

1

Number of teachers accreditated to teach Religious Education 20

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 4

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 92

Percentage of 2018 teaching staff who were retained from 2017 100

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesThe whole school community gathered at least once a term to celebrate mass. Beginning theschool year, Holy Week, Feast of the Sacred Heart, St Monica's Day, Grandparents Day andAdvent/Christmas were some of our major celebrations. Parents were invited to attend theseoccasions. Staff prayer took place every second Friday morning and this was led on a voluntarybasis. Staff members also gathered for a Staff Formation Day in term 4. Prayer continued to be anintegral part of daily life at St Monica's Primary School, with children gathering formally andinformally everyday to pray. Each learning space had an appropriate and interactive prayercentre, which was regularly changed depending on the liturgical season or theme being coveredin Religious Education (RE).

Prayer was encouraged at many different levels. School assemblies commenced with a prayer,read by children. Parents were invited to join our assemblies and be part of our faith sharingcommunity. Each class began the day with its own prayer celebration, which involved studentparticipation. Lent, Easter, Advent/Christmas and St Monica's Day were times of celebration.

Children who were involved in Sacramental programs were recognised, and staff supported theparish Sacramental co-ordinator and her team for the Sacramental celebrations.

Social JusticeThe school continued to raise funds as part of our Outreach service to those in need. MaryMacKillop Today (East Timor), Country Women's Association of NSW (drought aid), San MiguelFamily Centre, Food for All, Project Compassion, and food hamper collections for the St Vincentde Paul Society were the initiatives that the school supported in 2018. Some of these initiativeswere a direct result of students following the example of St Mary of the Cross MacKillopin 'seeing a need and doing something about it'. The St Monica's Primary School community alsodonated Christmas gifts for distribution to families in need.

Staff contributed to food hampers for families in crisis in our parish community. During MissionWeek our school held a Rainbow Day, the proceeds of which supported the Mary MacKillopToday initiative of the Sisters of Saint Joseph.

School home and parish partnershipsSchool liturgies, open classrooms and creative arts displays were the main celebrations thatlinked school and home. Parish involvement came through Sacramental programs andcelebrations. Several staff members ran discussion groups for Sacramental programs andsome staff members were involved in supplying music for Sacramental celebrations. Our parishpriest met regularly with the principal and the Religious Education coordinator to discussrelevant school and parish matters. Parents were invited to be involved at liturgies and masses.

Parents assisted with Year 6 fundraising, Rainbow Day, excursions and Pancake Day. Parents alsoassisted with the Easter and Mothers Day raffles. The school continued to welcome a number ofparents who assisted in classroom activities such as reading and writing during the literacy block.

Our school canteen exists thanks to parent volunteers. There is an active Parents and FriendsAssociation (P&F) which supports the school through organising fund raising, co-ordinating theannual fete (jointly run with the parish) and social activities.

Religious EducationThe Parramatta Diocesan syllabus, Sharing Our Story, was followed, with modifications to therecommended scope and sequence, and sample pathways being in place to meet the needs ofthis school. A pacing guide was used by teachers to show when activities were covered and toensure that the praxis model and three Senses of Scripture were being followed. Sharing OurStory was taught from Kindergarten to Year 6.

Time was also devoted to the development and teaching of the Social Skills program, allowingstudents to develop positive attitudes and values based on the model of Jesus. The parish-basedSacramental program was supported by the school. Teachers were often involved in preparinggroups for the Sacraments as part of this program.St Monica's Primary School, Richmond Page 5

Professional Learning of staff in Religious EducationProfessional learning in Religious Education continued according to our school action plan goal ofdeepening student understanding of Catholic tradition and practice.

Students deepening their understanding of Catholic tradition and practice was evidenced by thestudents’ ability to make connections between the the spiritual sense of Scripture, Catholictraditions, rituals and Sacraments.

Staff worked with their grade partner, a teacher educator from the Catholic Education Office,Diocese of Parramatta, (CEDP) and the school's Religious Education coordinator to develop theirunderstanding and implementation of the three Senses of Scripture. Staff adapted a newprogramming template to assist in planning lessons. This included pre, mid and post assessmentsas well as the development of word walls, and learning intentions and success criteria, based onthe unit outcomes and explicit teaching of the three senses. Particular emphasis was given to thespiritual sense which links the main Scripture passage to the Catholic traditions, practice andSacraments.

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Learning and Teaching

National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2018. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.

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

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 100 94 98 73

Literacy 98 95 71 73

Reading 95 96 72 76

Writing 100 94 58 72

Spelling 100 94 68 70

Numeracy 100 96 70 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 100 94 70 64

Literacy 97 93 61 58

Reading 98 95 61 66

Writing 96 90 52 44

Spelling 98 94 70 64

Numeracy 100 96 64 58

At St Monica's Primary School, teachers continued to place emphasis on improving the literacyand numeracy outcomes of all students from Kindergarten to Year 6 through consistent andagreed teaching practice. We pride ourselves on providing quality professional learning toimprove literacy and numeracy. St Monica's Primary School, Richmond Page 7

Year 3 Literacy strengths were noted in locating direct information and the main idea of aparagraph, identifying the main purpose of a text and inferring meaning. Challenges were notedin spelling and sentence structure in writing. Our success has been in reducing the number ofchildren in the lower bands for Literacy. In Year 3 Numeracy, strengths were noted in elements ofnumber and place value. Challenges were noted in locating position, aspects of volume, capacity,patterns and algebra, addition and subtraction, and multiplication and division.

Year 5 Literacy strengths were noted in identifying the main purpose of a text and aspects ofpunctuation and spelling. Challenges were noted in aspects of identifying subject-verbcontradiction and identifying some parts of speech. In Numeracy, challenges were noted inaspects of interpreting tables and graphs, addition and subtraction of fractions and classifyingangles. In Numeracy, strengths were noted in elements of place value, number, and addition andsubtraction.

Teachers continue to address areas of challenge through explicit teaching of skills.

School curriculumAt St Monica's Primary School, in 2018, there was a qualified learning support teacher whoworked closely with the classroom teachers to provide the best possible learning activities andenvironment for children with additional needs. This typically involved small group or individualwithdrawal, or supporting children in the classroom. A very successful Peer Tutoring Readingprogram was offered before school, three mornings per week. This program involved Year 6children assisting children in younger grades. Specialist teachers also offered interventionprograms in Reading Recovery and Extending Mathematical Understanding (EMU). A literacysupport teacher worked with children from Kindergarten to Year 6 and advised teachers on howto cater best for students who required differentiated learning tasks. An intervention programwas introduced to support Stage 3 Reading, with three teachers undergoing specialist training.Gifted and talented children were catered for in the classrooms through extension activities.

The school supported a unit for students on the autism spectrum. This was conducted by ASPECTNSW with the support of CEDP. The students from this unit were integrated into mainstreamclasses when appropriate, such as assemblies, sport, music, excursions, peer support andMathematics and literacy groups.

An Orientation to School program for children starting Kindergarten was conducted in term 4each year. This enabled children to become familiar with school routines as well as meet theirteachers, buddies and other students. A parent information session was held at which a speechpathologist and occupational therapist outlined how parents could best support children whowere starting school.

The school offered a wide range of co-curricular activities including:sporting activities (netball, basketball and soccer gala days, rugby league, rugby union,cricket)ANZAC Day and Remembrance Day ceremonies

Initiatives to promote respect and responsibilityThe basis of our Behaviour Support policy and procedures was the word ‘respect’. Students weretaught to respect self, others and the environment and in so doing, they also honour our God.They learnt that to respect themselves was to aim for excellence, challenge themselves, seekteachers’ help and have pride in themselves. To respect others, they were encouraged to help,take turns, allow others their personal space, follow rules, listen attentively and speakappropriately. Along with showing respect, students also learnt that they had rights, but withthose rights came responsibilities.

Professional LearningAll professional learning was aligned to the school's literacy, numeracy and formation goals andaction plan. Professional learning in literacy included: spelling strategies (K-6), Stage 3 Readingintervention, Reading Recovery and analysing student writing samples. A teaching educator fromCatholic Education, Diocese of Parramatta, assisted teachers in planning and implementinglearning activities to enhance writing.

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Professional learning in numeracy included: problem-solving K-6 and analysing MathematicalAssessment Interview (MAI) data. As a whole staff, we engaged in quality professional learningopportunities supported by the CEDP. This enabled us to reflect on, and improve, our practice,ultimately leading to improved outcomes for our students.

Other professional learning during the year included: child protection, Work Health andSafety (WHS), asthma, anaphylaxis, Cardiopulmonary Resuscitation (CPR), introduction to theScience and Technology (K-6) Syllabus, NAPLAN data analysis (SCOUT) and using Chromebooks tosupport student learning.

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School Improvement

Annual school prioritiesPriority 1 For students to deepen their understanding of Catholic culture,

evidenced by the students’ ability to make connections between thespiritual sense of Scripture, Catholic traditions, rituals and Sacraments

Reason for priority 1 While student responses showed improvement in the literal andapplied senses of Scripture, as evidenced in the data collected byteachers at the school level, students were challenged to connect theScripture passages to what we celebrate through Sacraments andCatholic tradition.

Steps taken to achievepriority 1

These included:pre and post assessment of Scripture in a nominated unitregular use of warm-ups and ‘fast facts’, and pre, mid and postassessments to deepen knowledge and assist in understandingteachers ‘unpacking’ the Scripture used in class at professionallearning meetingsdeveloping rubrics to measure the depth of Scriptureunderstanding

Status of priority 1 Ongoing

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Priority 2 For an increased percentage of students to reach expected growth inwriting on the literacy continuum, in 'Aspects of Writing', with aparticular focus on developing vocabulary and applying spellingstrategies

Reason for priority 2 Our NAPLAN Data indicated that we had 51% of Year 3 students atproficiency and 29% of Year 5 students at proficiency inspelling. Teachers also reported that children did not apply spellingstrategies during independent writing and in other Key Learning Areatasks.

Steps taken to achievepriority 2

These included:explicitly teaching of spelling strategies (including phonological,orthographic, morphological and etymological knowledge), inreading and writing and across all Key Learning Areasteaching subject specific terminology and vocabulary to enhanceunderstandingstudents consistently using the ‘have-a-go’ spelling strategywhen attempting unknown wordsplanning appropriate professional learning for staff on effectivewriting and spelling practices and pedagogy

Status of priority 2 Achieved

Priority 3 For all students to demonstrate growth in number, multiplication anddivision and improve their understanding and application of efficientproblem-solving strategies

Reason for priority 3 Our NAPLAN data revealed we needed to develop students' skills inorder for them to increase their knowledge and understandingof problem-solving. We expected to see fewer children in the lower twobands and children making growth in the higher two bands forNAPLAN.

Steps taken to achievepriority 3

These included:explicitly and consistently teaching skills and concepts utilising problem solving strategies and explicitly teaching theseto the childrenusing and encouraging appropriate mathematical vocabulary (K-6), referring to the glossary in the syllabusproviding students with specific and timely feedback - oraland written

Status of priority 3 Achieved

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Projected school prioritiesPriority 1 To deepen the students' understanding of the spiritual sense of

Scripture

Reason for Priority 1 The students showed evidence of a literal sense of Scripture and moststudents demonstrated an applied sense of what they are called todo but the explicit connection between scripture and Catholictraditions and Sacraments has not been clearly expressed.

Steps to be taken toachieve Priority 1

These will include:explicitly teaching comprehension strategies through theScripturescompleting pre-testing, mid-testing and post-testing on themain Scripture passage in units of workexamining Scripture using the three senses scaffoldmonitoring and tracking progress of three students in each class

Priority 2 An increased percentage of Year 3 students will reach expectedNAPLAN benchmarks in reading, with a particular emphasis on higherorder comprehension skills.

Reason for Priority 2 Our Year 3 2018 NAPLAN results for reading indicated that the numberof students in the top two NAPLAN bands (37.5%) were our lowestsince 2013. Two thousand and eighteen was the only year that ourschool average has dipped below the national average.

Steps to be taken toachieve Priority 2

We will:explicitly teach comprehension strategies through modelled,shared and guided readingplan reading activities which encourage students to engage withtexts criticallyprovide students with a variety of multimodal textsmonitor the fluency of students who are reading independently

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Priority 3 To improve our Numeracy NAPLAN results for Year 3 and Year 5

Reason for Priority 3 Although Year 5 NAPLAN data indicated considerable improvementover that of previous years, our results in Year 3 Numeracy dipped in2018 to the lowest since 2013. Comprehending written problems isa skill we have identified as requiring attention.

Steps to be taken toachieve Priority 3

We will:explicitly teach comprehension strategies through mathematicalproblem-solving consistently teach problem-solving strategies Kindergarten toYear 2 (K-2) and in Years 3 to 6provide students with a variety of problems and encouragethem to discuss their thinking/reasoningpromote the use of correct mathematical terminologyand vocabulary

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2018, Catholic Education, Diocese of Parramatta engaged The Learning Bar to conduct theTell Them From Me (TTFM) survey to provide feedback from parents, students and staff aboutour school. This survey is conducted annually.

Parent responses to the survey questions were positive. The data collected indicated thatparents continued to regard the school highly, particularly in regards to the school supportingstudent learning and positive behaviour. Safety at school was scored highly and parents werealso positive about how teachers supported students in developing positive friendships.

Parent feedback indicated that the school could further improve two-way communication withfamilies and informing parents about school activities.

Parents indicated that they felt supported by the school in the faith development of theirchildren and in developing an understanding of the Catholic faith. Parent data was divided whenit came to children having opportunities to participate in Outreach initiatives. To address this, wewill continue to promote the social justice projects that the school supports throughout the year.

Student satisfactionStudent responses to the survey questions were also positive. Our data indicated that studentsfelt that they were supported in developing positive relationships with their peers and that therewere people at school who provided encouragement and to whom they could turn for advice.They also rated student-teacher relations highly. The data further indicated that studentsacknowledged that teachers had high expectations for them to succeed.

Religious education lessons and participation in prayer and liturgies were scored positively interms of relevance to students' lives. Interestingly, students scored opportunities forparticipation in outreach initiatives highly. This was very different from the parent data.

While student data indicated that there were many opportunities to participate in sportingactivities, it was also clear that they would like more opportunities to participate in otherextracurricular activities.

Teacher satisfactionWhile teacher feedback acknowledged and affirmed the overall support of the leadership team,it also indicated that teachers would appreciate all members of the team visiting classrooms toprovide feedback on teaching and learning. Teachers were positive about the level ofcollaboration between colleagues noting in particular, collaboration around strategies toincrease student engagement. Positive responses relating to the variety of teaching strategies,working with students to achieve learning goals and connecting new skills to previous learningand teaching were also noted.

Teachers generally agreed that they felt supported in the teaching of Religious Education. Therewas also agreement that the school assisted them in their own understanding of the Catholicfaith. Participation in outreach and service to others was one area in which teachers indicatedthat they would like more opportunities.

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Student Profile

Enrolment PolicySt Monica's Primary School follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. The full text or a link to the full text of the school’s enrolmentpolicies, including all prerequisites for continuing enrolment can be obtained from the schooloffice or can be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures and Guidelines.

Current and previous years' student enrolmentYear Boys Girls Total

2016 179 171 350

2017 163 158 321

2018 154 141 295

St Monica's Primary School continued to attract enrolments during the 2018 school year owingmainly to families moving into the area. The enrolment figure for 2018 once again reflected alower than expected Kindergarten intake and a number of families who relocated interstate or toother parts of NSW. At times, these moves were at very short notice. Enrolments were alsoaffected by redeployment of Defence Force personnel and their families.

Student attendance ratesThe table below shows the percentage of student attendance by Year level and school average.

Kindergarten 96

Year 1 95

Year 2 94

Year 3 94

Year 4 93

Year 5 94

Year 6 94

School Average 94

Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.

Language background other than English (LBOTE) 2

Students with disablities (SWD) 6

Indigenous 5

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofSt Monica's Primary School, Richmond Page 15

partnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.

They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.

The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careThe Student Support (Management) policy and procedures are constantly under review. We havedeveloped a workable policy which suits the needs of our school. This is based on our Catholicbeliefs. We value and promote the uniqueness of each person and consciously promote respectfor self and others.

Our Student Support (Management) policy (Code of Conduct) incorporates our school rules andexpectations with very clear guidelines for consequences and follow up procedures. Proceduresare in place for both the classroom and the playground. At the beginning of each year studentsreceive a sheet showing their rights and responsibilities, which is comprehensively discussed inclass. This list of rights and responsibilities is also sent home for family discussion. Thecompleted policy is available for all staff, students and parents.

The school Student Support (Management) policy and procedures incorporate the principles ofprocedural fairness and natural justice which means that all students have the right to know thenature of an allegation and that all information relating to this incident will be considered. Thepolicy expressly forbids the use of corporal punishment. Students will be informed how thematter is going to be investigated and will be given the opportunity to respond. The children willalso know how to seek a review of decisions made in relation to the allegation at the end of theinvestigation. Parents are always contacted if there is a serious incident that involves their childat school.

Our Anti-bullying policy recognises the importance of a safe school environment and supports awhole-school approach to providing a positive culture where bullying is not acceptable under anycircumstance. We believe that bullying behaviours need to be identified at an early stage andstrategies need to be put into place to deal with all forms of bullying.

The full text of student management, welfare and discipline policies can be obtained from theschool office.

These policies did not change in 2018.

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta (CEDP), ComplaintHandling policy and procedures. A copy of the school policy is available from the school office oris available on the CEDP website http://www.parra.catholic.edu.au/policy-central.

There were no changes to the policy during 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (64.1%)Capital (0%)State (19.6%)Fees (12.8%)Other (3.5%)

Capital (1.4%)Salary (74%)Non-Salary (24.5%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $2,890,216

Government Capital Grants 2 $0

State Recurrent Grants 3 $883,205

Fees and Private Income 4 $577,721

Other Capital Income 5 $157,049

Total Income $4,508,191

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $60,277

Salaries and Related Expenses 7 $3,110,143

Non-Salary Expenses 8 $1,030,933

Total Expenditure $4,201,353

1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purpose grants.

2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and

special purpose grants.4. Fees relates to diocesan and school based fees, excursions and other private income from

parents.5. Other refers to Other Capital Income including drawdowns from the Diocesan School

Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to the total of all Salaries, allowances and related expenses such as

superannuation, workers compensation and leave.8. Non-Salary refers to all other Non-Salary Recurrent Expenses.

12.8%

19.6%

64.1%

■■■■■

24.5%

74%

■■■

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