St Patrick's Primary School, Blacktown51-59 Allawah Street, Blacktown 2148Principal: Mrs Anne MarrinsPhone: 9621 4122 Fax: 9671 4903Email: StPatsBlacktown@parra.catholic.edu.auhttp://www.stpatsblacktown.catholic.edu.au

Introduction

About the Annual School ReportSt Patrick'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 2017 and gives informationabout the 2018 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 2017 Annual School Report for St Patrick's Primary School,Blacktown. Inspired by our mantra for 2017, 'learning for life', students were able to develop anunderstanding and valuing of lifelong learning.

At St Patrick's Primary School our mission is to celebrate a multicultural, Christ-centredcommunity, where all members collaborate to provide a learning environment that nurtures theholistic development of the individual.

We believe:in a Christ-centred community celebrating our Catholic faith and traditionthat student-centred, individualised teaching and learning foster lifelong, independentlearnersthat an inclusive and nurturing environment supports the personal growth of all studentsthat students, staff, parents, parish and the wider community working in partnershipenhances the learning of all students

St Patrick's Primary School has a long tradition of providing a welcoming and inclusiveenvironment that fosters a lifelong passion for learning. We are proud of the multiculturaldimension of the school which adds to the richness of life at our school. Our Catholic faithunderpins all aspects of school life, developing in our students a deep understanding of theirfaith.

St Patrick's Primary School is committed to excellence in learning and teaching. Students areengaged in challenging learning through differentiated and meaningful experiences.

The school works in partnership with parents to provide opportunities for parent involvement inlearning and community life. Teachers maintain regular communication with parents and theschool reports to families twice a year, with interviews being held following the mid-year report.

I would like to take this opportunity to wish our Year 6 students well as they settle into highschool and to thank them for the gift of the Madonna and school motto, 'Under your protection,Mary', plaque for the school foyer.

ParentAt St Patrick's Primary School the Parents and Friends Association (P&F) met once a term todiscuss and receive updates on educational, pastoral and maintenance matters pertaining to therunning of the school. Parents were encouraged to become involved and they enjoyed a strongpartnership with the school. Parents helped at events such as the swimming and athleticscarnivals, the school cross country as well as excursions, classroom reading, book covering andMathematics resource development.

The fundraising committee, through numerous activities such as raffles and our Mothers andFathers Day stalls, was able to provide funds for the purchase of laptops and iPads and tosubsidise school celebrations.

Parents were always welcome to the sacramental, liturgical and social celebrations held duringthe year. This, too, was an example of the strong partnership between parents, school andparish.

We look forward to continuing to grow this partnership in the years to come.

StudentDuring 2017 we had a wonderful celebration for St Patrick's Day with a Talent Quest and thewearing of our national costumes for Harmony Day. The Drama Club performance and the 'MiniVinnies' fundraising events for the missions were highlights.

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We celebrated masses and assemblies during the year for special occasions such as CatholicSchools Week. We participated in sport carnivals and enjoyed the Maths Olympiad, school choir,Kitchen Garden and the Coding and Chess Clubs.

Throughout the year there were interesting excursions and incursions with students always readyto participate and learn. In 2017 we received new resources such as sporting equipment, laptops,chrome books and iPads.

We look forward to another outstanding year for St Patrick's Primary School in 2018.

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Who we are

History of the schoolSt Patrick's Primary School opened with 35 students in 1919. It was administered by theParramatta Sisters of Mercy and was originally situated in Patrick Street, Blacktown. In 1986 theschool was relocated to its present site in Allawah Street. The Sisters of Mercy withdrew from theschool in 2000 and the first lay principal was appointed.

The school is well-equipped with learning spaces for two streams in each grade and spaciouslandscaped outdoor learning and playing areas. The teachers are committed to providing qualitylearning and teaching and the latest technology supports this learning. The parish team plays avital role in the everyday life of the school and the parish priest and assistant priests support theReligious Education program and the liturgical life of the school.

Location/drawing areaThe school is located in Blacktown and draws on students from Blacktown and serves the parishof Mary, Queen of the Family, Blacktown.

St Patrick's Primary School is a vibrant, multicultural faith community based on gospel values andthe teaching of Jesus Christ. The school motto, Under Your Protection, comes from the Sisters ofMercy, 'sub tuum praesidium' and Mary, the Mother of Mercy, is our model for Christian living.

We value the strong sense of Catholic community that exists between the parish and school,recognising it as a means of nurturing faith development within each individual.

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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

24

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 23

Number of teachers currently undertaking accreditation to teach Religious Education 1

Number of non-teaching staff (includes teachers' aides) 5

Percentage of teachers who are indigenous 0

The average teacher attendance for 2017 94

Percentage of 2017 teaching staff who were retained from 2016 92

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesAn important aspect of the liturgical life at St Patrick's Primary School was the attendance eachweek of classes at the parish mass on Thursday mornings. Parishioners commented on theprayerful participation by the students. Whole-school masses were held for the opening of theschool year, Mothers Day, end of year thanksgiving, Year 6 Graduation, and on major feasts suchas the Assumption.

Liturgies were held to celebrate events including: St Patrick’s Day, Harmony Day, Catholic SchoolsWeek, Fathers Day, ANZAC Day, Mercy Day and St Mary of the Cross MacKillop’s Feast Day.

The school supported and attended the parish Sacramental celebrations for First Eucharist inJune, Confirmation in September and Reconciliation in November.

Prayer was an important aspect each day at St Patrick's Primary School. The whole school prayedtogether at morning assemblies on Mondays and Fridays and prayers were said throughout theday. Every day at midday the whole school prayed the Angelus.

Staff facilitated prayer at the start of every staff meeting and staff prayer sessions were heldfortnightly. The Professional Learning Day in term 2 was dedicated to staff religious formationand spiritual reflection.

At times the whole school gathered to practise songs for liturgies. Catholic symbols and sacredspaces, reflecting the Church seasons, were a focus throughout all areas of the school.

Social JusticeA highlight of the social justice initiatives at St Patrick's Primary School was the work of ourstudent 'Mini Vinnies' team. The group met regularly with a teacher leader to examine issues andorganise fund raising events to assist those less fortunate in our society. Two major collections offoodstuffs were held in July and December to raise supplies for parish chapter of the St Vincentde Paul.

The Lenten appeal for Caritas was supported throughout the school with funds donated toMercy Works for their various outreach projects. Funds raised through mufti days for missionprojects, demonstrated the generosity of the St Patrick's Primary School community. Themulticultural nature of the school was embraced and celebrated, particularly on Harmony Dayand the feast of Our Lady Help of Christians.

School home and parish partnershipsThere were many areas of school, home and parish involvement. Our parish priest was a regularvisitor to the school, speaking with teachers, parents and students. Learning spaces throughoutthe school were used by the parish and the parish-based Sacramental program was supported bythe school. Religious and parish matters were communicated through the school newsletter.

The welcoming of families from other cultures was facilitated by the parish and schoolcommunity. A weekly homework group held in the All Saints of Africa Centre was supported bythe school.

Parents were involved in, and assisted with, groups in classrooms, in the library, at working bees,excursions, sporting events and fundraising activities. The Parents and Friends Association meteach term and curriculum or educational topics were part of the agenda. At the beginning of theyear students and teachers invited parents into the classrooms for a 'Learning Tour'.Parent/teacher conferences were held formally after the semester 1 reports in June and teacherswere always available for meetings with parents. Parents were invited to attend school liturgiesand Eucharistic celebrations.

Religious EducationReligious Education was a major focus and its influence extended through all other Key LearningAreas. Religious Education studies were based on the Catholic Education, Parramatta, Diocesandocument, Sharing Our Story. Whole-school and class worship and prayer were an integral part ofSt Patrick's Primary School, Blacktown Page 6

document, Sharing Our Story. Whole-school and class worship and prayer were an integral part ofthe school's program in Religious Education.

Pastoral care of students is of primary importance.

The care and wellbeing of students was emphasised at all times. The students were explicitlytaught to understand and action acceptance, welcome and forgiveness to enable a sense ofbelonging to St Patrick's school.

The spirit of community and family is a cherished characteristic of our school.

Professional Learning of staff in Religious EducationThroughout 2017, staff of St Patrick's Primary School participated in professional learning aboutthe three levels of Scripture, using the Scripture scaffold in their teaching and implementing theprayer scope and sequence from Sharing our Story. Learning about the links between traditional/non-traditional prayers and the Scripture was consolidated with reference to various forms ofprayer, including Christian meditation and exploring the Scriptures.

The professional learning day in term 2 enabled staff to reflect on, and enrich, their own spiritualjourney.

One teacher completed a Masters in Religious Education.

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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 2017. 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 2017

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 79 94 54 75

Literacy 92 95 48 73

Reading 94 95 52 74

Writing 98 96 58 74

Spelling 90 94 60 69

Numeracy 90 96 46 67

NAPLAN RESULTS 2017

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 86 92 49 59

Literacy 94 93 56 57

Reading 87 94 58 63

Writing 95 92 32 48

Spelling 97 94 54 63

Numeracy 90 95 55 58

The 2017 NAPLAN results showed an improvement in writing and spelling for Year 3 and inLiteracy, reading, spelling and Numeracy for Year 5. The results reflected that Literacy andNumeracy had been a major learning focus. Teacher professional learning and the interventionprograms that had been implemented during the past three years impacted on student learning. St Patrick's Primary School, Blacktown Page 8

In Year 3, over 90% of students achieved at, or above, the national minimum standard,particularly in Literacy, reading and writing. In Year 5, over 90% of students achieved at, or above,the national minimum standard, particularly in Literacy, spelling and writing.

In Year 3, over 50% of students achieved in the top three bands in grammar and punctuation,reading, spelling and writing. In Year 5, over 50% of students achieved in the top three bands inLiteracy, reading, spelling and numeracy.

The NAPLAN results identified reading and Numeracy as areas for improvement in Year 3. TheNAPLAN results identified Numeracy as an area for improvement in Year 5. The school continuedthe implementation of the Extending Mathematical Understanding (EMU) program to improveNumeracy learning and teaching. Writing, reading comprehension and Numeracy will be thelearning focus in 2018.

School curriculumThe NSW Education Standards Authority (NESA) syllabus requirements were implemented fromKindergarten to Year 6 ensuring all students achieved outcomes from the continuum of learning,appropriate to each student's next stage of learning. Teachers collaboratively differentiated thecurriculum to meet diverse student learning needs.

The diversity teacher team collaborated with class teachers to develop personalised plans andcurriculum adjustments for students with additional needs and supported the implementation ofthese plans in the classroom. The diversity team facilitated a Kitchen Garden program to developand improve oral language skills for students from Kindergarten to Year 6. Two Reading Recoveryteachers and a Numeracy intervention teacher provided intervention for students in Year 1 whohad not achieved the Kindergarten benchmark.

A satellite class, managed by the Autism Spectrum Association, supported the learning of tenstudents from Kindergarten to Year 6 and their integration into mainstream classes for part ofeach day.

Specialist teachers in Physical Education (skills and games) and Creative Arts (music, dance anddrama) provided lessons in skill development for students from Kindergarten to Year 6.

St Patrick's Primary School provided a range of co-curricula activities including; Voice of Youthpublic speaking for Stage 3 (Years 5 and 6), University of NSW competitions in English,Mathematics, Science, Writing, Spelling and Technology for Years 3 to 6, school choir, CaptivateChoral performance, Drama Performance Group, Coding Club, keyboard lessons, Gymnasticsprogram for Years 3 to 6 and a Swimming program for Kindergarten to Year 4.

Initiatives to promote respect and responsibilityTo promote respect and responsibility St Patrick's Primary School students were guided by theschool values; be respectful, be responsible, be a learner, be safe, be like Jesus. The values weresupported by eight pointers; be friendly and gentle; hats on; hands off; look, listen and learn;quick, quiet quality tasks; rubbish in bin,

Students were acknowledged for respectful and responsible behaviour with the awarding of 'StPat on the Back' cards. These cards were accumulated from 10 to 50 to achieve: Bronze (10),Silver (20), Gold (30), Principal (40) and Mission (50) awards. These awards were presented atFriday morning assemblies and at a stage assembly each term.

The Year 6 student leadership team of school captains, mission, media and sport leaders wereelected by their peers. They modelled school values and promoted respect when leading morningassemblies. At assemblies school and national pride and a respect for the Australian flag andanthem were fostered.

Restorative Practices provided a framework for students to resolve conflict, repair harm andrestore relationships with respect for others.

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Professional LearningProfessional learning undertaken by staff in 2017 included:

teaching reading comprehensiontracking and monitoring student learning against the reading and writing profiles administering and analysing running recordsassessment for learning using learning intentions and success criteriaanalysing the Mathematical Assessment Interview (MAI) to determine student 'stickingpoints'Multiplicative Thinking professional learning course to increase teacher capacity to assiststudents to move from additive to multiplicative thinking when problem solvingProject Based Learning (PBL) for Stage 3 teachersusing chrome books to enhance student learningdisability standards trainingchild protection training

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School Improvement

Annual school prioritiesPriority 1 To strengthen student understanding of Scripture

Reason for priority 1 This priority was chosen:to sustain knowledge of the link between Scripture and prayerto introduce the three levels of Scripture as a learning scaffoldto increase Religious Literacy Assessment data results in prayerand Scripture

Steps taken to achievepriority 1

These included:professional learning meetingsprofessional readingsstaff prayer and reflection sessionsstaff professional learning day on spiritual reflection

Status of priority 1 Ongoing

Priority 2 For all students to demonstrate growth in reading comprehension

Reason for priority 2 This priority was chosen because:NAPLAN and Pat-R data identified reading comprehension as anarea of learningto consolidate the learning in writing in 2016to meet the learning needs of English as a SecondLanguage students with a focus on oral language development

Steps taken to achievepriority 2

These included:professional learning meetingsprofessional dialogueprofessional readingsdeveloping reading cluster folderstracking and monitoring student reading cluster growth

Status of priority 2 Ongoing

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Priority 3 For all students to demonstrate growth in the domain of multiplicationand division

Reason for priority 3 This priority was chosen:to consolidate the learning from 2016NAPLAN Numeracy data indicated students in Years 5 and 6were not progressing from middle bands into top bandsMathematical Assessment Interview (MAI) data indicated themultiplication and division domain as an area of need forstudent learning

Steps taken to achievepriority 3

These included:professional learning on the analysis of MAI data professional learning on multiplicative thinkingprofessional learning to plan targeted teaching and learningusing student data and syllabus professional readingsprofessional dialogue

Status of priority 3 Ongoing

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Projected school prioritiesPriority 1 To deepen student knowledge, understanding and lived experience of

the Sacraments

Reason for Priority 1 This priority was chosen:to build on and sustain learning about Scripture and prayer RLA data indicated Sacraments as an area of need for studentlearningto foster a community of sacramental people

Steps to be taken toachieve Priority 1

These will include:professional learning exploring the Sacraments, implementing aprayer and Sacraments scope and sequence, using theSacraments as the focus for prayerprofessional readingsstaff prayer and reflection sessionsprofessional learning day on Sacramental experiences

Priority 2 For all students to demonstrate growth in reading and comprehensionof complex texts

Reason for Priority 2 This priority was chosen:to consolidate the learning in the area of writingto consolidate and extend the learning in oral literacy in YearsK-2NAPLAN and PAT-R data indicate reading comprehension as anarea of need for student learning

Steps to be taken toachieve Priority 2

These will include:professional learning on oral language, reading comprehensionand its reciprocity to writingprofessional readingsprofessional dialogueassess, track and set student learning goals around readingcomprehension and writing using the national literacy learningprogressions and PAT-R comprehension data

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Priority 3 For all students to demonstrate growth in problem solving in thedomain of multiplication and division

Reason for Priority 3 This priority was chosen:to build on and sustain learning in multiplicative thinking inStage two from 2017to extend the learning in multiplicative thinking into Stage threeNAPLAN Numeracy data and Mathematical AssessmentInterview (MAI) data indicate problem solving as an area ofneed for student learning

Steps to be taken toachieve Priority 3

These will include:professional learning on multiplicative thinking and problemsolving approachesprofessional learning on providing targeted feedback tostudents based on learning intentions, success criteria, syllabusoutcomes and growth pointsprofessional reading professional dialogueassessing, tracking and setting student learning goals based onthe MAI and growth point data

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2017, Catholic Education, Diocese of Parramatta engaged Insight SRC to conduct theQuality Catholic Schooling (QCS) survey to provide feedback to parents, students and staff aboutSt Patrick's Primary School.

QCS data showed that it is important to parents for their children to participate in prayer andcelebrate liturgies and Sacraments at school. Parents believed that they had opportunities, andwere encouraged, to participate in the life of the school and that their views and concerns weretaken seriously by the school.

Parents believed that the teachers were committed to providing quality learning; that thelearning was stimulating; and that their children were highly motivated to learn. Parentsindicated that their children had positive relationships with their peers and enjoyed being atschool.

Student satisfactionThe QCS student data showed that St Patrick's Primary School students valued the opportunitiesto participate in liturgies and sacramental celebrations. They believed that it was important tobe involved in their local Catholic parish, to participate in social justice activities and to act in acompassionate manner.

Students indicated that they were provided with stimulating learning and were motivated andconfident to learn. The students felt they belong to the school community and enjoyed attendingschool.

Teacher satisfactionThe QCS Catholic culture data showed that teachers believed in the importance of involvementin their local Catholic parish, participating in prayers, liturgies and sacramental celebrations inthe school community, being compassionate and supporting social justice activities.

Teachers valued a collaborative approach in order to provide for student learning and wellbeingeffectively. Teachers were committed to high standards, achieving the goals of the school and toengage in partnership with parents to improve student learning.

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Student Profile

Enrolment PolicySt Patrick's Primary School follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. This document can be obtained from the school office or can beaccessed on the CEDP website http://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolmentYear Boys Girls Total

2015 170 134 304

2016 167 142 309

2017 178 150 328

The total number of enrolments increased in 2017 as there was a greater number of Kindergartenenrolments than Year 6 students who left at the end of 2016.

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

Kindergarten 93

Year 1 95

Year 2 95

Year 3 95

Year 4 94

Year 5 97

Year 6 96

School Average 95

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

Language background other than English (LBOTE) 257

Students with disablities (SWD) 24

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.

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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 careSt Patrick's Primary School has developed a Student Pastoral Care and Management policy thatfocuses on the welfare and positive behaviour of the students. It is based on procedural fairnessand it expressly forbids corporal punishment. In our multi-cultural community acknowledgingand respecting difference is fostered. Data from students, staff and parents is used to evaluatethe effectiveness of the student management and wellbeing procedures. During 2017 there was asignificant improvement in student behaviour in the classroom and on the playground throughteacher expectations and the ongoing implementation of the Restorative Practices framework.

The award system promoted the development of respectful, responsible and safe students.Students who displayed these school values received a 'St Pat on the Back' award. Anaccumulation of these awards led to Bronze (10), Silver (20), Gold (30), Principal (40) and Mission(50) certificates.

During 2017, students experiencing difficulties in managing their behaviour were supportedthrough case conferences involving relevant Catholic Education, Diocese of Parramatta (CEDP)and other external personnel and resources. Communication with parents was an importantaspect of our procedures.

Restorative Practices, a framework for building, repairing and maintaining relationships forlearning and for life, was introduced in 2014. Each year student, parent and teacher workshopsbuild on the previous year's learning about this approach to support the creation of a respectfullearning environment. Restorative Practices reflected our Catholic values of justice, compassionand forgiveness. It recognised that mistakes were opportunities for learning and consequenceswere designed to assist students to learn from their mistakes.

Students and teachers used the guiding questions to resolve issues and restore healthyrelationships:

What happened?Who is hurt or sad?What were you thinking?What are you thinking now?How can you fix it?

Restorative Circles provided a forum for students to experience a community of trust where theywere listened to, assisted to listen to others and to accept responsibility for repairingrelationships.

The school continued to use our Anti-Bullying policy and procedures during 2017. Lessons onbullying awareness were conducted during Personal Development, using the resources from theBullying-No-Way website. Our annual bullying audit helped to identify possible issues for theteachers to address with students and parents.

During 2017 the focus was on increasing student capacity to repair harm and maintainrelationships. Students were guided through a process of reflection to collaboratively developappropriate consequences.

What do you need to say to the other person?What will you do for the person to rebuild the relationship?What new behaviour do you need to practise?

There were no changes to the policies in 2017.

The full texts of the Student Pastoral Care and Management policy and the Anti-Bullying policy areavailable through the school office.

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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. A copy of the school policy is available from the school office or is available onthe CEDP website http://www.parra.catholic.edu.au/you-choose/policy-central/policy-central.aspx.

There were no changes to the policy during 2017.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (63.8%)Capital (0%)State (22.6%)Fees (12.9%)Other (0.6%)

Capital (0.5%)Salary (76.9%)Non-Salary (22.5%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $2,908,168

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,029,723

Fees and Private Income 4 $588,322

Other Capital Income 5 $29,245

Total Income $4,555,458

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $23,623

Salaries and Related Expenses 7 $3,318,165

Non-Salary Expenses 8 $970,610

Total Expenditure $4,312,398

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.

12.9%

22.6%

63.8%

■■■■■

22.5%

76.9%

■■■

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