Delany College, GranvillePO Box 814, Granville 2142Principal: Mr Robert MuscatPhone: 9637 7788 Fax: 9637 8819Email: Delany@parra.catholic.edu.auhttp://www.delanygranville.catholic.edu.au

Introduction

About the Annual School ReportDelany College is registered by the New South Wales Education Standards Authority, NESA, as amember 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 2016 and gives informationabout the 2017 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 pleased to be able to present to you our Annual School Report for 2016.

We are a Catholic, coeducation high school that serves the Granville area under the auspices ofCatholic Education, Diocese of Parramatta (CEDP). We are proud to celebrate out Patricianheritage in a modern world while still holding true the values of the Patrician brothers whostarted a school on this site in 1942. Our college motto: Love, Serve Hope, reflects the vision ofBishop Daniel Delany, the founder of the Patrician Brothers who said 'love God and live togetherin peace and charity'.

Our innovative teaching and learning model is underpinned by the Delany Connected Learningprinciples. They are encapsulated within the 4C pedagogy framework as well as the learningwheel framework. The 4Cs pedagogy incorporate the four capabilities: communication, criticalreflection, collaboration and creativity into all facets of student and teacher learning. Moreover,teachers and students apply the learning dispositions from the learning wheel to enhancemetacognitive abilities.

The college will continue the multitude of other programs it runs such as extension programs inall subject areas, extra-curricular and co-curricular activities such as debating, representativesport, public speaking, mock trial, social justice groups, World Youth Day (WYD) participation,and the creative and performing arts program, CAPTIVATE.

ParentThe college values parental involvement and knows that we are not acting alone in the educationof young adults.

During 2016 there were many functions that included and required parental support.

The Quality Catholic Schooling survey indicated parents were extremely satisfied with studentlearning and safety at the college.

StudentIn 2016 the college provided opportunities for student voice in regards to learning and theresults showed that students from all age groups were satisfied with their learning experiences.Students were encouraged to involve themselves in all aspects of the college life from sportingevents, cultural activities and social functions.

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Who we are

History of the schoolDelany College is a Catholic, co-educational, secondary day school that was established in 1997.It was borne from Patrician Brothers Granville which was opened on this site in 1942 as aCatholic boys school by the Patrician Brothers.

The college has a rich, local history that reflects the many changing influences of the area since1942. It has strong Catholic traditions started in 1880 when the first Catholic church was openedin Grimwood St, Granville. In 1885 the Sisters of St Joseph opened Holy Trinity Primary School,which is still operational today.

Location/drawing areaThe school is located in Grimwood St, Granville and draws students from:

Holy Trinity Primary, GranvilleHoly Family Primary School, Granville EastSt Patricks Primary School, GuildfordSt Margaret Mary's Primary School, MerrylandsSt Oliver's Primary School, Harris ParkOur Lady Queen of Peace, Greystaneslocal state primary schools

The college is an easy walk from Granville and Merrylands train stations and is serviced by manylocal buses.

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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

51

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 19

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 13

Percentage of teachers who are indigenous 0

The average teacher attendance for 2016 93.64

Percentage of 2016 teaching staff who were retained from 2015 66.67

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesThere were a number of liturgical celebrations in 2016 including our Opening School Mass, AshWednesday, a Stations of the Cross Liturgy, our Graduation Mass and our Advent Mass.

We were extremely fortunate to have a number of priests be a part of our community this yearand celebrate with us, sharing their vocation with the staff and students. Memorably we also hadthe Way of Mercy, pilgrimage of the relics and cross, visit our Granville community. Holy TrinityPrimary School and Delany College celebrated the Year of Mercy in a deeply spiritual way whenwe welcomed the relics of Mary Mackillop and Saint Teresa of Calcutta to our school. Thiscelebration highlighted the theme of mercy in our community.

Social JusticeOur Saint Vincent De Paul program flourished under the guidance of the 'Vinnies' group. Therewere a number of students and staff who volunteered for the Vinnies Van on Tuesday nights. TheDoorknock appeal, a signature day at Delany College which unites students past and present inthe spirit of giving, was also a great success. Our community came together on a Saturdaymorning and became the face of Christ in our community. Finally, our Christmas Hamper Appealonce again showcased the generosity of the Delany community. An impressive number ofhampers were collected for families who needed a little extra help over the festive season.

School home and parish partnershipsIn 2016 three staff and five students embarked on the World Youth Day pilgrimage to thePhilippines and Poland, a school, home and parish partnership. This experience allowed pilgrimsto be immersed in the culture of the Philippines and lend a helping hand in some of the schoolson the Island of Bohol. The pilgrims then travelled to Poland where the theme of 'Blessed are themerciful for they shall receive mercy' was reinforced time and time again. Visiting Auschwitz andBirkenau concentration camps was a stone cold reminder of what happens when people are voidof mercy. Pope Francis challenged pilgrims to go out into the world and be vessels of mercy, amessage which was brought back with the pilgrims to our Delany community.

Students also attended mass on Friday mornings at the local parish and received the Sacramentof Reconciliation as well.

Religious EducationOur senior students all undertook either the Studies of Religion Course or the Catholic StudiesCourse in 2016. The Studies of Religion Course is an academically rigorous course which delvesinto the religious landscape in Australia and the belief systems of Judaism, Islam and Christianity.This course gave students the scope to examine the world from a variety of perspectives. OurCatholic Studies students were able to look into our Catholic faith in a deep and meaningful way.Their study of Catholicism allowed them to understand the Catholic world view better and theways in which our faith affects the world around us.

In our Years 7-10 Religious Education classes students explored through collaboration,communication, creativity and critical reflection our Catholic church, history, rituals, personalitiesand beliefs. Many projects were undertaken with a ‘real world’ context such as writing letters ofrecommendation to the Australian Catholic Bishops Conference, planning liturgical celebrationsand mapping personal pilgrimages. These projects gave students the scope to explore their ownfaith as well as think critically about the issues that face our world.

In addition to the Catholic Education, Diocese of Parramatta (CEDP) set curriculum, students inStage 5 also participated in ‘Faith in Action’, a project specially designed to challenge students inthe Year of Mercy to be the Face of Mercy. Students independently undertook a range of projectssuch as disability awareness campaigns, fundraisers for Papua New Guinea and creating sanitarypacks for Youth of the Streets. This assignment gave students insight into the needs in our localand global communities. Through unpacking the beatitude, 'Blessed are the merciful for theyshall receive mercy', our students developed a deep empathy with these communities and agenuine desire to be of service.

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Professional Learning of staff in Religious EducationStaff undertook professional learning in Catholic values, examining how they can be incorporatedinto teaching programs in an authentic way. Furthermore, staff partook in a Staff Formation Daywhich focused on the way mercy is seen in the world and in the curriculum. A priest from theInstitute for Mission was a keynote speaker on the day and explored how mercy can be seen inboth the classroom and abroad.

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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 2016. 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 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year7

Grammar and Punctuation 94 93 42 54

Literacy 91 93 27 50

Reading 89 95 28 54

Writing 86 90 16 41

Spelling 91 93 53 56

Numeracy 92 96 31 59

NAPLAN RESULTS 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 78 91 16 41

Literacy 82 89 18 42

Reading 80 93 24 47

Writing 78 83 20 32

Spelling 83 91 38 49

Numeracy 89 96 30 50

The college worked explicitly on literacy and numeracy, implementing them in all subject areas.The results we saw when we compared students' Year 7 and Year 9 results show theimprovements each student made. This supported our focus on point of need learningexperiences and assisted us in ensuring all students achieved their personal best results.Delany College, Granville Page 7

The college reviewed the comparative data from Year 7 to Year 9 students and initiated changeto teaching strategies to ensure continued improved student learning. While the table abovesuggests we are just below Australian average, the college is proud of the individual students'learning gains that have been made. School investigation of individual results demonstrates thatour Extending Mathematical Understanding (EMU) intervention is increasing our students'mathematical understanding. Year 9 now has only 2% below the National Minimum Standards(NMS) from Year 7 where there were 12% below NMS.

It is believed that the deliberate teaching of thinking strategies has been responsible for thisgain. This concept has been adopted into all other curriculum areas.

Record of School Achievement (RoSA)Students who leave school before receiving their Higher School Certificate (HSC) will receivethe NSW Record of School Achievement (RoSA). It records completed Stage 5 and PreliminaryStage 6 courses and grades, and participation in any uncompleted Preliminary Stage 6 courses. Itis of specific use to students leaving school prior to the HSC.

In 2016, four students requested a RoSA at the end of the Preliminary Course and five studentsrequested a RoSA at the end of Stage 5.

Higher School Certificate (HSC)Percentage of students in performance bands 4, 5 and 6 compared to the state.

Higher SchoolCer ficate

Percentage of students in top 3 bands

2016

School State

Studies of Religion I 94 76

English Standard 50 49

English Advanced 87 90

Modern History 100 73

Society and Culture 88 79

Many students achieved their personal best results in the 2016 HSC exam and the collegeis proud of their achievements. These results reflect the college's explicit teaching strategies andour consistent expectation that students continue to improve with hard work and goal setting.

The students performed better than expected based on their NAPLAN results. This is a trend thathas developed over the last five years effected by targeted teaching and learning strategies. Incomparison to similar schools, Delany College students performed better overall incomparable subjects.

Students in the Music 1 course, Society and Culture and Studies of Religion 1 and 2 haveachieved results above what was expected of them. These subjects all achieved above the Statemean.

Mathematics and Science courses did not achieve as well as expected. The college has identifiedthe need to improve basic numeracy skills and well as the students' self belief in their ability inMathematics and Science.

School curriculum

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Delany College delivered a collaborative model of education with an integrated curriculumfocused on real-world outcomes and the process of learning. The college offered a state of theart, flexible learning space, which included education-specific, technology-optimised furniture,audiovisual technology, video conferencing and the ability to show, capture and share‘teachable’ moments at any time. Contemporary learning theory shows students learn best whenlearning is personalised and relevant to their experience of the world. Modern life and workrequires new skill sets including the ability to learn, relearn and apply learning to newexperiences.

Learning at Delany College was based on the 4Cs: collaboration, communication, critical thinkingand creativity. This pedagogy was supported by the learning wheel which describes skillsnecessary for successful learning in the 21st century. A full version of this is available on theDelany College website. In 2016, this approach to pedagogy was expanded to all years.

The college is dedicated to providing a comprehensive range of subjects and extra-curricular activities to cater for a diverse range of abilities. Literacy and numeracy skills weretargeted and embedded across all Key Learning Areas (KLA) and extensive professionaldevelopment for teachers in best practice and current effective pedagogies to address theseareas occurred. The college continued to implement the Extending Mathematical Understanding(EMU) numeracy program to identify students who were below benchmarks for numeracy. Theprogram identified specific concepts that individual student were challenged with andimplemented strategies to improve their understanding of the concept. In the senior years,the college provided courses run in conjunction with Technical and Further Education (TAFE),universities and the Catholic Education Office (CEO).

Initiatives to promote respect and responsibilityRestorative Justice has been the back bone of our Student Management policy. This program wascontinued and extended to include additional staff training and implementation throughout thewhole school. The guiding principle of Restorative Justice is to make students aware of theresponsibilities of their actions and choices. The concept has so far proven to be very successfuland has been embraced by the college community as an excellent way to promote our corevalues of love, serve and hope.

The leadership team was responsive to the needs of the community and modelledcollaborative leadership for all students in the college.

The college had a house point system where students could earn points for effort andachievement in learning - in particular for school activities such as debating and sport. Thisprogram has been running for a number of years and has allowed students the opportunity to berecognised for their efforts and participation across all aspects of school life.

Professional LearningThroughout the year, staff attended many varying types of professional learning. Thisincluded both internal and external opportunities at a local and national. Staff were encouragedto identify professional learning opportunities that would cater for their specific needs. Indeveloping a professional learning community, all staff were required to provide feedback,or present or lead professional development to teaching staff.

Internal professional learning focused on up-skilling staff in incorporating the 4Cs and thelearning wheel into authentic learning experiences to target the needs of our students.

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School Improvement

Annual school prioritiesPriority 1 For teachers to develop a deeper relationship with Christ through a

Patrician spirituality and Catholic values

Reason for priority 1 The college saw a need to provide teachers with opportunities toenhance their understanding and love of Christ in order to imbueCatholicism in all they do.

Steps taken to achievepriority 1

These included:teachers participating in Catholic meditationteachers undertaking Scripture exegesisteachers incorporating Catholic values in learning programs

Status of priority 1 Achieved

Priority 2 For Stage 4 students to improve the development and writtenexpression of ideas by two clusters

Reason for priority 2 According to NAPLAN data and school-based writing assessment,students in Year 7 and Year 8 fell below the level of expectation forwriting. In particular, a number of Stage 4 students found it difficult todevelop ideas in a comprehensive manner and translate those ideas ina cohesive response.

Steps taken to achievepriority 2

These included:modelled, shared, guided and independent writingopportunitiesexplicit instruction on purpose, audience and contextstudents being introduced to differentiated mentor textsprofessional learning on embedded cognition and how tofacilitate structured talk and subsequent writing

Status of priority 2 Ongoing

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Priority 3 For Stage 4 students to improve their mental strategies and problemsolving techniques by at least one growth point

Reason for priority 3 Our NAPLAN, Progressive Achievement Test in Mathematics (PAT-M)and Extending Mathematical Understanding (EMU) results showed aparticular weakness in multiplication that required mental strategiesand problem solving techniques.

Steps taken to achievepriority 3

These included:student exposure to working mathematically in differentcontextsmodelling a 'growth mindset' approach when encountering newconceptsmoving from a reliance on concrete models towards theapplication of abstract thinkingdeveloping students' greater accuracy in reading andinterpreting mathematical questions

Status of priority 3 Ongoing

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Projected school prioritiesPriority 1 Teachers will develop an understanding of St Paul, his evangelising

mission and its relevance to their lives.

Reason for Priority 1 Our Delany motto Love Serve Hope comes from the letter to theRomans. To understand the motto of our school better we need tounderstand the context of St Paul and why his teachings are so valuedin the Catholic Church.

Steps to be taken toachieve Priority 1

We plan to implement:a monthly reading on St Paul and his missions to be sent out tostaff for reflectionunpack the letters and their meaninginvestigate the term 'evangelisation' and how it can be livedthrough the work of a teacher

Priority 2 Year 9 students with a Progressive Achievement Tests in Reading (PAT-R) stanine of 4 or below will improve their reading by at least onestanine in the PAT-R assessment.

Reason for Priority 2 Reading is consistently identified as an area of need in both NAPLANand PAT-R assessments. Students particularly struggle in the areas ofvocabulary and inference as identified in the 2016 NAPLAN analysis.

Steps to be taken toachieve Priority 2

These will include:PAT-R assessments for all students in March and again inOctoberstudents working in differentiated groups at point of needmodelled, shared and guided reading activitiestargeted students' data tracked with multiple intervention

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Priority 3 For all Year 8 students to improve their use of mental strategies andproblem-solving techniques by moving up at least one stanine in theirProgressive Achievement Tests in Mathematics (PAT-M)

Reason for Priority 3 Analysis of past NAPLAN tests results show that a significant number ofstudents in Stage 4 are generally below the national benchmark inNumeracy. About one-third of the cohort in Stage 4 achieved at, orbelow, band 5.

Steps to be taken toachieve Priority 3

These will include:students to use a range of mental strategies in developingproblem solving skillsstudents to be supported in moving from concrete towards aconfident application of abstract thinkingstudents to work mathematically using open-ended tasksteachers and Extending Mathematical Understanding(EMU) specialists to construct tasks collaboratively to addressthe gaps of all students

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2016 parents participated in the Quality Catholic Schooling (QCS) survey, administered forthe entire school community, which allowed parents to share their views and opinions regardingthe school. There were a number of areas highlighted as strengths:

community engagementParents identified improvement with respect to three key measures:approachability; parent input; and reporting.Throughout the year the leadership team ran a number of parent forums to whichthe community were invited. These forums provided a great and constructivedialogue with positive results and actions by everyone involved.

student behaviourParents’ feedback provided a strong increase in the satisfaction regarding studentsafety at school. This reflected the processes we had in place for wellbeing andanti-bullying procedures and, more generally, that Delany College was a welcomingenvironment for students.

communicationIn a general sense the school leaders received positive feedback from parents forthe level of communication they had experienced during the year. This came in theform of forums, newsletters, electronic communications and phone calls regardingtheir children.

Student satisfactionAs a result of the Quality Catholic Schooling (QCS) survey, students highlighted a number of areasas strengths:

learning environmentThroughout the last three years Delany College had been moving the teaching andlearning spaces to agile and flexible work environments that reflect modern work-practices of many organisations. This shift provided students with the experienceand appreciation of the work environment and practices they will face in the post-school careers.

student safetyEffective learning can occur only where students feel safe to move freely throughthe school, participate in classes, and have the confidence to make, and learnfrom, mistakes with safety. Students identified this aspect as a strength.

Teacher satisfactionAs a result of the Quality Catholic Schooling (QCS) survey, teachers highlighted a number of areasas strengths:

opportunityThere has been a significant investment in improving teaching practices at thecollege. The focus has been to ensure continuous revision and refreshment ofauthentic and engaging units of work.

compassionIt is imperative, as a Catholic community, that we offer and receive a

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It is imperative, as a Catholic community, that we offer and receive acompassionate response to the variety of situations we face on a daily basis. Staffidentified this trait as a strength of our teaching community.

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Student Profile

Enrolment PolicyDelany College follows the Catholic Education Diocese of Parramatta (CEDP) Enrolment Policy andProcedures. This document can be obtained from the school office or can be accessed on theCEDP website http://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolmentYear Boys Girls Total

2014 190 222 412

2015 232 181 413

2016 239 162 401

The data shows that enrolments have plateaued over the past three years. The leadership teamat Delany College is working with the community to build the profile of the school and promotethe excellent teaching and learning opportunities that the college offers. As the localGranville population expands we also look to developing our students numbers over the comingyears.

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

Year 7 65.6

Year 8 67.7

Year 9 64.0

Year 10 46.5

Year 11 55.2

Year 12 78.9

School average 62.1

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

Language background other than English (LBOTE) 362

Students with disablities (SWD) 42

Indigenous 3

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.Delany College, Granville Page 16

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.

Student retention ratesThe retention rate of students for Year 10 to Year 12 was 85%.

Many factors go into determining student retention rates including family, community andemployment. In the senior years some students went on to work, traineeships, other studyopportunities or followed one of the many alternate HSC pathways available. The college wassatisfied with its retention rates. We believe them to be a reflection of the wider Granvillecommunity.

Senior secondary outcomesThe following table shows the percentage of Year 12 students who undertook vocational trainingor training in a trade while at school, and the percentage that attained a Year 12 certificate orequivalent vocational education and training qualification.

Percentage of Year 12 students who undertook vocational training while at school 25

Percentage of Year 12 students who undertook training in a trade while at school 0

Percentage of Year 12 students who attained a Year 12 (HSC) or equivalent vocationaleducation and training qualification

100

Post school destinationsEach year Delany College collects destination data relating to the Year 12 student cohort. Thetable below sets out the percentages of students for the various categories.

Student wellbeing

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careAt Delany College we are committed to the development of the whole person for all ourstudents. This commitment is firmly grounded in the principles of justice, self discipline andreconciliation and it acknowledges that any action which lowers the dignity of the person istotally inappropriate.

Dignity and wellbeing at Delany College are underpinned by the restorative practice approach.This approach has a commitment to inclusiveness so that every attempt is made to reintegrateall students into the community. It is a commitment to a high degree of discipline with clearlimits and consequences coupled with a high degree of support and care. Restorative measuresassisted students to learn from their mistakes, reconcile their differences and resolve problemswith others (Dignity and Wellbeing policy).

College initiatives that promoted respect and responsibility included:reflection days for all students in Years 7 to 11, and a Year 12 retreat program, thatexplored what it means to be a Catholic in today’s worldan Anti-bullying program, conducted through the college curriculumcollege student leadership and award programparticipation in Patrician leadership training campinvolvement in St Vincent de Paul (SVDP) Vinnies Van programparticipation in Caritas Project Compassion and local community events including ANZACDay, parish fete, door-knock appeals, SVDP Christmas hampers

The college has a strong and effective Dignity and Wellbeing policy that clearly outlines theexpectations staff have of all students. Aspects of this policy can be found on the college websitewhich includes explanations of the following:

college Code of Conductstudent/parent contractexpectations about learningstudent management policy (summary)uniformhomeworkcomputer rooms and internet use policy and proceduresspecialist rooms policy and proceduressport policy and procedureselectronic device acceptable useassessment

The school implemented the Catholic Education, Diocese of Parramatta (CEDP) Anti-bullyingpolicy.

The policies and practices at Delany College were reviewed and modified in 2016.

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta, Complaint Handlingpolicy. A copy of the school policy is available from the school office or is available on the DelanyCollege website at http://www.delanygranville.catholic.edu.au/policies.

There has been no change to the policy during 2016.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (61.2%)Capital (0%)State (19%)Fees (17.5%)Other (2.4%)

Capital (14.3%)Salary (66.3%)Non-Salary (19.4%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $4,869,830

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,510,022

Fees and Private Income 4 $1,389,343

Other Capital Income 5 $188,338

Total Income $7,957,533

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $1,269,387

Salaries and Related Expenses 7 $5,885,640

Non-Salary Expenses 8 $1,716,912

Total Expenditure $8,871,939

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.

17.5%

19% 61.2%

■■■■■

14.3%19.4%

66.3%

■■■

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