St John Vianney's Primary School,DoonsidePO Box 416, Doonside 2767Principal: Mrs Georgina CoxPhone: 02 8869 6300 Fax: 02 8869 6399Email: StJohnVianneys@parra.catholic.edu.auhttp://www.stjohnvianneysdoonside.catholic.edu.au

Introduction

About the Annual School ReportSt John Vianney's 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 St John Vianney's PrimarySchool, Doonside.

St John Vianney’s Primary School is a two stream coeducational Catholic school in the Diocese ofParramatta. At St John Vianney’s Primary School we share in the mission of Christ. Our schoolmotto, I Will Show You the Way to Heaven, reflects the shared commitment of our schoolcommunity to know, love and serve God. The partnership between home, school and parish isintegral in nurturing a love of God. Our school is a place where gospel values and beliefspermeate, resulting in a climate where students feel safe, secure, accepted and loved.

We are a welcoming Catholic community where gospel values and beliefs are visible in all aspectsof school life. These values are modelled by staff in their interactions with one another, withstudents, with parents and members of the wider community. Our pastoral care is based onthe belief that a Catholic school is a faith community of love which is characterised by justice,tolerance, forgiveness and respect for each other. This culture is the foundation upon which ourstudents can develop and enjoy an enriching, challenging and fulfilling education. St JohnVianney’s Primary School is a school that values quality learning and teaching, built on strongrelationships between students, teachers and parents in a safe, nurturing, supportive andstimulating environment.

At St John Vianney's Primary School the students are provided with learning experiences whichempower them to be responsible, reflective and independent lifelong learners, in a safeenvironment, where the use of technology is embedded into classroom practice. Our school hasbeen recognised by the wider community through the achievement of national awards in literacyand numeracy. Each year, for the past seven years, our Stage 3 students have been state winnersof the Department of Veterans' Affairs ANZAC DAY Schools' Award in the Primary Schoolcategory.

ParentThe Parents and Friends Association (P&F) actively promotes the public image of St JohnVianney's Parish School by bringing together parents, students, clergy and staff in a spirit ofcollaboration and close cooperation.

In 2018 the partnership between the school and the P&F allowed for funds to be raised forlearning and teaching resources and school improvements. The provision of essential resourcesenhanced the students' school experience. Resources provided in 2018 included additionalreading resources for all Stages and new portable sun shelters for use at the annualswimming and athletics carnivals. The P&F assisted with raising money towards for the Year 6end of year day out by donating a 4.5kg Toblerone chocolate which was the prize in the raffle runby the Year 6 students. The P&F also paid the entry fee for students' art work to be enteredinto Operation Art, an initiative of the Children's Hospital, Westmead, in association with theNSW Department of Education. Two of our entries were selected. One will be exhibited at the ArtGallery of NSW, followed by a tour of regional galleries and will then be donated to theChildren's Hospital, Westmead in 2019. The second artwork will be donated to a NSW regionalhospital.To celebrate Mothers and Fathers Day, the P&F organised a scrumptious barbecuebreakfast with all the trimmings, which was very well attended and provided an opportunity forparents to gather socially in an informal setting in the school grounds.

Parents were involved in the life of the school in many ways, including attendance at morningassembly; term 1 parent information evening; attendance at curriculum and reportinginformation sessions; P&F meetings; parent/teacher conferences; fundraising; OralComprehension program; sport days; excursions; Transition to School program; sausagesizzles; ice block and fruit stalls; attendance at various assemblies and liturgies; and presentinginformation at the Kindergarten information evening.

Student'As school captains and student council members of St John Vianney's Primary School we werehonoured to take a leadership role in our school. We love and are proud of our school becauseof all the opportunities we have had to be involved in activities like: Operation Art, T2 MiloSt John Vianney's Primary School, Doonside Page 3

of all the opportunities we have had to be involved in activities like: Operation Art, T2 MiloCricket Day, Captivate choir, and the GRIP Young Leaders' Day. We are very proud of our school'sachievements. We have been state winners for seven years in a row in the ANZACDay competition awards and have won three awards for our remembrance gardens. We are alsoproud of our teachers who have given us the best education possible.'

Student leadership roles included:leading the school in prayer each morningleading the midday Angelus prayerpreparing and leading merit and 'Student of the Term' assemblies assisting with liturgical and special assembliesacting as role models for all studentstaking suggestions to the School Leadership Teamencouraging all students to do their bestwelcoming visitors to the schoolassisting with the coordination of fundraising for social justice initiatives - MissionAustralia and Caritasorganising Student Council roles via a job roster

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Who we are

History of the schoolThanks to the hard work and persistence of our Parish Priest, St John Vianney's Parish School wasestablished in 1986 when it opened with two classes, Kindergarten and Year 1, with a totalenrolment of 68 students. The founding principal was Sr Ursula Smith rsj, a distant cousin of StMary of the Cross MacKillop.

In 1989 the first lay principal was appointed. By 1992 all classroom construction was completed.The new administration block was completed in October 2000. In 2002 a major fundraisingproject was initiated to air condition all learning spaces and by 2005 this goal was achieved.

The provision of Federal Government funding enabled the completion of the multi-purposespace in 2011 which now provides a facility for whole-school gatherings, collaborative learningand parish functions. By the end of 2016, Apple TVs, iPad Pros and Ipevo document cameras wereprovided for all learning spaces, the library and learning support (16 in total). In 2017 Years 4 to6 introduced Bring Your Own Device (BYOD), and Chromebooks were provided to the school bythe Catholic Education, Diocese of Parramatta (CEDP) for Years 3 to 6. The school purchasedadditional Chromebooks and iPads to equip students for 21st century learning in an interactiveand stimulating learning environment. In 2018, the school purchased additional Chromebooks toequip every primary student, Years 3 to 6. The Kindergarten to Year 2 (K-2) learning spacesare now well equipped with ipads on a 2:1 ratio.

Towards the end of 2017 sections of the playground were upgraded with new artificial grassmarked with coloured handball courts, outdoor chess and draught boards. In 2018 an older areaof artificial grass was upgraded with sandstone block surrounds to provide additional outdoorseating for students.

Location/drawing areaSt John Vianney's Primary School is located in a residential area, Cameron St, Doonside. It hasbeen on this site since 1986 and draws students from Doonside, Woodcroft, Edgewood,Bungarribee and surrounding areas. The school serves the parish of St John Vianney, Doonside.The school is within walking distance from Doonside Station and is serviced by local buses. Moststudents are driven to school by parents or carers.

Nearby Catholic secondary schools include St Andrew's College, Marayong (co-educational); NagleCollege (girls); Patrician Brothers' College, Blacktown (boys); St Agnes Catholic High School, RootyHill (co-educational); St John Paul ll Catholic College, Schofields (co-educational); St Clare'sCatholic High School, Hassall Grove (co-educational); and Nagle College, South Blacktown (girls).

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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

26

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 24

Number of teachers currently undertaking accreditation to teach Religious Education 1

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 98

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesIn 2018 each week began with the school prayer at the Monday morning assembly, led bymembers of the student leadership team. For the remainder of each week, student leaders ledschool prayer over the public announcement system. Celebrations were held for the seasons ofLent, Easter, Pentecost, Advent, Christmas and St John Vianney's Day. Prayer focus and sacredspaces were used for prayer each day in classrooms. All meetings began with prayer. Staff prayerwas led by staff members each fortnight and the merit assembly prayer and the daily Angeluswere led by the student leaders. Welcome Assembly, Ash Wednesday, Holy Week,Easter, Mothers Day, Fathers Day, Catholic Schools Week, Grandparents Day and Year 6Graduation, Advent and Christmas have been celebrated every year.

All Primary students attended parish mass every Thursday. Students in Years 3 to 6 received theSacrament of Reconciliation each term. Years 3 to 6 attended mass to celebrate holy days andspecial feast days.

Each grade led the preparation and presentation of liturgies, focusing on the liturgical seasonsand special events. During Catholic Schools Week students participated in a special liturgy towelcome Kindergarten students, new students to Years 1 to 6 and new staff members. Parentsand friends were invited to this liturgy which was followed by a morning tea and an invitation tovisit classrooms.

During Holy Week, special morning prayer focuses were set up in the mult-purpose room wherestudent leaders led a prayerful reflection depicting Holy Thursday and Good Friday. On thestudents' return to school, we began with a joyful Easter reflection. Each Thursday at lunchtime,students had the opportunity to pray the Rosary which was led by parish volunteers.

In October, the student leaders attended the Diocesan Mission Mass held at St Patrick'sCathedral, Parramatta. After mass students browsed the Social Justice Expo where schoolsshowcased what they had done to support Catholic Mission.

Social JusticeDuring Lent 2018, students, their families and staff supported the work of Caritas through ProjectCompassion. In October (Mission Month), the school organised Operation Christmas Child, aninitiative run by Samaritan's Purse, where families were invited to fill a shoebox with specialitems (something to wear, something to play with, something for school, something to love andsomething special) for girls and boys aged 2 to 14 years. Our families were also encouraged topray for the child who would receive the shoebox. A personal note of encouragement was alsoincluded. Over 150 shoeboxes were donated by our families and staff! An incredible act ofkindness! Our Staff Formation Day was spent at Samaritan's Purse, where staff helped preparehundreds of shoeboxes for shipment overseas to the Philippines for children in need.

School home and parish partnershipsOur partnership with the parish strengthened the Catholic identity of our school in many ways.Senior students were trained by the parish priest to be altar servers. Students attended theJunior Legion of Mary. Each Thursday students had the opportunity to come together duringlunchtime to pray the Rosary which was led by parish volunteers.

The parish priest and assistant parish priest attended special events such as the WelcomeAssembly and Year 6 Graduation. They also made regular visits to classes. The St John Vianney'sCatechism was used to complement our Religious Education program. Students who prepared forSacraments through parish programs were acknowledged at assemblies and in the schoolnewsletter.

Parent involvement included:joining in the morning assembly prayer each Mondayattendance at all school assemblies and liturgiesreading in the infants' gradesOral Comprehension program

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excursions and sporting eventsparent information night in term 1 to outline the year's programparent/teacher conferencesinformation meeting for Kindergarten parentsattendance at curriculum and reporting information sessionsschool transition group for the 2018 Kindergarten studentsparents and friends meetings and fundraising eventsclass daily prayer and reflection in Holy Week, focusing on each event of the Easter story

Religious EducationThe Diocesan Religious Education syllabus, Sharing Our Story, was used from Kindergarten to Year6. Teachers developed pathways to teach each unit so the learning and teaching strategiescatered for the readiness of each group.

Our school used a variety of resources for our Religious Education program to provide a solidfoundation of knowledge about our Catholic faith. These included:

Sharing Our Story (Parramatta Diocese)Senses of Scripture (Parramatta Diocese)To Know, Worship and Love (Sydney Diocese)St John Vianney's Parish Catechism (parish resource)Exploring Scripture kits (Parramatta Diocese)

The liturgical seasons of Lent, Easter, Advent and Christmas were celebrated with speciallyprepared liturgies. The student body, as well as parents and visitors, attended these liturgicalcelebrations.

Professional Learning of staff in Religious EducationStaff professional learning in Religious Education in 2018 focused on teachers deepeningstudents’ understanding in the content areas of God and Jesus through the use of Scripture.

Staff professional learning involved building a deeper understanding of the senses of Scripture,engaging with a focus on the spiritual sense. Teachers implemented this to allow for a greaterunderstanding and contextualisation of Scripture, enabling students to identify and reflectmeaningfully on the presence of God and Jesus in Scripture.

All staff at St John Vianney's Primary School participated in staff formation focusing on;Walking with Refugees and People Seeking Protection and the Australian Catholic BishopsConference 2015-16 Social Justice Sunday Statement, For Those Who’ve Come Across theSeas, (making links with the Season of Lent - Project Compassion).the Catholic social teachingspodcasts delivered by an internationally-known Catholic theologian, speaker and authorto further their understanding of Mark’s Gospel social justice outreach by taking part in Operation Christmas Child, an initiative run bySamaritan's Purse (where we helped prepare hundreds of shoeboxes for shipmentoverseas to the Philippines for children in need)

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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 100 94 97 73

Literacy 99 95 92 73

Reading 98 96 88 76

Writing 100 94 90 72

Spelling 100 94 97 70

Numeracy 98 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 96 94 69 64

Literacy 98 93 61 58

Reading 98 95 59 66

Writing 98 90 53 44

Spelling 98 94 73 64

Numeracy 100 96 29 58

St John Vianney's results showed excellent gains and growth for our students.

Our Year 3 averages were extremely impressive in all areas of reading, writing, spelling, grammarand punctuation, and Numeracy, obtaining results that were well above the national averages. St John Vianney's Primary School, Doonside Page 9

Overall, our Year 5 students made significant individual growth and positive gains in a majority ofareas. Our Year 5 students were above the National average in writing, spelling, grammar andpunctuation, and every student made positive growth in Numeracy.

School curriculumQuality teaching and learning programs were offered in the seven Key Learning Areas.

Additional teaching and learning programs involved:Students identified with learning difficulties were supported by the Learning Supportteam comprised of a full-time specialist learning support teacher and learning supportteacher assistants.Special art classes were held for our talented students. Entries were submitted to theOperation Art competition. The Literacy Support team provided support to students with a variety of needs.Support was also provided for Kindergarten to Year 2 students through daily guidedreading groups.The Extending Mathematical Understanding (EMU) specialist teachers supported studentsin Year 1 in numeracy.The reading recovery teacher supported Year 1 students with reading difficulties.

The Kindergarten Orientation program included:parent/child/teacher/conferencestudent school visitOscar and Samantha school transition group (This ran for five weeks in term 4. On Fridaymornings, students and new parents had the opportunity to become familiar with schoolsurroundings and routines.) Kindergarten information evening for parents

New students to the school in Years 1 to 6 joined the 'changeover' afternoon, where they had theopportunity to meet their teacher and classmates for 2019.

The school was involved in many co-curricular activities to provide for the diverse interests andneeds of our students and to enrich learning opportunities such as:

Premier's Reading ChallengeVoice of Youth Speech CompetitionInternational Competitions and Assessment (ICAS) in Digital Technologies, Science,Spelling, Writing, English and MathematicsKindergarten to Year 6 grade excursionsschool chess competitionschool, zone and diocesan sporting eventsOperation Artgardening groupsANZAC Day awards submission and remembrance gardensCaptivate 10th Anniversary Primary Choir Showcase student and parent participation in Remembrance Day service

Initiatives to promote respect and responsibility

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Our Mission Statement clearly articulates our values and beliefs which permeate all we do atSt John Vianney's Primary School.

Other activities included:Our Student Management, Pastoral Care and Feel Safe policies aimed to guide thestudents towards responsible decision making, self control and respect for themselvesand everyone in the school community.School captains and Student Council members addressed the student body.Student Council members and sport colour captains attended the GRIP Student Leaders'Day and reported to the school community via the school newsletter.Year 5 and 6 students were involved in peer tutoring in the infants' classes.Year 4 students buddied with Kindergarten for one session per week for Mathematics.Students from Kindergarten to Year 6 (K-6) took part with great reverence and respect inthe Blacktown RSL ANZAC DAY march and Dawn Service. Primary students maintained the vegetable garden.Year 6 students buddied with a Kindergarten student for the first week of the school year.

Professional LearningProfessional learning undertaken by teaching staff included:

analysis and interpretation of NAPLAN dataDiocesan Strategic Intentschool goals and action plansSpiritual Formation Day - Operation Christmas ChildSenses of Scripture - focusing on the Spiritual SenseGospel of Marklearning intentions and success criteria for Religious Education (RE), Literacyand Numeracyassessment in REprofessional learning for teachers to become familiar with learning progressionsFocus 160: Reading Comprehension K-6agreed practice for the literacy blockusing Newman's Prompts for problem solvingMathematics assessment and developing rich tasks in the domain of place value topromote mathematical reasoning and problem solving Information Technology - building teacher capacity to use Chromebooks and iPads aseffective learning tools in the classroom analysis of data from data walls to determine 'Where to next?'learning/instructional walks child protectionfirst aid

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School Improvement

Annual school prioritiesPriority 1 Formation, mission and Religious Education: to deepen students’

understanding in the content areas of God and Jesus through the useof Scripture

Reason for priority 1 Staff have noted that a key challenge remained in breaking openScripture through the spiritual sense. This was also evident in ourReligious Literacy Assessment (RLA) data, where our students’achievement in the content areas of God and Jesus has often beenbelow the Parramatta Diocesan average in Year 4:

2017 RLA data:God -2.8% School Diocesan Variance (ScDV)Jesus -4.3% ScDV

NOTE: School Diocesan Variance (ScDV) - the difference between theschool and Parramatta Diocesan average

Steps taken to achievepriority 1

The Religious Education coordinator (REC), leadership team andCatholic Education, Diocese of Parramatta (CEDP) Mission team led theprofessional learning of staff on how key Scripture reveals God/Jesus inthe spiritual sense. Staff and students engaged in learning to assistthem to draw out how God/Jesus is present in selected Scripture textsthrough the use of key comprehension strategies (visible thinkingstrategies).

Status of priority 1 Achieved

Priority 2 Literacy: for all students to reach targeted benchmarks in readingcomprehension

Reason for priority 2 Teacher assessment and evaluation of student reading withparticular reference to self correction rates and understanding oftexts, NAPLAN and Progressive Achievement Tests in Reading (PAT-R)results confirmed that there was a need to focus on the developmentof comprehension strategies.

Steps taken to achievepriority 2

The lead literacy teacher, Leadership Team, and CEDP personnel led theprofessional development of staff in the literacyprogressions, analysing student reading and developing shared practicein guided reading, reciprocal reading and Reader's Circle.

Status of priority 2 Achieved

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Priority 3 Numeracy: for all students K-6 to achieve a minimum of one growthpoint in the number domain of place value (incorporating otherdomains), with accelerated growth in vulnerable students

Reason for priority 3 Despite the growth displayed in our Mathematics AssessmentInterviews (MAIs) and NAPLAN, it was evident that there was asignificant number of students who had demonstrated little growth inplace value, making it necessary for teachers to focus on shifting thesestudents, notably beyond growth point 3 and 4 in place value. Thefeedback from staff in the evaluation of 2017 Action Plan suggested theneed to focus on the number domain of place value.

Steps taken to achievepriority 3

The lead numeracy teacher, Leadership Team, and Catholic EducationDiocese of Parramatta (CEDP) personnel led the professionaldevelopment of staff on place value to develop rich mathematicaltasks, word walls and questioning to help challenge the students'mathematical thinking and reasoning skills.

Status of priority 3 Achieved

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Projected school prioritiesPriority 1 Formation, mission and Religious Education: for students to begin to

engage in the inquiry process for learning and to consolidate the use ofthe senses

Reason for Priority 1 St John Vianney's will be a Phase 2 school for the implementation ofthe new RE curriculum in 2020. To ensure a smooth transition, theLeadership Team and staff, are going to investigate how inquiry basedlearning can be best used for teaching and learning in RE.

Steps to be taken toachieve Priority 1

The Religious Education coordinator, Leadership Team and CEDPMission personnel will lead the professional learning of staff in:

providing opportunities for staff to engage in professionallearning around the inquiry process and leaders will work withteachers to co-plan, co-teach and co-review Project BasedLearning (PBL) units of work for REembedding opportunities for students to make meaning ofappropriate Scripture passages using the senses of Scripture aspart of inquiry based pedagogies

Priority 2 Literacy: for all students to demonstrate accelerated growth in readingcomprehension

Reason for Priority 2 Teacher assessment and evaluation of student reading withparticular reference to an understanding of texts, 2018 NAPLAN andPAT-R results confirmed that there is a need to focus on thedevelopment of reading comprehension strategies, focusing on:

understanding the purpose of a paragraph and/or the author’sintentarticulating the main idea of a textcomprehending unfamiliar vocabularylocating and interpreting directly stated information in a text

Steps to be taken toachieve Priority 2

The lead literacy teacher, Leadership Team, and CEDP personnel willlead staff in:

developing consistent school-wide tracking and data analysis forreading comprehensionengaging students to respond to quality texts before, duringand after reading, using anchor charts and student learninggoals to reach deeper levels of comprehensionfocusing on building student vocabulary through active wordwalls, shared reading, and explicit strategies for decipheringunknown vocabulary

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Priority 3 Numeracy: all students K-6 to use reasoning when solving problems inplace value (incorporating other domains)

Reason for Priority 3 Despite the growth displayed in our 2018 Mathematics AssessmentInterview (MAI) and NAPLAN data, it is evident that there is asignificant number of students who have demonstrated little growth inplace value, making it necessary for teachers to focus on shifting thesestudents, notably beyond growth point 3 and 4 in place value. Thefeedback from staff in the evaluation of 2018 Action Plan suggests theneed to focus on the number domain of place value using the skill ofreasoning.

Steps to be taken toachieve Priority 3

The lead numeracy teacher, Leadership Team, and Catholic EducationDiocese of Parramatta (CEDP) personnel will lead the professionaldevelopment of staff on place value by:

developing strategies to solve place value problems usingreasoning eg analysing, generalising and justifyingdeveloping assessment tools to guide the students' learningeg reasoning rubrics, numeracy progressionshaving students reflect on, and clearly state, their mathematicalthinking and strategies used in place value

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2018, Catholic Education Diocese of Parramatta engaged The Learning Bar to conduct anonline survey – Tell Them From Me (TTFM) to provide feedback from parents, students and staffabout our school.

The TTFM data indicted a number of positive trends that emerged from the parent survey.

The main points that emerged showed that parents:saw the Catholic Culture of the school contributing to the faith development of theirchildren, especially through engaging in experiences of prayer and liturgy felt welcomed and that there was a clear two-way communication between the schooland home, encouraging parental involvementfelt the school provided a safe and inclusive environment, promoting positive behavioursregarded students as being motivated and connected to the school communityfelt that the school was focused on quality teaching and learning and this learning wassupported in the homefelt teachers had high expectations and worked together to support student needs

Student satisfactionThrough the 2018 TTFM survey, student responses indicated that:

students felt safe at school and connected to the school community.students were socially engaged and actively involved in the life of the school, particularlyin sport and other extra-curricular activitiesstudents were interested and motivated to learn - valuing schooling outcomesstudents experienced positive teacher-student relations, receiving quality instruction withhigh expectations for success

Teacher satisfactionThe 2018 TTFM data collected showed that staff:

were integral to the Catholic identity of the school and felt the school supported theirteaching of Religious Education and understanding of the Catholic faith were committed to developing parent partnerships through open and honestcommunicationprovided a positive learning culture - setting high expectations for student learning,providing a range of effective teaching strategies to meet the learning needs of thestudents and quality feedback that guided the next steps for learningused interactive technology as a mode for communication and new learning opportunitieswere continuing to engage in processes to further develop their professional learning

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Student Profile

Enrolment PolicySt John Vianney's 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 170 217 387

2017 168 220 388

2018 178 213 391

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

Kindergarten 94

Year 1 93

Year 2 92

Year 3 95

Year 4 95

Year 5 93

Year 6 94

School Average 94

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

Language background other than English (LBOTE) 309

Students with disablities (SWD) 17

Indigenous 7

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 absences

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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 has developed a highly effective Student Management policy. This policy encouragedand affirmed positive behaviour in students. The program was supported by the principles ofprocedural fairness and natural justice. The school expressly forbids the use of corporalpunishment. It included:

the Feel Safe policy to create a bully free environmentschool rulesclassroom code of conductrecognition for positive behaviour and response to inappropriate behaviourweekly merit certificatesStudent of the Term Awards

The Student Management policy is available on the school website in the parent handbook.Primary students are provided with a copy of the Feel Safe policy and a copy is included in thenewsletter each year.

The Student Management policy was revised in 2017.

The Feel Safe policy was unchanged in 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 (CEDP) ComplaintHandling policy and procedures.

The CEDP policy is available on the CEDP website http://www.parra.catholic.edu.au/policy-central.

The school Complaints and Grievances policy was revised in 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (66.2%)Capital (0%)State (19.1%)Fees (14.3%)Other (0.4%)

Capital (2.2%)Salary (78.7%)Non-Salary (19.1%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $3,224,298

Government Capital Grants 2 $0

State Recurrent Grants 3 $932,212

Fees and Private Income 4 $695,520

Other Capital Income 5 $18,091

Total Income $4,870,121

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $105,112

Salaries and Related Expenses 7 $3,692,092

Non-Salary Expenses 8 $894,290

Total Expenditure $4,691,494

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.

14.3%

19.1%

66.2%

■■■■■

19.1%

78.7%

■■■

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