St Michael's Primary School, BlacktownSouth155 Reservoir Road, Blacktown South 2148Principal: Mrs Sue VelingPhone: 02 8869 6200 Fax: 02 8869 6299Email: StMichaelsBlktn@parra.catholic.edu.auhttp://www.stmichaelsblacktown.catholic.edu.au

Introduction

About the Annual School ReportSt Michael's Primary School is registered by the New South Wales Education Standards Authority,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 Michael’s Primary School,Blacktown South. It represents the collaborative efforts of the children, staff and families of thisvibrant faith and learning community.

Education at St Michael’s Primary School is based on developing and nurturing the whole child inthe Catholic tradition in order for the students to become lifelong learners who interactpositively with others and with the world around them. Our educational belief is founded on thebelief that all children can learn.

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, Queen of the Family and Venerable Nano Nagle, toguide us on our journey and help us on our way, as we live out these values to be the bestpeople we can be.

We aim to bring to life our school motto which has been taken from John 13:34: ‘Love oneanother as I have loved you.' We also aim to bring life to our motto 'not only through words orspeech but with action and in truth' (1 John 3:18).

This is the philosophy that drives all that we do and the way that we do it. We believe in the loveof God and aim to foster the love of one another. We encourage respect of self and othersthrough positive relationships and foster the values, which Jesus lived, such as service, mercy,reconciliation and compassion. We celebrate the value and individuality of each person andhope to develop young people who will go on to make a real difference in our world.

We believe that our purpose and identity flows strongly from within the Mary Queen of theFamily Parish and consider our work here as being integral to the broader parish and churchcommunity.

ParentSt Michael’s Primary School parent community has had a long tradition of support for the growthand building of our community. Through a vibrant Parents and Friends (P&F), the parent bodyhas had a successful year for our school, building community with many activities thatencouraged collaboration and support for each other including fundraising� stalls for MothersDay and Fathers Day, and the school disco.

Parents were also involved in the school through:English and Mathematics workshopsclassroom support in numeracy and literacylibrary support and book coveringexcursions, sports training and sports carnivalsschool rides nightChristmas concert

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 the students byproviding fundraising and social activities that engage the broader school community throughoutthe year. They 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 would like to express their thanks to the staff who are all very passionate aboutimproving not only the learning outcomes of the students, but also shaping the development ofthe whole child in the tradition of the Catholic faith.St Michael's Primary School, Blacktown South Page 3

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

StudentAt St Michael’s Primary School in 2018 our students played a vital role in the day-to-day life ofthe school. School leaders and senior students led assemblies and actively participated inliturgical celebrations.

Our Year 6 student leaders played a significant role across all areas of the life of our school.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 them for their leadership responsibilities in thecoming 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 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 worked together to make it a happy and safeplace to learn and grow.

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Who we are

History of the schoolSt Michael’s Primary School, was established in 1962 by the Sisters of Mercy, who handedresponsibility of the school over to the Presentation Sisters the following year. The PresentationSisters served the St Michael’s Primary School community with courage, determination anddedication until 1997. The charism of the Presentation Sisters is still visible in the school today.

The school motto Love One Another was established as the final instruction given by Nano Nagleto the order of Presentation Sisters, which she founded.

In 2018, St Michael’s Primary School is a four-stream school with 730 students. Through thecommitment and determination of families, staff and parishioners, the school has gone fromstrength to strength. A strong tradition of providing a high quality Catholic primary schooleducation has been established and maintained. In 2018 we celebrated our 56th anniversary ofCatholic education and we strive to continue to build upon existing customs and traditions.

Location/drawing areaSt Michael’s Primary School is a coeducational Catholic systemic school in the Diocese ofParramatta. It is the centre of learning from Kindergarten to Year 6. Located in Blacktown South,the school consists of a high percentage of children from non-English speaking backgrounds anddraws on students from Blacktown, Prospect, Doonside and Huntington Heights. It serves theparish of Mary, Queen of the Family, that includes St Michael’s and St Patrick’s Churches. As thepopulation of Blacktown continues to grow and expand, we can look towards a very encouragingfuture where Catholic education can evangelise and spread 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

49

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 36

Number of teachers currently undertaking accreditation to teach Religious Education 10

Number of non-teaching staff (includes teachers' aides) 12

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 94

Percentage of 2018 teaching staff who were retained from 2017 79

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesSome of the liturgical highlights of 2018 were: the beginning and end of year school masses; StaffCommunity Masses with St Patrick’s Primary School, Nagle College, Patrician Brothers' Collegeand Pete’s Place; Easter prayer; Fathers and Mother Day prayers; St Michael’s (School Feast Day)Mass; Nano Day Liturgy; parish family masses; Grandparents Day Mass; Christmas Concert andYear 6 Graduation Mass. The involvement and inclusion of families and friends were what madethis community so rich in terms of its liturgical life.

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

Prayer was an integral part of daily life at the school including saying The Angelus at 12 nooneach day. Prayer was also a focus at gatherings of staff and parents. Both formal and informalprayer opportunities occurred, with an emphasis on sharing and proclaiming the Catholic faiththrough Scripture. A high level of student and parent involvement was encouraged.

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 Sacrament ofInitiation.

Social JusticeOur motto, Love One Another, is the benchmark for all our social justice experiences. Ourexperiences are not just fundraising but also learning experiences which deepen the children'sknowledge and understanding of social justice.

In 2018 our response to different charities and the needs of our poor and cultural groups wasever present. Policy and programs including fee support, homework classes, Project Compassion,the Winter Food Appeal and family outreach were just some of the practical ways our schoolcommunity displayed a sense of social justice and allowed us to live out our motto more fully.

We strongly believe that social justice begins at home. In this way we are conscious of socialjustice being ever present in the way we do things within our own community in order to modelthis concept for the children and to engage them in it. A concerted effort was made to reach outto care for families and children within our own school who are in the greatest need of supportand compassion.

School home and parish partnershipsAt St Michael’s Primary School, school liturgies and events were integral parts of the life of thewider parish community. The links between school, home and parish were maintained through astrong relationship with our parish priests. They supported our school through celebrations ofthe Eucharist and attendance at significant events throughout the year. They also supported theReligious Education curriculum through close association with the Religious Educationcoordinator and class visitations.

Members of our parent community were always welcomed and invited to participate in schoolcelebrations and liturgies. We also worked closely with the parish Sacramental coordinator inplanning and facilitating parent meetings.

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.

All classes completed 'Lent', 'Easter', 'Mission', 'Advent' and 'Christmas' units in line with thechurch year. Other units studied in each Stage of the school, focused on the following generallearning themes:

Stage 1: Learning about who is God; who is Jesus; and stories about JesusSt Michael's Primary School, Blacktown South Page 7

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

As religious educators, teachers used a wide range of educational strategies to encouragelearners to reflect on self, the world and God in the light of personal experience, sacred Scriptureand tradition. In so doing they sought to cultivate reflection; discernment; decision making andaction; and to nurture the development of an informed conscience.

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.

Teacher teams also spent time developing units for Nano Day where all students becoming awareof the legacy left by Nano Nagle. Staff also reflected on the upcoming Plenary Council to be heldin 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 91 94 61 73

Literacy 92 95 67 73

Reading 92 96 67 76

Writing 92 94 70 72

Spelling 94 94 67 70

Numeracy 93 96 59 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 92 94 77 64

Literacy 96 93 64 58

Reading 95 95 67 66

Writing 97 90 49 44

Spelling 95 94 72 64

Numeracy 96 96 54 58

Our 2018 NAPLAN Data indicated some improvement in the area of literacy. Our action plan goalsfor the last few years supported a need to develop reading and in particular the comprehensionskills of our students. We have been seeing fewer students in the lower bands, and moreachieving at minimum national expectations. While there were more students in theSt Michael's Primary School, Blacktown South Page 9

achieving at minimum national expectations. While there were more students in themiddle bands in both Year 3 and 5, we have not seen the higher bands grow as quickly. Ourschool data also indicated this. Our 2019 action plans will focus on more students achieving inthe top bands.

Reading results for Year 3 and Year 5 have improved. Our Mathematics data reflected studentvulnerability in the number domains, as well as students requiring skills to apply knowledge to avariety of contexts.

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 programR3 program - reading intervention for Stage 3 studentscollaborative planning and cooperative teachingYear 5 Leadership Development program

Other experiences which supported teaching and learning included:grade excursions and incursionsAthletics programMusic programVoice of Youth speechesStrings program

The Kindergarten orientation program, including an additional 'Step-up' program, was runthrough term 4 to make the transition to school a successful one for the children and theirparents. This involved an information evening and visits to Kindergarten with their newclassmates for the following year. Additional small group visits were held, ensuring that the 2019Kindergarten group would enjoy a very settled start to their formal years of schooling.

Processes were implemented for the transition of children with special needs either intoKindergarten or onto secondary school. Individual planning meetings were held for Year 6children where necessary with colleagues from our secondary schools. Some participated in highschool programs and teachers worked with the secondary schools. These schools ran their ownorientation programs for Year 7 students.

Initiatives to promote respect and responsibilityUnder our motto, Love One Another, we continued to live out our charism through the pedagogyand units found in Sharing Our Story. Throughout the year we celebrated liturgical seasons andcommunal events such as Mothers Day, ANZAC Day and Harmony Day. These liturgies and eventssupported high levels of respect and responsibility.

Positive Behaviour Support for Learning (PBS4L) has been introduced this year. The key principlesof: I am safe, I am respectful and I am a learner have been explored by staff and students. Wehave heard student, parent and community voice to realise our expectations. The PBS4LCommittee has worked collaboratively with staff, students and the wider community to createmascots, create a matrix, review the current reward systems, and develop explicit lessons ofexpected behaviour in all spaces of our school. These lessons will be explicitly taught toKindergarten to Year 6 (K-6) in 2019 when PBS4L is officially launched at St Michael’s PrimarySchool.

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

multiplicative thinking

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assessment 'as', 'of', and 'for' learningreligious formationreading and comprehension

Staff development days and the majority of professional learning meetings were devoted to thecollaborative achievement of improvements in the children's learning in these three areas. Owingto an increase of new staff this year, eleven of whom were beginning teachers, our learningfocused on ensuring a consistent teaching and learning approach K-6.

Staff engaged in a wide range of other related professional learning programs and coursesincluding: Catholic Education, Diocese of Parramatta (CEDP) Leadership program; ReadingRecovery specialist training; Personalised Plan Moderation; Autism Spectrum Disorder (ASD)workshops; Challenging Behaviour training; Project Based Learning and Teaching Pedagogiesworkshops, Positive Behaviour Support for Learning (PBS4L) workshops, Emergency Care andCardiopulmonary Resuscitation (CPR) training, Child Protection training, Extending MathematicalUnderstanding (EMU) specialist training and data analysis days.

A number of staff also undertook independent self-directed learning, additional tertiary studyand/or online courses during 2018. This has been recorded to support them in maintainingproficient teacher status.

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School Improvement

Annual school prioritiesPriority 1 For students to demonstrate their understanding of the 'spiritual

sense' in Scripture and demonstrate an ability to articulate themeaning of Scripture using a school based tool

Reason for priority 1 As a centre of the new evangelisation we wanted staff and students tobe able to express their understanding of the gospel and include it intheir daily lives and experiences.

Steps taken to achievepriority 1

Students demonstrated their understanding through 'purposeful talk',and embodiment through movement, art and dramatic presentation.

Teachers participated in professional learning on:the spiritual sense of Scriptureassessment using learning intentions and success criteriathe charism of Nano Naglefeedback to students.

Teachers used the three big questions when reading and sharingScripture:

What happened?What is God telling me?What is God asking me to do?

Status of priority 1 Achieved

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Priority 2 In 2018 for all students to grow in at least one year's growth incomprehension, supported by deep analysis of data informing ourteaching and learning - to be measured by NAPLAN, ProgressiveAchievement Tests in Reading (PAT-R), reading continuum and studentgoal appraisal

Reason for priority 2 In 2017 we looked closely at our every day data in order to informteaching in 2018. Through action research our teachers observed howsmall changes allowed us to see a shift in students' reading behaviours.Our Early Years Assessment (EYA), NAPLAN and PAT-R results still,however, showed that, although we had reduced vulnerability, we hada number of students who had not made growth or who had shownnegative growth.

Steps taken to achievepriority 2

Students understood the learning intentions.

Students co-constructed and evolved success criteria to guide theirlearning.

Teachers created learning intentions aligned with the syllabus andother key documents.

Teachers used data sources to inform the evolving success criteria andplanned learning experiences that allowed success to be visible to allstudents.

Status of priority 2 Achieved

Priority 3 In 2018 for all students to grow in at least one year's growth in placevalue and multiplication and division, supported by deep analysis ofdata informing learning and teaching

Reason for priority 3 We found that the growth we had seen in multiplication and divisionhad not been transferred to the place value domain. Our data showedsome reduction in the numbers of vulnerable students. Our data alsorepresented an increase in middle bands with an under-representationin the upper bands.

Steps taken to achievepriority 3

Students engaged in differentiated and challenging Mathematical tasks.

Students engaged in co-construction of success criteria.

Students communicated learning intentions and success criteria in theirown words.

Teachers participated in the design, construction and monitoring ofdata walls and provided daily 'live' data.

Teachers planned a scope and sequence to find alignment and linksacross strands and to ensure equitable use of resources.

Status of priority 3 Ongoing

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Projected school prioritiesPriority 1 For students to engage in inquiry based learning in Religious Education,

so that they demonstrate an enhanced engagement, measured throughschool based assessment

Reason for Priority 1 In keeping with the Catholic Education, Diocese of Parramatta systempriority in Religious Education, St Michael’s Primary School will beimplementing the new Religious Education Curriculum in2019. Therefore, the focus will be on quality learning through inquiryand formation in Religious Education.

Steps to be taken toachieve Priority 1

Teachers will:develop learning cycles using an inquiry based pedagogy,facilitating deep learning in accord with the statements ofinquiryensure multiple entry points for diverse student ability withinexperiences of surface, deep and transfer of learningrespond to student wonderings with clarity and in reference toaccurate theological understanding as named in the learningfocusreflect on, and evaluate, student learning to amend practice

Priority 2 For all students to achieve one year's growth in writing with studentprogress measured using the National Literacy Learning Progressions(NLLP), with a focus on crafting ideas, text forms, features andvocabulary

Reason for Priority 2 We aim to continue to grow our students as proficient writers. Our2018 NAPLAN data indicated that less than half (45%) of Year 3students were proficient writers. There has been a downward trendover the last six years. This trend also indicates that about a two-thirdsof our Year 3 proficient writers may be unable to maintain proficiencyin Year 5.

Steps to be taken toachieve Priority 2

Teachers will:make success visible to students through anchor charts andexemplars of student writingcreate learning intentions aligned with the syllabus and otherkey documentsuse data sources to inform the evolving success criteria and planlearning experiences that allow students to succeedgive students timely and specific feedback in line with successcriteria which will support students in their next stepsengage in moderation using the NLLP to develop and evaluatequality learning

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Priority 3 Students will improve their skills in reasoning to solve challenging, richproblems through the use of analysing, generalising and justifying.

Reason for Priority 3 Of Year 5 students 49% had at, or above, expected growth in NAPLANfor the last two years. Mathematics Assessment Interview (MAI) data isshowing that students are 'getting stuck' on growth point 2 and growthpoint 4 in place value. MAI data is also showing that students are'getting stuck' on growth point 2 and growth point 4 in multiplicationand division.

Steps to be taken toachieve Priority 3

Teachers will:provide regular, timely and specific feedback to progressstudent learningdeconstruct learning intentions and co-construct success criteriaduring reflection timecollaboratively plan challenging tasks, that require problemsolving, using the syllabus and student dataprovide opportunities for challenging, rich learning

Community Satisfaction

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Community Satisfaction

Parent satisfactionThe Tell Them From Me survey data collected in 2018 showed parents were welcomed andinformed. They supported learning at home and felt the school supported learning and positivebehaviours. Parents believed the school was a safe place where behavioural issues were dealtwith in a timely manner. They felt the school was inclusive and that staff took an active role inmaking 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 Tell Them From Me survey data collected in 2018 showed students were interested andmotivated to learn. They valued schooling outcomes and had clear expectations for success.Students displayed positive behaviours at school and there were positive teacher and studentrelationships. They had friends at school they could trust. Students felt the classroom instructionwas well organised, with clear purpose and with immediate feedback that helped them learn, and that it was also 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 Tell Them From Me survey data collected in 2018 showed teachers collaborated and thelearning culture at the school was very positive. They felt that data informed their practice andthey provided feedback to their students designed to improve performance. Teachers helpedtheir students set challenging goals. They felt the school was very inclusive. Teachers felt thatparental involvement was growing and the school provided all staff with many professionallearning opportunities.

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Student Profile

Enrolment PolicySt Michael'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 335 396 731

2017 333 405 738

2018 322 392 714

Most families leaving the school moved out-of-the area or interstate. A few children wereaccepted to Opportunity Classes within the Department of Education and Training (DET).

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 93

Year 5 94

Year 6 93

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) 452

Students with disablities (SWD) 43

Indigenous 18

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 involvingSt Michael's Primary School, Blacktown South Page 17

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 careAt St Michael's Primary School we have as our basis the belief that each member of our schoolcommunity is a unique person created in the image of God and must be valued as such. It wasthrough our school motto, Love One Another, that we endeavoured each day to show ourcommitment to this belief and that:

Positive student management creates an atmosphere of total care within our schoolcommunity.Student management supports parents in their role as primary educators of theirchildren.Student management aims to help each child grow to his or her potential socially,emotionally, spiritually, academically, intellectually and physically.Student management enables children to be responsible for their own behaviour and toidentify inappropriate behaviour, make better choices and modify their actions whenrequired.

St Michael's Primary School has an Anti-bullying policy as part of our Welfare and Wellbeingpolicy which was communicated to staff, students and parents through assemblies andnewsletters. Bullying is totally against the mission and vision of St Michael's Primary School.

Ensuring children's understanding and appropriate actions was supported through:Religious Education programscelebration of Eucharist, liturgies and events such as Harmony Daywhole-school assembliesdevelopment of ideals, values and attitudes within Science, History and Geographysessions

Our policies are based on the principals of natural justice and procedural fairness and the schoolexpressly forbids corporal punishment. The full text of student management, welfare anddiscipline policies can be obtained through the school office.

There were no changes to our policies 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. A copy of the school policy is available from the school office oris available on the CEDP website http://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 (65.9%)Capital (0%)State (19.2%)Fees (14.1%)Other (0.8%)

Capital (1.5%)Salary (77%)Non-Salary (21.5%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $5,694,689

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,658,494

Fees and Private Income 4 $1,219,600

Other Capital Income 5 $71,216

Total Income $8,643,999

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $119,786

Salaries and Related Expenses 7 $6,344,515

Non-Salary Expenses 8 $1,772,057

Total Expenditure $8,236,358

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.

14.1%

19.2%

65.9%

■■■■■

21.5%

77%

■■■

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