Holy Trinity Primary School, GranvilleGrimwood Street, Granville 2142Principal: Mrs Helen BoyerPhone: 02 8633 8500 Fax: 02 8633 8599Email: HolyTrinityGranville@parra.catholic.edu.auhttp://www.htgranville.catholic.edu.au

Introduction

About the Annual School ReportHoly Trinity 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 Trinity Primary School,Granville.

Holy Trinity Primary School is a part of the Catholic parish community at Granville, whichprovides hope and confidence, and a quality education to equip our children to participate in achanging society.

Holy Trinity Primary School is a multicultural school with students coming from 23 differentcultural backgrounds, which adds to the richness of life at our school.

Religious Education, prayer and faith development are major parts of the curriculum and theculture of the school. At Holy Trinity Primary School, the teaching of Christian values and thedevelopment of the whole child are central to our values and beliefs.

We value:our Catholic faith traditionthe dignity of each individualthe welcoming and hospitable atmosphere in our school

We believe:Every child has a right to learn and feel safe, secure, valued and respected.Parents and teachers are partners.The multicultural nature of our school is something to be celebrated.

Holy Trinity Primary School's motto of Love, Serve and Hope underpins what our school is allabout. Our commitment is to engage students in 21st century learning, being creative,collaborative, communicative and critical thinkers.

Two thousand and eighteen was a year of quality teaching and learning. Our school reported tofamilies twice last year with interviews/meet the teacher being held in term 1, and following themid-year report. All aspects of the national curriculum were covered in each Stage. Committedand dedicated staff integrated technologies across the curriculum. The school enjoyed the fullsupport of our parents. In 2018 we continued to implement the Numeracy Now project which haschanged the way we teach Mathematics to deepen mathematical thinking where childrenengaged in warm ups, rich tasks and reflection each day. Our literacy teaching and learning wasvery strong and supported all students learning at their individual level.

ParentThere is no formal parent body at Holy Trinity Primary School, but parent involvement andengagement is encouraged and invitations to parents and carers are extended at every level ofschool life. In 2018 parents lent their help and expertise in a variety of ways:

as classroom helpersorganising and running Mothers Day and Fathers Day stallsas helpers at sporting carnivalsattending assemblies and liturgiesattending parent learning sessionsparent class visits after assembliescelebration of learning assemblyopen classrooms each semester

Parents have been encouraged to give feedback on events that took place, to maximise the

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Parents have been encouraged to give feedback on events that took place, to maximise theinvolvement, engagement and sense of community within the school.

We believe that parent engagement enhances student learning and we work together as acommunity of learners.

StudentAll of the Year 6 students in 2018 had leadership roles within the school. There were fourschool leaders elected by their peers and teachers to represent the student body. These studentspossessed excellent leadership qualities and acted as role models for all students. Theyrepresented the student body when visitors came to the school, as well as fulfilling duties duringthe school day such as assisting at assemblies.

Eight sport house captains were also elected to represent their sporting house. These studentswere responsible for leading their teams at carnivals and for managing the daily use of sportequipment on the playground.

The liturgy committee was made up of ten students. They assisted the Religious Educationcoordinator to set up for mass and they also assisted during the mass and liturgies.

Students from Year 5 were selected to be library monitors in 2018. These students assisted thelibrarian in returning and shelving books, and they also assisted other students who came to thelibrary during lunch time to borrow books and play board games, such as chess.

In 2018 a number of Stage 3 students were given the opportunity to be a part of the Holy TrinityGranville Media Team, while other Year 6 students were support leaders, supporting fund raisingand the care of younger students.

In 2018, students in Years 5 and 6 participated in a band program facilitated by Delany Collegeand the Captivate team. Stage 2 students participated in the Captivate choir program andperformed at the Captivate Showcase celebrating 10 years of Captivate in the ParramattaDiocese. All students participated in the Dance Fever program including: gymnastics, athletics,dance and sports, and fundamental movement skills.

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Who we are

History of the schoolHoly Trinity Primary School was established in 1885. It was founded by the Sisters of St Josephand continued under the Sisters' administration until 1976 when the first lay principal wasappointed. The school has seen many changes with building programs taking place in 1913, 1934,1964 and 1995. In 2009, the school received Australian Government funding as part of theBuilding the Education Revolution (BER). There were two components: the National School Pride(NSP) program with work carried out in 2010 and the Primary Schools in the 21st century (P21)program with work completed in term 4, 2010.

In 2015/2016 the school was involved in a refurbishment of Stage 2 and Stage 3 to improve theagile, flexible learning spaces.

In 2018 the playground areas were refurbished. Three areas now have artificial grass and playequipment in one area. The children now have very attractive play areas.

The school follows in the charism of St Mary of the Cross Mackillop: 'never see a need withoutdoing something about it' is often the mantra heard by students and teachers.

Location/drawing areaThe school is located in Granville and serves the parish of Holy Trinity.

Holy Trinity Primary School is a small school and draws on students from Granville, Merrylands,Guildford and a number of other suburbs. School spirit is a high priority and parents areencouraged to build happy working relationships with members of staff.

At Holy Trinity Primary School 95% of the children come from language backgrounds other thanEnglish. The Lebanese culture forms the dominant group and makes up 46% of the studentpopulation. Twenty three languages other than English are spoken as the first language of thechildren.

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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

18

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 0

Number of non-teaching staff (includes teachers' aides) 3

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 96

Percentage of 2018 teaching staff who were retained from 2017 71

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesWhole-school masses and liturgies were regularly celebrated on significant occasions such as thebeginning of the school year, Catholic Schools Week, Mothers Day, the Feast of the Holy Trinityand St Mary MacKillop's Feast Day. Liturgical celebrations also took place during Lent, Easter andAdvent. Students were involved in daily class prayer and Year 6 students formed a liturgy team,which facilitated community prayer each Tuesday morning before school. One grade each weekattended Monday morning mass. The school gathered for prayer each morning and the Angeluswas recited every day. The Rosary was recited during the month of October. In many classes, thechildren were responsible for organising liturgies. There were whole-school liturgies during 2018for a variety of celebrations. Some were celebrated with Delany College, Granville. Staff preparedand presented prayer for each other weekly.

Social JusticeBoth staff and students participated in Project Compassion fundraising with special mufti daysheld to raise money on Ash Wednesday for Caritas and during Mission Week for the marginalisedin our community. In achieving the goal of our Action Plan in Formation all classes participated infundraising for those people on the margins of society. The staff also participated in maintaininga 'Loaves and Fishes' pantry to support families in our own community who were in need. Bothstaff and students donated gift vouchers for the Holy Trinity Parish St Vincent de Paul ChristmasAppeal.

School home and parish partnershipsThe school has a close relationship with the parish priest and there is regular liaison betweenschool and parish.

In 2018 the school supported the parish-based Sacramental programs. Mass and liturgy times formajor parish celebrations were listed in the school newsletter.

There was also a continued strengthening of ties with Delany College, as evidenced bycelebrating masses for the beginning of school year and the Feast of St Mary MacKillop. Parentswere invited to, and included in, special liturgies and school celebrations. Each Tuesday morning,before school time there was an opportunity for parents to join their children in CommunityPrayer, facilitated by the student liturgy leaders. Families were encouraged to recite the Angelusand the Rosary at home. They were also involved in the school as helpers in the classroom, onexcursions and at sporting events and fundraising activities. Parent teacher meetings were heldformally in February and July, and at other times when necessary. Parent workshops were offeredto support parent involvement. In terms 2 and 4 we participated in Celebration of Learning toallow opportunity for parents to be engaged in their child's learning and to build community ties.This event included a special assembly, open classrooms, a sausage sizzle and disco. The parishpriest, community members and local police were invited to these celebrations.

Religious EducationThe Parramatta Diocesan Religious Education syllabus, Sharing Our Story, was used in each Stagewith a sample pathway being the starting point for each unit. Teachers were encouraged toadapt the learning/teaching strategies for Sharing Our Story to the needs of their students. TheReligious Education program was supported by the To Know, Worship and Love text (from theSydney Diocese) and Understanding Faith online program.

Assessments reflected the use of English as a Second Language (ESL) guidelines and catered forindividual differences. Exploring Scripture kits were used for 'breaking open the Word'.

Holy Trinity Primary School values the children's life experiences and encourages them to discuss,question and make judgements and decisions. Children are encouraged to express their newinsights through actions and they are given opportunities to reflect and respond at appropriatelevels. Students regularly engaged in prayer and liturgical celebrations.

Professional Learning of staff in Religious Education

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A strong focus for 2018 was providing the students with opportunities to unlock the Scripturesthrough using engaging learning activities. Staff participated in professional learning to facilitatethis initiative and were supported in their classrooms through peer learning.

Each week the staff gathered to explore the weekly gospel reading through prayer anddiscussion. Other initiatives for staff in 2018 included the development of a Faith In Action Team(FIAT) and one teacher was preparing to take part in a pilgrimage to Panama in early 2019 forWorld Youth Day.

Staff also took part in a spirituality day with a focus on Catholic meditation and mindfulness,where they participated in meditative techniques centred around the Scriptures.

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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 92 94 64 73

Literacy 97 95 69 73

Reading 96 96 72 76

Writing 100 94 72 72

Spelling 100 94 64 70

Numeracy 100 96 71 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 80 94 52 64

Literacy 94 93 49 58

Reading 96 95 44 66

Writing 96 90 44 44

Spelling 100 94 68 64

Numeracy 100 96 48 58

NAPLAN results for 2018 demonstrate that 72% of students in Year 3 scored within the top threebands in reading and in Year 5, 44% of students scored in the top three bands. NAPLAN resultsfor Year 5 demonstrate that in 2018, 40% of students scored in the top two bands in reading, asopposed to 26% of students scoring in the top two bands in 2017.Holy Trinity Primary School, Granville Page 8

During 2018, two instructional coaches working in Kindergarten to Year 4 were employed to workwith teachers to enhance student results in reading, writing and speaking and listening. Readingprograms operating in the school included Reading Recovery for identified students in Year 1 andalso R3, a Stage 3 reading program for identified students.

In Year 5 writing the school achieved above the national average with 44% of students scoring inthe top three bands. In Year 3 writing, 72% of students scored in the top three bands. A focus inthe school during 2018 was developing student vocabulary when reading, writing and speakingand listening. Results for 2018 indicated we should have a continued focus on this area during2019.

In Year 3 numeracy results 2018, 71% of students scored within the top three bands. Of thesestudents 42% scored in the top two bands. In Year 5 numeracy results 2018, 48% of studentsscored within the top three bands with 28% of these students scoring within the top two bands.

The trend data for Year 5 has also showed improvement from 2017 to 2018. This improvementtrend has continued since 2015.

During 2018, a lead teacher and instructional coach worked in Kindergarten to Year 2 (K-2) toenhance the student results in numeracy. An Extending Mathematical Understanding (EMU)specialist has also been trained to support students in Year 1. A lead teacher has worked also inYear 3 to Year 6 to improve student performance.

School curriculumAdditional teaching and learning programs included:

Premier's Reading ChallengeHoliday Key Learning Area (KLA) ChallengesLiteracy SupportFocus 160 (F160) literacy support teacher in each Stagetwo Reading Recovery teachers - worked with children in Year 1 who were identified asbeing at risk regarding readingliteracy support teachers - worked in classrooms in collaboration with classroom teachersto identify and support student needsNumeracy Now Project with support through a teacher educator - Kindergarten to Year 6(K-6)one Extending Mathematical Understanding teacher working with at risk Year 1 studentsand one Extending Mathematical Understanding teacher working with at risk Stage3 studentsCaptivate program Stage 2, Band program Stage 3Year 2 literacy intervention for at risk studentsR3 program - specialist teacher working with vulnerable readers in Stage 3F160 professional development in reading for Stage 3 teachersStage 3 students and their teachers' participation in project based learning in HumanSociety and Its Environment (HSIE) and Science and TechnologyCanberra excursion for Year 6whole-school Celebration of Learning Initiative terms 2 and 4participation by each Stage in excursions to complement their units of workteacher educator, literacy, numeracy and Religious Education

Kindergarten Orientation program:Students attended two orientation sessions.Parents attended an information session and workshop.

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Parents attended an information session and workshop. Each student received a Holy Trinity Primary School orientation sample bag.There was a welcome barbecue and disco for Kindergarten students and their families.A Step Up program supported a small group of vulnerable students, in addition to theOrientation program.

Year 6 Transition program:Principals from local Catholic high schools visited Year 6 students to talk about secondaryschool life.Students visited their respective high schools for orientation.Year 6 and diversity teachers liaised with high school personnel with regard to students'needs.

Initiatives to promote respect and responsibilityThe school's Mission and Vision statement highlights the importance of respect in relation tothe rights of all members of the community. Respect and responsibility were promoted in ourschool through the following initiatives:

In 2018 there was a continued focus on positive school wide behaviour for learning andcontinued implementation of the school rules of 'I am safe', I am respectful', 'I am alearner'.Saint card system was continued as a reward system for gaining teacher, team leader,assistant principal, principal awards and culminating in a principal's morning tea.Reminders about respect and responsibility occurred at regular intervals throughout theyear and, in particular, at school assemblies.There is an inclusion of a growth mindset, in each learning area, to feature theimportance of respect and responsibility for learning.Assemblies were held to promote national pride and respect for the flag.Opportunities for leadership were provided through school captains, sporting captains,the liturgy team, library monitors, support leaders and the media team.Individualised teaching and learning encouraged personal initiative and responsibility forlearning in many students.The school's Student Management and Pastoral Care policy encouraged students to showrespect to others.

Professional LearningProfessional learning undertaken by staff in 2018 included:

introduction and implementation of the new Science and Technology K-6 syllabusinterpreting data - NAPLANbeginning teacher daysReading Recovery trainingReading Recovery ongoing professional learning sessionsVoice of Youth, public speakingTell Them From Me surveystaff development daysReligious Education formationPrincipal's Master Class

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Focus 160 - Stage 3 reading (R3), complex textsoral language, vocabulary developmentExtending Mathematical Understanding (EMU) - early years trainingExtending Mathematical Understanding (EMU) - middle years ongoing professionallearning sessionsupdated first aid training child protection trainingleaders engaging in professional learning with a facilitator: Solving Complex ProblemsStage 3 teachers participating in a project based learning three day courseKindergarten to Year 2 (K-2) teachers participating in literacy and numeracy learning,based around learning progressionsmathematical reasoning and thinkingR3 ongoing professional learningmanaging challenging behaviours behaviour and well-being in the classroomdeveloping vocabulary in reading, writing, speaking and listening

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School Improvement

Annual school prioritiesPriority 1 That the staff and students of Holy Trinity Primary School would

continue to live the gospels in service to the marginalised throughaction and prayer

Reason for priority 1 Students were continuing the journey of understanding Scriptureand expanding this understanding through actions of service.

Steps taken to achievepriority 1

These included:professional learning for teachers on the senses of Scripture andthe use of meditation as a form of prayerteachers' use of the senses of Scripture to determine themission actions in each classwhole-school initiatives based on Scripture for the liturgical yearteachers receiving professional learning and practice aroundmeditation and being guided through processesfor implementation of meditation with their students

Status of priority 1 Achieved

Priority 2 That students would improve their ability to interpret and applyappropriate vocabulary when speaking, reading and writing

Reason for priority 2 NAPLAN data showed that students needed to improve theirunderstanding and application of appropriate vocabulary to improvespeaking, reading and writing.

Steps taken to achievepriority 2

We:built teacher capacity in how to deepen students'understanding around using appropriate vocabularyprovided students with rich vocabulary tasksengaged in collaborative planning, teaching and evaluation ofliteracy (with a focus on vocabulary) using the syllabus andlearning progressions

Status of priority 2 Ongoing

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Priority 3 For all students to use mathematical vocabulary to demonstrate theirmathematical reasoning and thinking as evidenced by MathematicsAssessment Interview (MAI) growth in grade identified domains

Reason for priority 3 An analysis of NAPLAN results, Mathematical AssessmentInterview data, class-based assessments and teacherreflections/evaluations indicated that students were not using a rangeof skills to orally explain their answers and methods in mathematicaltasks.

Steps taken to achievepriority 3

This was demonstrated by the use of visualisation strategies such asthe Bar Model Method, Polya’s Problem Solving Techniques andNewman’s Prompts. These provided students with the scaffolds to beable to use appropriate vocabulary in their oral explanations ofmathematical thinking.

Status of priority 3 Ongoing

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Projected school prioritiesPriority 1 To unlock the Scriptures through the development of rich engaging

inquiry based tasks to allow students to reflect on their own spirituality

Reason for Priority 1 We wished to build upon the previous work of deepening the students’understanding of Scripture and to align with the 21st century inquirybased learning phase.

We also wanted to consolidate the emerging work of teachers in 2018in developing rich and challenging tasks in Religious Education.

Steps to be taken toachieve Priority 1

These will be:developing a team of teachers as leaders to work in stages withpartner teacherscareful planning to ensure that Religious Education tasks areengaging, challenging and rewarding for studentscreating activities which allow students to ask questions and becurious about their faith development

Priority 2 Students will improve their ability to interpret and apply appropriatevocabulary when speaking, reading and writing.

Reason for Priority 2 Trend data indicates that students need to improve theirunderstanding and application of appropriate vocabulary.

Steps to be taken toachieve Priority 2

These include:Teachers will continue to work with instructional leaders in theschool to develop and maintain reading instruction.There will be a continued focus with teachers on the importanceand relevance of student feedback to enhance learning.We will develop teaching and learning activities that specificallytarget skills in grammar and punctuation and spelling.

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Priority 3 All students will improve their ability to articulate and demonstratemathematical reasoning through challenging tasks.

Reason for Priority 3 Building on the 2018 goal which focused on reasoning, the 2019 goalbroadens our focus to include a focus on developing vocabulary in alldomains to enable students to articulate their thinking. Thedevelopment of mathematical vocabulary/language is a significantaspect of this goal. NAPLAN data indicated that reasoning is an area forimprovement across all number strands. The data indicated that resultsdecrease as the problems become more complex and as the durationof the task increases.

Steps to be taken toachieve Priority 3

Steps to achieve this priority will include:focused professional learning on reasoning strategiesstaff administering and analysing MAI data in February 2019creation of learning profiles for all 2019 studentsdevelopment of differentiated learning programsconducting case management for the most vulnerable studentscontinuing to build mathematical vocabularydeveloping a common understanding of the learning pitdeveloping assessment as learning

Community Satisfaction

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Community Satisfaction

Parent satisfactionTell Them From Me (TTFM) data collected and reported shows that parents felt welcome andwere well informed about school activities.The parents also felt well informed about theirchild’s/children’s learning and that children were encouraged to do their best by the teachers.Expectations were clear for student behaviour and the school rules were understood by theschool community. This created an environment where the children felt safe.

The data also showed that the parents felt that teachers helped students who needed extrasupport and teachers understood the needs of all students. The teachers also supported thechildren to develop positive friendships.

Parents also indicated that the school had a strong focus on faith development and that prayerand liturgy experiences were engaging and relevant.

Student satisfactionTell Them From Me data collected and reported showed that students valued the schoolingoutcomes and were interested and motivated. The students tried hard to succeed and felt thatclassroom instructions were well organised with a clear purpose. The students felt theyhad someone at school who consistently provided encouragement. The students indicated thatthey had a strong sense of faith and believed the religious education was engaging and guidedtheir faith development.

Teacher satisfactionTell Them From Me data collected and reported showed that teachers worked in an environmentwith leaders to create a safe and orderly environment. They shared ideas to improve practiceand set high expectations for student learning. The data also indicated that teachers used resultsfrom assessment tasks to inform lesson planning and used a variety of teaching strategies duringlessons. The teachers also worked with parents to help overcome challenges which interferedwith their child’s progress.

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Student Profile

Enrolment PolicyHoly Trinity 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 93 101 194

2017 99 97 196

2018 91 102 193

Enrolments over the last three years have averaged 193. Kindergarten enrolments over the lasttwo years have averaged 29 students. Enrolments throughout the year fluctuated as somestudents moved on from this school because of family relocation. This might have been becauseof parent work situation or financial situation around accommodation availability in this area.

Families enrol their children at Holy Trinity Primary School, who also enrol siblings atDelany College.

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

Kindergarten 95

Year 1 94

Year 2 95

Year 3 97

Year 4 95

Year 5 96

Year 6 95

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) 173

Students with disablities (SWD) 7

Indigenous 0

Managing Student Non-attendance

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Regular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.

They maintain accurate records of students' attendance, follow up unexplained 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 careThe role of the Catholic school, in partnership with parents and caregivers, is to nurture youngpeople by providing optimum levels of support in learning, positive interpersonal-relationshipexperiences, and social support networks. At Holy Trinity Primary School we believe we all have aright to be respected and a responsibility to respect each other as we strive to develop a safeand supportive environment, which is conducive to learning.

The school has developed a successful Pastoral Care of Children policy that focuses on positivebehaviour as well as behaviour that needs to be addressed. The policy aims to provide clearguidelines for dealing with members of the Holy Trinity Primary School community so that equity,dignity and responsibility are nurtured and that all actions reflect the school's belief statement.The policy is based on the principles of natural justice and procedural fairness. Corporalpunishment is expressly forbidden at the school.

Students are taught in a school environment, which is free from physical, verbal, sexual andracial harassment. Bullying and harassment are not acceptable at Holy Trinity Primary School andwe are committed to preventing and eliminating bullying in all its forms. We do this by teachingstudents skills which foster respect for self and others. Our school rules are 'I am safe', 'I amrespectful', 'I am a learner'. School staff have a duty of care to students, ensuring a safe and non-threatening environment for all.

The full student management, welfare and discipline policies are available from the schooloffice. The Anti-bullying policy is available from the school office.

The policies are updated annually. All staff members view and understand policies annually.

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta (CEDP), ComplaintHandling policy and procedures. A copy of the school policy is available from the school office oris available on the CEDP website http://www.parra.catholic.edu.au/policy-central.

The policies are updated annually. All staff members view and understand policies annually.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (66.9%)Capital (0%)State (23.5%)Fees (9.6%)Other (0%)

Capital (3.9%)Salary (76%)Non-Salary (20.1%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $2,024,525

Government Capital Grants 2 $0

State Recurrent Grants 3 $710,958

Fees and Private Income 4 $291,300

Other Capital Income 5 $0

Total Income $3,026,783

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $120,182

Salaries and Related Expenses 7 $2,315,386

Non-Salary Expenses 8 $612,249

Total Expenditure $3,047,817

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.

9.6%

23.5%

66.9%

■■■■■

20.1%

76%

■■■

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