Our Lady of The Rosary Primary School,Kellyville8 Diana Avenue, Kellyville 2155Principal: Mrs Annelise StockeyPhone: 02 8664 7800 Fax: 02 8664 7899Email: olorkellyville@parra.catholic.edu.auhttp://www.olorkellyville.catholic.edu.au

Introduction

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

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

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

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

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Key Messages

PrincipalI am proud to present to you the 2018 Annual School Report for Our Lady of the Rosary PrimarySchool, Kellyville.

Our school is part of the local parish and has strong links to both the parish and localcommunity. The school was founded by the Conventual Franciscan Friars and the Sisters ofMercy 40 years ago. The philosophy of the school has been formed by both of these religiousorders.

Our school focuses on the core values of Respect for Ourselves, Others and the Environment. Thisalso acknowledges the presence of God within each of us and within the environment. As a faithcommunity, we strive to be the face of Jesus to each other. Being the face of Jesus to each otheris 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 whenappropriate.

We value our partnership with our students, parents and the wider community. As a staff, westrive to place the students at the centre of our work together. We encourage the involvement ofparents in the spiritual, educational and social life of the school. Our Parents and FriendsCommittee (P&F) is very supportive of our goals and assists us to involve the parent body in ouractivities. The use of grade Facebook, Seesaw apps, allows students and teachers to share withparents classroom activities and learning.

As a community we learn together. The professional development focus for the whole schoolwithin the areas of religious formation, numeracy and writing has been led by teachers. A keyaspect of the numeracy and literacy work has been the gathering and analysis of student dataacross all grades. This analysis has informed the preparation for student learning and the settingof our school goals.

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.

ParentThe Parents and Friends Committee (P&F) plays an integral role in our school community. As therepresentative voice for the parent community, the P&F ensures open communication flowsbetween the school, parish and parents.

One key role of the P&F in 2018 was to provide additional financial support to the schoolthrough fundraising.

Our prime focus was to strengthen the link between the school and parish communities.

Our regular initiatives, which included Mothers Day and Fathers Day gift stalls, morning teas andbarbecues, and Friday treat days and lunches, all played a vital role in fundraising. Otherinitiatives included our trivia and bingo nights.

Another role of the P&F was to foster a strong community spirit with all Our Lady of the RosaryPrimary School families. We tried to 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 includingassemblies, carnivals, excursions and in classrooms. The school communicated openly andregularly with parents through weekly newsletters, Facebook, the School bag app, and via theschool website. Our Lady of the Rosary Primary School Facebook page, continued to grow insupport with over 200 members. This forum helped facilitate feedback between parents, andultimately the school, with discussions on various subjects that arose through the year.

StudentStudent voice was an important aspect of student participation at Our Lady of the Rosary PrimarySchool. Students were surveyed about student behaviour, well-being and general school issues.

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Our students had ample opportunities for participation in sporting events at school andrepresentative levels. Our students also had opportunities to participate in creative artsprograms, dance competitions, band performances and Dance, Art and Chess clubs at school andat a diocesan level. Students were involved in public speaking through debating and Voice ofYouth competitions.

The senior students, staff and principal nominated the school student leaders. Senior studentswere voted in as leaders by their peers to lead initiatives within our school. These were in theareas of sport, behaviour, Students Representative Council (SRC), environment, technology andreligion.

The student leaders facilitated our assemblies; assisted with special occasions such as theKindergarten orientation sessions, welcome barbecue and Grandparents Day; as well as leadingthe school teams at our sports carnivals. The student leaders regularly met with their teacherleaders and developed ideas and support around the area they led. The SRC leaders met withthe SRC representative from each class regularly and discussed school wide issues.

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Who we are

History of the schoolOur Lady of the Rosary Primary School, Kellyville, was opened in 1978 with 35 pupils. The schoolgrew quickly over the ensuing years to a stable enrolment of about 400 students between 1985and 1999.

Kellyville is part of the north west growth sector of Sydney where, over the last ten years or so,new suburbs and housing estates have grown almost overnight. The school enrolment expandedrapidly at the turn of the century and increased to over 600 students by 2002.

During 2018 the school had an enrolment of 528 pupils in seven grade groups.

The foundation principal was a member of the Congregation of the Sisters Of Mercy. Otherprincipals have included a member of The Brigidine Order and numerous lay principals. In2018 the school had over 40 staff.

Our facilities have been upgraded over the years, with the most recent additions being extensiverealignment of our playing field and road works to allow for easier vehicular access to our schoolsite. A new oval, car-park extension and on-site student drop-off and pick-up facilities werecompleted in the middle of 2014.

The building project began at the end of term 4 with Stage 1 to be completed by the middle of2019. Stage 2 will be completed by the middle of 2020. The students will be provided with newcollaborative and flexible learning spaces to greatly enhance their learning experiences. Thegrounds will also be redesigned to support the buildings with purpose built play areas as well asflower, vegetable and well-being gardens.

Location/drawing areaOur Lady of the Rosary Primary School is one of two schools meeting the spiritual andeducational 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 anenrolment of approximately 530 students and over 40 members of staff. The enrolment areaincludes Kellyville, Castle Hill, Baulkham Hills, Rouse Hill, Stanhope Gardens, The Ponds andadjacent suburbs.

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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

34

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 30

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

The average teacher attendance for 2018 96

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 ExperiencesLiturgy and prayer have been integral components of Our Lady of The Rosary Primary School’s lifeas they deepen our relationship with Jesus and help us to celebrate our Catholic faith as acommunity.

In 2018 our action plan goal for Religious Education was to improve and deepen students’knowledge in Religious Education in prayer. After reading a piece of Scripture, students reflectedon the Scripture and followed the PRAY scaffold to construct their prayers. Each class used thePRAY scaffold at the start and end of each Religious Education unit, allowing students todemonstrate their growth and spiritual understanding of Scripture and prayer.

Each class created a sacred space and prayer table that reflected the correct liturgical season andsymbols of our catholicity. Students and teachers participated in daily prayer each morning,before meals and the Angelus at noon and at the end of each day. Students also had theopportunity throughout the year to learn traditional prayers outlined on the school prayer scopeand sequence and responses at mass.

In addition, whole-school masses and liturgies were celebrated for significant events and feastdays throughout 2018. During Holy Week, the children visited the Franciscan Shrine of the HolyInnocents and participated in a Holy Week reflection at each of the Stations of the Cross. AtEaster, our students also participated in an Easter reflection in the chapel at the Shrine.

All classes had the opportunity to join members of the Our Lady of The Rosary Primary SchoolParish community at the fortnightly morning mass. Each grade from Years 3 to 6 participated in,and had the opportunity to take a leading role at, an Our Lady of The Rosary Primary SchoolSunday Parish Mass each month. Christian meditation was another one of the highlights of ourschool prayer life and students participated in a ten minute Christian meditation session eachweek.

Social JusticeAt Our Lady of The Rosary Primary School we support our students to live as disciples of Christ. In2018, we encouraged our students to reach out to those most in need through our Social Justiceprogram. Some practical examples of our Social Justice program included:

Caritas Australia - Project Compassion during the season of Lent Catholic Mission - World Mission Month - Socktober collecting and compiling 65 hampers for the local St Vincent de Paul Society and David'sPlace (a homeless shelter) in Sydney, enabling the disadvantaged and homeless tocelebrate Christmas

Throughout the season of Lent, our school supported Caritas Australia through monetarydonations, helping the poorest of the poor live a life of dignity and to become self-sufficient.During World Mission Month, our school raised funds and engaged in advocacy and missionactivities through Socktober, an initiative of Catholic Mission. Students had the opportunity to‘sock it to poverty’, helping some of the most needy and vulnerable children in the world havebetter opportunities in life and a hope-filled future.

This year the Year 5 students were instrumental in the collection and organisation of hampersfor St Vincent De Paul and David’s Place. In term 4, the students developed their understandingand appreciation of Christian mission as sharing in the mission of Jesus through the Gospel ofLuke 4:16-22. They researched the witness of Christian missionaries who proclaim the Good Newsof Jesus, and implemented practical ways by which they could share in Jesus' mission with thepoor and oppressed.

We commend all our students for their service to those on the margins in 2018 and we areappreciative of the generosity of the Our Lady of The Rosary Primary School community forsharing the love of God with those most in need.

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School home and parish partnershipsDuring 2018, students celebrated and participated in the Sacraments of Reconciliation, theEucharist and Confirmation through the school Sacramental program. The parish and schoolcollaboratively planned the Sacramental program and celebrations. The Our Lady of The Rosaryparish priests visited each class each term, deepening the students’ knowledge of Scripture,prayer, the Sacraments and key Catholic teachings. The school principal and a parentrepresentative were members of the parish council and attended the monthly council meetings.

The school communicated Religious Education events, the Sacramental program, core Scripturesand church teachings regularly to parents via the fortnightly electronic newsletter and classblogs. Interviews after semester 1 reports were offered to all families. Parents were welcome tocontact teachers at any point in the year regarding their child’s learning in Religious Education.Parents were invited into learning spaces throughout the year to observe Religious Educationdisplays and learning.

Parent involvement was very strong across all aspects of school life including fundraising andhelping with excursions, carnivals and classroom activities. Many parents attended andparticipated at our masses, liturgies, Sacrament celebrations, assemblies and other schoolevents. Each grade from Years 3 to 6 participated at an Our Lady of The Rosary Sunday ParishMass. It was a wonderful opportunity for the children and their families to share in the prayerlife of our parish family and to take a leading role during the mass. Many of Our Lady of TheRosary Primary School families attended the parish Christmas carols and parish Christmas at theShrine.

Religious EducationWe believe that Religious Education develops a closer relationship with Jesus Christ and formsthe whole person as a model of Christ within our Catholic faith community.

The school provided opportunities for students to grow in faith, knowledge and understanding ofCatholic teachings and to achieve high levels of Catholic religious literacy. The school alsoprovided students with practical experiences to learn and apply Catholic values and ways ofliving the Catholic faith in their daily lives.

The diocesan program, Sharing Our Story, was taught in all learning spaces. Teachers plannedquality teaching and learning activities that reflected the outcomes, success criteria, learningintentions and the three senses. Students were assessed in Religious Education usingassessments 'for', 'as', and 'of' learning for reporting and to evaluate the quality of teaching andlearning activities.

All Year 4 and Year 6 students completed an online Religious Literacy Assessment (RLA) inSeptember. The assessment related to their learning in Religious Education and was based onthe content of Sharing Our Story. In addition to the online test, Year 4 students undertook anextended task to demonstrate their learning in relation to the Sharing Our Story unit,'Reconciliation: God's Forgiveness and Healing'.

At the school we integrated and taught Catholic values across all areas of our school curriculumand made links to our Positive Behaviour Support for Learning (PBS4L) expectations. Catholicvalues made explicit in each Key Learning Area aimed to help students learn how to 'Love theLord your God with all your heart, and soul, and mind ... and your neighbour asyourself' (Matthew 22:37-39). The students were encouraged to see the face of Christ in everyonethey met and this concept was reinforced in their daily lives at school through the way theyinteracted with their peers, teachers and those in the extended parish community.

Professional Learning of staff in Religious EducationThe professional learning of staff was fundamental to their development in Religious Education,their spiritual formation and faith journey. During the year, staff members participated in anumber of professional learning days, staff meetings and small group workshops that focused onthe three senses (literal, spiritual and application), and learning intentions and success criteria inReligious Education. In addition, staff participated in professional learning on the application ofa new Religious Education (RE) program that included all essential components of an REprogram.

Staff also participated in professional learning on praying with Scripture, supporting our students

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Staff also participated in professional learning on praying with Scripture, supporting our studentsto make spiritual connections and to apply these to their daily lives. Teachers continued todevelop their knowledge and understanding of RE word walls within their learning spaces andthese aimed to present a visual representation of the key concepts covered in ReligiousEducation. Staff developed their understanding of Catholic values and made connections toPBS4L.

Furthermore, staff participated in a Spiritual Formation Day presented by the parish priest. Theprimary focus of the day was to deepen the staff's understanding of the Scriptures whilstapplying the three senses. This spirituality day benefited the staff as it enabled them to gatherand pray together, to examine their personal faith journey and to consolidate and extend theirknowledge of Scripture.

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Learning and Teaching

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

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

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 97 94 77 73

Literacy 99 95 77 73

Reading 100 96 81 76

Writing 100 94 73 72

Spelling 99 94 76 70

Numeracy 99 96 81 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 98 94 80 64

Literacy 98 93 72 58

Reading 100 95 81 66

Writing 96 90 59 44

Spelling 98 94 74 64

Numeracy 100 96 72 58

As shown in the above table, Years 3 and 5 students at our school achieved results that werewell above the national minimum standard in most strands. The percentage of students whoachieved in the top three bands was also above the national average in most strands.

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Each year, after the publication of the NAPLAN results in September, the data is analysed toidentify areas of challenge within the learning programs at our school. This analysis paysattention to implications for learning across the entire school and is not restricted to the gradesdirectly involved in the testing.

Following the analysis of the 2018 data, it was identified that certain aspects of writing neededattention, in particular extending children’s vocabulary and use of a range of sentence typeswhen writing. In Mathematics we endeavoured to move the children’s understanding into thetop three bands using the Extending Mathematical Understanding (EMU) framework as aspringboard. These initiatives are addressed in further detail in the School Improvement - AnnualSchool Priority section of this report.

School curriculumThe school followed the current curriculum set by the NSW Education Standards Authority(NESA). The school also followed the Parramatta Diocesan Religious Education syllabus, SharingOur Story. As all students are unique, we endeavoured to cater for their individual needs.

Our learning support team assisted the class teachers with integrating students with specialneeds through a range of strategies. A teachers' assistant worked with nominated students in theclassroom for specified lessons. Itinerant teachers of both visually and hearing impaired studentswere provided by the diocese. Students with particular gifts and/or talents were catered forthrough differentiation in classroom programs. Opportunities were also provided forparticipation in Science and Mathematics enrichment workshops (Coding) and the Creative Arts,as well as entering competitions and challenges.

The Kindergarten Transition program focused on a number of activities including a social morningwhere the current Kindergarten students introduced the new Kindergarten pupils to aspects ofschool life. A Year 5 buddy was allocated to each new Kindergarten student to assist in thetransition into school life. Representatives from our feeder high school came and talked aboutthe transition to Year 7. The Stage 3 teachers also met with the Year 7 team to identify areaswhere 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. The curriculumarea included athletics, games, dance, gymnastics, health and personal development. Studentswere also encouraged to participate in sports gala days, and represented the school at diocesanlevel and in combined Catholic state teams.

Initiatives to promote respect and responsibilityThe principal initiative designed to promote respect and responsibility was the Positive BehaviourSupport For Learning (PBS4L) policy. It is based upon the concept of making appropriate choicesabout behaviour, looking through the lens of respect. Our three school rules were formulatedaround the concept of respect for oneself, respect for all others and respect for the environment.

This policy incorporated the Catholic teaching that the entire world is God's creation and, inrespecting 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 explicitprograms and in the hidden curriculum.

The school gathered data through a reporting system that allowed information to be loggedaround unacceptable behaviours. The data was analysed weekly and information gathered wasused to plan a way forward for individual students, playground areas or learning spaces. Lessonfocus was planned and was dependant on need when the need arose. These lessons wereexplicitly taught by class teachers and reinforced by all members of staff. We worked inpartnership with the parents to ensure consistency and a common language was used.

We have a high expectation that all members of our community respect each other throughword, deed and thought.

Professional LearningProfessional Learning for the 2018 school year principally targeted three areas. These wereoutlined in the Implementation Plan for the year and involved the focus areas of:

deepening teachers' knowledge of the theological background and seven strands of eachOur Lady of The Rosary Primary School, Kellyville Page 11

Sharing Our Story unit exploring, enabling and extending prompts to engage and challenge students' thinkingand reasoning skillsunpacking the writing aspect of the Department of Education and Communities (DEC)writing continuum and syllabus objectives to identify key learnings needed at eachcluster, especially focusing on vocabulary and sentence structure

Professional learning opportunities were accessed via staff development days, staff meetinginput and systemic professional learning sessions.

In the area of Religious Education, professional learning involved provision of opportunities forstaff to participate in forums to reinforce and expand their theological knowledge base to informtheir classroom teaching.

In literacy, the main focus of professional learning was the investigation and analysis of theDepartment of Education and Communities (DEC) writing continuum and its integration into theteaching of writing across the school.

Other professional learning opportunities were provided in the following areas:supporting students with behavioural needsupdating first aid qualifications including Cardiopulmonary Resuscitation (CPR) andanaphylaxis trainingintroducing project based learningimplementing Information and Communications Technology (ICT) apps to support thetracking of student progress and student support programs such as PBS4L introducing the Friendly Schools and Peaceful Kids programs to broaden the students'resilience and coping skill set training of additional Reading Recovery and Extending Mathematical Understanding(EMU) teacherstraining staff around the concepts of well being, introducing meditation and selfmonitoring

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School Improvement

Annual school prioritiesPriority 1 To develop students’ relationship with Jesus through a spiritual

understanding of Scripture

Reason for priority 1 An analysis of the students' PRAY scaffold samples during2018 indicated the need for professional learning on the spiritual senseof Scripture.

Scripture underpins all our teaching and is an important way todevelop religious literacy.

Steps taken to achievepriority 1

These included students:deepening their relationship with Jesus by developing theirspiritual understanding of Scripture through rich spiritual senselearning sequencesco-constructing and continually engaging with units andScripture word wallscompleting pre and post Scripture assessments, indicatinggrowth in understanding of the spiritual sense of Scripturemaking connections between Scripture and church teachings

Status of priority 1 Ongoing

Priority 2 For all students to develop their comprehension skills, using a varietyof texts, by the equivalent of one year’s growth as measured on theDepartment of Education and Communities (DEC) literacy continuum

Reason for priority 2 Analysis of NAPLAN data and data collected throughout the yeardemonstrated less than expected growth in the areas ofcomprehension as measured by the DEC’s literacy continuum. Ourstudents performed below the national average in some ofthe comprehension questions, particularly questions with a focus oninferencing. We also wanted to continue our 2017 literacy goal centredaround writing and, as a minor focus, developing our cohesivenessthrough critical reflection and response.

Steps taken to achievepriority 2

These included students:referencing learning intentions, success criteria and 'I can'statements taken from Reading Texts of the continuumhaving opportunities to reflect on, and respond to, a varietyof texts and being encouraged to make inferencesbeing involved in guided and shared reading sessions wherethey were involved in explicit teaching and rich conversationscentred around comprehension, particularly inferring

Status of priority 2 Ongoing

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Projected school prioritiesPriority 1 Students will gain a deep understanding of scripture in the spiritual

sense through inquiry learning.

Reason for Priority 1 In keeping with the system priority in Religious Education, Our Lady ofthe Rosary, Kellyville, will be implementing the new Religious EducationCurriculum. As a result there will be a focus on quality learning andformation in Religious Education.

We believe that we act justly through a deeper understanding ofScripture and when we recognise Christ in it.

Steps to be taken toachieve Priority 1

These will include:pre and post Scripture assessmentsRE word wallsstudent engagement in prayer and liturgies

Priority 2 Students will improve their writing with a focus on spelling, grammarand punctuation.

Reason for Priority 2 The 2018 NAPLAN data indicated a significant decline in growth ingrammar/punctuation and spelling in Year 3. The Year 5 data alsoindicated decreased growth in grammar/punctuation and spelling.

Steps to be taken toachieve Priority 2

These will includeprogressions, clusters, tracking sheetsNAPLAN results – 2018 Year 3 students will be monitored andtracked in Year 5whole-school writing assessment tasks

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Priority 3 Students will monitor their own progress against the three tieredsuccess criteria, particularly in the place value.

Reason for Priority 3 As a staff, we began implementing a rigorous approach to learning in2018 with a particular focus on the three-tiered success criteria acrossall learning areas. Our students have been displaying a change ingrowth mindset and student ownership of learning, where studentshave begun reflecting upon the set success criteria. We wish to extendstudent capability in this skill.

The Mathematics Assessment Interview (MAI) data indicates thatstudents still experience some challenges with place value.

Steps to be taken toachieve Priority 3

These will include:using surface, deep and transfer success criteria growth points - particularly in the place value domainschool data wall and learning space tracking wallsdrawing data from MAI results, Pat-M (Progressive AchievementTests in Maths) results, tracking sheets, progressions, classroomassessments and teacher observationsNAPLAN results – 2018 Year 3 students to be monitored andtracked in Year 5students using reasoning skills to monitor their progression -working mathematically

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2018, Catholic Education Diocese of Parramatta (CEDP) engaged an external surveycompany to provide feedback from parents, students and staff using the Tell Them From Me(TTFM) survey.

Listed below are the main strengths and challenges identified by the parents in thesurvey results. The items in italics are the categories that the survey questions investigated.

Strengths included:Student Motivation was viewed very positively by parents, as was Stimulating Learning.Student Safety within the School Environment was seen as a positive by many parents.Teacher Morale was seen as a positive. Many parents found the teachers to be passionateand enthusiastic about their work.

Student satisfactionListed below are the main strengths and challenges identified by the students in the surveyresults. The items in italics are the categories that the survey questions investigated.

Strengths:Student Motivation was viewed as a strength by the majority of students.Stimulating Learning was experienced by most of our children.Teacher Empathy was a feature for our children.

Teacher satisfactionListed below are the main strengths and challenges identified by the teachers in the surveyresults. 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.Curriculum Processes were also viewed as a strength by the majority of teachers.Respect For Students was seen in a positive light by the school staff.Engaging Practice and Quality Teaching were features of the survey results from theteachers.

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Student Profile

Enrolment PolicyOur Lady of The Rosary 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’senrolment policies, including all prerequisites for continuing enrolment can be obtained from theschool office 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 296 264 560

2017 315 251 566

2018 275 253 528

Owing to the new building plans and program, enrolments have been affected. The program isenvisaged to be completed by the end of term 3, 2020.

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

Kindergarten 94

Year 1 86

Year 2 89

Year 3 86

Year 4 87

Year 5 89

Year 6 69

School Average 86

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

Language background other than English (LBOTE) 224

Students with disablities (SWD) 3

Indigenous 6

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 involvingOur Lady of The Rosary Primary School, Kellyville Page 18

within 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 careOur school policy for student support and management is based upon gospel values and reflectsthe sentiments expressed in our mission statement. We endeavour to be faithful to the diocesanprinciples of being inviting, inclusive and just. This policy strives to be true to the principles ofprocedural fairness and natural justice. The policy expressly forbids corporal punishment.

There were significant changes made to this policy in 2018 from the previously published versionas the school moved to adopt Positive Behaviours Support For Learning (PBS4L) as our principalstudent support and welfare policy. PBS4L incorporates strategies and procedures to address theareas of student welfare, discipline, anti-bullying and pastoral care within an over-arching policyframework. The intention of this approach is for all children to develop a sense of responsibilityand co-operation as they are explicitly taught to self-regulate and reflect on their actions.

A copy of our PBS4L policy can be obtained from the school office upon request or accessed onthe school's website.

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta (CEDP), ComplaintHandling policy and procedures. A copy of the school policy is available from the school office oris available on the CEDP website http://www.parra.catholic.edu.au/policy-central.

There were no changes to the policy during 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (60.2%)Capital (0%)State (17.8%)Fees (18.7%)Other (3.2%)

Capital (20.5%)Salary (60.1%)Non-Salary (19.4%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $3,771,577

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,112,829

Fees and Private Income 4 $1,173,714

Other Capital Income 5 $201,787

Total Income $6,259,907

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $1,500,830

Salaries and Related Expenses 7 $4,410,179

Non-Salary Expenses 8 $1,426,377

Total Expenditure $7,337,386

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.

18.7%

17.8% 60.2%

■■■■■

20.5%19.4%

60.1%

■■■

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