Our Lady of The Rosary Primary School, Kellyville

Transcription

1 Our Lady of The Rosary Primary School, Kellyville 8 Diana Avenue, Kellyville 2155 Principal: Mrs Annelise Stockey Phone: Fax: olorkellyville@parra.catholic.edu.au

2 Introduction About the Annual School Report Our Lady of The Rosary 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, accurate and objective information about various aspects of school performance and development. The Report describes achievement of school development priorities in 2016 and gives information about the 2017 priorities. This Report is a legislative requirement under the Schools Assistance Act, 2008 and the Education Amendment Act The information in this Report is complemented by the school website where other school publications and newsletters can be viewed or obtained from the school. Our Lady of The Rosary Primary School, Kellyville Page 1

3 Key Messages Principal I am proud to present to you the 2016 Annual School Report for Our Lady of the Rosary Primary School, Kellyville. Our school is part of the local parish and has strong links to both the parish and local community. The school was founded by the Conventual Franciscan Friars and the Sisters of Mercy nearly 40 years ago. The philosophy of the school has been formed by both of these religious orders. Our school focuses on the core values of respect for ourselves, others and the environment. This also acknowledges the presence of God within each of us and within the environment. As a faith community, we strive to be the face of Jesus to each other. Being the face of Jesus to each other is at the centre of our work in formation. It encourages us to be gentle, compassionate, supportive, forgiving and grateful. It also encourages us to challenge ourselves and others when appropriate. We value our partnership with our students, parents and the wider community. As a staff, we strive to place the students at the centre of our work together. We encourage the involvement of parents in the spiritual, educational and social life of the school. Our Parents and Friends Committee (P&F) is very supportive of our goals and assists us to involve the parent body in our activities. The use of class and grade blogs allows students and teachers to share with parents classroom activities and learning. As a community we learn together. The professional development focus for the whole school within the areas of religious formation, numeracy and writing has been led by teachers. A key aspect of the numeracy work has been the gathering and analysis of student data across all grades. This analysis has informed the preparation for student learning. A focus of our writing work was the analysis of writing samples and the development of a writing continuum. This report is a reflection of the life of our school and the partnership we have with our students, their parents and the wider parish community. Parent The Parents and Friends Committee (P&F) plays an integral role in our school community. As the representative voice for the parent community, the P&F ensures open communication flows between the school, parish and parents. One key role of the P&F is to provide additional financial support to the school through fundraising. Our prime focus in 2016 was to strengthen the link between the school and parish communities. As a result, most of our fundraising for the year was directed to the parish to assist with their renovation program. Our regular initiatives, which included Mothers Day and Fathers Day gift stalls, morning teas and barbecues, school discos and mufti days, all played a vital role in fundraising. Other initiatives included our Cadbury Chocolate fundraiser. Another role of the P&F was to foster a strong community spirit with all Our Lady of the Rosary Primary School families. We tried and do this with various donation appeals for worthwhile causes, as well as helping families in need throughout our community. All parents were strongly encouraged to be involved in many aspects of school life including assemblies, carnivals, excursions and in classrooms. The school communicated openly and regularly with parents through weekly newsletters, class blogs, Facebook and via the school website. Our Lady of the Rosary Primary School Parents and Friends Facebook page, continued to grow in support with over 200 members. This forum helped facilitate feedback between parents, and ultimately the school, with discussions on various subjects that arose through the year. Student Student voice was an important aspect of student participation at Our Lady of the Rosary Primary School. Students were surveyed about bullying and general school issues. Our Lady of The Rosary Primary School, Kellyville Page 2

4 Our students had ample opportunities for participation in sporting events at school and representative levels. Our students also had opportunities to participate in creative arts programs at school and at a diocesan level. The senior students, staff and principal nominated the school student leaders. The student leaders facilitated our assemblies, assisted with special occasions such as the Kindergarten welcome barbecue and Grandparents Day, as well as leading the school teams at our sports carnivals. Our Lady of The Rosary Primary School, Kellyville Page 3

5 Who we are History of the school Our Lady of the Rosary Primary School, Kellyville, was opened in 1978 with 35 pupils. The school grew quickly over the ensuing years to a stable enrolment of about 400 students between 1985 and Kellyville is part of the north west growth sector of Sydney in which, over the last ten years or so, new suburbs and housing estates have grown almost overnight. The school enrolment expanded rapidly at the turn of the century and increased to over 600 students by During 2016 the school had an enrolment of 560 pupils in seven grade groups. The foundation principal was a member of the Congregation of the Sisters Of Mercy. Other principals have included a member of The Brigidine Order and numerous lay principals. During 2016 the school had over 40 staff. Our facilities have been upgraded over the years, with the most recent additions being extensive realignment of our playing field and road works to allow for easier vehicular access to our school site. A new oval, car-park extension and on-site student drop-off and pick-up facilities were completed in mid Location/drawing area Our Lady of the Rosary Primary School is one of two schools meeting the spiritual and educational needs of primary students in the parish of Our Lady of the Rosary, Kellyville. The school is located in a growing residential area and is a three stream school with an enrolment of approximately 580 students and over 40 staff. The enrolment area includes Kellyville, parts of Castle Hill, Baulkham Hills, Rouse Hill, Stanhope Gardens, The Ponds and adjacent suburbs. Our Lady of The Rosary Primary School, Kellyville Page 4

6 Workforce Composition Category Number of teachers who hold teaching qualification from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines Number of teachers who have a bachelor degree from a higher education institution within Australia or within AEI-NOOSR guidelines but lacking formal teacher qualifications Number of teachers accreditated to teach Religious Education 32 Number of teachers currently undertaking accreditation to teach Religious Education 0 Number of non-teaching staff (includes teachers' aides) 11 Percentage of teachers who are indigenous 0 Number of Staff The average teacher attendance for Percentage of 2016 teaching staff who were retained from Our Lady of The Rosary Primary School, Kellyville Page 5

7 Catholic Identity and Religious Education Prayer, Liturgical Life and Faith Experiences Liturgy and prayer are integral components of school life as they can deepen our personal faith and help us to celebrate our faith at a community level. Classes had the opportunity to join with members of the parish and attend morning mass regularly. The Sunday gospel message was an important spiritual focus for the week. The students were encouraged to see the face of Christ in everyone they met and this concept was reinforced in their daily lives at school through the way they interacted with their peers, teachers and those in the extended parish community. Prayer life was an important part of our school life. Christian meditation was one of the highlights of our school prayer life. It was on offer to classes on a regular basis during school time and children who wished to participate in lunchtime meditations could do so once a week. This lunchtime Christian meditation was open to all children from Kindergarten to Year 6 (K-6). Social Justice Our Social Justice program encouraged the students to reach out in service to others. Some practical examples of activities included: Project Compassion which ran during Lent compiling hampers for the local St Vincent de Paul Chapter and David's Place (a homeless shelter in Sydney) a knitting group comprised of children, staff, parents and grandparents where squares for blankets were knitted and given to St Vincent de Paul the Christmas Shoe Box appeal which was a parish initiative offering gifts to children and families in other parts of the world Christmas card program which offered Christmas greetings to isolated members of the community A Mini Vinnies group of 20, comprised of children from Years 3 to 6, was established as part of our social justice initiative. The children in this group were responsible for researching areas where social justice was required in the local and wider community and identify ways in which assistance could be rendered to those less fortunate. They were also responsible for driving the Social Justice program in the school. In past years, the Mini Vinnies group has organised a Mini Vinnies evening for children and parents from Years 4 to 6 who wished to learn more about the works of Mini Vinnies and how their assistance in this group could make a difference within the school and the wider community. School home and parish partnerships The school principal and a parent representative were members of the parish council and attended the monthly council meetings. The school communicated regularly with parents via the weekly electronic newsletter and class blogs. Reporting interviews were offered to all families. Parents were welcome to contact teachers at any point in the year. Parent involvement was very strong across all aspects of school life including fundraising and helping with excursions, carnivals and classroom activities. Many parents attended our liturgies, assemblies and other school events. A pastoral care liaison person worked to support families. This was carried out through home visits, visits to sick children in hospital or at home, parent prayer gatherings and learning support. The Seasons for Growth program was also offered for the children in our school who required extra spiritual and emotional support. Our Lady of The Rosary Primary School, Kellyville Page 6

8 Religious Education The school encouraged the children to recognise God in their daily lives and to further their personal relationship with God through daily prayer experiences in the classroom. The Sunday gospel, in the form of a weekly theme, was highlighted at the daily morning line up, weekly assemblies, class prayer and in the newsletter. The gospel message was our spiritual focus for the week and was written by the classroom teachers. The students were encouraged to see the face of Christ in everyone they met. This concept was reinforced in their daily lives at school through the way they interact with their peers, teachers and those in the extended parish community. Students participated in a Face of Jesus survey twice a year. This survey focused on how the children perceived they and others were successful in being the face of Jesus in the school. Students enjoyed a rich liturgical life through the preparation of and participation in class and school liturgies. Whole-school liturgies included masses for significant events and feast days. Children also participated in Sunday masses for Mothers Day, Fathers Day, Pentecost Sunday and Our Lady of the Rosary Feast Day. Throughout Holy Week, the children were invited to participate in a parish run Stations of the Cross re-enactment. The Diocesan Religious Education (RE) program, Sharing Our Story, was taught in all classrooms and teachers were encouraged to read the theological background connected to each unit to deepen their understanding of the unit s content. To assist the children in each unit, Religious Education word walls pertaining to the unit being taught were prominently displayed in each classroom. Professional Learning of staff in Religious Education The professional learning of staff in Religious Education was very important to their spiritual development and faith journey. During the year, staff members participated in a number of staff meetings that focused upon the development of RE word walls within the classroom. These word walls aimed to present the students with a visual representation of the key concepts covered in RE sessions. The staff also experienced a staff Spiritual Formation Day presented by the parish priest. The principal focus of the day was to broaden the staff's understanding of the Bible as the inspired Word of God. This spirituality day benefited the staff as it enabled them to gather and pray together, to examine their personal faith journey and to consolidate and extend their knowledge of the Bible. Our Lady of The Rosary Primary School, Kellyville Page 7

9 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 Assessment Program Literacy and Numeracy (NAPLAN) in May The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and Numeracy. The test provides a measure of the student s performance against established standards and against other students in Australia. Each year the results are analysed by the school 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 as national minimum standards. Student performance in NAPLAN in our school is compared to these standards. The percentages of students achieving at or above these national minimum standards, and the percentages of students in the top three bands are reported in the table below. Year 3 Year 5 NAPLAN RESULTS 2016 % of students at or above national minimum standard % of students in top three bands School Australia School Australia Grammar and Punctuation Literacy Reading Writing Spelling Numeracy NAPLAN RESULTS 2016 % of students at or above national minimum standard % of students in top three bands School Australia School Australia Grammar and Punctuation Literacy Reading Writing Spelling Numeracy As shown in the above table, Years 3 and 5 students at our school achieved results that were well above the national minimum standard in most strands. The percentage of students who achieved in the top three bands was also above the national average in most strands. Our Lady of The Rosary Primary School, Kellyville Page 8

10 Each year, after the publication of the NAPLAN results in September, the data are analysed to identify areas of challenge within the learning programs at our school. This analysis pays attention to implications for learning across the entire school and is not restricted to the grades directly involved in the testing. Following the analysis of the 2016 data, it was identified that certain aspects of writing needed attention, in particular extending children s vocabulary and use of a range of sentence types when writing. In Mathematics we endeavoured to move the children s understanding into the top three bands using the Extending Mathematical Understanding (EMU) program as a springboard. These initiatives are addressed in further detail in the School Improvement - Annual School Priority section of this report. School curriculum The school followed the current curriculum set by the NSW Board of Studies, Teaching and Educational Standards (BOSTES). The school also followed the Parramatta Diocesan Religious Education syllabus, Sharing Our Story. As all students are unique, we endeavour to cater for their individual needs. Our learning support team assisted the class teachers with integrating students with special needs through a range of strategies. A teachers' assistant worked with students in the classroom for specified lessons with nominated students. Itinerant teachers of both visually and hearing impaired students were provided by the diocese. Students with particular gifts and/or talents were catered for through differentiation in classroom programs. Opportunities were also provided for participation in Science and Mathematics enrichment workshops and entering competitions and challenges. The Kindergarten Transition program focused on a number of activities including a social morning where the current Kindergarten students introduced the new Kindergarten pupils to aspects of school life. A Year 5 buddy wes allocated to each new Kindergarten student to assist in the transition into school life. Representatives from our feeder high school came and talked about the transition to Year 7. The Stage 3 coordinator and teachers also meet with the Year 7 team to identify areas where we could assist with the transition. In order to implement the Personal Development, Health and Physical Education (PDHPE) curriculum area, three teachers were employed to teach skills in this area. These included athletics, games, dance, gymnastics and personal development. Students were also encouraged to participate in sports gala days and represented the school at diocesan level and in combined Catholic state teams. Initiatives to promote respect and responsibility The principal initiative designed to promote respect and responsibility wes the Student Support and Management policy. It was based upon the concept of making choices about behaviour, looking through the lens of respect. Our three school rules were formulated around the concept of respect for oneself, respect for all others and respect for the environment. This policy wes predicated upon the Catholic teaching that the entire world is God's creation and, in respecting all people and the environment around us, we are showing respect for our Creator. There was an expectation that this value permeated all facets of our school life, both in explicit programs and in the hidden curriculum. Bullying audits were conducted several times a year in the primary classes. This involved extensive follow-up, based on each person taking personal responsibility for his or her actions and respect for all people. The Positive Behaviour Support for Learning (PBS4L) program was also introduced last year as a further initiative to promote respect and responsibility. Professional Learning Professional Learning for the 2016 school year principally targeted three areas. These were outlined in the Implementation Plan for the year and involved the focus areas of: developing an understanding of the Church's teachings on mercy, forgiveness and the love of God and the application of these to everyday life Our Lady of The Rosary Primary School, Kellyville Page 9

11 using reasoning strategies in the mathematical strand of multiplication and division achieving expected growth in the English strand of writing Professional learning opportunities were accessed via staff development days, staff meeting input and systemic professional learning sessions. In the area of Religious Education, professional learning involved provision of opportunities for staff to participate in forums to reinforce and expand their theological knowledge base to further inform their classroom teaching. The Year of Mercy was also a focus of staff professional learning. In numeracy, professional learning involved participation in the Monash University research program targeting multiplicative thinking. This involved a series of staff professional learning sessions across the year. In literacy, the main focus of professional learning was the investigation and analysis of the Department of Education and Communities (DEC) writing continuum and its integration into the teaching of writing across the school. Other professional learning opportunities were provided in the following areas: supporting students with behavioural needs updating first aid qualifications including Cardiopulmonary Resuscitation (CPR) and anaphylaxis training introducing the new Geography syllabus implementing Information and Communications Technology (ICT) apps to support tracking of student progress and student support programs such as Positive Behaviour Support for Learning (PBS4L) introducing the Friendly Schools and Peaceful Kids programs to broaden the students' resilience and coping skill set training of an additional Reading Recovery teacher Our Lady of The Rosary Primary School, Kellyville Page 10

12 School Improvement Annual school priorities Priority 1 Reason for priority 1 By the end of December 2016 for all students to develop an understanding of the mercy, forgiveness and love of God and how to apply these teachings to their everyday life An analysis of our Positive Behaviour Support for Learning (PBS4L), 2015, data showed that students lacked a good understanding of how mercy, forgiveness and love of God related to their everyday life. We aimed to link these teachings closely to the core gospel values, the Sharing Our Story (SOS) syllabus and the PBS4L program. Steps taken to achieve priority 1 Steps taken included: students articulated Catholic values and demonstrate an understanding of where mercy fitted within their actions on the playground and within the classroom. student leaders wrote a child-centric version of the scriptural theme to share with the school, once a week, at morning assembly teachers participated in professional learning opportunities to align the Year of Mercy themes, SOS units and our PBS4L program, and this alignment to be embedded within the RE program Status of priority 1 Ongoing Our Lady of The Rosary Primary School, Kellyville Page 11

13 Priority 2 By the end of 2016 all students to be using reasoning strategies for multiplication and division and for all students to grow a minimum of one growth point in multiplication and division, and vulnerable students to make accelerated growth Reason for priority 2 Our Mathematics Assessment Interview (MAI) data from 2015 and 2016 indicated that many students in grades 2 to 6 were stuck at Growth Point 2 (GP 2) and were not using reasoning strategies. We commenced professional learning about multiplication and division early in 2015 and needed to consolidate and continue work in this area. Steps taken to achieve priority 2 These inclded: students solved Mathematics problems in more than one way problems were made more challenging as students developed their ability to articulate their thinking students were engaged in challenging experiences that helped them to move from modelling, to visualising, to abstracting teachers participated in professional learning about multiplication and division, growth points and questioning techniques to elicit student responses that explained reasoning strategies. Status of priority 2 Priority 3 Reason for priority 3 Steps taken to achieve priority 3 Ongoing For all students to achieve expected growth in writing, with accelerated growth for vulnerable students, through the alignment of effective assessment and teaching strategies evident through the literacy continuum, NAPLAN and classroom data Based on trend data, the complexity of students' writing was an area of need. We commenced professional learning in 2015, beginning to look at the Department of Education and Communities (DEC) literacy clusters. We needed to unpack these clusters more deeply and use this to track student growth in writing across the whole school. These included: students using learning intentions, success criteria and 'I can' statements taken from the writing aspect of the DEC writing continuum to assess writing and develop learning goals students engaging in a variety of imaginative, persuasive and informative writing opportunities, thus enabling teachers to highlight, model and discuss next steps needed in the writing process. teachers using the continuum and exemplar texts in the classroom to guide students towards their next steps Status of priority 3 Ongoing Our Lady of The Rosary Primary School, Kellyville Page 12

14 Projected school priorities Priority 1 Reason for Priority 1 For all students to improve and deepen their Religious Education knowledge in the seven strands of the Diocesan Religious Education syllabus - Sharing Our Story (SOS), evidenced through Year 4 and Year 6 achieving growth of 3-5% in all seven strands of the Religious Literacy Assessment (RLA) Sharing Our Story Our diocesan RLA results in 2016 indicated that the students would benefit from developing their RE knowledge across all grades, Kindergarten to Year 6. Steps to be taken to achieve Priority 1 These include: Students will deepen their knowledge of the seven strands, key Catholic teachings and tradition (catechism of the Catholic Church) as presented in the SOS units. Students will engage with word walls using the three senses: literal, spiritual and application. Teachers will deepen their knowledge of the theological background and seven strands of each SOS unit. Teachers will highlight key Catholic teachings, tradition (Catechism of the Catholic Church) and Sacraments. Priority 2 Reason for Priority 2 Steps to be taken to achieve Priority 2 By the end of 2017 all students will improve their writing by the equivalent of one year's growth as measured on the Department of Education s literacy continuum. Analysis of NAPLAN data and data collected by classroom teachers and support staff throughout the year, demonstrated less than expected growth in the areas of vocabulary and sentence structure as measured by the DEC s literacy continuum. These will include: students using learning intentions, success criteria and 'I can' statements taken from the writing aspect of the continuum to assess writing and develop learning goals learning intentions and success criteria being related to areas of need, with a focus on vocabulary and sentence structure teachers unpacking the writing aspect of the continuum and syllabus objectives to identify key learnings needed at each cluster, especially focusing on vocabulary and sentence structure Our Lady of The Rosary Primary School, Kellyville Page 13

15 Priority 3 Reason for Priority 3 Steps to be taken to achieve Priority 3 By the end of 2017 all students will grow a minimum of one growth point in place value and multiplication and division as measured by the Mathematics Assessment Interview (MAI). Our MAI data from previous years indicated that many students in grades 2 to 6 are stuck on growth point 2 for place value and multiplication and division. After the implementation of a number of 'multiplicative thinking' professional learning sessions, we are seeing improvements in our student outcomes and would like to continue to focus on developing our students in these areas. These include: Students will understand the connections between place value and multiplication and division when solving problems. Students will understand the different multiplicative structures (array, allocation and rate, times as many...). Students will be engaging in challenging experiences that assist them to transition from modelling to visualising to abstracting. Teachers will provide students with enabling and extending prompts to engage and challenge their thinking and reasoning skills. Our Lady of The Rosary Primary School, Kellyville Page 14

16 Community Satisfaction Parent satisfaction Listed below are the main strengths and challenges identified by the parents in last year s results. The items in italics are the categories that the survey questions investigated. Strengths: Student Motivation was viewed positively. Student Safety within the School Environment was seen as a positive by many parents. Classroom Behaviour throughout the school had a positive effect on their children s learning experiences. Challenges: Homework and its positive effect on children s learning needs more parental support. Extra-curricular Activities were viewed as an issue by some parents. Reporting of student progress was a concern for some parents. Student satisfaction Listed below are the main strengths and challenges identified by the students in last year s results. The items in italics are the categories that the survey questions investigated. Strengths: Student Motivation was also viewed as a strength by the majority of students. Stimulating Learning was experienced by most of our children. Connectedness to School was a feature for our children. Challenges: Classroom Behaviour and its effect on learning was seen as area of concern by a small number of students. Student Morale was an area of concern for some students. Teacher satisfaction Listed below are the main strengths and challenges identified by the teachers in last year s results. The items in italics are the categories that the survey questions investigated. Strengths: School Improvement Focus was identified by the teachers as a major strength. Teacher Confidence was identified as a positive aspect by teachers. School Morale was seen in a positive light by the school staff. Quality Teaching was a feature of the survey results from the teachers. Challenges: Feedback and Recognition were seen as areas where more formal procedures would be beneficial for teachers. Individual Teacher Distress and Work Demands were aspects which teachers identified as concerns. Our Lady of The Rosary Primary School, Kellyville Page 15

17 Student Profile Enrolment Policy Our Lady of The Rosary 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 be accessed on the CEDP website Current and previous years' student enrolment Year Boys Girls Total Student attendance rates The table below shows the percentage of student attendance by Year level and school average. Kindergarten 95.2 Year Year Year Year Year Year School Average 95.1 Characteristics of the student body The table below shows the number of students in each of the categories listed. Language background other than English (LBOTE) 264 Students with disablities (SWD) 16 Indigenous 3 Managing Student Non-attendance Regular attendance at school is essential if students are to maximise their potential. Schools in partnership with parents and guardians, are responsible for promoting the regular attendance of students. The compulsory schooling age is Parents and guardians are legally responsible for the regular attendance of their children, explaining the absences of their children in writing within several days to the school, and taking measures to resolve attendance issues involving their 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 absences through written and verbal communication, implement programs and practices to address attendance issues when they arise, and provide clear information to students and parents Our Lady of The Rosary Primary School, Kellyville Page 16

18 attendance issues when they arise, and provide clear information to students and parents regarding attendance requirements and the consequences of unsatisfactory attendance. The principal 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 parents and guardians. The principal/delegate will undertake all reasonable measures to contact parents promptly if an unexplained absence occurs. If truancy is suspected, the principal will contact the parents/guardians to ascertain the reason for the absence. If a satisfactory response is not received, 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. Our Lady of The Rosary Primary School, Kellyville Page 17

19 Student wellbeing Student welfare, discipline and anti-bullying policies and pastoral care Our school Student Support and Management policy is based upon gospel values and reflects the sentiments expressed in our mission statement. We endeavour to be faithful to the diocesan principles of being inviting, inclusive and just. This policy strives to be true to the principles of procedural fairness and natural justice. There were no changes made to this policy in 2016 from the previously published version. The school continued with an Anti-bullying program which included surveys and follow up by the Stage coordinators. A copy of our Student Support and Management Policy can be obtained from the school office upon request or accessed on the school's website. In 2016 the Student Support and Management Policy has been complemented by the continuing introduction of the PBS4L program. It was officially launched early in the year at our parent information evening. Our PBS4L program will progressively supercede the Student Support and Management policy by early next year. Complaints and grievances policy The school has formal written protocols in place to address complaints and grievances. These protocols are in line with the Catholic Education, Diocese of Parramatta (CEDP), Complaint Handling policy. A copy of the school policy is available from the school office or is available on the CEDP website There were no changes to the policy during Our Lady of The Rosary Primary School, Kellyville Page 18

20 Section Eleven: Financial Statement Income Expenditure 18.1% 22.9% 7.7% 19.3% 62.6% 69.4% Commonwealth (62.6%) Capital (0%) State (19.3%) Fees (18.1%) Other (0%) Capital (7.7%) Salary (69.4%) Non-Salary (22.9%) RECURRENT and CAPITAL INCOME Commonwealth Recurrent Grants 1 $3,762,811 Government Capital Grants 2 $0 State Recurrent Grants 3 $1,158,726 Fees and Private Income 4 $1,091,253 Other Capital Income 5 $1,334 Total Income $6,014,124 RECURRENT and CAPITAL EXPENDITURE Capital Expenditure 6 $492,784 Salaries and Related Expenses 7 $4,444,030 Non-Salary Expenses 8 $1,469,233 Total Expenditure $6,406, Commonwealth relates to Commonwealth Recurrent Grants including per capita funding and 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. Our Lady of The Rosary Primary School, Kellyville Page 19

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