St Monica's Primary School, Richmond32 Francis Street, Richmond 2753Principal: Mr Cameron LievorePhone: 4588 5405 Fax: 4588 5605Email: 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 2017 and gives informationabout the 2018 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. They 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 eitherinteractive whiteboards or Apple TVs, 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 2017 a number of parents assisted in the classrooms, in the canteen and acted as parentreading tutors. The P&F was very active in supporting the school.

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

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

In 2017 there were many opportunities for children to participate, such as masses, churchcelebrations and ceremonies, educational activities, sport, creative arts activities, excursions,Book Week parades and camps.

We had student representatives from each class who met regularly to talk about things whichwere going well or not so well, and how we could improve the school. Students ran ourassemblies, peer support groups and our senior students undertook a Buddy program withKindergarten and Year 1. A number of Year 6 students gave up their time before school to bereading tutors for our younger students and at lunchtimes to be Mathematics tutors.

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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. The children are drawn from a vast surrounding area and many 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 21

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 2017 92

Percentage of 2017 teaching staff who were retained from 2016 93

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, St Mary ofthe Cross MacKillop liturgy, and Christmas were some of our major celebrations. Parents wereinvited to attend these. Staff prayer took place every second Friday morning and this was led ona voluntary basis. Staff members also gathered for a Staff Formation Day in term 4. Prayer was 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, Christmas and St Monica's Day were times of celebration.

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

Social JusticeThe school raised funds for a number of initiatives. The Fred Hollows Foundation, Food forEveryone, cancer research and childhood diabetes are examples of initiatives that weresupported in 2017. Project Compassion, food hamper collections for the St Vincent de PaulSociety and Hawkesbury Care were also initiatives that the school supported.

Staff contributions supplied hampers to families in crisis in the school/parish communities.During Mission Week our school held a Rainbow Day, the proceeds of which supported the 'MaryMacKillop International' 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 in class celebrations, such as our Rainbow Day; supervision of excursions andcamps; cooking pancakes etc. Parents also assisted in fundraising activities such as Easter andMothers Day raffles. Parents were invited to assist in classroom activities such as reading anddiscovery learning. A Parent Tutor program has been running successfully in the school for morethan 10 years.

Our canteen exists thanks to parent volunteers. There is an active Parents and FriendsAssociation (P&F) which supports the school through organising fund raising such as the 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 was being followed. Sharing Our Story was taught from Kindergartento Year 6.

Our Year 4 and Year 6 students participated in the Diocesan Religious Education Assessmentprogram in 2017 and achieved satisfactory results.

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-basedSt Monica's Primary School, Richmond Page 5

students 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.

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. Staff worked with theirgrade partner, a teacher educator from Catholic Education, Diocese of Parramatta and theschool's Religious Education coordinator to develop their understanding and implementation ofthe three senses of Scripture. Staff adapted a new programming template to assist in planninglessons. This included pre, mid and post-assessments as well as the development of word walls,learning intentions and success criteria, based on the unit outcomes and explicit teaching of thethree senses. Particular emphasis was given to the spiritual sense which links the main Scripturepassage to the Catholic traditions, practice and Sacraments.

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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 2017. 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 2017

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 100 94 85 75

Literacy 95 95 77 73

Reading 94 95 79 74

Writing 100 96 83 74

Spelling 94 94 70 69

Numeracy 100 96 68 67

NAPLAN RESULTS 2017

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 92 92 61 59

Literacy 98 93 67 57

Reading 98 94 65 63

Writing 96 92 53 48

Spelling 94 94 65 63

Numeracy 100 95 59 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

In Year 3 Literacy strengths were noted in locating direct information and the main idea of aparagraph, identifying the main idea of a text and inferring meaning in a text. An area of successhas been reducing the number of children in the lower bands for Literacy. Challenges were notedin spelling and sentence structure in writing. In Year 3 Numeracy, strengths were noted inelements of number, place value and addition and subtraction. Challenges were noted inlocating position, patterns, algebra, and multiplication and division.

In Year 5 Literacy, strengths were noted in identifying the main purpose of a text and aspects ofpunctuation. Challenges were noted in aspects of spelling, identifying subject-verb agreementand identifying some parts of speech. In Year 5 Numeracy, strengths were noted in elements ofnumber and addition and subtraction, while challenges were noted in aspects of chance anddata, interpreting graphs, addition and subtraction of fractions and classifying angles.

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

School curriculumAt St Monica's Primary School, in 2017, 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 might typically involve small group orindividual withdrawal, or supporting children in the classroom. A very successful Peer TutoringReading program was offered before school, three mornings per week. This program involvedYear 6 children 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.

Gifted and talented children were catered for in the classrooms through extension activities. Theschool had a choir to cater for the musically gifted as well as a chess club and a creative arts club.

The school supported a unit for students on the Autism spectrum. This was conducted by ASPECTNSW with the support of Catholic Education, Diocese of Parramatta. The students from this unitwere integrated into mainstream classes when appropriate, such as assemblies, sport, music,excursions, peer support and Mathematics 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. During this time, a parent information evening was held.

The school offered a wide range of co-curricular activities including:sporting activities (netball, basketball and soccer gala days, rugby league, rugby union,cricket)cultural activities (choir performances at school, parish fete and local nursing home)ANZAC Day and Remembrance Day ceremonieschesscreative arts

Initiatives to promote respect and responsibilityThe basis of our Behaviour Support policy and procedures was the word ‘respect’. We taught thestudents to respect self, others and the environment and that, by doing so, we also honour ourGod. They learnt that to respect themselves was to aim for excellence, challenge themselves,seek teachers’ help and have pride in themselves. To respect others, they were encouraged tohelp, 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 Kindergarten to Year 6 (K-6),Writing K-6, Stage 2 Writing, Stage 3 Reading, Reading Recovery and analysing student writing

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Writing K-6, Stage 2 Writing, Stage 3 Reading, Reading Recovery and analysing student writingsamples.

Professional learning in numeracy included: designing assessment tasks K-6, problem-solving K-6,teaching place value and number K-6 and specialist training in Extending MathematicalUnderstanding.

Other professional learning during the year included: Child Protection, Work Health and Safety,Asthma, Anaphylaxis and Cardiopulmonary Resuscitation (CPR).

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School Improvement

Annual school prioritiesPriority 1 To improve our NAPLAN results in measurement and geometry

Reason for priority 1 Mathematical Assessment Interview (MAI) data indicated a highpercentage of students were vulnerable in one or more domains.NAPLAN data also indicated a high percentage of students were in thelower two bands for measurement and geometry 2016.

Steps taken to achievepriority 1

These included:explicitly teaching strategies for problem solvingusing extending and enabling prompts to scaffold and challengestudents to improve their strategiesanalysing the MAI data K-6 and using it to inform their teachingdifferentiating rich tasks and teaching to the point of needproviding professional development relating to explicitteaching of Mathematics planning and rich mathematical tasks

Status of priority 1 Ongoing

Priority 2 That all students would reach expected growth in writing on theliteracy continuum in 'Aspects of Writing'

Reason for priority 2 Our 2016 NAPLAN results indicated that there was a lack of studentgrowth in writing between Years 3 and 5. In Year 3 we had 55% ofchildren in bands 3 and 4, and 45% of children in bands 5 and 6. In Year5, 74% of children were in bands 5 and 6 and 13% of children in bands7 and 8.

Steps taken to achievepriority 2

In 2017 we:analysed writing samples of each child to inform teaching andtrack student progress on the literacy continuum at least threetimes per year monitored children’s progress on the data wall using the literacycontinuum in Aspects of Writingtaught children at point of need in guided and independentwritingplanned appropriate professional learning for staff on effectivewriting practises and pedagogy

Status of priority 2 Achieved

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Priority 3 For students to deepen their understanding of Catholic tradition andpractice in their units of work in Religious Education

Reason for priority 3 Analysis of previous years’ data in Religious Literacy Assessment (RLA),together with teacher observation and class assessments,indicated that students lacked a deep understanding of churchtraditions, as well as Sacraments. Teachers had also observed thatstudents were not making connections between the Scripture messagesand their own lives.

Steps taken to achievepriority 3

We:explicitly explained, made connections to, and integrated,Scripture (Christian story), church, Sacramentsutilised reflective strategies with Scripture demonstrating thethree levels of understandingregularly used warm-ups and ‘fast facts’, and pre, mid and postassessments to deepen knowledge and assist in understanding

Status of priority 3 Ongoing

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

evidenced by the students’ ability to make connections between thethe spiritual sense of Scripture, Catholic traditions, rituals andSacraments

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

Steps to be taken toachieve Priority 1

These will include: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 depth of Scripture understanding

Priority 2 An increased percentage of students will 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 2017 NAPLAN Data indicated that we have 51% of Year 3 studentsat proficiency and 29% of Year 5 students at proficiency inspelling. Teachers also report that children do not apply spellingstrategies during independent writing and in other Key Learning Areatasks.

Steps to be taken toachieve Priority 2

These will include:explicitly teaching 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

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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 2017 NAPLAN data reveals we need to develop students' skills inorder for them to increase their knowledge and understandingof problem-solving. We expect to see growth in the lower two bandsand children making growth in the higher two bands for NAPLAN.

Steps to be taken toachieve Priority 3

These will include: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

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2016, Catholic Education, Diocese of Parramatta engaged Insight SRC to conduct theQuality Catholic Schooling (QCS) survey to provide feedback from parents, students and staffabout our school. This survey is conducted annually.

Parent responses to the survey questions were consistently positive. The data collected indicatedthat parents continued to regard the school highly. Once again, opportunities for students toparticipate in prayer, liturgies and the Sacraments was rated very highly by parents, as wasstudent connectedness to their peers and student behaviour.

An area of Catholic culture that parents indicated they would like more opportunities forinvolvement in, is that of social justice. To address this, we will continue to promote the socialjustice initiatives that the school supports throughout the year.

Student satisfactionStudent responses to the survey questions were also consistently positive. Student dataindicated that they appreciated their teachers making learning interesting and enjoyable.Similarly, the data reflected a high degree of satisfaction with how teachers delivered thelearning experiences that they planned for the students. Student data also rated highly, thewillingness of teachers to listen to, and understand their learning needs.

Interestingly, the data indicated that students had concerns about classroom behaviour, whichwas not supported by teacher or parent data.

Once again, opportunities for involvement in social justice initiatives was rated highly bystudents.

Teacher satisfactionOur supplementary data showed that teachers overwhelmingly supported the school’simprovement focus. They also rated quality teaching and teacher confidence highly. This wasconsistent with previous years’ data.

Our school improvement score indicated that we were on-track in improving teacher capacity.We realise, however, that there is always scope for improvement in this area. A more consistentapproach to teachers feeding back to staff about professional learning is one way of achievingthis.

Although teachers acknowledged that the manner in which the leadership team balanced thework demands of staff continued to improve, this remained an area of focus.

Staff acknowledged the consultative approach by the Leadership Team, but indicated that therewas a need for more consistency. All members of the Leadership Team needed to commit to amore collaborative approach to planning and decision-making in all aspects of school life.

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Student Profile

Enrolment PolicySt Monica's Primary School follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. This document can be obtained from the school office or can beaccessed on the CEDP website http://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolmentYear Boys Girls Total

2015 180 184 364

2016 179 171 350

2017 163 158 321

St Monica's Primary School continues to attract enrolments during the school year, owing mainlyto families moving into the area. The enrolment figure for 2017 reflects a lower than expectedKindergarten intake and a number of families who relocated out of our area. In 2017, thisincluded families who relocated interstate or other parts of NSW. At times, these moves were atvery short notice. Enrolments were also affected by redeployment of Defence Force personneland their families.

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

Kindergarten 94

Year 1 93

Year 2 92

Year 3 92

Year 4 94

Year 5 93

Year 6 91

School Average 93

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

Language background other than English (LBOTE) 46

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 ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forSt Monica's Primary School, Richmond Page 15

students. 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 precedures 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 the classroom and playground. At the beginning of each year students receive asheet showing their rights and responsibilities, which is comprehensively discussed in class. Thislist of rights and responsibilities is also sent home for family discussion. The completed policy isavailable for all staff, students and parents.

The school Student Support (Management) policy and procedures incorporate the principles ofprocedural fairness which means that all students have the right to know the nature of anallegation and that all information relating to this incident will be considered. Students will beinformed how the matter is going to be investigated and will be given the opportunity torespond. The children will also know how to seek a review of decisions made in relation to theallegation at the end of the investigation. Parents are always contacted if there is a seriousincident that involves their child at 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 2017.

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. A copy of the school policy is available from the school office or is available onthe CEDP website http://www.parra.catholic.edu.au/policy-central.

There were no changes to the policy during 2017.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (63.3%)Capital (0%)State (20.1%)Fees (13.1%)Other (3.5%)

Capital (0.6%)Salary (75%)Non-Salary (24.5%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $2,874,928

Government Capital Grants 2 $0

State Recurrent Grants 3 $912,490

Fees and Private Income 4 $596,219

Other Capital Income 5 $157,806

Total Income $4,541,443

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $23,120

Salaries and Related Expenses 7 $3,111,334

Non-Salary Expenses 8 $1,015,008

Total Expenditure $4,149,462

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.

13.1%

20.1%

63.3%

■■■■■

24.5%

75%

■■■

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