Our Lady of The Sacred Heart Catholic Primary School, Randwick Annual School Report to the Community 2016
School Contact Details 193 Avoca Street, Randwick 2031
[email protected] http://olshrandwick.catholic.edu.au 9399 5555 9398 8760
Principal Mrs Natius McAdam
ABOUT THIS REPORT Our Lady of The Sacred Heart Catholic Primary School is registered by the Board of Studies Teaching and Educational Standards (BOSTES), and managed by Sydney Catholic Schools (SCS), the ‘approved authority’ for the Registration System formed under Section 39 of the Education Act 1990 (NSW). The Annual School Report to the Community provides parents and the wider School community with fair, reliable and objective information about School performance measures and policies, as determined by the Minister for Education. The Report also outlines information about initiatives and developments of major interest and importance during the year and the achievements arising from the implementation of the School’s Annual Improvement Plan. The Report demonstrates accountability to regulatory bodies, the School community and Sydney Catholic Schools. This Report has been approved by Sydney Catholic Schools in consultation with the Regional Consultant who monitors that the School has appropriate processes in place to ensure compliance with all Board of Studies Teaching and Educational Standards requirements for Registration and Accreditation. This Report complements and is supplementary to School newsletters and other regular communications. Further information about the School may be obtained by contacting the School or by visiting the School’s website.
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S ECTION O NE : M ESSAGE FROM K EY G ROUPS IN OUR COMMUNITY Principal's Message
In 2016 continued focus on syllabus implementation has been a driving force for improvement, together with professional development opportunities for staff and further building of a collaborative learning culture. Both staff and student well being have also been one of the key improvements which enhance the exciting, well established positive learning culture. Continued implementation of the Quality Literacy Teaching (QLT) framework has resulted in strengthening the leadership capacity of teachers, with a second cohort of leaders attending regional network meetings and inservices. A cohesive team of six leads staff in extending the gradual release of responsibility (GRR) model to include all aspects of literacy excellence.Teaching timetables have been adjusted to ensure quality teaching occurs daily. The History and Geography syllabus has been introduced,with a curriculum team leading staff in professional learning, network meetings and a staff development day. Membership of the History and Geography Association and attendance at the National syllabus Conference by a senior teacher has assisted a successful implementation.
Parish Priest's Message
In my eighth year as parish priest of Our Lady of the Sacred Heart, I am delighted to be associated with the school and continue to be impressed with its leadership, teaching and support staff with pleasant and cooperative relationships evident. The Family Educator role has brought a richness to the parish connection, especially through Family Masses. I have opportunities to meet parents through Kindergarten enrolments, orientations, parent and Advisory Council meetings, to hear parents' desires for their children and to give input into our Vision of a Catholic school. We are blessed with a truly beautiful church which is well used for many liturgical occasions, with the Sacramental programmes well attended by staff. I marvel at the ability of the young ones to read and present themselves with reverence. This year is a watershed for our school and parish with the end of Mrs McAdam's role as Annual School Report to the Community 2016
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Principal. She is truly a faith filled and inspiring woman of wisdom,a great teacher and builder of community.The school's reputation is a tribute to her leadership and the willing band of teachers who collaborate with her. We have been richly blessed and we wish her every blessing in retirement. Parent Body Message
Our Lady of the Sacred Heart School has established measures for communication with parents and provides many opportunities to be involved in the life of the school. A weekly newsletter is emailed to all parents and uploaded on the Skoolbag app, and important dates are communicated via the Skoolbag, emails and the electronic noticeboards. Parents are welcome at assemblies twice weekly and have the option to volunteer with the Kindergarten Perceptual Motor Program, Reading, Uniform shop, drop off and pick up line, cake stalls for each year group that raise money for charity, the Book Fair and many activities. The school extends invitations to parents to attend class masses each term, showcases for each year group, class prayer, workshops for sacramental preparation and technology updates, Mother's Day and Father's Day liturgies and breakfasts, the Annual Book Week Parade and Open Day. The Parents' and Friends' Association (P & F) holds meetings each term which are attended by the Principal and Assistant Principal. Parents can contribute to the planning of additional projects funded by the P & F. There are regular social functions and the P & F often cater for school functions. Student Body Message
Our Lady of the Sacred Heart (OLSH) is an extremely privileged school with many opportunities, which this year included the Easter liturgy, Sculptures By the Sea, Year 5 & 6 camps, Book Week parade, swimming and water polo lessons for all students, swimming and athletics carnivals, band, choir and excursions to museums and a children's version of Hamlet. Other opportunities and extra curricular activities include higher levels for sports such as running, swimming, soccer, hockey, NRL, tennis and many others. At OLSH we are privileged to have laptops, smart boards and many other facilities. We are not only provided with technology, but with loving, caring, understanding, and of course, knowledgeable teachers who understand and help students with any problem they face. OLSH helps all students shape their future from an early age and we believe that all dreams are possible if you trust and believe. School Captains and Vice-captains Annual School Report to the Community 2016
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S ECTION TWO : S CHOOL F EATURES Our Lady of The Sacred Heart Catholic Primary School is a Catholic systemic Co-educational School located in Randwick. Our Lady of the Sacred Heart School was established in the Randwick parish in 1881 and run by two parishioners. . From 1882 a number of Religious Orders have been responsible for the administration of the school. The Poor Clare Sisters (1882-1891), the Loreto Sisters (1892-1897), the Daughters of Our Lady of the Sacred Heart (1898-1901) and the Brigidine Sisters (1902-1988). In 1989 the first Lay Principal was appointed. The school’s enrolment has remained steady over the past number of years and is reflective of the population and family statistics for the area. Students come from a variety of backgrounds and nationalities. A breakdown of current enrolment includes approximately half of the student body with a language background other than English (LBOTE). The predominant nationalities of students from thirty-nine countries include families from the United Kingdom, Philippines, Indonesia, New Zealand, Lebanon, India and Poland. Additional teachers employed to support literacy and numeracy in smaller groups remains a valued aspect of the school’s provision for learning. A comprehensive sports programme is also valued by all members of the community and the appointment of a full time sports teacher has been a positive addition to the teaching and learning curriculum. Increased use of technology continues to support all teaching programmes. Creative Arts programmes have been extended with the development of a junior and senior choir. Opportunities for students to showcase their creative talents were appreciated by students and parents, with a Year 2 musical, OLSH's Got Talent Show, a whole school Christmas musical and an evening soiree performance from the junior and senior bands and choirs. Extracurricular opportunities for learning outside of school hours continues for senior and junior bands, speech and drama, chess and morning fitness.
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S ECTION THREE : S TUDENT PROFILE Student Enrolment
The School caters for students in Kindergarten to Year 6. Students attending this School come from a variety of backgrounds and nationalities. The following information describes the student profile for 2016: Girls
Boys
LBOTE*
Total Students
219
196
162
415
* Language Background Other than English Enrolment Policy
The Archdiocese of Sydney has established an Enrolment Policy for Systemic Catholic Schools. Sydney Catholic Schools monitor the implementation of this policy. The policy has been developed in the context of government and system requirements. Children from families who are prepared to support the ethos and values of the Catholic Church may be considered eligible for enrolment. Total fees are made up of the Archdiocesan tuition fee, the parish school levy and local fees and charges. A pastoral approach is adopted for parents experiencing genuine difficulty with the payment of fees. Information about enrolling in a systemic school in the Archdiocese of Sydney may be accessed at the Sydney Catholic Schools website. Student Attendance Rates
The average student attendance rate for 2016 was 95.25%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
95.28%
Year 1
95.82%
Year 2
95.96%
Year 3
95.40%
Year 4
94.49%
Year 5
95.94%
Year 6
93.87%
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Managing Student Non-attendance
Regular attendance at school is essential if students are to maximise their potential. The School, in partnership with parents, is responsible for promoting the regular attendance of students. While parents are legally responsible for the regular attendance of their children, School staff, as part of their duty of care, monitor part or whole day absences. School staff, under the Principal’s leadership, support the regular attendance of students by: providing a caring teaching and learning environment which fosters students’ sense of wellbeing and belonging to the School community maintaining accurate records of student attendance recognising and rewarding excellent and improved student attendance implementing programs and practices to address attendance issues when they arise. The Principal is responsible for supporting the regular attendance of students by ensuring that: parents and students are regularly informed of attendance requirements and the consequences of unsatisfactory attendance all cases of unsatisfactory attendance and part or full day absences from school are investigated promptly and that appropriate intervention strategies are implemented documented plans are developed to address the needs of students whose attendance is identified as being of concern the Executive Director of Sydney Catholic Schools or designated Sydney Catholic Schools officer is provided with regular information about students for whom chronic nonattendance is an issue and for whom School strategies have failed to restore regular attendance.
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S ECTION F OUR : S TAFFING PROFILE The following information describes the staffing profile for 2016: Total Teaching Staff*
Total Non-Teaching Staff
Combined Total
25
9
34
* This number includes 17 full-time teachers and 8 part-time teachers. Percentage of staff who are Indigenous
0%
Professional Learning
The ongoing professional development of each staff member is highly valued. Professional learning can take many forms including whole school staff days, subject specific in services, meetings and conferences and a range of professional learning programs provided by Sydney Catholic Schools. The School takes responsibility for planning, implementing, evaluating and tracking of its staff professional learning and individual staff members take responsibility for their ongoing professional development. All teachers have been involved in professional learning opportunities during the year related to improving student outcomes. The School held the equivalent of five staff developments days this year with areas of focus as follows: Term 1
Child Protection. Work Place Health and Safety, Appropriate use of techology
Term 2
History and Geography syllabus implementation
Term 3
Staff Spirituality - focus on types of prayer
Term 4
Student well being - Circle Solutions training course
Professional Development opportunities for staff received high priority, with the History and Geography syllabus successfully implemented in all grades. Quality conferences offered leaders of learning professional development in technology, History and Geography and Religious leadership through retreats and pilgrimage. All staff received training in student well being, including Kids Matter and Circle Solutions. Quality Literacy Teaching ( QLT) also continued to be a major area of development, networking with local staffs to enhance collaborative team learning. Teacher Standards
The following table sets out the number of teachers who fall into each of the two categories Annual School Report to the Community 2016
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determined by the Board of Studies Teaching and Educational Standards:
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Teacher Qualifications
Number of Teachers
1 Those having formal qualifications from a recognised higher education institution or equivalent.
25
2 Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent.
0
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S ECTION F IVE : CATHOLIC L IFE AND R ELIGIOUS EDUCATION Catholic Schools have a unique role in the evangelising and educating mission of the Church. The Archbishop's Charter for Catholic Schools sets out the purpose and mission of Catholic schools in the Archdiocese of Sydney. In responding to the Charter, the School engages in processes to reflect on and revitalise its mission and strengthen the religious life of members of the School community. The School follows the Archdiocesan Religious Education (RE) Curriculum and uses the student textbooks To Know, Worship and Love, as authorised by the Archbishop of Sydney. This year our faith formation programme has continued to assist the staff with their own spiritual development. With our major focus on prayer, we have had professional development in the three key forms of praying and improved our depth of understanding in types of prayer. Our Lady of the Sacred Heart (OLSH) participated in a Spirituality day focused on prayer and the work of Saint Mary MacKillop in the early days of the Australian Church. In living out our faith and mission, we have built an awareness of needs in our community and the broader church through fundraising efforts, as well as providing gifts for those in need through our Social Justice initiatives. Some of the organisations we have developed relationships with include Caritas, St Vincent de Paul, the Gethsemane Community and Catholic Missions. We continue to work closely with our parish. We do this through parish based Sacramental programs, class, school and family Masses and school liturgies promoting the charism of Our Lady of the Sacred Heart celebrated with our parish priest Father Peter Hearn msc. We have a good relationship with other local priests who provide meditation and Tai Chi for the staff and students in the school. We have a strong focus on the importance of working with parents in developing the Catholic identity of our students. We invite parents to collaborate with their children as they prepare for Sacraments through retreats and workshops as well as encouraging parents to join with their children in liturgical celebrations and weekend family Masses. Parents are also given opportunities to develop their own personal faith journey through Meditation or Tai Chi sessions run by one of our Missionaries of the Sacred Heart (msc) Priests. Our Family Educator has worked closely with parents on outreach projects, prayer and meditation and coordinating family masses for each class. The school works hard to provide rigorous teaching in Religious Education. This year the staff has collaborated with the Religious Education Leader of Learning on how to pray in a variety of ways and these forms of prayer have been included in teaching programmes to assist students in Annual School Report to the Community 2016
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finding ways of praying that suit them. Students in Years 6 and 8 in Catholic schools in the Archdiocese of Sydney undertake the Archdiocesan Religious Education (RE) Test annually. The test consists of fifty multiple-choice questions. Results of the test are analysed by teachers and are used to inform teaching and learning in Religious Education. Our School's average result (as a mark out of 50) Year 6
38.61
Further information about the Archdiocesan Religious Education Curriculum and the RE Tests may be accessed at the Religious Education and Evangelisation site on the Sydney Catholic Schools website.
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S ECTION S IX : CURRICULUM The school provides an educational program based on, and taught in accordance with the Board of Studies Teaching and Educational Standards syllabuses for Primary Education. The Key Learning Areas (KLAs) are English, Mathematics, Science and Technology, Human Society and its Environment, Creative Arts and Personal Development, Health and Physical Education. In addition, the school implements the curriculum requirements of Sydney Catholic Schools. The teaching and learning processes are informed by the Statement on Authentic Learning in Sydney Archdiocesan Schools. Staff members are committed to continuous improvement of teaching and learning in all facets of the school curriculum. The school’s Vision for Learning promotes an active learning environment that is stimulating, authentic and inspired. The students are engaged in a comprehensive curriculum that caters for all learning abilities. A significant focus in 2016 has been the professional development of staff in Quality Literacy and Teaching (QLT) based on the New South Wales Board of Studies English Curriculum. Teachers confidently use the Gradual Release of Responsibility model in their English planning leading students in modelled, shared, guided and independent activities in reading, writing, responding, speaking and listening. In 2016 the implementation of the History and Geography Curriculum enabled grades to present a semester of each of the subjects with a focus on the integration of appropriate reading texts in the presentation of QLT. Staff professional development in both History and Geography strengthened support for an ease of growth in the transition from the HSIE syllabus. Bring your own designated device (BYODD) was introduced in years of 4 and 5 this year allowing for the integration of technology across all Key Learning Areas and enabled students to work confidently and collaboratively using the Google platform. Further implementation of technology to support student learning has been a positive enhancement to the curriculum, embedding higher order thinking. The strength of technology has been seen with the continued use of the Mathletics website for both home and school, supporting the devised Mathematics scope and sequence and encouraging further development of skills within the context of the home environment. IPads in junior classes also enabled the integration of apps to assist learning. The school has continued an emphasis on analysing data to assist teachers to further identify student needs and accurately address learning priorities. This approach allows staff to track student growth and extend and support student learning. School programs include Reading Recovery, MultiLit and Gifted Education. Annual School Report to the Community 2016
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S ECTION S EVEN : S TUDENT PERFORMANCE IN N ATIONAL AND S TATE -W IDE TESTS The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. NAPLAN assessment results provide valuable information about student achievements in literacy and numeracy. An analysis of these results assists School planning and is used to support teaching and learning programs. The tables below show the percentages of students who achieved particular skill bands in numeracy and the aspects of literacy. The School results shown are compared to students nationally. Literacy is reported in four content strands (aspects): Reading, Writing, Spelling, Grammar and Punctuation. Numeracy is reported as a single content strand. % of students in the top 2 bands
% of students in the bottom 2 bands
School
Australia
School
Australia
Grammar & Punctuation
87.27%
52.80%
0.00%
9.70%
Reading
80.00%
49.40%
0.00%
11.40%
Year Writing 3 Spelling
74.55%
48.60%
0.00%
6.20%
81.82%
46.50%
0.00%
12.30%
74.55%
35.70%
0.00%
13.40%
NAPLAN RESULTS 2016
Numeracy
% of students in the top 2 bands
% of students in the bottom 2 bands
School
Australia
School
Australia
Grammar & Punctuation
74.55%
36.30%
0.00%
14.70%
Reading
80.00%
35.20%
1.82%
15.50%
Year Writing 5 Spelling
21.82%
17.40%
7.27%
18.30%
52.73%
29.60%
0.00%
17.00%
65.45%
28.20%
0.00%
16.30%
NAPLAN RESULTS 2016
Numeracy
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
Pastoral Care and Wellbeing has been a key priority in the school's Annual Improvement Plan for 2016. The National Safe Schools and Kids Matter framework has been adopted this year to enhance the social and emotional development of all students. All programmes support the principles of Restorative Justice and the Positive Behaviour for Learning Framework. The Schoolwide Positive Behaviour for Learning Framework has been an integral part of our school Pastoral Care and Wellbeing policy since 2010. Years 4, 5 and 6 have continued their involvement in the Macquarie University Research program 'Preventing Anxiety and Victimisation through education' (PAVe), which aims to assist students in building positive relations with others. Circle Solutions is a new pedagogy introduced this year to encourage group interaction and reinforce relational learning outside the classroom. Student engagement in all programs has been noted by teachers and the wellbeing team as being very positive. No changes were made to the policy this year.
The full text of the School's Pastoral Care Policy may be accessed on the School's website or at the administration office. Discipline Policy
Corporal punishment is expressly prohibited in this School. The School does not sanction administration of corporal punishment by School persons and non-School persons, including parents, to enforce discipline in the School. The school's Discipline Policy promotes the wellbeing and safety of all students. Effective practices are in place to ensure students are in a safe and supportive environment. The National Safe School's Framework is adopted by the school and has continued to be a focus in 2016 with the implementation of a school Wellbeing Team. The school's Personal Development Health and Physical Education programmes promote student wellbeing, protective behaviours, positive relationships, resilience and Anti-Bullying practices. All teachers were trained in Circle Solutions pedagogy and have implemented activities to support student wellbeing. The Wellbeing team has also attended Kids Matter professional development modules, followed by inservicing of the whole staff. Student wellbeing continues to be a high priority for all staff and will continue to be Annual School Report to the Community 2016
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so into the future. No changes were made to this policy this year. The full text of the School's Student Discipline Policy may be accessed on the School's website or at the administration office. Anti-Bullying Policy
The Archdiocese of Sydney has established an Anti-Bullying Policy which is implemented by our school and all systemic schools in the Archdiocese. It provides a framework for school communities to work together to prevent and address issues of student bullying, in order to build respectful relationships that respond effectively and sensitively to the needs of each person. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was reviewed in August 2016 and no changes were made to the policy this year. The full text of the Anti-Bullying Policy may be accessed on the School’s website, the administration office or at the SCS website at this link. Complaints and Grievances Resolution Policy
The Archdiocese of Sydney has established a Resolution of Complaints Policy which is implemented by our school and all systemic schools in the Archdiocese. The rationale for the policy is that within the reality of the schooling experience, it is recognised that, from time to time, misunderstandings and differences of opinion will occur, and that these need to be resolved satisfactorily. Addressing such matters within a framework of dignity, respect and truth can provide powerful opportunities to model the love of Christ in the reality of our contemporary world. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was reviewed in December 2015 and no changes were made to the policy this year. The full text of the Resolution of Complaints Policy may be accessed on the School’s website, the administration office or at the SCS website at this link. Initiatives Promoting Respect and Responsibility
In 2016 student leaders presenting at weekly assemblies encouraged the School-wide Positive Behaviour for Learning Expectations of 'Be Respectful, Be Responsible, Be Safe and Be a Learner'. The parent community was updated weekly regarding the expectations in the school newsletter. Social justice remains an important focus in our school community. Our motto of 'Strength and Annual School Report to the Community 2016
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Gentleness, Strength in the Matter, Gentleness in the Manner' calls us to actively reach out and support those in need. Promotion of outreach practices continues to have a high priority for all members of the community, with student leaders playing an active role in developing Mini Vinnies activities and organising fund raising days for Catholic Missions and the Gethsemane residents. Promotion of actively caring for others is deeply embedded in our school culture.
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S ECTION N INE : S CHOOL R EVIEW AND IMPROVEMENT The School implements the Sydney Catholic Schools' School Review and Improvement (SRI) Framework which outlines the processes and benchmarks for creating the culture and practice of continuous improvement with students as the focus. Each year, the School develops an Annual Improvement Plan indicating the intended key improvements for student learning outcomes. The plan is drawn from the School’s Strategic Improvement Plan and informed by the document New Horizons: Inspiring Spirits and Minds. The School engages in an annual evidence-based evaluation of its effectiveness against these external standards in collaboration with the Regional Consultant. A copy of the Strategic Improvement Plan and the Annual Improvement Plan may be obtained from the school administrative office. Key Improvements Achieved in 2016 In 2016 the Priority Key Improvements were closely linked to the Archdiocesan Strategic Plan 'New Horizons' 2016-2018 and included Catholic Life and Culture, Curriculum and Wellbeing. Significant achievements are noted in the following areas of the school: Developing our Catholic Faith Community with a focus on the various models of prayer for staff and students. Learning and Teaching with a focus on curriculum development, the use of Information and Communication Technology (ICT). Data analysis directing authentic learning and teaching. Professional learning that builds individual and collective capacity. Student and Staff Wellbeing with the implementation of a Wellbeing Team to support both student and staff wellbeing using the Kids Matter framework and continue the focus on School-wide Positive Behaviour for Learning. Priority Key Improvements for 2017 In 2017 the school will focus on Key improvements 1, 2 and 3 in the Archdiocesan Strategic Plan 'New Horizons'. Priorities include: Religious Education that strengthens student knowledge and understanding of the curriculum History and Geography curriculum that reflects the skills and tools to enrich student learning Quality Literacy Teaching programs that extend student knowledge and cater for the Annual School Report to the Community 2016
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English as an additional Language or Dialect (EAL/D) learner Student Wellbeing programs that incorporate Circle Solutions Pedagogy and promote mental health and resilience Teacher Professional Development in supporting students with complex social and emotional needs.
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S ECTION TEN : PARENT , S TUDENT AND TEACHER S ATISFACTION The opinions and ideas of parents, students and teachers are valued and sought. Their suggestions are incorporated into planning for and achieving improved outcomes for students. This year, the School has used a variety of processes to gain information about the level of satisfaction with the School from parents, students and teachers. Parent Satisfaction
Parents have been invited on several occasions to respond to their level of satisfaction on a variety of matters. Whilst the quantity of responses received are low, the entire community has been given the opportunity to provide an opinion. Topics for rating throughout the year include the whole school Easter Liturgy, the parent information evening and term curriculum letters. The final survey covered a range of topics including Religious Education programmes, Education, Parent involvement and Facility improvements. Parents were asked to rate their satisfaction of each topic using a 1-5 rating system 1 the lowest and 5 highest.The table below gives the results of the combined ratings of 4 & 5 Easter Liturgy - 100% Parent Information sessions - 100% Curriculum letters - 92% Religious Education programmes - 92% Education - 85% top 3 bands Parent engagement - 85% Facility improvements 77% Student Satisfaction
In 2016 all students were given the opportunity to share their satisfaction regarding Religious Education, Curriculum, Extra curricular opportunities and Facilities. Student percentages below combine the top ratings. Learning in Religious Education 65.8%
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Enjoyment of learning 90% School communication 78% Learning environment and school playgrounds 83% Teacher Satisfaction
Staff were invited to express their level of satisfaction by completing a survey which covered Religious Education programmes, Education provision, Professional Development, Facility improvements and staff and student well being initiatives. The return rate of 90% was excellent. The process comprised of a rating system of 1-5, 1 being lowest and 5 highest. Results below are a combination of 4 & 5. Religious Education programmes 100% Education 100% Professional Development 80% Facility improvement 100% Staff and Student wellbeing initiatives 95%
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S ECTION ELEVEN : F INANCIAL S TATEMENT This School Financial Information is based on the detailed information provided to the Commonwealth Government in the Commonwealth Financial Questionnaire. School Financial Information for the 2016 year is detailed below: RECURRENT and CAPITAL INCOME
RECURRENT and CAPITAL EXPENDITURE
Commonwealth Recurrent Grants $2,486,161
Capital Expenditure 6
$250,806
1
Salaries and Related Expenses 7 Government Capital Grants State Recurrent Grants
Other Capital Income 5 Total Income
$805,045
3
Fees and Private Income
$0
2
4
Non-Salary Expenses 8 Total Expenditure
$3,335,633 $978,606 $4,565,045
$1,285,065 $167,148 $4,743,419
For the 2016 year the Our Lady of The Sacred Heart Catholic Primary School received $68,828 as Interest Subsidy. Our school community is appreciative of the support it received from the NSW State Government under the Interest Subsidy Scheme Notes 1. Commonwealth Recurrent Grants includes recurrent per capita grants and special purpose grants. 2. Government Capital Grants includes all capital grants received from the Commonwealth and State Governments. 3. State Recurrent Grants includes recurrent grants per capita, special purpose grants and interest subsidy grants. 4. Fees and Private Income include Archdiocesan and school based fees, excursions and other private income. 5. Other Capital Income includes building levy fees and capital donations used to fund Capital Expenditure. 6. Capital Expenditure includes expenditure on School Buildings, and Furniture and Equipment. 7. Salaries and Related Expenditure includes all salaries, allowances and related expenses such as superannuation and workers compensation insurance. 8. Non-Salary Expenses include all other Non-Salary Recurrent Expenditure covering resources, administration, operational expenses, utilities, repairs and maintenance.
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