Holy Family Primary School, GranvilleEast199 The Trongate, Granville East 2142Principal: Mrs Yvette BairdPhone: 02 8633 8200 Fax: 02 8633 8299Email: HolyFamilyEGranville@parra.catholic.edu.auhttp://www.hfgranville.catholic.edu.au

Introduction

About the Annual School ReportHoly Family 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 Holy Family Primary School,Granville East. This report comments upon, and highlights, various aspects of our school. Weconstantly strive to educate our children in the spirit of our school motto: In Christ We Live, Loveand Learn.

The community of Holy Family Primary School constantly strives towards:developing a loving and supportive community, based on gospel values and givingexpression through prayer, liturgy and social interactionbuilding a partnership between home and school to achieve our school's mission andvision statementproviding a place of lifelong learning for students, parents and staffencouraging the pursuit of equity and excellence in all areas of education in accord witheach person's unique talents and needsembracing and celebrating the cultural richness of our schooloffering pastoral support for all school community members from a caring, dedicated andhighly trained staffcultivating effective citizenship and social responsibilitynurturing adaptability in a world of change, to bring about a spirit of faith and hope forthe futureliving out our school motto: In Christ We Live, Love and Learn

ParentDuring 2018 parents and carers were, as always, an important and valued part of the schoolcommunity. There were many opportunities for parents to be involved with their child’s learningand with the cultural life of the school. These included:

Catholic Schools Week picnic, Mothers Day liturgy, Grandparents Day story sharing, andthe Fathers Day liturgy student-led conferences, parent forums, Parent Representative Group (PRG) meetings,and parent snapshots of learning (learning walks) each termfundraising committee meetingsschool assemblies, liturgies and masses as well as first Reconciliation, Holy Communionand ConfirmationCaptivate showcase concerts and school concert band performancesYear 6 mini-fetebook week paradethe parish fair123 Magic Parent Coaching courseparish Christmas carolsathletics and cross-country carnivalsNumeracy Investigation Day

In 2018 parent forums and parent learning walks were key means of maintaining the school’stransparency and accountability to the community, and ensuring parents and carers had a voicein important decisions affecting the school. These meetings ensured the community was

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in important decisions affecting the school. These meetings ensured the community wascontinually informed about the school’s goals and actions.

Feedback was provided to the community from the Tell Them From Me (TTFM) survey results.Parents provided feedback to improve student learning, and parents were given opportunities torequest learning workshops to help them to assist their child’s learning at home.

StudentTwo thousand and eighteen was the year when all students at Holy Family Primary Schoolcontinued the language and ideas of the Learning Wheel and the 4Cs – creativity,communication, collaboration and critical reflection. These learning dispositions and frameworksare part of everything we do at Holy Family Primary School and as time has gone by, studentshave developed into more confident and self-directed learners because of this.

We continued to have a great range of learning technologies available to us. In addition to theMacbooks and iPads in every classroom, additional chrome books were bought. These devicesmade our learning environment more flexible and helped teachers engage students and takelearning deeper.

Learning to be a good sport and to have a healthy, active lifestyle was a great part of 2018. Wehad swimming, athletics and cross country carnivals, plus the gymnastics, swimming, and basketball skills programs, and touch football gala days.

There were many great excursions this year which helped our learning. The book week paradeand author visits were fun, and the surprise arrival in the playground of a magician's table gaveus so much to write about.

The parish fair and carols night were great opportunities for us to play our part in the parish asevery grade came up with their own dance to entertain the parishioners and community, whichmade for a very fun day.

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Who we are

History of the schoolHoly Family Primary School, Granville East was established in February 1938. It was founded bythe Sisters of St Joseph. The community responded to the Sisters' contribution to their faitheducation and eventually in 1946 the parish of Holy Family was founded. In 1952 a new buildingwas erected which housed the church and school, catering for Kindergarten to Year 6. In 1954 theconvent was established in Clyde Street. In 1963 and 1967 further additions were made to theoriginal building with a new convent being opened in The Trongate in 1970.

In 1987 a new parish hall and two new classrooms were opened. During that year the sistersended their 50 years administration at Holy Family Primary School and since that time our schoolhas been led by a series of lay principals. In 2011 we opened and blessed our refurbished andcontemporary learning spaces that were achieved through the federal government's Building theEducation Revolution (BER) funding program. In 2018 we celebrated our 80th year of excellencein education in the Granville area.

Location/drawing areaThe school is located in Granville East and draws on students from Granville, Merrylands andGuildford localities. It serves the parish of Holy Family, East Granville, which is bordered byParramatta Road to the north, Rawson Road to the south, Duck Creek to the eastand Woodville Road to the west. There are 14 classes from Kindergarten to Year 6. These 14classes work in seven grade learning groups in our contemporary, agile learning spaces.

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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

29

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 17

Number of teachers currently undertaking accreditation to teach Religious Education 4

Number of non-teaching staff (includes teachers' aides) 11

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 94

Percentage of 2018 teaching staff who were retained from 2017 99

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesThroughout 2018 Holy Family Primary School had a wide range of prayer and liturgy experiencesto involve students in many aspects of what it means to be Catholic in the contemporary world.

Another aspect of our prayer life at Holy Family Primary School was students planning andleading prayer at Friday morning assemblies, and a class planning and leading prayer at ourassemblies twice per term in the hall.

Throughout the course of 2018, staff members shared the responsibility for planning whole-school masses and liturgies in addition to staff prayer on Wednesday mornings before school.

Other experiences included:celebrating St Patrick's Day, St Joseph's Day, Ash Wednesday, Feast of Mary MacKillop,Feast of the Assumption and the Feast of the Sacred Heartcontinuing the daily praying of the Angelusthe special place of family at our school where we celebrated Mothers Day, Fathers Dayand Grandparents Day (Feast of Ann and Joachim)the seasons of Lent and Advent, shared with the children through whole-school prayerexperiencesclass-based liturgies involving parents for World Mission Weekjoint parish and school carols night

Social JusticeAs a school proud of its Josephite traditions, we follow the credo of St Mary of the CrossMacKillop: 'Never see a need without doing something about it'. With this as our goal, our schoolaimed to reach out to others through social justice initiatives. We raised funds for the society ofSt Vincent de Paul (SVDP), Catholic Mission and Caritas Project Compassion.

A special focus in 2018 was to assist The House of Welcome charity that opened next door to theschool. Children provided basic items, such as toiletries and basic food items to assist newmigrants settle into their new life in Australia.

Year 5 participated in a workshop with staff from Catholic Mission. They discussed poverty andparticipated in role plays, highlighting the disproportionate distribution of wealth in our world.

School home and parish partnershipsHoly Family Primary School values its partnership with parents in the faith education of theirchildren. The school has an active role in the parish Sacramental program. Parents were invitedto all school and class liturgies and to whole-school prayer times such as Lent and Advent.

Throughout 2018 parents continued to offer valuable assistance to our school through:social justice initiativesopen classroom opportunities - Catholic Schools Week, Mothers Day, Fathers Day andGrandparents Day, parent learning walks and student led conferencesparents being invited to visit classrooms the week their child received a Student of theWeek awardreaders at school liturgies and special events eg Kindergarten Orientationparent attendance at the parent forums and Fundraising Committee meetings

Sacramental programs were also an important part of school life. The children participated inlessons during school in readiness for the reception of the Sacraments of Reconciliation, First

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lessons during school in readiness for the reception of the Sacraments of Reconciliation, FirstHoly Communion and Confirmation. Our parish priest conducted the sessions with the ReligiousEducation coordinator to ensure all candidates were ready to receive theseimportant Sacraments.

Religious EducationAt Holy Family Primary School, we believe that Religious Education permeates all aspects of ourlife. Therefore, Religious Education is not bound only by set lesson times and liturgicalcelebrations. For us, Religious Education is lived in how we treat one another, bringing to life themessages of the gospels.

Sharing Our Story is the Religious Education curriculum of the Parramatta Diocese. It incorporatesthe child's life experience, our Christian story, personal reflection and the opportunity for thechildren to respond in action to their learning. This document supports the partnership in faithbetween parish, school and home in living out the gospel values.

A very special characteristic of our school is the children's willingness and openness to sharetheir faith. With this in mind, in 2018 students continued to use the school's prayer garden atlunch time for quiet prayer and reflection. This has become a favourite place to sit quietly atlunch times, with children often seen with their heads bowed in quiet prayer. In 2018 parentsand children would sit at the foot of the statue of Mary in the front gardens to pray and expresstheir Catholic identity.

The school community paused each day to pray the Angelus. This time has become a special timein the day for all to spend time in reflection and prayer, focusing on Our Lady. Our Year6 students led the school each day in praying this very special prayer.

All students, Kindergarten to Year 6 (K-6), were very supportive of social justice initiatives. Therewas great pride in seeing children make a donation to Catholic Mission, Caritas or St Vincent dePaul and The House of Welcome when participating in social justice initiatives and activities.

Professional Learning of staff in Religious EducationDuring 2018, Religious Education was a continued focus to ensure quality teaching and learning.The teachers worked closely with the Religious Education coordinator (REC) and instructionalleaders to develop deep connected learning opportunities in line with our 4C pedagogicalframework.

In consultation with Catholic Education, Diocese of Parramatta (CEDP) Religious Education (RE)team, a RE tracking sheet was created and implemented during 2018. The purpose of thistracking sheet was twofold: to track the quality of learning experiences to develop appropriatelearning pathways for each student, and for professional dialogue to occur during planningsessions to ensure learning experiences stretched from the literal to deep understanding,following the 'three senses' theory of learning.

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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 90 94 62 73

Literacy 93 95 61 73

Reading 92 96 56 76

Writing 95 94 67 72

Spelling 95 94 59 70

Numeracy 92 96 54 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 60 64

Literacy 90 93 46 58

Reading 92 95 35 66

Writing 82 90 42 44

Spelling 98 94 60 64

Numeracy 92 96 35 58

NAPLAN results for 2018 showed a marked improvement in the area of Numeracy. Everystudent in Year 5 demonstrated growth of one band or more from Year 3 results. There was alsosignificant improvement in the area of spelling in Year 5.

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School curriculumDuring 2018, all student learning experiences were crafted from the mandated NSW curriculum.The focus this year at Holy Family Primary School was to embed a rich integrated curriculum toallow students to make connections to their learning using an authentic and real worldplatform. All teachers followed the school-based scope and sequence and delivered a teachingand learning program that fulfilled the NSW Education Standards Authority (NESA) requirementsfor learning.

As well as the mandated school curriculum, Stage 3 children were instructed in Music applicationtheory during band. At Holy Family Primary School, students in Years 4, 5 and 6 learnt a concertband instrument. Children showcased their playing ability during school assemblies twice in theyear.

Initiatives to promote respect and responsibilityThe 4C Pedagogy is a framework that is specifically designed to develop responsible behavioursin the area of learning and social/learning interaction.

The students experienced explicit teaching in collaborative team work, critical thinking and howto give feedback to peers and teacher/parents, and how to communicate their learning usinggood oral language structures. In 2018 students were able to co-construct learning and socialgoals with their teacher. These goals were tracked and evaluated each term, with students havingto provide evidence of success before co-constructing new learning and social goals. Studentswould discuss these goals with their parents during student-led conferences and also duringlearning walks.

This year a new initiative was launched - 'I matter, You matter, LOVE matters'. This programfocused on student wellbeing, building resilience, developing strategies to deal withrelationships, bullying and self respect and respecting others. The program promoted the needfor all students to understand their role and responsibility in making our world a place of safety,respect and love.

Professional LearningDuring 2018, the teachers experienced professional learning in:

unpacking of the 4C pedagogy - text providedlearning intentions for every Key Learning Area (KLA) success criteria jointly constructed and displayedEmbody Speak Write - evidence displayed in roomword walls for every KLAdrama literacy strategies embedded across every KLAdriving questions integrated across a few Key Learning Areas (KLAs)tracking of student progress in literacy, Mathematics and Religious Education (RE)improving class and playground behaviours - embedded within the learning dispositionsdisplayedall language relating to behaviour focusing on what is interrupting the learningtraffic light system to improve self regulation of student behaviour - displayed in classscaffolding and differentiated activities evident in programoral feedback and critical reflective practices evident from students/teachers:

How can our learning be better?What do we need to do?

anchor charts in all KLAsstudent work displayed with feedback from students and teachersquality questions for rich task design, and enabling and extending prompts in programs to

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guide student learning and identify differentiated and scaffolded tasksstudent goal setting in literacy, Mathematics and dispositions - tracked and evident ineither student books or in a separate folderevidence of formative assessment practices - tracking in Mathematics, literacy and REchildren having the confidence to articulate their goal, what they already know, andhow to make their learning better - explicit strategies taught as part of the learningprocessengaging in Close Reading Course - Complex Reading teaching skills as the focus in task design - teaching less but better (eg How do we knowthe students have learnt what I have taught?) using the RE tracking toollanguage tracking toolusing the Mathematics tracking toolunpacking the new Science syllabus

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School Improvement

Annual school prioritiesPriority 1 That students would be able to transfer and use a variety of

comprehension strategies to understand what was required whenexploring and unpacking rich, high order tasks

Reason for priority 1 At Holy Family Primary School, data suggested that students needed toacquire effective comprehension skills to unpack domain specificlanguage tasks. In this subject area, students tended toexperience challenges interpreting rich-worded mathematicalproblems. Our goal was to see a transfer of skills from literacy into thecontent specific subject.

Steps taken to achievepriority 1

These included:students learning to identify the problem, and recording andarticulating the thinking necessary in an organised andpurposeful wayteachers measuring the growth of individual students usingformative assessment data and class growth point trackingmechanismsteachers undertaking professional learning to identify areas ofindividual student challenges teachers developing learning goals to ensure children couldwork towards achieving these goals in a timely manner

Status of priority 1 Ongoing

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Priority 2 Literacy: for students to be able to use higher order thinking andcomprehension strategies to gain meaning from a variety of texts anduse this knowledge to be strategic writers

Reason for priority 2 With changes from Department of Education and Communities (DEC)literacy continuum to the learning progressions, staff needed toengage in professional learning to track student progress using thistool. Data suggested that students were unpacking literacy at a literallevel but experiencing difficulty when unpacking complex texts or textsthat had sophisticated language and concepts.

Steps taken to achievepriority 2

These included:students communicating a range of sustained and expandedreading strategies to demonstrate growth as named in theEnglish syllabus and supported by the literacy learningprogressionsall staff being involved in a Close Reading program to developeffective skills to move students' understanding from superficialto deep learningthe instructional leader working closely with class teachers tomodel, facilitate, plan and co-teach to ensure quality transfer ofskills occurred

Status of priority 2 On-going

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Priority 3 Formation: For students to be able to use higher order thinking andcomprehension strategies to gain meaning from multimodal scripturaltexts

Reason for priority 3 Diagnostic assessment including NAPLAN, Progressive AchievementTests in Reading (PAT-R) and RLA data and subject specific formativedata indicated that students were making literal connections to textsand were challenged when asked to express a deeper understanding ofdifferent Scriptures. A strategic intervention was needed to up-skillstudents in inferred and critical thinking. Empowering students tocomprehend at a deeper level would encourage learning connectionsto the key concepts in RE.

Steps taken to achievepriority 3

Some of the explicit strategies were:students communicating their learning at literal, spiritual andapplication levelsuse of RE tracking sheet to show visible growth in achievingindividual student goalsprofessional learning - embedding literacy strategies in REenabling students to move from a superficial approach to thescriptures, to deep and transferable unpacking of RE keyconceptsuse of shared and guided reading, reciprocal teachingand quality 'think alouds' using Scripture passages

Status of priority 3 Ongoing

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Projected school prioritiesPriority 1 For students to improve their writing in the areas of sentence

structure, cohesion and vocabulary

Reason for Priority 1 Over the last three years the focus has been to improve the orallanguage precision of our students. This has enabled the students tocommunicate using content specific language using more sophisticatedlanguage structures. The confidence of children to articulate thelearning they have experienced and communicate with one anotherhas elevated the success children have felt towards their learning. Thenext step is to transfer this skill to other modes of communication suchas writing.

Steps to be taken toachieve Priority 1

The staff have been active in analysing data relating to the next steplearning for each student taken from their work samples this year. Theteachers will continue to participate in professional learning next year,focusing on unpacking the Learning Progressions and developing atracking tool to assist each student in developing goals to move themalong their learning journey.

Priority 2 For students to communicate the relationship between connectedconcepts, using efficient strategies in whole number

Reason for Priority 2 Whole school analysis revealed that there is a trend across all gradesthat demonstrates a significant need in the area of whole number,specifically in place value and counting.

Steps to be taken toachieve Priority 2

Teachers will continue to use data to unpack the learning needs ofeach student. They will design rich tasks that support the students andmeet the needs via differentiated learning programs.

Priority 3 Religious Education: for students to communicate how they can applytheir learning to their own lives and the world around them

Reason for Priority 3 Next year the children will experience the implementation of a newReligious Education curriculum. They will experience faith using anexperiential, conceptual approach to learning.

Steps to be taken toachieve Priority 3

In consultation with CEDP and the Mission team, the staff willundertake specific professional learning in unpacking and facilitatingthis style of learning. The Religious Education coordinator will workclosely with the teachers in designing and teaching the new curriculumto the classes.

Community Satisfaction

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Community Satisfaction

Parent satisfactionAt Holy Family Primary School, the parents responded to the Tell Them From Me survey (TTFM) ina very positive way. The parents felt that they were very welcome at Holy Family PrimarySchool. They believed that we were a very inclusive school and that parents supported thelearning at home. Parents believed that the school supported positive behaviour and that theprograms in place and the policies related to this area had made a difference to the success ofthe students.

Student satisfactionAt Holy Family Primary School, the students were excited by the extra-curricular activities offeredeach year as this was an area that exceeded TTFM norms significantly. The students feltconnected to the school and were interested and motivated to learn. Overall, the students feltthat the teachers emphasised academic skills and held high expectations for each student tosucceed.

Teacher satisfactionAt Holy Family Primary School, The TTFM survey results indicated that teacher satisfactionexceeded average norms in all key surveyed areas. Parent involvement, Leadership, LearningCulture, and Data Informed Practice were stand-out areas. Teachers felt that they set highexpectations for the students and had clear learning goals established for each lesson. They alsobelieved that improvement had occurred owing to the strategic plan set by the school each yearand the importance placed on assessment to inform next step learning for each student.

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Student Profile

Enrolment PolicyHoly Family 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 164 168 332

2017 152 161 313

2018 142 144 286

During 2018 we have had a steady flow of new enrolments across all grades. Our numbers for2019 are steady and have increased slightly in Kindergarten.

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

Kindergarten 84

Year 1 95

Year 2 83

Year 3 71

Year 4 73

Year 5 70

Year 6 72

School Average 78

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

Language background other than English (LBOTE) 253

Students with disablities (SWD) 36

Indigenous 2

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 involvingHoly Family Primary School, Granville East 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 careStudent wellbeing is an area of high priority at Holy Family Primary School. It relies on the fullsupport of all stakeholders, parents, students and teachers to ensure that all students feel safeat all times. The policies and procedures that we have followed are in alignment with the policyand procedures of the CEDP. The students have been provided with many learning opportunitiesto build skills to assist them if bullying situations were to occur. To assist them, certain guidelineshave been established to support all persons involved.

What the teachers have been doing doing to help:The staff at Holy Family Primary School were fully committed to this policy.All staff members acted to eliminate bullying from both the playground and theclassroom.Staff ensured that core units of work from the relevant Personal Development, Health andPhysical Education (PDHPE) syllabus and Religious Education Sharing Our Story program,were implemented in class programs. Such units of work supported the building of self-esteem, respect and resilience.A new program, implemented Kindergarten to Year 6, I Matter, You Matter, LOVE Matterswas developed, based on a survey taken by children and parents at Holy Family PrimarySchool. The themes unpacked with the students were as follows;

Our action and words can really make a difference.how to create positive relationships with our friendsunderstand that relationships can change over timeways to rebuild our relationships after an argument with a friendWhat does Jesus teach us about forgiveness?Bystanders are the key to stopping bullying behaviours.I am learning how to act in a safe way if I am a victim of bullying.

The teaching staff continued to use the guidelines and procedures for investigating and dealingwith matters under the Pastoral Care policy, Anti-bullying policy and School Management policy.The policies are based on the principles of procedural fairness and natural justice. Corporalpunishment is expressly forbidden at the school. Appropriate and timely support, managementand resolution of reported incidents of bullying was offered to all persons involved in theseincidents.

An essential part of being an authentically Catholic school is offering students a supportiveenvironment in which to learn. In 2018 Holy Family Primary School made the welfare of itsstudents a priority and sought to offer them appropriate support to ensure their wellbeing, suchas:

transition to Kindergartentransition to high schoolKids Clubstudents with additional needspastoral care – including a school counsellorcommunity liaison officer – Lebanese

The student welfare policies are reviewed annually and all aspects of this policy document wererevisited in 2018. A draft copy was shared with the community in 2018 for feedback before itbecomes fully embedded.

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Complaints and grievances policyAt Holy Family Primary School we follow the Complaints and Grievances policy of the CEDP. A copyof the school policy is available from the school office or is available on the CEDP websitehttp://www.parra.catholic.edu.au/policy-central. Parents are encouraged to speak with the classteacher as the first port of call to discuss issues or concerns. If parents feel that the issue is to betaken further, a formal meeting is held with the principal and a resolution or action isnegotiated. Parents are encouraged to speak with CEDP personnel if they are still concerned orfeel that the issue has not been dealt with appropriately.

The CEDP and the school will always work together to ensure student safety and wellbeing ismaintained.

There has been no change to this policy in 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (66.5%)Capital (0%)State (22.7%)Fees (10.2%)Other (0.6%)

Capital (3.6%)Salary (77.2%)Non-Salary (19.2%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $3,047,411

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,039,384

Fees and Private Income 4 $468,937

Other Capital Income 5 $26,338

Total Income $4,582,070

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $161,776

Salaries and Related Expenses 7 $3,484,677

Non-Salary Expenses 8 $866,661

Total Expenditure $4,513,114

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.

10.2%

22.7%

66.5%

■■■■■

19.2%

77.2%

■■■

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