Our Lady of The Way Primary School,Emu Plains17 Troy Street, Emu Plains 2750Principal: Mrs Susan VelingPhone: 02 4777 7200 Fax: NULLEmail: OLOW@parra.catholic.edu.auhttp://www.olowemuplains.catholic.edu.au

Introduction

About the Annual School ReportOur Lady of The Way 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 Way PrimarySchool, Emu Plains. It represents the collaborative efforts of the children, staff and families ofthis vibrant faith and learning community.

Education at Our Lady of the Way Primary School is based on developing and nurturing thewhole child in the Catholic tradition in order for the students to become lifelong learners whointeract positively with others and with the world around them. Our educational belief isfounded on enabling all children to learn: how to be; how to think; how to choose; how to learn;how to relate.

We are a Christ-centred Catholic faith and learning community. As Catholics who live by thegospel values of faith, hope and love, we believe integrity is essential in living the values of beinga safe and inclusive community: compassionate; respectful; just and fair; responsible andcooperative.

We are a community who looks to Mary, Our Lady of the Way, to guide us on our journey andhelp us on our way, as we live out these values to be the best people we can be.

We aim to bring to life our school motto: To Act Justly, To Love Tenderly, and To Walk Humblywith our God. (Micah 6:8) This is the philosophy that drives all that we do and the way that we doit. We believe in the love of God and aim to foster the love of one another. We encouragerespect of self and others through positive relationships and foster the values, which Jesus lived,such as service, mercy, reconciliation and compassion. We celebrate the value and individualityof each person and hope to develop young people who will go on to make a real difference inour world.

We believe that our purpose and identity flows strongly from within the parish of Our Lady ofthe Way and consider our work here as being integral to the broader parish and churchcommunity.

ParentOur parent body is active and supportive of the school and parish community. The Parents andFriends Association (P&F) is involved in many aspects of community life and parents are alwaysinvited to participate in workshops, fun days and classroom activities such as gross motor andliteracy support.

The P&F is a link between the school, staff and families of the school as well as the wider parishcommunity. The goal of the P&F is to enhance the learning experiences of our students byproviding fundraising and social activities that engage the broader school community throughoutthe year. Parents work with the school to address important issues that affect the students andfamilies such as technology upgrades, uniforms, road safety, facilities and communityrelationships.

The P&F had a successful year for our school, building community with many activities thatencouraged collaboration and support for each other. The Games-a-thon raised $15,000 foroutdoor equipment and furniture.

The P&F would like to thank the staff of Our Lady of the Way Primary School who are all verypassionate about improving not only the learning outcomes of the students, but also shaping thedevelopment of the whole child in the tradition of the Catholic faith.

We look forward to 2019 when the P&F will once again work in partnership with the children,staff and the broader parish community to organise social and fundraising events, as well ascontribute to key decisions that affect the children.

StudentOur Year 6 student leaders played a significant role across all areas of the life of our school as didthe Student Representative Council, made up of students from Years 1 to 6. An emphasis wasplaced on all students being given a voice and provided with opportunities to share their gifts

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placed on all students being given a voice and provided with opportunities to share their giftsand interests with others for the good of our school community.

Along with our Year 6 school captains, student representative leaders and sports leaders, ourYear 6 students elected to join the Outreach, Civic and Technology portfolios.

Another important role fulfilled by the Year 6 students was to mentor the Year 5 studentstowards the end of the year in order to prepare the Year 5 students for their leadershipresponsibilities in the coming school year.

A highlight of 2018 was the number of students from across all grades that displayed leadershipin terms of social justice, fundraising and awareness raising. The student body was very active inthis regard.

The students would like to thank the Parents and Friends Association and all parents who helpedat different times throughout the year. They would also like to thank the teachers and staff forall that they have done to help them.

The students take great pride in their school and work together to make it a happy and safeplace to learn and grow.

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Who we are

History of the schoolOur Lady of the Way Primary School was established under the guidance of Fr Kevin Hannan, thefirst parish priest, and a highly motivated and faithful group of parish pioneers. The school beganin 1979 with the first lessons being held in 'The Cottage'. The school had a total of 52 children intwo classes, Kindergarten and Year 1.

By 1983 the school population had grown to 223 with nine classes. In October of 1982 a newprimary block, comprising eight classrooms, was officially opened and blessed by Bishop BedeHeather, and in 1985 four additional Infants classrooms were added.

In 2007, ten of the classrooms were refurbished to provide considerably expanded and modernlearning spaces. During 2009 to 2010, a further two learning spaces were built and theKindergarten classrooms were completely refurbished.

Using a state government building grant, major building works were completed in 2017 with thebuilding of a new administration block fronting Troy Street, demolition of the existingadministration block and laying of artificial turf, erection of covered walkways throughout theschool and major landscaping including the building of brick garden boxes and the covering forthe senior stairwell. A large covered outdoor learning area was built over the main playground.

In 2018 the back playground was re-turfed and an irrigation system installed. Brightly colouredoutdoor furniture was added to the playground as was decorative information pencil-art thatdisplayed the school motto and values.

Through the commitment and determination of families, staff and parishioners, our school hasgone from strength to strength. A strong tradition of providing a high quality Catholic primaryschool education has been established and maintained. In 2018 we celebrated our 39thanniversary of Catholic education and we strive to continue to build upon existing customs andtraditions.

Location/drawing areaLocated in Emu Plains, Our Lady of the Way Primary School serves the parish of Our Lady of theWay and enrols students from Emu Plains, Leonay and Emu Heights. We also enrol students fromsurrounding areas whose families have chosen to become part of the Our Lady of the Way parishcommunity.

Nestled at the foot of the Blue Mountains, just on the western side of the Nepean River, weenjoy a very beautiful, safe and peaceful setting. Penrith Valley offers many outstanding sportingand educational facilities, such as Penrith Lakes and Penrith Regional Gallery. We are also closeenough to the city and the mountains to be able to access all the facilities and opportunitiesthey have to offer.

As the population of the Nepean/Lower Mountains region continues to grow and expand, we canlook towards a very encouraging future where Catholic education can evangelise and continue tospread the Word of Christ.

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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

28

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 25

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 9

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 93

Percentage of 2018 teaching staff who were retained from 2017 100

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesOur Beginning School Mass, Easter prayer, Fathers and Mother Day prayers, Our Lady Help ofChristian (School Feast Day) Mass, parish family masses, Grandparents Day Mass, Christmasconcert, End of Year Thanksgiving Mass and Year 6 Graduation Mass were just some of theliturgical highlights of 2018. The involvement and inclusion of families and friends have been thethings that make this community so rich in terms of its liturgical life.

Our Christmas concert allowed our faith and learning community to celebrate the birth of Jesusaround the world. This was a powerful and joyous experience for us all.

Prayer was an integral part of daily life at Our Lady of the Way Primary School including sayingthe Angelus at 12 noon each day. Prayer was also a focus at gatherings of staff and parents. Bothformal and informal prayer opportunities occurred, with an emphasis on sharing and proclaimingthe Catholic faith through Scripture. A high level of student and parent involvement wasencouraged.

We worked closely with the parish and families to ensure that children were well prepared forthe Sacraments of Reconciliation, First Eucharist and Confirmation, which took place throughoutthe year. As a whole school we celebrated together as children received the Sacraments ofInitiation.

Social JusticeWe placed a strong emphasis on social justice experiences. They are learning experiences not justfundraising as these deepen the children's knowledge and understanding of social justice.

Project Compassion, Fiver for the Farmers, Diocesan Works Fund, the Winter Food Appeal for thePenrith Community Kitchen and making up hampers for the Vinnies Christmas Appeal were someof the practical ways our school community displayed a sense of social justice and cared forthose in greatest need within our local and worldwide community. We also had close ties withthe local chapter of the St Vincent de Paul Society.

We strongly believe that social justice begins at home as we strive to: Act Justly, Love Tenderlyand Walk Humbly with our God. In this way we are conscious of social justice being ever present inthe way we do things within our own community in order to model this concept for the childrenand to engage them in it. A concerted effort was made to reach out and care for families andchildren within our own school who were in the greatest need of support and compassion.

School home and parish partnershipsThe presence of staff on the Parish Pastoral Council ensured that strong links existed betweenthe school and parish. School liturgies and events were an integral part of the life of the widerparish community. Parishioners were always welcomed and invited to participate in schoolcelebrations. Combined efforts were common in 2018 where expertise and skills were shared forthe good of all such as special masses, the parish-based Sacramental program and Trivia night.

Also indicative of the positive relationship that existed between the school and the wider parishcommunity was the sharing of facilities and resources such as the parish hall and canteen, schoolresources and equipment, the 'Cottage Playgroup' and the parish's support of school families inneed.

Parents supported the children and the overall wellbeing of this faith and learning communityby:

participating in the liturgical and prayer life of the schoolattending parent, teacher and student conferences and personal planning meetingsassisting in the classroom with activities such as reading and Making Up Lost Time inLiteracy (MULTILIT) helping in the libraryrunning the uniform shop and book club

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attending excursionsbeing part of the Parents and Friends Associationattending the Parent Representative Council meetingsassisting with fundraising and catering for special community celebrations and eventssupporting social justice workattending working beestransporting, managing and coaching sporting teamsattending social events such as the trivia night and school discos

Religious EducationThe Sharing Our Story Religious Education program was implemented in all classes. The programitself was modified to meet the particular learning needs of the students and was linked closelyto the liturgical seasons and special celebrations relevant to this faith community.

Mary Help of Christians is the feast day we celebrated in honour of Our Lady. All classescompleted 'Lent', 'Easter', 'Mission', 'Advent' and 'Christmas' units in line with the church year.Other units studied in each Stage of the school, focused on the following general learningthemes:

Stage 1: Learning about who is God; who is Jesus; and stories about Jesus

Stage 2: Learning about the Sacraments; the mass; and the Bible as a special book

Stage 3: Learning about servant leadership; how to be a steward of creation; faith communities;and stories of the early church

For classes where children were involved in the parish-based Sacramental program, the SharingOur Story program complemented the work being done within parish groups. As a schoolcommunity we supported these programs in every way possible and celebrated with thesechildren and families as they continued their faith journey.

Professional Learning of staff in Religious EducationIn 2018, the professional development in the area of Religious Education included building thecapacity of staff to teach Scripture using the three senses: literal; spiritual and application.Professional learning meetings, Leadership Team workshops and our Formation Day were all keyopportunities for professional learning in this area.

The Leadership Team also spent time with leadership teams from the Nepean area reflecting onthe upcoming Plenary Council to be held in 2020.

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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 90 73

Literacy 99 95 83 73

Reading 98 96 85 76

Writing 100 94 81 72

Spelling 100 94 77 70

Numeracy 100 96 85 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 100 94 79 64

Literacy 94 93 57 58

Reading 94 95 56 66

Writing 88 90 42 44

Spelling 98 94 69 64

Numeracy 100 96 52 58

Our Year 3 and Year 5 students are to be congratulated for their wonderful efforts with NAPLANtesting held in May 2018. There were some excellent results in both grades.

A special mention should be made of the Year 3 results where we were above the nationalOur Lady of The Way Primary School, Emu Plains Page 9

A special mention should be made of the Year 3 results where we were above the nationalaverage in all areas of Literacy and Numeracy. Specifically we had 60.4% (29 students) in the toptwo bands for both reading and Numeracy.

Our Year 5 writing data is above the national average. Our trend data is however showingimprovement in this area. Our grammar and punctuation average is also above the nationalaverage.

Our Year 5 NAPLAN data affirms our school direction towards a focus on reading comprehensionand mathematical reasoning for 2019.

School curriculumAdditional teaching and learning programs provided for the children in 2018 included:

early literacy learning supportReading Recovery program in Year 1Extending Mathematical Understanding (EMU) programs in Year 1Middle Years EMU programTargeted Learning programcollaborative planning and cooperative teachingYear 5 Leadership Development programYear 4 Community and Road Education Safety (CARES) Bicycle Safety program

Other experiences which supported teaching and learning included:grade excursions and incursionsDance Fever programGymnastic programAthletics programSwimming program for Kindergarten to Year 4Music program for guitar, violin, cello and double bassSpeech and Occupational Therapy program run by Skills For KidsMULTILIT programJapanese lessons K-6Voice of Youth speeches K-6Musica Viva experience

The Kindergarten Orientation program was run through term 4 to make the transition to school asuccessful one for the children and their parents. This involved an information morning and visitto Kindergarten with their new classmates for the following year. Information sessions forparents were run concurrently with the children's time in the classrooms. Additional small groupvisits were held, ensuring that the Kindergarten 2019 group would enjoy a very settled start totheir formal years of schooling.

Processes were implemented for the transition of children with special needs either intoKindergarten or into secondary school. Individual planning meetings were held for Year 6children where necessary. Some participated in step-up to high school programs and teachersworked with the secondary schools who run their own orientation programs for Year 7 students,including information sessions held at Our Lady of the Way Primary School.

Initiatives to promote respect and responsibilityIn collaboration with children, staff and parents, key values were identified and a school ValuesStatement and supporting documentation was developed and implemented. This was achievedlargely through our significant work in the area of Choice Theory and Reality Therapy. Thesevalues were again the focus of our whole-school program in 2018. Our focus was on developingprinciples and practices of mutual respect and personal responsibility.

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Our whole-school Behaviour Agreement was the key reference for guiding and supporting thechildren with their behaviour.

'To be the best person I can be, I agree to:include and accept everyonebe respectfulbe honest and fairbe responsible for my behaviourmake safe choices'

Our Quality Behaviour and Student Wellbeing policy and practices were based on developingmutual respect and taking personal responsibility for our choices and behaviour.

Professional LearningOur professional learning in 2018 was centred around our school goals and action plan:

oral languagemultiplicative thinkingreligious formationwriting

Staff development days and the majority of professional learning meetings were devoted to thecollaborative achievement of improvements in the children's learning in these areas.

In order to achieve our professional learning goals we also worked in collaboration withneighbouring Catholic primary schools and teacher educators from the Catholic Education,Diocese of Parramatta (CEDP).

Staff engaged in a wide range of other related professional learning programs and coursesincluding: CEDP Leadership Program; Reading Recovery Specialist training; Targeted Learningprogram; personalised plans; Autism Spectrum Disorder (ASD) workshops; Challenging Behaviourtraining; project based learning and teaching pedagogies.

A number of staff also undertook independent self-directed learning, additional tertiary studyand/or online courses during 2018.

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School Improvement

Annual school prioritiesPriority 1 That every student would show a deeper understanding of the three

senses of Scripture, with a more specific focus on the spiritual sense

Reason for priority 1 After reviewing our professional learning from 2017, staff felt that adeeper understanding of the spiritual sense of Scripture was requiredto support the learning in the classroom. As evidenced in worksamples, responses to the literal sense and application sense haveshown an improved understanding of Scripture.

Steps taken to achievepriority 1

Students:articulated their understanding of Scripture with a particularfocus on the spiritual sense: Catholic teaching, Catholic valuesand Sacramentsused learning intentions; success criteria (based on the senses);descriptive feedback; peer and self-assessment; individual goalsetting specific to the spiritual sense.demonstrated their learning of the three senses through formaland informal work samples

Status of priority 1 Achieved

Priority 2 For every student to improve their use of purposeful talk, activelistening and interaction to develop their writing skills

Reason for priority 2 Having reviewed and evaluated our learning through our PLC (Twilight)and staff feedback we identified the need to continue to focus on anddevelop our writing, in particular connecting it to oral language.Through ongoing assessment of student writing, student work samples,tracking, clusters/progressions, constructive feedback/feed-forward,staff felt the need to build on our previous writing goal, highlightingthe role of oral language in developing student writing.

Steps taken to achievepriority 2

Students:continued to engage in daily purposeful talk and active listeningin order to gain more clarity with their reading and writing toexpand their vocabularyas part of their literacy goals, devised a goal specifically relatedto speaking and listeningcommunicated with peers and known adults through informaland formal conversations including the Our Lady of The WayPrimary School K-6 speeches

Status of priority 2 Achieved

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Projected school prioritiesPriority 1 For students to demonstrate an enhanced engagement in the Religious

Education curriculum through the inquiry process

Reason for Priority 1 In keeping with the system priority in Religious Education, Our Lady ofthe Way Primary School will be implementing the new ReligiousEducation curriculum. Hence there will be a focus on quality learningand formation in Religious Education.

Steps to be taken toachieve Priority 1

Students will learn about the inquiry process.Students will be immersed in a planned inquiry based learningcycle.Students will engage in the Religious Education content at asurface, deep and transfer level.

Priority 2 For students to improve their reading comprehension throughimproved self-correction rates and inferential comprehensionstrategies

Reason for Priority 2 NAPLAN data in 2018, Progressive Achievement Tests in Reading (PAT-R) data and Early Years Assessment (EYA) data indicated that self-correction rates and inferential comprehension strategies were an areaof need across the grades.

Steps to be taken toachieve Priority 2

Students will engage in targeted learning opportunities todevelop specific comprehension strategies and self-correction.Students will form a personal learning goal specifically focusingon reading comprehension.Students will be given opportunities to develop and practisecomprehension strategies across all Key Learning Areas, thusgaining an understanding of the purpose of reading andtransferring skills across all learning.

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Priority 3 For students to show evidence of a greater understanding ofmathematical tasks through developing vocabulary and the use ofefficient reasoning

Reason for Priority 3 After consultation with staff, observations and following analysis ofNAPAN, MAI data and student work samples, we determined that thereis a need to develop skills and understanding in WorkingMathematically K-6, specifically developing vocabulary and the use ofefficient reasoning.

Steps to be taken toachieve Priority 3

Students will form a personal learning goal specifically focusingon using more efficient reasoning strategies.Students will develop an understanding of related vocabularylinked to specific concepts.Students will have opportunities to engage with enabling andextending prompts when exploring mathematical investigations.Students will reflect on their learning daily and use this toinform their future learning.

Community Satisfaction

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Community Satisfaction

Parent satisfactionThe Tell Them From Me (TTFM) survey data collected in 2018 showed parents were welcomedand informed. They supported learning at home and felt the school supported learning andpositive behaviours. Parents believed the school was a safe place where behavioural issues weredealt with in a timely manner. They felt the school was inclusive and that staff took an active rolein making sure all students were included. Parents felt that students had opportunities toparticipate in outreach and service to those in need. They felt supported by the school tocontribute to the faith development of their children. Parents believed students were providedwith prayer and liturgy experiences that related to their life and faith.

Student satisfactionThe TTFM survey data collected in 2018 showed students were interested and motivated tolearn. They valued schooling outcomes and had clear expectations for success. Studentsdisplayed positive behaviours at school and there were positive teacher and studentrelationships. They had friends at school they could trust. Students felt that classroominstruction was well organised, with clear purpose and with immediate feedback that helpedthem learn and was relevant to their everyday lives. They felt they had someone at school whoconsistently provided encouragement and could be turned to for advice. Students felt teacherswere responsive to their needs and encouraged independence with a democratic approach.

Teacher satisfactionThe TTFM survey data collected in 2018 showed teachers collaborated and that the learningculture at the school was very positive. They felt that data informed their practice and theyprovided feedback to their students designed to improve performance. Teachers helped theirstudents set challenging goals. They felt the school was very inclusive. Teachers felt that parentalinvolvement was high and the school provided them with many professional learningopportunities.

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Student Profile

Enrolment PolicyOur Lady of The Way 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 184 162 346

2017 198 166 364

2018 217 169 386

At the end of 2017 there was a small Year 6 cohort. There has been an increase in overall schoolenrolments owing to a larger Kindergarten cohort in 2018. Over the year, there have been anumber of families across the classes enrolling from local schools.

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

Kindergarten 94

Year 1 83

Year 2 88

Year 3 85

Year 4 90

Year 5 74

Year 6 92

School Average 87

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

Language background other than English (LBOTE) 36

Students with disablities (SWD) 31

Indigenous 11

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 writingOur Lady of The Way Primary School, Emu Plains Page 17

the 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 careStudent management policies and procedures are in place to help ensure the safety andwellbeing of all children, staff and parents. The emphasis is on the development of the children'sability to make safe and positive choices and to take responsibility for their own actions. Theyare supported in this by the presence of clear expectations and the consistent monitoring ofthese expectations by all staff.

Parents can access our Quality Behaviour and Student Wellbeing policy on the school website orthrough the school office. Aspects of our policy and procedures are also highlighted in the schoolnewsletters throughout the year.

A great deal of importance is placed on open communication between home and school so thatany issues, which do arise, can be dealt with quickly and effectively before major problems occur.As a result of this overall positive and constructive approach, the behaviour of the students isgenerally exemplary. Children care for each other and show their genuine happiness for, andinterest in, the welfare and achievements of their classmates.

At Our Lady of the Way Primary School everyone is valued. We are all different but that is whatmakes us unique and special. Everyone has a right to be themselves and to be safe and happy atall times. We have the responsibility to treat others, as we would have other treat us.

At Our Lady of the Way Primary School we have zero tolerance towards any bullying behaviours.Silence allows people to suffer. If any member of our community sees bullying they must report itimmediately.

Our policies are based on the principles of procedural fairness and natural justice. Corporalpunishment is expressly forbidden at the school.

There were no major changes to our student management policies and procedures during 2018.

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 Complaint Handlingpolicy and procedures. A copy of the Complaints and Grievances policy is available from theschool website, school office and is also available on the CEDP websitehttp://www.parra.catholic.edu.au under 'You choose/Policy Central'.

There were no changes in the policy in 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (64.6%)Capital (0.6%)State (19.1%)Fees (14.4%)Other (1.2%)

Capital (8.7%)Salary (71.2%)Non-Salary (20.1%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $3,305,335

Government Capital Grants 2 $29,173

State Recurrent Grants 3 $978,923

Fees and Private Income 4 $738,352

Other Capital Income 5 $61,379

Total Income $5,113,162

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $453,940

Salaries and Related Expenses 7 $3,729,374

Non-Salary Expenses 8 $1,055,132

Total Expenditure $5,238,446

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.

14.4%

19.1%

64.6%

■■■■■

8.7%20.1%

71.2%

■■■

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