St Mary MacKillop Primary School,South PenrithPO Box 307 , Kingswood 2747Principal: Mr Scott BuchanPhone: 02 4724 3200 Fax: 02 4724 3299Email: MaryMacKillop@parra.catholic.edu.auhttp://www.mackilloppenrith.catholic.edu.au

Introduction

About the Annual School ReportSt Mary MacKillop Primary School is registered by the New South Wales Education StandardsAuthority, 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

PrincipalI am proud to present to you the 2018 Annual School Report for St Mary MacKillop PrimarySchool, South Penrith.

St Mary MacKillop Primary School is a Catholic co-educational school where we strive to fulfil ourvision to glorify God in all aspects of life and learning. We place great emphasis on establishing apartnership between home and school. Our mission is to:

provide for the learning and development needs of each childprovide a supportive, safe and nurturing environmentencourage lifelong 21st century learningrecognise the worth of every individualcelebrate together in faith

At St Mary MacKillop Primary School, we believe that teaching and learning should be anengaging experience for both students and teachers. This engagement is characterised by thesetting of high expectations, explicit teaching, quality relationships and a belief in lifelonglearning.

In 2018, all teaching staff participated in professional learning focusing on religious formation,numeracy and literacy as part of the school's implementation plan. There is a strong sense ofcommunity at the school which is focused on building positive relationships through the use ofrestorative practice.

During 2018, we provided educational opportunities for members of the school community todevelop intellectually, spiritually, creatively, emotionally and physically. This was achieved withinthe positive and supportive environment of the school community within the Catholic tradition.

At St Mary MacKillop Primary School, we seek to live out our school motto of Together WeGrow by supporting one another and nurturing our growth as individuals, and as a school andparish community. The children are encouraged to be safe respectful learners. St Mary MacKillopPrimary School continues to develop as an exciting centre for quality 21st century learning.

ParentFrom the initial planning of St Mary MacKillop Primary School, the involvement of the parents ofthe children attending the school has been vital to the success of the school.

In 2018 parents and extended families were consistently involved in liturgies and assistedstudents' learning in literacy, sport, technology and the creative arts.

The Parent and Friends Association (P&F) supported, encouraged and resourced teaching andlearning for the children, and helped maintain the school site.

Parental involvement is a vital part of life at St Mary MacKillop Primary School. We have a veryactive parent and friends' committee, comprised of elected members from the schoolcommunity. Every year volunteers for various P&F sub committees are called for and theysupport the teachers, students and the class parent group in a voluntary position for a period oftwelve months.

StudentOur student leaders are elected by their peers and teachers to have a specific role at St MaryMacKillop Primary School.

In 2018 their leadership responsibilities included organising and running assemblies, buddies forour Kindergarten students, flag raising, special ambassadors to important events, and taking onvarious tasks as requested by the principal. We had a number of student leadership teams whichincluded Early Childhood, Library, Religious Education, Environment, Class Representatives,Technology and Sound.

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Our Year 6 students also had a special role in showing leadership, good example andresponsibility to the rest of the student population. They took this role very seriously and livedup to the high expectations asked of them. During term 2 the Year 6 leaders facilitated the PeerSupport program for students in Kindergarten to Year 5.

They were also given a great deal of responsibility in organising masses, and celebrations likeGrandparents Day, cross country, swimming and athletic carnivals.

Our students have wonderful facilities, playing spaces, learning spaces and technologicalresources to assist them with their learning and leisure at St Mary MacKillop Primary School.

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Who we are

History of the schoolThe school buildings were blessed by our bishop on 23 October 1983. Mary MacKillop PrimarySchool, Penrith South, opened its doors for the first time to 460 pupils on 31 January 1984.

The foundation principal was a member of the Josephite Order and the school took on the nameof the Order's founder, Mary MacKillop. Being dedicated to the memory of Australia's first saint,our school has a clear Josephite tradition. Feast days around Mary; her parents, St Joachim andSt Anne; and St Joseph, are celebrated annually. There is also a strong bond with the Josephitesisters at the Mary MacKillop Institute for East Timorese studies. This connection gives thestudents first hand knowledge of the plight of a people in need as they work to support them intheir own unique ways.

A two year refurbishment program of the school and grounds was completed in 2008. The fullyair-conditioned facilities provide flexible learning spaces which facilitate the contemporarylearning needs of our students.

During 2012 the school community honoured our first Australian saint by changing the schoolname to St Mary MacKillop Primary School. During 2018 the charism of St Mary MacKillop and therich history of the Josephite Sisters continued to inspire, motivate and inform the teachingcommunity of St Mary MacKillop Primary School.

Location/drawing areaSt Mary MacKillop Primary School is a two-stream school located in Penrith South and draws onstudents from Penrith South, Jamisontown, Orchard Hills and Kingswood South. St MaryMacKillop Primary School is a part of, and serves, the St Nicholas of Myra Parish, Penrith.

The site selected for the school gives a clear view to the Blue Mountains. Atop the playground isthe very large Morton Bay Fig, which features proudly as the symbol of the school, and has themotto, Together We Grow, printed below it.

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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

24

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

0

Number of teachers accreditated to teach Religious Education 24

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 8

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 96

Percentage of 2018 teaching staff who were retained from 2017 96

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesSt Mary MacKillop Primary School has an active liturgical life.

In 2018 the school celebrated major events in the liturgical and secular calendar including Lent,Easter, St Mary MacKillop Feast Day, Christmas, Remembrance Day, ANZAC Day, Mothers Day,Fathers Day and Grandparents Day. All classes had regular liturgies at school and we gathered inour parish church, St Nicholas of Myra, at various times throughout the year.

Staff prayer took place weekly and, along with daily prayer in classrooms, there was whole-schoolprayer time once a week. All meetings commenced with a prayer and prayer focuses were inplace throughout the school.

Our parish priest and assistant priest visited the school regularly to celebrate mass, Liturgy ofthe Word and class Reconciliation. The priests, parish Sacramental coordinator and ReligiousEducation coordinator (REC) assisted children and their families in the parish based Sacramentalpreparation.

Social JusticeAt St Mary MacKillop Primary School, we have a Social Justice policy and students are activelyencouraged to express their faith in this way.

As a Catholic school in 2018 we supported various charities, including Project Compassion, StVincent de Paul Winter and Christmas Appeals, Catholic Mission, Penrith Community Kitchen andMary MacKillop International (supporting East Timor). We aimed to raise awareness, pray, raisefunds and perform acts of kindness. All our social justice activities reflected the actions of StMary MacKillop's call to serve others.

School home and parish partnershipsThere is a strong relationship between the parish of St Nicholas of Myra and the school.

Priest, parents and staff worked tirelessly in 2018 to provide quality Catholic education.Sacramental programs were actively supported by staff through the Religious Educationcurriculum and members of staff were present and provided support at Sacrament meetings andcelebrations. This is a significant annual expression of the unity of school and parish.

Our parish priests visited the school regularly to work and pray with our students. Families wereinvited to diocesan celebrations. Families in financial, spiritual or emotional need weresupported with liaison between the school, Catholic Education, Diocese of Parramatta (CEDP)and the parish.

Class scripture bags provided a prayer link between home and school. They helped to fosterfamily prayer and discussion about scripture within homes.

Parents were encouraged to take an active role in a variety of school activities including parentforums, information evenings, parent/teacher/student meetings, liturgies, class and whole-schoolmasses, family prayer groups, social barbecues, reading programs, canteen, and libraryassistance. Regular communication with parents occurred through phone calls, meetings,electronic school sign, facebook, skoolbag app and the fortnightly newsletter.

Religious EducationThe Diocesan Religious Education syllabus, Sharing Our Story, was followed at St Mary MacKillopPrimary School. The units provided the students with a range of experiences to promote andenhance their knowledge and understanding of key concepts about God, Jesus, prayer, Scripture,church and Christian life. The students were exposed to new Religious Education pedagogyincluding the senses of Scripture which allowed them to reflect on Scripture at a deeper level tointernalise the meaning and message more deeply.

Professional Learning of staff in Religious Education

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One of the priorities for 2018 was to improve teacher and student knowledge and understandingof learning intentions and success criteria. This aimed to make students more accountable andself directed learners as well as to make learning more rigorous. The Senses of ScriptureFramework aims at moving the students and teachers beyond a literal understanding of Scriptureto a deep (spiritual) understanding of what the message is and then applying that message toeveryday aspects of their lives. A staff development day was held in order for staff to spend timein prayer and reflection, focusing on the place of God in their lives, their personal image of Godand deepening their understanding of Scripture.

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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 95 94 79 73

Literacy 98 95 74 73

Reading 100 96 78 76

Writing 98 94 71 72

Spelling 97 94 66 70

Numeracy 100 96 78 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 98 94 77 64

Literacy 98 93 64 58

Reading 98 95 67 66

Writing 96 90 49 44

Spelling 100 94 75 64

Numeracy 100 96 61 58

An action plan was developed at St Mary MacKillop Primary School from all data gathered fromnational and local assessments. This presented a targeted approach to meeting the studentneeds in literacy and numeracy. The St Mary MacKillop Primary School plan outlined ourobservations from the data and provided a detailed outline and approach to developingSt Mary MacKillop Primary School, South Penrith Page 8

observations from the data and provided a detailed outline and approach to developingindividual plans for our most vulnerable students.

The percentage of students in the top three bands at St Mary MacKillop Primary School in Year 3and Year 5 was above the national percentage in Literacy, Numeracy, reading, writing, spelling,grammar and punctuation. The percentage of students at St Mary MacKillop Primary School whowere at, or above, national minimum standards were mostly above the national percentage in allareas of NAPLAN testing in Years 3 and 5.

School curriculumThe academic curriculum at St Mary MacKillop Primary School is constantly under review as weaim to meet the individual learning needs of all our students.

IN 2018 individualised learning programs catered for the diverse range of learning styles andneeds of students in their classes.

At the school, we provided programs, activities and experience to enrich and support the schoolcurriculum and to promote improved learning outcomes for all students.

We adopted an inclusive educational approach in relation to students with all learning needs.Through this approach, we strove to provide appropriate support, resources, funds and teachertraining to ensure that students with learning needs could have their learning and social needsmet in the regular classroom.

Various programs incorporated the following:individual group strategiesextension activities within and across classesenrichment days at local high schools and visiting workshopscontract workopen-ended questions, activities and assignmentsonline learninghypothesis testing and problem solvingindividual research investigationopportunities for peer tutoring and assessmentmentors with specific expertiseacademic competitions

There was a three phase Orientation program for entry to Kindergarten. Students with specificneeds entering Kindergarten were tracked from preschool and experienced a number of schoolvisits prior to entering Kindergarten.

Students entering secondary school from Year 6, with specific needs, were prepared withindividual Orientation programs.

The school was involved in a number of co-curricular activities during 2018, including:Captivate performances - choir and strings ensembletalent questsports carnivalstouch football, soccer, netball, basketballacademic competitionsVoice of YouthcampsYoung Leaders DayStrings programstrings private tuition

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Peer Support programCoding Clubschool concertChess clubperformances for the students

Initiatives to promote respect and responsibilityThe St Mary MacKillop Primary School model of restorative practice has been established withinthe school for a number of years. The program provided a framework of activities fromKindergarten to Year 6, that promoted the use of restorative practice questions to create aharmonious environment of respect and responsibility for ourselves, others and theenvironment.

Student leadership and responsibility was promoted from Kindergarten to Year 6. Students of allgrades led liturgies and assemblies.

Students in Year 6 belonged to teams responsible for specific areas of school organisations (egSound, Environment, Library and Technology teams). Year 6 led peer support groups, focusing onspecific values and relationships. The Peer Support program was conducted in 2018 at St MaryMacKillop Primary School and promoted social skills, anti-bullying strategies, empathy and self-awareness.

Professional LearningProfessional Learning undertaken by staff in 2018 included:

effective pedagogy and teaching practice in all Key Learning Areas (KLAs)Restorative Practice as pastoral careimplementation of the K-6 Science and Technology Syllabus enquiry learning as pedagogydeveloping understanding of Scripture through the 'spiritual sense' of Scripturesystem pilgrimage to the Holy Landbuilding staff spirituality through Scriptureassessment through data wallsnumeracy and visual reasoning in measurementeffective small group reading instructioneffective comprehension strategies and R3 trainingrunning records and the Early Years Assessment (EYA)assessment of reading using the Progressive Achievement Tests in Reading (PAT-R)child protection trainingfirst aid training

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School Improvement

Annual school prioritiesPriority 1 That all students would improve their understanding of Scripture, with

a specific focus on the spiritual sense, demonstrated by deeper studentoral and written responses to Scripture passages

Reason for priority 1 Teachers began using the Senses of Scripture Framework to encouragestudents to reflect deeply on the meaning of Scripture. Whilst classsummative and formative assessments had shown an improvement instudent understanding of Scripture, the students still needed to makemore connections between Scripture, God/Jesus and Sacraments.

Steps taken to achievepriority 1

That students would:be familiar with the Senses of Scripture Framework andparticipate in a variety of activities that focused on developingthe spiritual sense of Scripture such as:

reach the targetten word strategyFrayer Concept Model

use and refer to the learning intentions and success criteria toself-regulate and assess their own learningdiscuss and use key comprehension strategies to interpret andunderstand Scripture

Status of priority 1 Ongoing

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Priority 2 That all students would demonstrate a growth in readingcomprehension through a focus on building vocabulary knowledge,evidenced by 80% of students in Kindergarten to Year 2 having a self-correction rate of 1:3, analysed through running records, and Years 2 to6 would have an increase in the number of students in the stanines 7to 9 of Progressive Achievement Tests in Reading (PAT-R)

Reason for priority 2 PAT-R data showed a decrease of students in the the top stanines. Ourvulnerable students, however, showed growth. The number of studentsin the top stanines for writing in Year 7 was 4%. In spelling it was 5% inYear 3, 2% in Year 5, and 2% in Year 7. There was a correlation betweenreading and writing, and this was impacting on comprehension.Vocabulary came through as a common thread.

Steps taken to achievepriority 2

These included: that students would:

co-construct success criteria to assist them to articulatetheir learningself assessset personal learning goals

that all literacy tasks, expressive and receptive, would reflectexplicit teaching of comprehension strategies, as outlined in thesyllabus.that students would use their knowledge of vocabulary andword consciousness in their oral and written language

Status of priority 2 Ongoing

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Priority 3 To develop students' ability to use visual reasoning skills and efficientlyuse strategies when problem solving, evidenced by students growing aminimum of one growth point in multiplication and division, Newman’sPrompt samples and an increase in correct answers in visual reasoningquestions in NAPLAN and Progressive Achievement Tests inMathematics (PAT-M)

Reason for priority 3 It is apparent that a number of students remained ‘stuck’ at particulargrowth points across a number of years.

Steps taken to achievepriority 3

For students to:use and refer to the learning intentions and success criteria toself regulate and assess their own learningdevelop visual reasoning strategies to help solve problems andexplain their thinkingdevelop a range of problem solving strategiesuse productive, accountable talk in the Mathematics classroomsuch as talk moves, think aloud, use sentence stems

Status of priority 3 Ongoing

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Projected school prioritiesPriority 1 For students to demonstrate an enhanced engagement in Religious

Education with the use of the Senses of Scripture Framework and thenew draft Religious Education Curriculum

Reason for Priority 1 In keeping with the system priority in Religious Education, St MaryMacKillop Primary School will be implementing the new ReligiousEducation Curriculum. The focus on quality learning and formation inReligious Education will, therefore, be important.

Steps to be taken toachieve Priority 1

Students will:be given opportunities to engage with an inquiry basedpedagogy, demonstrating a deep understanding of the conceptsthat underpin the learning cyclebe given opportunities to engage with the learning cycle,demonstrating an ability to transfer their learning across arange of contextsdemonstrate an ability to make meaning of Scripture, using thesenses (literal, spiritual, application), (surface, deep, transfer)

Priority 2 Achieved

Reason for Priority 2 PAT-R in 2018 showed we still have a decrease of students in stanine 7-9 each year. Kindergarten, Year 1 and Year 2 students are continuing towork towards having a self-correction rate of 1: 3 or greater.

Steps to be taken toachieve Priority 2

These will include:participating in shared reading and small group reading groupsstudents using their knowledge of vocabulary and wordconsciousness in their oral and written language through

summarising and organising information from a textintegrating ideas and information in textscritically reflecting on content, structure, language andimages used to construct meaning in a text

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Priority 3 To further develop students' ability to use visual reasoning skills andefficiently use strategies when problem solving

Reason for Priority 3 Data from the Mathematics Assessment Interviews (MAI), NAPLAN andProgressive Achievement Tests in Mathematics (PAT-M) indicate thatstudents still have difficulty with visual reasoning questions. Classroomevidence supports the data that students require further consolidationaround their reasoning skills.

Steps to be taken toachieve Priority 3

Students will:use Newman’s prompts in the classroom setting to articulatetheir mathematical reasoninguse and refer to the learning intentions and success criteria toself-regulate and assess their own learningact on teacher feedback and work towards achieving theirindividual learning goalsdevelop visual reasoning strategies to help solve problems andexplain their thinkingdevelop a range of problem solving strategies

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.

The TTFM data collected was a very small sample of the community and reports showed thatparents felt that:

The school promoted a safe supportive environment.The community was supportive of learning at home.The school promoted inclusivity and positive student behaviour..

There was also a survey collected by the school where a large percentage of parents shared theirviews on pastoral care. The responses were overwhelmingly supportive of the school's practicebut suggested that greater attention around building student capacity to repair relationships andtransparency around consequences was wanted.

Student satisfactionThe 2018 TTFM student survey data showed that:

The students experienced positive teacher-student relations.The students felt advocacy at school.The students believed that there was a high expectation for success at school.

There was a recommendation that we explore the learning climate at school.

Teacher satisfactionThe 2018 TTFM data collected from teachers showed that teachers:

valued collaboration at school and felt supportedbelieved that the school leadership was positive and the learning culture was highfelt confident about student progress

The teacher data also identified a challenge around capacity with regards to technology andstudent use of technology.

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Student Profile

Enrolment PolicySt Mary MacKillop 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 203 200 403

2017 207 212 419

2018 204 211 415

Enrolments have remained steady due to the school's good reputation in the area.

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

Kindergarten 98

Year 1 88

Year 2 87

Year 3 93

Year 4 86

Year 5 93

Year 6 84

School Average 90

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) 13

Indigenous 13

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 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.St Mary MacKillop Primary School, South Penrith Page 17

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 careSt Mary MacKillop Primary School is a school which promotes the restorative practice model forstudent management. This is maintained via a framework which helps build healthy relationshipsand repairs the harm when things go wrong. This is a whole-school approach and there istraining for staff, parents and students, so that agreed practices (being a safe, respectful learner)and understanding, ensure we are all speaking with one voice. The school continues to supportparents through information in newsletters and other opportunities of professional learning.

As stated in our Pastoral Care policy: 'Staff at St Mary MacKillop Primary School are committed totaking the problem of bullying seriously and trying to eliminate it in the school'. Staff andstudents are aware that bullying behaviour is never acceptable and all incidents of bullyingbehaviour are dealt with through out the Student Management policy.

This school Pastoral Care policy outlines approaches to student management and the proceduresto be followed both in classrooms and playground. The policy is based on the principles ofnatural justice and procedural fairness. Corporal punishment is expressly forbidden at theschool.

The school Pastoral Care policy, is available from the school's website:http://www.mackilloppenrith.catholic.edu.au or the school office. The policy is also displayed inthe school in areas such as the administration building and classrooms.

There are also detailed procedures for first aid; dispensing of medication; sun safe provisions;excursions; asthma management; anaphylaxis; evacuation procedures and critical incidents.These are also available from the school office.

There were no changes in the student welfare policies in 2018. They are, however, in the processof review for the 2019 school year.

The Restorative Practice Framework is available from the school's website:http://www.mackilloppenrith.catholic.edu.au

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) CompliantHandling 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 (63.9%)Capital (0%)State (18.5%)Fees (17.2%)Other (0.4%)

Capital (1.8%)Salary (74.3%)Non-Salary (23.8%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $2,835,098

Government Capital Grants 2 $0

State Recurrent Grants 3 $821,299

Fees and Private Income 4 $763,696

Other Capital Income 5 $16,701

Total Income $4,436,794

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $79,519

Salaries and Related Expenses 7 $3,195,037

Non-Salary Expenses 8 $1,024,798

Total Expenditure $4,299,354

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.

17.2%

18.5%

63.9%

■■■■■

23.8%

74.3%

■■■

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