2018 Annual School Report

Our Lady of the Rosary Catholic Primary School, Shelly Beach PO Box 210, The Entrance 2261 Principal: Mr Gerard McGilvray Phone: (02) 4332 5594 Fax: (02) 4334 5599 Email: olrte@dbb.catholic.edu.au www.olrtedbb.catholic.edu.au

Somersby Falls, Diocese of Broken Bay

ABOUT THIS REP ORT

Our Lady of the Rosary Catholic Primary School (the 'School') is registered by the NSW EducationStandards Authority (NESA) and managed by the Catholic Schools Office (CSO), Diocese of BrokenBay. The CSO as the ‘approved authority’ for the diocesan registration system formed underSection 39 of the NSW Education Act (1990), is responsible for monitoring the compliance ofmember schools in the manner that has been approved by the Minister of Education.

The Annual School Report (the 'Report'), approved by the School’s Consultant, demonstratesaccountability to regulatory bodies and the CSO. Additionally, the Report complements and issupplementary to other forms of regular communication to the School community regardinginitiatives, activities and programs which support the learning and wellbeing of its students.

The Report provides parents and the wider community with fair, reliable and objectiveinformation about educational and financial performance measures as well as School and systempolicies. This information includes summary contextual data, an overview of student performancein state and national assessments, a description of the achievement of priorities in the previousyear and areas for improvement. Detailed information about the School’s improvement journey isdocumented in the School Improvement Plan (SIP) which is developed, implemented andevaluated in consultation with key stakeholders.

Further information about the contents of this Report may be obtained by contacting the Schooldirectly or by visiting the School’s website. Information can be also be obtained from the MySchool website.

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SECTION ONE: MESSAGE FROM KEY GROUP S IN OUR COMMUN ITY

Principal's Message

Our Lady of the Rosary (OLR) Catholic School is a member of The Entrance Parish within theDiocese of Broken Bay. We are proud of the quality Catholic education that we provide. Ourschool motto of Celebrating Community encourages all to celebrate our Catholic faith and givewitness to Gospel values within a caring and supportive community of parish, parents, staff andchildren which further guides our children towards Catholic discipleship. Our core values ofrespect, justice, forgiveness and learning underpin our policies, procedures and practices.

The school continues to develop a strong relationship with the parish and our Parish Priest. Thestaff, priest and school leadership team worked tirelessly to provide the best learningopportunities as part of a quality Catholic education for our students.

The dedication of staff, the calibre of the students and the involvement of many parentsassures me that OLR is in a great place and will continue to grow as a Catholic school well into thefuture.

Parent Body Message

Our school motto is Celebrating Community which was a focus for the Parent Community Network(PCN). Throughout the year we engaged in a number of fundraising activities as well ascommunity building events. These included Tissues and Cheers for new Kinder parents, walk-a-thon and fun days, Mother's day and Father's day, Grandparents' day, a school disco, Carols onthe Green night and our Alleluia dinner. We also supported the Lions Club Christmas raffle.

Through our fundraising and fundraising levy, we have been able to support the school in addinganother fan to Miriam Centre and help purchase new technology for students to use in theclassrooms.

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Student Body Message

Throughout our 7 years at OLR, memories with each other will forever make us smile, such as inYear 1 we dressed up in clothes from the olden days and our teacher made us write lines as apunishment for speaking just like in the olden days. Also the amazing Year 5 camp and trip toCanberra; we will cherish those memories forever.

We know that we’ll never forget such a great year at school, as this year has been. We of coursehave to thank our parents because we literally wouldn't be here without them. They drive us toschool almost everyday, pay for our fees, lost hats and support us in all our adventures.

On behalf of Year 6 we would like to thank our wonderful teachers at OLR for helping us all learnand grow. We would not be here without all of our teachers who took the time and effort toteach us what we know today. Putting up with us day after day taking us out for sport to satisfyus and get what most of all wanted.

We are about to embark on a new chapter in our lives.even though many of us are going todifferent schools, and we may not see each other, we will never forget our primary school yearsand the precious memories we have made.

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SECTION TWO: SCHOOL FEATURES

School Features

Our Lady of the Rosary Catholic Primary School Shelly Beach, is a Catholic systemic co-educationalschool.

The school caters for students from Kindergarten to Year 6 and is proud of the Catholic traditionand education that is provided to its students. The School opened in 1952 and was originallystaffed by the Sisters of St Joseph whose work and generosity will always be remembered.

The School, situated on the Central Coast of NSW, is a Catholic community where as disciples ofJesus, living our core values daily, we show respect, grow through learning, forgive others and actwith justice. Our school motto Celebrating Community acknowledges the value that we place uponthe partnership between school, families and parish. Our school rule that guides our actions is:'As Disciples of Jesus, We Make Good Choices'. We achieve this when we are responsible,respectful learners. Our school aims to teach appropriate behaviours and provide our studentswith systems of support to achieve this. Children attending our school are drawn mainly from TheEntrance, North Entrance, Shelly Beach, Bateau Bay, Long Jetty, Toowoon Bay, Killarney Vale andForresters Beach. The School's dedicated and professional staff promote excellence in teachingand learning and provide opportunities for children to achieve their best.

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SECTION THREE: STUDEN T PROFILE

Student Enrolment

Students attending the School come from a variety of backgrounds and nationalities. Thefollowing information describes the student profile for 2018. Additional information can be foundon My School website.

Girls Boys LBOTE* Total Students

221 238 10 459

* Language Background Other than English

Enrolment Policy

The School follows the Enrolment Policy for Diocesan Systemic Schools. The policy encourages thelocal Catholic community, under the leadership of the parish priest and principal, to look uponthe time of enrolment as a potential occasion for ongoing evangelisation. The policy calls uponparents to examine their present faith commitments, to develop their role as prime educators oftheir children in faith and to immerse themselves in the communal, liturgical, ministerial andservice dimensions of the parish. Copies of this policy and other policies in this Report may beobtained from the CSO website or by contacting the CSO.

Student Attendance Rates

The average student attendance rate for the School in 2018 was 93.08 %. Attendance ratesdisaggregated by Year group are shown in the following table.

Attendance rates by Year group

Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

93 % 94 % 94 % 93 % 94 % 93 % 91 %

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Managing Student Non-Attendance

In order for students to reach their full potential it is of paramount importance that they attendschool regularly. While it is the parents’ legal responsibility under the NSW Education Act (1990)to ensure that their children attend school regularly, our staff as part of their duty of care,monitor all absences and work in partnership with parents to support and promote the regularattendance of students. In doing so, the School, under the leadership of the principal:

provides a caring environment which fosters in students, a sense of wellbeing andbelongingmaintains accurate records of student attendanceimplements policies and procedures to monitor student attendance and to address non-attendance issues as and when they arisecommunicates to parents and students, the School’s expectations with regard to studentattendance and the consequences of not meeting these expectations recognises and rewards excellent and improved student attendance.

School attendance records also contain information regarding student absences including reasonsfor absence and documentation to substantiate reasons for absences. Teachers are required tomonitor non-attendance diligently on a student by student basis and to bring to the attention ofthe Principal immediately any unexplained absences, non-attendance of a chronic nature, orreasons for non-attendance that cause concern. Matters of concern are referred to the Principal,the CSO and the relevant Department of Education officer where appropriate.

Where a student is not able to attend school for a prolonged period of time due to a medicalcondition or illness, the School in collaboration with parents, provides resources to contribute tothe student’s continuum of learning where possible. The CSO monitors each school’s compliancewith student attendance and management of non-attendance as part of the system’s SchoolReview and Development (SRD) processes. The School's attendance monitoring procedures arebased on the Procedures for the Management of Student Attendance in the Broken Bay DiocesanSchools System (password required).

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SECTION FOUR: STAFFIN G PROFILE

Staffing Profile

All teachers employed by the School are qualified to teach in NSW. Additionally, all teachers atthis School who are responsible for delivering the curriculum are accredited with NESA. Effectivefrom October 2007, the minimum qualification for a teacher in a systemic school in the Diocese ofBroken Bay is a four year teaching degree.

Teachers at this School are either accredited as conditional, provisional or proficient as definedby the NSW Teacher Accreditation Act 2004. Accreditation at the levels of Highly Accomplishedand Lead teacher are voluntary. The number of teachers within the Diocesan Schools System(systemic schools) at these levels is as follows: Conditional 30 teachers; Provisional 60 teachers;Proficient 1,303 teachers. Additionally, there are approximately 25 teachers who are currentlyactively engaged in the submission process at the higher levels of accreditation. Teacher status atindividual schools can be sourced directly from the School.

The following information describes the staffing profile for 2018:

Teaching staff breakdown at this School Number

Total number of staff 38

Number of full time teaching staff 19

Number of part time teaching staff 10

Number of non-teaching staff 9

Professional Learning

The ongoing professional development of each staff member is highly valued. Professionallearning (PL) can take many forms including whole school staff days, subject specific in-services,meetings and conferences and a range of professional learning programs provided by the CSO.The School takes responsibility for planning, implementing, evaluating and tracking staffprofessional learning. Individual staff members take responsibility for their ongoing professionaldevelopment. All teachers have been involved in professional learning opportunities during theyear related to improving student outcomes. The following table provides specific informationrelating to the focus of three of these staff development days.

Day 1 Deep Thinking in Mathematics - linking MAI Data, Syllabus, Rich Tasks and Culturesof Thinking

Day 2 Prayer and Liturgy in the Classroom

Day 3 An Introduction to the Broken Bay Learning Principles

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SECTION FIVE: MISS ION

As a Catholic community, the School shares in the mission of the local Church: “The Diocese ofBroken Bay exists to evangelise, to proclaim the Good News of Jesus Christ, gathered as friends inthe Lord and sent out to be missionary disciples.”

In partnership with parents as the first faith educators of their children and the local parishcommunity, the School seeks to educate and form young people in the Catholic faith. The Schoolprovides formal Religious Education as well as retreats, spirituality days and social justiceopportunities in which students are invited to serve others, especially the poor and those whoare marginalised.

The School’s Religious Education (RE) program is based on the Broken Bay K-12 ReligiousEducation Curriculum and aims to provide students with meaningful, engaging and challenginglearning experiences that explores the rich diversity of the Catholic faith and ways in which welive it.

Faith formation opportunities are provided for students, staff, parents and caregivers. Studentsregularly celebrate Mass and pray together. Students are invited to participate in age appropriatesacramental and missionary activities aimed at living out their mission as disciples of Jesus.

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At Our Lady of the Rosary, we aim to have our Catholic identity at the forefront of all we do.Parents, students and the community as a whole are constantly reminded of the importance ofour Catholic identity, our mission as a Catholic school and the expectation that we all have a partto play in that mission. In 2018, we developed our Mission goal for our students to be Catholicdisciples, who are proud of their identity. As part of the Mission goal this year, we developed asystem (in consultation with the parish) to take one class to Mass and Reconciliation mostFridays. A strong emphasis is placed on expressing and witnessing Catholic identity and missionthrough discipleship, prayer, liturgical celebrations, social justice initiatives as well as theReligious Education curriculum.

Regular school Masses, liturgies and prayer focused assemblies to celebrate a variety offeast days throughout the liturgical yearChildren’s choir leading the music ministry at Parish Mass on a monthly basisOur school chapel as a sacred place of worship through explicitly taught reverent gesturesand the use of liturgical resourcesStaff prayer at the beginning of staff meetings, where a variety of prayer forms areexperienced including the rosary and Examen.Daily prayer in the classrooms including a variety of traditional prayers and the ExamenDaily rosary during the month of October and every Friday during LentPrayer spaces prominent in classrooms, the staffroom, chapel and foyerRegular attendance at the Diocesan schools staff mass, Mission Mass and Parish MassesSchool involvement in parish celebrations, parish/school Masses, Easter/Christmasliturgies and Masses, as well as the sacramental programA scope and sequence for the teaching of traditional prayers from K-6 reviewed andadjustedProfessional learning (PL) focused on the use of teaching strategies including ThinkingRoutines to deepen student understanding of scriptureStaff spirituality - professional learning focusing on liturgy and how to incorporate classliturgies into our teaching and learning in RE. Maintaining a strong emphasis on awareness and fundraising for social justice causes, forexample, Caritas Project Compassion, Catholic Mission and St Vincent de Paul (MiniVinnies)All teachers accredited to teach Religious Education or working towards accreditationA number of staff members have completed or are currently completing postgraduatestudy in Theology/Religious Education.

Staff at OLR are deeply committed to working together to build a community of disciples of Jesus.As a school community, we encourage and support students in being Christian disciples throughword and action, by continuously modelling our core values of respect, forgiveness, learning andjustice.

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SECTION SIX: CURRICULUM, LEARN IN G AN D TEACHIN G

Primary Curriculum

The School provides an educational program based on, and taught in accordance with the NSWEducation Standards Authority (NESA) syllabuses for primary education. The Key Learning Areas(KLAs) are English, Mathematics, Science and Technology (S&T), Human Society and itsEnvironment (HSIE), Creative Arts (CA) and Personal Development, Health and Physical Education(PDHPE). In addition to this, the School implements the Diocesan Religious Education syllabus.Staff members are committed to continuous improvement of teaching and learning in all facets ofthe curriculum.

Quality Catholic education has always been a major focus at the school, offering students a richand varied curriculum. This consists of the seven Key Learning Areas (KLAs) and specialist teachersin Music and Physical Education. In 2018 a specialist sports company was employed to expose allour students to gymnastics and fundamental movement skills via the Sports in Schools grant. The2017 School Improvement Plan (SIP) Learning and Teaching goal included a major focus onimproving literacy and numeracy across the school.The School appointed a literacy coach and anumeracy coach, whose core business was to work with teachers, in classrooms, to support thecontinued development of teachers' skills in the teaching of literacy and numeracy to supportstudent growth.

Through our participation in this project, the coaches engaged in targeted professional learning(PL) with support from CSO education officers. This learning enabled coaches to facilitateprofessional learning for teachers and provide both in-class and team-based support. Theprovision of PL for teachers about best practice in the explicit teaching of writing and aspects ofnumeracy, how to engage learners, planning and programming with the NSW syllabus for theAustralian curriculum, effective assessment and feedback, and tracking and monitoring students,has been an integral component of our work this year.

The school's learning support teachers oversee support for and the progress of children withspecial needs. In particular, the learning support teachers works collaboratively with classteachers and learning support assistants. A model of inclusion exists whereby children receive in-class support with their learning; they benefit greatly from whole class explicit teaching with tasksadjusted to meet individual needs.

The School has continued to develop and enrich our extra-curricular program during2018. Activities included opportunities in music, choir, band, public speaking, debating, the ActiveAfter School program, participation in international competitions, Assessments for Schools (ICAS)program and a wide variety of sporting events.

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SECTION SEVEN: STUDEN T PERFORMAN CE IN TESTS AN D EXAMIN ATION S

NAPLAN

The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment forstudents in Years 3, 5, 7 and 9. NAPLAN assessment results provide valuable information aboutstudent achievements in literacy and numeracy. An analysis of these results assists the School'splanning and is used to support teaching and learning programs.

The tables below show the percentages of students who achieved particular skill bands in theaspects of literacy and numeracy compared to students nationally. Literacy is reported in fourcontent strands (aspects): Reading, Writing, Spelling, Grammar and Punctuation. Numeracy isreported as a single content strand. Students who were exempted from any test were deemednot to have met the national minimum standard in that test area and are not included in banddistributions. Additional NAPLAN student performance information can also be accessed from theMy School website.

NAPLAN RESULTS 2018

% of students in the top 2 bands

% of students in the bottom 2 bands

School Australia School Australia

Year3

Reading 61.43 % 53.20 % 1.43 % 8.60 %

Writing 66.20 % 41.90 % 0.00 % 10.00 %

Spelling 61.97 % 46.60 % 1.41 % 12.50 %

Grammar 73.24 % 53.10 % 0.00 % 11.00 %

Numeracy 51.43 % 39.20 % 4.29 % 11.50 %

NAPLAN RESULTS 2018

% of students in the top 2 bands

% of students in the bottom 2 bands

School Australia School Australia

Year5

Reading 37.50 % 38.60 % 11.11 % 12.60 %

Writing 15.28 % 13.70 % 9.72 % 23.40 %

Spelling 33.33 % 34.50 % 6.94 % 13.60 %

Grammar 45.83 % 35.50 % 5.56 % 14.30 %

Numeracy 21.13 % 27.60 % 15.49 % 14.00 %

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SECTION EIGHT: PASTORAL CARE AN D STUDEN T WELLBEIN G

Pastoral Care Policy

The School’s pastoral care and student wellbeing policies guidelines and procedures are informedby the Pastoral Care Policy for Diocesan Systemic Schools. This policy is underpinned by the guidingprinciples from the National Safe Schools Framework (2013) (NSSF) that represent fundamentalbeliefs about safe, supportive and respectful school communities. These guiding principlesemphasise the importance of student safety and wellbeing as a pre-requisite for effective learningin all Catholic school settings. The Pastoral Care and Wellbeing Framework for Learning for theDiocese of Broken Bay Schools System (the ‘Framework’) utilises the NSSF ensuring that diocesansystemic schools meet the objectives of the NSSF at the same time as meeting the diocesan visionfor pastoral care and wellbeing. The framework includes ten pathways that are intended to assistschool communities create safe and supportive environments that foster positive relationshipswhich enhance wellbing and learning for all students. Further information about this and otherrelated policies may be obtained from the CSO website or by contacting the CSO. There were nochanges made to this policy in 2018.

Behaviour Management and Student Discipline Policy

The School’s policies and procedures for the management of student behaviour are aligned tothe Behaviour Management and Student Discipline Policy for Diocesan Systemic Schools. Policiesoperate within a context of social justice, compassion, reconciliation and forgiveness. The dignityand responsibility of each person is promoted at all times along with positive student behaviourswhilst ensuring the respect for the rights of all students and staff. Further information about thisand other related policies may be obtained from the CSO website or by contacting the CSO. Therewere no changes made to this policy in 2018. Note: the policy on the CSO website is the updatedpolicy for implementation in 2018.

Anti-Bullying Policy

The School's Anti-Bullying guidelines and procedures are based on and informed by the Anti-Bullying Policy for Diocesan Systemic Schools and is aligned to the Pastoral Care Policy for DiocesanSystemic Schools and other related wellbeing policies and guidelines. All students, their familiesand employees within Catholic education have a right to a learning and work environment freefrom intimidation, humiliation and hurt. Anti-Bullying policies support school communities toprevent, reduce and respond to bullying. Further information about this and other relatedpolicies may be obtained from the CSO website or by contacting the CSO. Changes were made tothis policy in 2018 to reflect evidence based practice and to clearly articulate roles andresponsibilities of members of the school community.

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Complaints Handling Policy

The School follows the Complaints Handling Policy and Procedures for Diocesan Systemic Schools. Adistinctive feature of this policy is to ensure that complaints are addressed in a timely andconfidential manner at the lowest appropriate management level in order to prevent minorproblems or concerns from escalating. The expectation is that complaints will be brought forwardand resolved in a respectful manner recognising the dignity of each person concerned in theprocess. The policy recognises that a number of more minor or simple matters can be resolvedwithout recourse to the formal complaint handling process but rather, quickly and simply, bydiscussion between the appropriate people. Further information about this and other relatedpolicies may be obtained from the CSO website or by contacting the CSO. There were no changesmade to this policy in 2018.

Initiatives Promoting Respect and Responsibility

OLR aims to foster students' self-discipline, to develop young people who are responsible andself-directed, capable of choosing freely in accordance with their conscience. It also sets out tohelp students recognise that their fundamental freedoms and rights are reciprocated byresponsibilities. Initiatives to support this aim include structures such as the Positive Behaviourfor Learning (PBL) program and the KidsMatter framework.

This year OLR implemented the Peer Support Program across the school. This program verticallystreams students from K-6 into small groups led by Year 6 students. Year 6 students attended atwo day leaders' workshop and Year 5 students attended a one day workshop to support ourYear 6 leaders. This year Peer Support sessions were designed to focus on building friendshipsand developing positive relationships.

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SECTION NINE: SCHOOL IMP ROVEMEN T

Strategic planning ensures a common purpose and agreed values are established. In Broken Baysystemic schools, this common purpose and agreed values along with goals, targets and keyimprovement strategies are documented in the School Improvement Plan (SIP). This SIP is a threeyear planning document and is used to record the School's progress in working towards prioritiesfor improvement in three domains: Mission, Pastoral Care, Learning and Teaching. Schoolimprovement planning is supported systemically by the Diocesan Leading Learning initiative. Thisinitiative is research based and has been developed in partnership with the University ofAuckland. Building on Leading Learning in the Learning and Teaching domain, the DiocesanLearning Principles guide improvement strategies toward high quality contemporary learning.

Key Improvements Achieved

Our Goals for 2018 were:

Mission: By the end of 2018, all students were involved in planning and participating inmeaningful class liturgies connected to their units of work.

To support the achievement of this goal we:Scheduled PL in (i) scripture (ii) liturgyParticipated in Parish Mass on some Fridays with students from Years 3-5Participated in the Sweeter than Honey professional learning daysReviewed the scope and sequence for Religious Education

Learning and Teaching 1: student work samples will show deeper understanding of key concepts inMathematics.

To support this goal we:engaged in a number of professional learning opportunities to support the teaching ofnumber across all grades.employed a numeracy coach to support the professional learning of teachers in theirclassrooms using a variety of high yield strategies.

Learning and Teaching 2: students will show improvements in writing.

To support this goal we:employed a literacy coach to support the professional learning of teachers in theirclassrooms using a tightly structured coaching model.had a whole school focus on spelling through writing and editing and re-crafting thatdeveloped school wide practices.

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Priority Key Improvements for Next Year

Our goals for 2019 are:

Mission: by the end of 2019, all students will demonstrate an increased engagement in andknowledge of Religious Education.

Learning and Teaching - Numeracy: by the end of 2019, 85% of students will have shown growthin the domains of place value and multiplication and division by one growth point.

Learning and Teaching - Literacy: by the end of 2019, 85% of students will meet syllabus outcomesin relation to generating ideas and audience in their writing.

By the end of 2019, 85% of students will reach Diocesan minimum benchmarks in reading andcomprehension.

Pastoral Care: by the end of 2019, disrespectful behaviour of students in Years 4 to 6 willdecrease by 25% as shown through the collection of PBL data and data collection sheets.

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SECTION TEN: COMMUN ITY SATISFACTION

The opinions and ideas of parents, students and teachers are valued and sought. Theirsuggestions are incorporated into planning for and achieving improved outcomes for students. This year, a variety of processes have been used to gain information about the level ofsatisfaction with the School from parents, students and teachers.

Parent Satisfaction

The recent Tell them From Me survey parents had the opportunity to reflect on the school. Beloware some of their comments.

'I really like the school, my son is growing and developing as a person and seems happy. My son'steacher has been a great influence as he often comes home with nice stories. I would like to seethe app used more for communication, rather than notes as a busy working mum it would be alot easier and handy to fill in and be done rather then return paper'.

'I think that overall OLR is doing a good job. I think it needs to invest more funds in makingtechnology available in every classroom instead of having to share between grades/classes. I thinkair conditioning in the hall would be useful on hot summer days for liturgies etc'.

'I feel that the principal and teachers at my child's school genuinely care about my child and theother children attending the school. My child's teacher is a very good at communicatingissues/concerns regarding my child'.

Student Satisfaction

In Term 3 our school community had the opportunity to take part in the Tell Them from Mesurvey. Our students are very proud of their school and the opportunities they have. In thissurvey the students mentioned the lovely teachers who work at OLR; the friendships they developover the years; the learning opportunities that exist in their classrooms; the choice of extra-curricular opportunities such as sport, music, debating, social justice initiatives and choir.

Our Year 6 students are all given the opportunity to be student leaders of the School. Studentsare encouraged to work on setting good examples for the rest of the School, as expressed in ourschool rule - As Disciples of Jesus, We Make Good Choices. The Peer Support and Kinder buddiesprograms are ways that promote and support students in their leadership roles and encourageour senior students to work with our younger students in a positive manner that helps buildrelationships and ensures that students feel safe at school.

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Teacher Satisfaction

In the recent Tell Them From Me Survey, staff also had the opportunity to reflect on how we are as a learning community. Through this survey teachers expressed their thoughts on what theyvalue at our school. The staff see our strengths in the inclusive school environment; the learningculture that is been developed; the range of teaching strategies utilised to engage students intheir learning; the parent involvement within the school, the way in which teachers collaborate todevelop learning programs as well as supporting the social and emotional wellbeing of each otherand the students; the way teachers are using data to inform teaching as well as the focus onlearning as a result of thinking. While teachers appreciate the technology they have inclassrooms, they are seeing the need to enrich this area as more and more technology isbeing used to enhance the learning. Teachers also expressed a desire to find new and innovativeways to showcase student learning.

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SECTION ELEVEN: F IN AN CIAL STATEMEN T

Consistent with the NESA requirements, financial income and expenditure for the School isshown below. More detailed financial data is available on the My School website. Diocesansystem financial reporting can be found in the Broken Bay Diocese Annual Report.

Income Expenditure

Commonwealth RecurrentGrants (57.3%)Government Capital Grants(0%)State Recurrent Grants (17%)Fees and Private Income (20.9%)Interest Subsidy Grants (0.3%)Other Capital Income (4.7%)

Capital Expenditure (0.4%)Salaries and Related Expenses(79.4%)Non-Salary Expenses (20.2%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants $3,060,888

Government Capital Grants $0

State Recurrent Grants $906,509

Fees and Private Income $1,115,258

Interest Subsidy Grants $13,606

Other Capital Income $248,972

Total Income $5,345,233

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure $21,806

Salaries and Related Expenses $4,049,234

Non-Salary Expenses $1,028,706

Total Expenditure $5,099,746

20.9%

17%

57.3%

■

■

■■■■

20.2%

79.4%

■■

■

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