Bethany Catholic Primary School,Glenmore ParkPO Box 8134, Glenmore Park 2745Principal: Mrs Cheryl BrownPhone: 02 4723 3700 Fax: 02 4723 3799Email: Bethany@parra.catholic.edu.auhttp://www.bethanyglenmorepark.catholic.edu.au

Introduction

About the Annual School ReportBethany Catholic Primary School is registered by the New South Wales Education StandardsAuthority, NESA, as a member of the Catholic system of schools in the Diocese of Parramatta.

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

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

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

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Key Messages

PrincipalAt Bethany Catholic Primary School, we believe children must see themselves as capable learners,encouraged to have a growth mindset towards their learning. Ownership of learning isencouraged and nurtured through the development of independence, where children areencouraged to take learning risks and see challenges as opportunities for personal growth in alearning environment which is positive, purposeful and stimulating. Learning intentions andsuccess criteria for each lesson, based on mandated syllabus outcomes are used to differentiateand guide learning. Students are guided through the gradual release of responsibility modelbeginning at each student's Zone of Proximal Development (ZPD).

The Religious Education program, Sharing Our Story, and gospel values permeate the curriculum.Catholic values are reinforced throughout the school day as we encourage the children to live theschool's motto: In Christ We Love and Serve.

At Bethany Catholic Primary School, we strongly believe that:Learning is meaningful and effective when gospel values are central to all of ourrelationships.Christ is the model teacher to guide our learning and teaching.Individual differences are normal, are valued and are catered for daily in the learning.The spiritual, academic, physical, social and emotional needs of each child will be met.All children are unique and bring to their learning particular skills, gifts and talents.Children learn best when their learning experiences are designed to meet their individualneeds.The school environment is a positive, happy place where mutual respect by allstakeholders is obvious and evident.

This Annual School Report reflects:the achievements of the studentsthe commitment and professionalism of Bethany Catholic Primary School's teaching andsupport staffthe support and involvement of an active, dedicated and generous parent community

I am proud to present to you the 2018 Annual School Report of Bethany Catholic Primary School,Glenmore Park.

ParentParents had an active involvement in the life of Bethany Catholic Primary School. Two thousandand eighteen was yet another successful one for the Parents and Friends Association (P&F). Theevents in which the P&F were involved included the welcome barbecue at the commencement ofthe school year, Mothers and Fathers Day stalls, discos, Grandparents Day, Munch and Crunchstalls, the annual Fun Fair, Winter Carnival, Colour Run and mufti days.

Parents were continually invited to participate in the daily life of our Bethany Catholic PrimarySchool community inside the classroom, on excursions and sporting events, and through socialmedia, including the use of the school Facebook account and continuation of grade Twitteraccounts. Parents were also kept informed about pedagogical practices related to visible learningin the classroom through P&F meetings.

Incoming parents were involved in an extended transition process where they were familiarisedwith the daily functioning of the school as well as the rigour around learning programs. Parentswere provided with information about agreed practice, expectations and resources in order toensure a smooth transition to school for incoming Kindergarten students.

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The achievements of 2018 would not have been possible without the help and dedication of theparents and friends of the school, who generously volunteered their time and energy to makingthe school community the wonderful place that it is. The P&F successfully raised $38 500 for theschool throughout 2018.

We are a vibrant school with a strong sense of identity, where relationships are treasured andembraced.

Thank you to all the people who have contributed so much to the community spirit at BethanyCatholic Primary School.

StudentThe 2018 school year provided an opportunity for all Year 6 students to display leadership andresponsibility. All of our students participated in leadership roles and, through the inauguralwhole day Leadership Day, based around the gospel values, they learnt how to work togethereffectively as a team. The buddy system also continued to work very well to the delight of theKindergarten students and their families. Two thousand and eighteen was a very successful onefor all students across the school with achievements including: sporting achievements; academicachievement with the participation of our students in Bethany Catholic Primary School'sinaugural Maths Olympiad team; the formation of our Student Representative Council; theintroduction of the Saint Padre Pio and Saint Mary Mackillop awards; and second place in theVoice of Youth Cluster Grand Final.

All Year 6 students had a role in modelling leadership, good example and responsibility to therest of the school. They earnestly applied themselves to this role and strived to live up to thehigh expectations placed on them. The students had wonderful facilities, lovely learning spacesand a variety of technology resources to help them with their learning.

Students regularly attended Padre Pio Church to celebrate mass, Sacraments or to participate inliturgies. During June we held a pyjama mufti day for students. The day continued to be apositive experience, culminating with the St Vincent de Paul Winter Sleep Out.

Bethany Catholic Primary School is an exceptional school with supportive teachers. The teachersare very caring and dedicated to the provision of excellent learning programs, including specialisttrained teachers for second wave intervention programs, including Extending MathematicalUnderstanding and Reading Recovery. Our school is an environment where we workcollaboratively to ensure students are happy and safe at school.

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Who we are

History of the schoolBethany Catholic Primary School, Glenmore Park, opened in 1996 and is situated in the suburb ofGlenmore Park, within the Diocese of Parramatta.

The school commenced with 92 students and presently we have an enrolment of 618 studentsfrom Kindergarten to Year 6. We are part of the Padre Pio Parish and celebrated the opening ofour new church in 2010.

The school has developed a strong relationship with the parish and works closely with the parishpriest, and various ministries to strengthen ties between the school and parishcommunities. Children's masses, led by students, are held each month at weekend mass, givingstudents an opportunity to understand the link between school, home and community.

In 2015, we celebrated 20 years as a school and gave thanks for all of those before us whopioneered and sacrificed so much to provide the wonderful facilities we now enjoy.

Throughout 2018 we commenced modifications to the administration block to include a studentfoyer.

Location/drawing areaBethany Catholic Primary School is located in Glenmore Park and draws on students fromGlenmore Park, Mulgoa Rise and the surrounding areas.

We are closely associated with many local Catholic secondary schools and our students arewelcomed into these schools upon completion of Year 6. The schools which take the vastmajority of our students in Year 7 are:

Caroline Chisholm College in Glenmore Park (girls only)St Dominic's College at Kingswood (boys only)McCarthy Catholic College, Emu Plains (coeducational)

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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

38

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

0

Number of teachers accreditated to teach Religious Education 38

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 13

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 94

Percentage of 2018 teaching staff who were retained from 2017 90

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesBethany Catholic Primary School's Formation Goal was for all students to demonstrate animproved understanding of the scriptural message, evidenced by improved classroom assessmentdata. We intended to make our students more aware and understanding of the rich traditions,teachings, stories and knowledge of Jesus and our faith.

The diocesan Religious Literacy Assessment, undertaken each year with students from Years 4and 6, reflected our effort to deepen students' knowledge and understanding in these areas.

The liturgical life and faith experiences at Bethany Catholic Primary School engaged all students,parents and teachers. We planned rich experiences in these areas and had many specialoccasions such as Grandparents, Mothers, and Fathers Days being celebrated with enormousnumbers and participation. Holy Week, especially, was a chance to have varied and engagingceremonies to enliven our faith and knowledge of Jesus. Each grade had the opportunity to reenact part of the gospel of Holy Week each morning to assist in preparing for this important timein the liturgical season.

The students and grades rotated throughout the term in attending masses with the parish andparent community. Whole-school masses were held regularly and parents were always invited toattend.

The parish priest regularly joined us in celebrating our faith. He also visited the students inclasses and worked collaboratively with all teachers to ensure the Catholic life of BethanyCatholic Primary School was a lived experience. At Spiritual Formation days including the staffretreat, staff prayers, school functions, special masses and liturgies, the Year 6 Farewell and onother occasions, we joined with our local priest to pray, worship and celebrate.

Social JusticeThroughout 2018, Bethany Catholic Primary School continued to participate in a number of socialjustice initiatives.

Catholic-based charities like the St Vincent de Paul Society, Mama Lana's Community Foundation,and Caritas particularly enjoyed our support. Christmas food hampers, fundraising, parentalinvolvement and staff/student participation in related events were evident throughout the year.

The St Vincent de Paul Winter Sleep Out was organised for students from Years 3 to Year 6 andfacilitated by our teaching staff. A guest speaker from the St Vincent de Paul Association from ourlocal community was also invited to address the students. This allowed students to engage withthe extended community and to deepen understanding of our role in serving others in need.

We continued our underlying goal to live out our motto, In Christ We Love and Serve, in order toincrease empathy and live out mission in our own lives. We discussed how we could involve staff,parents and students in assisting those experiencing the hardship realities of the world aroundus.

Students also raised funds for drought stricken farmers through the 'Fiver for a Farmer' initiative,raising approximately $2500 for the cause. These initiatives gave the Bethany Catholic PrimarySchool community opportunities to live out our school motto.

The Year 6 teachers also introduced two social justice awards including the Saint Padre Pio andSaint Mary Mackillop awards. These social justice awards were given on merit for demonstratingthe Catholic values at the Year 6 Graduation ceremony.

School home and parish partnershipsBethany Catholic Primary School has strong links with Padre Pio Parish.

The parish priest and principal worked closely in partnership to build the Catholic community asthe church is physically close to the school, which allowed easy interaction and communication.Many liturgical celebrations were organised to celebrate our Catholic faith and enhance theconnections between the school, home and parish.

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Bethany Catholic Primary School recognised and valued the partnership with parents whoselected the school to assist them with the education of their child. We welcomed families intothe school and readily invited the community to school functions or forums. The Parents andFriends Association was an active and vibrant group of parents who worked very hard for thewellbeing of everyone in the community.

In 2018, the Bethany Catholic Primary School community was engaged in the Tell Them FromMe Survey where all staff, a cross section of families and all students in Years 3, 4, 5 and 6 weresurveyed to evaluate relationships, the quality of the learning and overall culture of the school.

We are very grateful for the support and generosity of our parent community as we continue toensure depth and rigour in learning and the welfare of all the students in our care.

Religious EducationBethany Catholic Primary School followed the Parramatta Diocesan Religious Education (RE)syllabus, Sharing Our Story. It is a Kindergarten to Year 12 (K-12) document followed by all theCatholic systemic schools in the Diocese of Parramatta.

The Religious Education program enabled teachers and students to learn about the richtraditions, teachings and practices of our faith.

The Pastoral Care program responded to the many needs of our Bethany Catholic Primary Schoolchildren. It was based on the gospel values of respect, acceptance and reconciliation.

Throughout 2018, Bethany Catholic Primary School has been preparing to be part of theimplementation of phase 1 of a new Religious Education Curriculum framework as a CatholicEducation, Diocese of Parramatta (CEDP) developer school. This entailed members from the CEDPMission team working at our school with staff to assist in the development of the framework,and to support our school staff and students in using the inquiry process.

We supported children and their families through their daily lives by giving access to counselling,wellbeing and support programs where appropriate.

The parish Sacramental program was closely linked to the Religious Education units for thevarious grades which were involved in the Sacraments. Staff worked closely with parish ministriesin all aspects of the program.

Professional Learning of staff in Religious EducationStaff were given professional development in the area of Religious Education through theProfessional Learning Circle (PLC), comprised of a staff member from each grade and led by theReligious Education coordinator (REC). Staff who attended external in-service opportunities wereinvited to feedback to the whole staff during professional learning meetings.

Staff were able to consolidate their understanding of the craft of teaching Religious Education byengaging in Curriculum Leader workshops where the REC introduced staff to Project BasedLearning (PBL) mentoring, related to the faith development of our students.

Resources related to the understanding and application of our Catholic faith were centralised toensure ease of access. New resources were purchased in order to ensure that staff were wellprepared to teach students according to best practice.

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Learning and Teaching

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

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

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 98 94 83 73

Literacy 99 95 78 73

Reading 99 96 73 76

Writing 100 94 84 72

Spelling 96 94 68 70

Numeracy 100 96 73 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 96 94 68 64

Literacy 96 93 58 58

Reading 98 95 63 66

Writing 93 90 42 44

Spelling 96 94 69 64

Numeracy 99 96 64 58

Bethany Catholic Primary School performed strongly in NAPLAN tests. In Year 5 students learninggrowth indicated that 99% of students had moved in an upwards trajectory between Year 3 andYear 5 in the area of Mathematics. In Literacy, learning growth saw 88% of students move up inthe area of writing between Year 3 and Year 5, and 97% of students had a learning gain in aBethany Catholic Primary School, Glenmore Park Page 9

the area of writing between Year 3 and Year 5, and 97% of students had a learning gain in apositive trajectory in the area of reading.

The Year 3 and Year 5 results were excellent with at least 98% of Year 3 students and 96% of Year5 students meeting benchmarks, while the school was above national average in every area. TheYear 5 NAPLAN data indicated that in grammar and punctuation, and spelling there was anincrease in the number of students in the top three bands compared to the previous years.The Year 3 NAPLAN data indicated that in grammar and punctuation, Literacy, reading, writingand Numeracy there was an increase in the number of students in the top three bands comparedto the previous years. Our 2019 goal is to move more students into the top three bands.

There are agreed practices in both literacy and numeracy implemented across the school.Ongoing professional learning, focusing on reading comprehension using close reading strategiesand visualisation strategies, has resulted in improving teacher confidence and student learningoutcomes in both literacy and numeracy.

All learning in literacy and numeracy at Bethany Catholic Primary School followed the diocesanFOCUS 160 guidelines (minimum 100 minutes of literacy and 60 minutes of numeracy daily).Intensive intervention programs such as Reading Recovery and Extending MathematicsUnderstanding (EMU) ensured ongoing professional learning and collaboration amongst keystakeholders across the school in literacy and numeracy.

School curriculumBethany Catholic Primary School operates as a part of the Catholic Education Diocese ofParramatta (CEDP) system of schools. As such, all aspects of school compliance are reviewed,both internally and externally.

Throughout 2018 an internal peer review process operated every term where every teachingprogram was justified against whole-school scope and sequence documents, as well as NewSouth Wales (NSW) syllabus documents for each Key Learning Area. An external peer reviewprocess monitored compliance in relation to timetables, scope and sequence documents, whole-school assessment documents and teaching/learning sequences.

We had numerous enrichment activities each term, which extended students' learning andengagement in learning. These included Dance Fever Gymnastics program, incursions, excursions,carnivals and special events. Specialist teachers in Italian, Personal Development and Health(PDH) and Music assisted students, while we had extensive specialised learning supportpersonnel and resources. Extra-curricular activities included the introduction of the StudentRepresentative Council (SRC), a coding club for students from Kindergarten to Year 6, sportingcarnivals, gymnastics, band, choir, guitar, Voice of Youth public speaking, and Catholic SchoolsWeek activities.

The library fostered student creativity and curiosity with the continuation of Create-a-Daze workshops. The school community engaged in the NSW Premier's Reading Challenge with astrong representation in the early years, Kindergarten to Year 2 (K-2).

Initiatives to promote respect and responsibilityEvery opportunity was given to promote respect, responsibility and leadership within the school.Student management procedures outlined in the Parent Handbook and Pastoral Care policyencouraged students to excel and achieve their personal best in commitment to learning and intheir behaviour. Our weekly school assembly provided one such avenue to remind the schoolcommunity of our three ruling standards, being 'I am safe, I am respectful, I am a learner', andthese were displayed in all learning spaces. As a community we celebrated opportunities wherestudents exemplified these values and expectations in respecting themselves, respecting othersand respecting the environment. Award systems promoted these values and each term aprincipal's morning tea celebrated students' learning and respect for others.

The school community viewed all Year 6 students as leaders, beginning with their responsibilitiesas 'buddies' to our Kindergarten and Year 3 students. Programs such as the Buddyprogram engendered a spirit of respect amongst the student community. During special times inthe liturgical year, such as Lent, students were invited to participate in social justice initiatives toraise awareness and funds for Caritas. The school 'Mini Vinnies' group continued its commitmentto social justice initiatives throughout 2018.

The school promoted respect and responsibility in the wider community with Project Compassion

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The school promoted respect and responsibility in the wider community with Project Compassionand the Vinnies Winter Sleepout. These event were strongly supported amongst participatinggrades as fundraising initiatives.

Opportunities were provided for students to engage in relationship building initiatives with theparticipation of Bethany Catholic Primary School in the Bullying. No Way! national day of actionand the Power of One anti-bullying show.

Professional LearningWeekly professional learning meetings addressed the three main school goals related to studentachievement. Discussions around agreed practices and strategies to address the school goalsformed part of the professional learning at Bethany Catholic Primary School.

Professional learning during staff development days focused primarily on Visible Learning forTeachers (J Hattie, 2011) and introduced staff to high yield strategies based on contemporaryresearch, and data to maximise achievement of all three of the whole-school goals.

Staff engaged in a staff development day that built upon the understanding of the proceduralimportance of stating the learning intentions and success criteria, based on syllabus outcomesacross all Key Learning Areas. The learning intentions and success criteria provided opportunitiesfor students to monitor their own, and peer, learning by reflecting upon success criteria tomonitor achievement. Five 'walk through questions' were discussed and made visible in thelearning spaces. Staff revised the importance of offering students timely feedback and feedforward based upon success criteria to allow students to improve their learning. This enabledteachers and students to develop personalised learning goals. We also explored student voice; A-E reporting; rubrics; and deep, surface and transfer of learning.

Staff also engaged in professional learning related to Positive Behaviours Strategies For Learning(PBS4L); growth mindset; assessment and reporting; Project Based Learning (PBL); first aid; andtraining for the mandatory inquiry mode of delivery of the new Science and Technology Syllabusdue for implementation in 2019. This required staff meetings and curriculum workshopsthroughout the year.

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School Improvement

Annual school prioritiesPriority 1 For all students to increase their existing knowledge of the spiritual

sense using Catholic teachings, practices and traditions through thesacred Scriptures/senses of Scripture with a focus on Sacraments andJesus

Reason for priority 1 Overall the Year 4 Religious Literacy Assessment (RLA) data indicatedresults on a positive trajectory. Year 4 results in RLA indicated a 3%growth in relation to knowledge about Jesus. There was also amarginal growth in Sacraments of 1%. The overall results demonstratedgrowth in a positive trajectory. It is worth noting that Year 6 performed12.2% above the overall diocesan Religious Literacy Assessment(RLA) results.

Steps taken to achievepriority 1

Senses of Scripture were integrated into the teaching and learningassessment cycle and in all outcomes. Each grade established a gradegoal, aligned to teacher learning plans in order to engage in teacherinquiry around the school goal. 'Jesus' and 'Sacrament' focused unitswere assessed each term using an RLA style assessment.

Status of priority 1 Achieved

Priority 2 For all students to demonstrate improved comprehension with a focuson knowledge about language (grammar and punctuation, vocabulary,spelling)

Reason for priority 2 Our big data results indicated that comprehension continued to be anarea of need. Comprehension, particularly inferencing, has been anarea of focus in past years. In 2016 we used comprehensionclusters and in 2017 we worked towards development of spelling andincorporating knowledge about language. The phrasing within the goal‘knowledge about language’ incorporates the areas of spelling,vocabulary and grammar, all of which interlink and thus continued our2017 goal into 2018.

Steps taken to achievepriority 2

During 2018, we digitally tracked and measured comprehension andvocabulary growth using the comprehension and vocabulary clustersfrom the Department of Education (DEC) literacy continuum. Welooked at focus in knowledge about language during our planning ofshared reading and writing programs (including guided sessions)to provide an additional pathway for addressing comprehensiondevelopment. Adoption of visible learning strategies, using theWaterfall framework, was also a strategy.

Status of priority 2 Achieved

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Priority 3 For all students to improve their ability to solve multi-step problemsusing a variety of strategies that focus on communicating, problemsolving and reasoning

Reason for priority 3 Data from NAPLAN indicated that students' comprehension ofproblems impacted upon their mathematical abilities, specifically inresponding to multi-step problems. It was evident from the data thatstudents had difficulty in comprehending and deconstructing thequestion and this hindered their ability to identify the Mathematicsrequired to answer the problem efficiently.

Steps taken to achievepriority 3

Working mathematically outcomes needed to be more evident in theteaching, learning, assessment cycle, particularly relating to tasksrequiring student proficiency in applying problem-solving skills andmathematical techniques, communication and reasoning in relation tomulti-step/strand problems. We used problem of the week to modelhow to deconstruct the question using Newman's Prompts alongwith visible learning strategies, using the Waterfall framework.

Status of priority 3 Achieved

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Projected school prioritiesPriority 1 For all students to become assessment-capable visible learners through

inquiry based pedagogy

Reason for Priority 1 With the development of a new Religious Education Framework thereis a significant paradigm shift in thinking about how students learn andhow we teach. There is a considerable shift in the way we teach skillsand content and assess the learning in preparation for thefuture. Teaching students to be assessment capable, visible learnersand using the mode of inquiry delivery will ensure that studentsbecome faith-filled Catholic citizens with skills necessary for thecontemporary world.

Steps to be taken toachieve Priority 1

For all students to develop agency as assessment capable, visiblelearners evidenced by teacher clarity. The 21stcentury learner must use meta-cognitive skills to enable deep learningto transfer facts within and across subject areas as well as to their ownlives. To maximise impact and ensure high yield growth, learning mustbe visible to students to develop self-efficacy as assessment capablelearners. Specific data will be used relevant to each grade.

Priority 2 For students to develop agency as assessment-capable visible learnersin literacy

Reason for Priority 2 For all students to develop agency as assessment capable, visiblelearners evidenced by teacher clarity. The 21st century learnermust use meta-cognitive skills to enable deep learning totransfer facts within and across subject areas as well as to their ownlives. To maximise impact and ensure high yield growth, learning mustbe visible to students to develop self-efficacy as assessment capablelearners. Specific data will be used relevant to each grade.

Steps to be taken toachieve Priority 2

Each grade will determine their own literacy goal based upon datafrom: Early Years Assessment (EYA), NAPLAN and ProgressiveAchievement Tests in Reading (PAT-R) to enable full impact of clarity(0.75 effect size) through the conceptual framework of the Inquiry Cycle(Timperley, 2011). This will be achieved under the overarching goal todevelop agency as assessment-capable, visible learners.

Priority 3 For students to develop agency as assessment-capable, visible learnersin Mathematics

Reason for Priority 3 For all students to develop agency as assessment capable, visiblelearners evidenced by teacher clarity. The 21st century learnermust use meta-cognitive skills to enable deep learning totransfer facts within and across subject areas as well as to their ownlives. To maximise impact and ensure high yield growth, learning mustbe visible to students to develop self efficacy as assessment capablelearners. Specific data will be used relevant to each grade.

Steps to be taken toachieve Priority 3

Each grade will determine their own numeracy goal based upon datafrom: Mathematical Assessment Interview (MAI); NAPLAN;and Progressive Achievement Tests in Mathematics (PAT-M) to enablefull impact of clarity (0.75 effect size) through the conceptualframework of the Inquiry Cycle (Timperley, 2011). This will be achievedunder the overarching goal: to develop agency as assessment-capable,visible learners.

Community SatisfactionBethany Catholic Primary School, Glenmore Park Page 14

Community Satisfaction

Parent satisfactionDuring 2018, Catholic Education Diocese of Parramatta utilised the Tell Them from Me (TTFM)survey to provide feedback from parents, students and staff about our school. This survey will beconducted annually.

The TTFM data collected and reported showed that parents were our strongest supporters andthe reputation of Bethany Catholic Primary School in the local community was very high. TheBethany Catholic Primary School Parents and Friends Association continued to build a strongsense of community spirit and provided funds for student welfare and resources for theirlearning. The Bethany Catholic Primary School parent community were well represented at thenumerous community gatherings throughout 2018. Parents were generous in their supportthroughout the year.

Student satisfactionBethany Catholic Primary School students engaged and responded enthusiastically to thelearning culture within the school.

The TTFM data provided insights into the relationships and culture of the school, highlighting thestrong teacher/student relationships and student connectedness to the school community. Thestudents also identified how much they enjoyed being engaged in the simulatinglearning provided by teaching staff. Student motivation was also rated highly by all. Studentswere provided with a range of extra-curricular activities which catered for a wide diversity oftalents and gifts. The sense of identity and belonging enjoyed by students made BethanyCatholic Primary School a unique environment in which to live and learn. Students ratedemotional wellbeing and teacher empathy highly, and perceived purposeful teaching andstimulating learning as fundamental to their engagement when accessing all Key Learning Areas.

Teacher satisfactionAll staff at Bethany Catholic Primary School were truly dedicated and committed to the studentsand their learning. The generosity of time and expertise to maximise learning outcomescontinued to be evident each day at the school. We had a 91% retention rate of teachers, whichreflected some staff promotions to other schools. Teacher responses to the TTFM surveyindicated strong team-based practice among all staff, with working collaboratively in planningand programming enabling greater cooperation and sharing of expertise. The staff strived toimprove the way they did their work and achieved high standards. Professional LearningCommunities (PLCs) were across grade teams which drove the professional learning and goalachievement. The teachers owned the goals, the professional learning, the processes ofimplementation and the successes. The teaching community rated team based practices highly,indicating a positive teaching climate. This enriched their work and sense of common vision,which correlated with parents' perception of staff satisfaction in their work.

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Student Profile

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

Current and previous years' student enrolmentYear Boys Girls Total

2016 249 352 601

2017 256 355 611

2018 265 345 610

Bethany Catholic Primary School continued to be a popular school in the community. There hasalso been an increase in enrolments owing to the further residential development of Mulgoa Riseand increased resident settlement in the Penrith City area. Another contributing factor was theinitiative to continue the annual Open Day during school hours for prospectivefamilies. Leadership also offered the opportunity for enrolment interviews to occur on aweekend and in many cases, this allowed both parents to attend the interview. The transitionprogram for Kindergarten was held once per week for four weeks to familiarise families withroutines and expectations at Bethany. The "Bubble year", of the four stream Year 6 cohortconcluded with the graduation of the 2018 Year 6 students. This has not altered the enrolmentdata with the school retaining as many students for 2019 in 21 classes as we had in 2018 with 22classes. Bethany Catholic Primary School continues to be a school which attracts enrolments fromthe local catchment area.

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

Kindergarten 90

Year 1 83

Year 2 90

Year 3 82

Year 4 77

Year 5 82

Year 6 72

School Average 81

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

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Language background other than English (LBOTE) 76

Students with disablities (SWD) 28

Indigenous 12

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.

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 careBethany Catholic Primary School has policies to address student welfare areas which arecontinually evaluated to maximise the wellbeing and learning of our students. Student welfarewas enhanced through regular celebrations and a variety of events to make school life morestimulating and enjoyable. Students were rewarded through the principal's morning tea eachterm and often acknowledged at assemblies and in the school newsletter.

Anti-bullying policies were in place to ensure every child felt safe and secure at all times.Preventative strategies were in place to encourage students to take responsibility for theirbehaviour and wellbeing including the introduction of the reflection room. Incentive systems, inclass and school-wide, enabled us to create a climate where students identified with our schoolexpectations and were compliant with our rules and expected responsibilities. Throughout 2018the school participated in the inaugural Bullying. No, Way! National Day of Action; the 'Never giveup, Encourage others, Do your best' (NED) show; and the Power of One anti-bullying show.

Pastoral care was a high priority as we have increasingly more families in crisis and childrensuffering from anxieties and mental health issues. Many strategies, including access to the schoolcounsellor, support for families and children in distress, along with utilising the principles ofrestorative justice, promoted the culture of care and wellbeing that is prominent at BethanyCatholic Primary School. Buddy systems were utilised extensively to build relationships andleadership by students. We also offered programs such as the Proactive group to support ourstudents.

Our discipline and pastoral care policies are based on the principles of natural justice andprocedural fairness. Corporal punishment is expressly forbidden at the school.

These policies are evaluated in line with the corresponding legislative requirements and changedwhen necessary to update information. They can be found on the school's website, or a copy canbe obtained from the school office.

Complaints and grievances policyBethany Catholic Primary School has policies to address any complaints or grievances that mightbe addressed to the school. These are consistent and aligned with Catholic Education Diocese ofParramatta (CEDP) policies.

Concerns are logged and addressed in a timely manner to resolve any perceivedmisunderstandings or issues. Parents are usually well informed by follow up discussions andclarification of areas of concern. If major issues arise parent conferences can be quickly organisedto address the problem and assist resolution. We place a priority on addressing grievances if theyshould arise.

These policies are evaluated and changed when necessary to update information and can befound on the school's website or a copy can be obtained from the school office or is available onthe CEDP website http://www.parra.catholic.edu.au.

Bethany Catholic Primary School, Glenmore Park Page 18

Section Eleven: Financial Statement

Income Expenditure

Commonwealth (59.3%)Capital (0%)State (17.6%)Fees (21.4%)Other (1.7%)

Capital (8.5%)Salary (71.2%)Non-Salary (20.3%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $3,942,909

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,168,491

Fees and Private Income 4 $1,425,208

Other Capital Income 5 $113,510

Total Income $6,650,118

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $555,990

Salaries and Related Expenses 7 $4,641,859

Non-Salary Expenses 8 $1,324,843

Total Expenditure $6,522,692

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.

21.4%

17.6%59.3%

■■■■■

8.5%20.3%

71.2%

■■■

Bethany Catholic Primary School, Glenmore Park Page 19

Bethany Catholic Primary School, Glenmore Park Page 20