St Joachim's Catholic Primary School, Lidcombe Annual School Report to the Community 2016
School Contact Details 7 Mary Street, Lidcombe 2141
[email protected] http://stjlidcombe.catholic.edu.au 9646 1310 9646 2139
Principal Mrs Carolyn Parsell
ABOUT THIS REPORT St Joachim's 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
St Joachim’s Catholic Primary School promotes an atmosphere of welcome. Our Vision expresses a commitment to build our future by learning about our faith, ourselves and our world. The School motto Honour Virtue Courage Effort and our value bricks of Belonging, Respect, Relationship, Integrity and Creativity help us to live out our mission to; be a Catholic community that lives the values of the Gospel, foster the dignity, self-esteem and integrity of each individual, provide quality education for all and celebrate the cultural diversity of our community. The charism of the Sisters of St Joseph continues to inspire and the teachings of Jesus give motivation for our mission. A culture of reflection and improvement ensures that all staff contribute to quality teaching and learning programs. Gospel values are reflected in the dedication and commitment of staff. Challenging and engaging learning experiences and innovative practices ensure that student learning is maximised. Our achievements are celebrated in this report. Our school receives support through the State Government's Literacy and Numeracy Action Plan. The Plan aims to improve student outcomes in literacy and numeracy. Parent Body Message
The parent body adopted some changes to our Parent Forum. Now named the Parent Collaboration Team (PCT), several small groups are led by different parents. As no parent felt able to take on the challenge and commitment of the role of President, parents work collaboratively to achieve the goals of the group. To build skills, some parents attended the Council of Catholic Schools Collaboration Forum and participated in a team building day. We are working to refine the goals and vision of the group. A parent drop-in room was established using a grant from Dooley’s Catholic Club. Staff and parents planned, shopped for, and set up The TaBLe Room (Talk, Belong and Listen). This is a very comfortable and popular space and the blessing and opening in June was well attended. The PCT organised many events including a successful Multicultural Gala Day, celebrating our school’s wonderful diversity and our first Dinner Dance; a very enjoyable night for all those who attended. Our Baby Shower for pregnant mums was so much fun that we decided to make it a six monthly event. Parents worked together to support the school and raised funds to provide air conditioning for the Mary MacKillop Centre. Annual School Report to the Community 2016
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Student Body Message
This year has been jam packed with fun and fond memories. It has been a memorable and successful year for the school community. Many events were arranged such as the Multicultural Gala Day, Swimming Carnival and the Athletics Carnival as well as wonderful excursions including a day at the V8s Supercars and our amazing trip to Canberra. Our School is very lucky to have extra activities such as the Swimming Program, Gala Days, Dance Fever and JuJitsu, which many schools do not have. We have had many opportunities to lead the community in assemblies and liturgies. The Mini Vinnies group have offered practical help to the homeless, including collecting a large number of blankets to distribute in Winter this year. Education is the key to success in life and our teachers have made a lasting impact on our lives. Our school has been a place of belonging, learning, joy, love, faith and compassion. We thank the parents and staff who have helped us with fundraisers for the school and charities. The Masquerade Disco was an amazing night and we loved helping at the Infants Disco. Our school journey has helped us to grow into young and responsible leaders of the future.
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S ECTION TWO : S CHOOL F EATURES St Joachim's Catholic Primary School is a Catholic systemic Co-educational School located in Lidcombe. The school was established in 1885 and staffed by the Sisters of St Joseph until 1984. The charism of Mary MacKillop is recognised in our school song and continues to be a strong foundation for our values. The school encourages students who demonstrate consistent application of the charism of Mary MacKillop. Her motto "Never see a need without doing something about it." is quoted frequently, to inspire action. The school choir meet weekly to rehearse and perform for the school and in public regularly throughout the year. Their beautiful harmonies delight all who hear them. The building boom in Lidcombe continues with more high rise construction throughout the Lidcombe town centre. Multiple building sites close to the school and further construction sites in the surrounding streets continue to put pressure on traffic and parking. Overall student numbers have decreased slightly, with small classes in some grades across the school. The school draws most of its students from the local parish community and the surrounding suburbs. Staff members give full support to the mission of the school and the needs of the students. The staff contribute actively to school activities including working bees and Multicultural Day. Learning Support Officers are employed by the school to support Indigenous students as well as those with particular learning needs. The Multi-purpose hall constructed in 2010 continues to be well used by the school for out of school hours care and vacation care. It is also used in and out of school time for dance lessons. A playgroup for preschoolers with particular learning needs is held weekly in the Mary MacKillop Centre. The whole school is used on Saturday mornings by the Korean Catholic Language School, who work with students from across Sydney who wish to learn or maintain proficiency in speaking, reading and writing in Korean. The playground looks beautiful, following the addition of synthetic grass at both ends of the playground and blue rubber surfacing to the basketball court and handball courts. Small covered sandpits provide safe tactile play for junior students. Bright painted playground markings encourage creative games and active learning. An electronic sign, given to the school by the Parish as a 130th Anniversary gift provides information to parents, students and the broader community.
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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
132
163
279
295
* 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 95.01%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
92.80%
Year 1
94.29%
Year 2
95.62%
Year 3
94.56%
Year 4
96.86%
Year 5
95.13%
Year 6
95.79%
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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
26
14
40
* This number includes 15 full-time teachers and 11 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
Review of Staff Handbook, Expectations, Personal Professional Learning Plan, Review Feedback
Term 2
NAPLAN Writing Criteria: Sentence Structure and Cohesion
Term 3
Faith Formation Day: Spirituality, Homelessness, St Canice's and Wayside Chapel Kings Cross
Term 4
Australian Curriculum: Geography, History and Science
Staff met in Professional Learning Communities to collaborate and reflect together to enhance teaching practice. Early Stage 1 and Stage 1 teachers have had opportunities to enhance their skills in data collection, analysis and targeted intervention. In class mentoring in literacy was provided. Teaching staff attended two twilight sessions enhancing implementation of the Australian Curriculum in Geography. The Project Facilitator and Leadership team have engaged in professional learning sessions for the State Literacy and Numeracy Project. Staff members attended various conferences. Teacher Standards Annual School Report to the Community 2016
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The following table sets out the number of teachers who fall into each of the two categories 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.
26
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. In 2016, our school community journeyed through the Year of Mercy together. Our Mini Vinnies students guided the journey by leading several Stop, Pray and Reflect (SPaR) assemblies which encouraged the community to undertake acts of mercy informed by the corporal and spiritual works. Teachers, parents and the Mini Vinnies students had the opportunity to attend the pilgrimage to the Holy Door at St Mary’s Cathedral supported by a trusted guide and Pilgrim Passport. Several students returned to the Holy Door for the Walk with Christ, where prayers of the school community were placed on the Cathedral steps. Our school has enjoyed a renewed focus on God’s creation. Staff were informed by Laudato Si, Pope Francis' encyclical encouraging humanity to rise to their responsibility as stewards of creation. Students were invited to create logos for “Growing God’s Garden”, that were displayed throughout the school grounds. Prayer for creation has been a focus each week. A prayer assembly on creation launched a renewed responsibility and opportunity for all members of the community to look after the environment while being presented with eco-friendly resources with which to do so. St Joachim’s invested in new resources this year to assist the teachers and children during their Religious Education lessons. The parents contributed to the making of the Storytelling Kits which were completed with enthusiasm and were ready for classroom use early in the year. New To Know Worship and Love textbooks were purchased, updating an essential resource which supports the children's Religious Education both at school and at home. Thanks to our Family Educator, classes and families also received a Jesse Tree Kit which can now be used every year during Advent to prepare hearts and minds for Christmas. Our teachers explored strategies to make the language of Religious Education more accessible to our students. Our school and parish community worked in partnership to support the faith development of our students in the Sacramental programs, reconciliation, school-based liturgies, Masses and Family Masses. Our Parish Priest, Sacramental Coordinator, the Sacramental Team, the youth of St Joachim’s parish, two visiting seminarians, our acolytes and music ministries have supported Annual School Report to the Community 2016
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many events throughout the year. The parish and school also worked together to support the needy in our community by contributing to the Caritas Lenten Appeal, Catholic Mission and St Vincent de Paul local conference in true Josephite Spirit by “never seeing a need without doing something about it.” Our Mini Vinnies children did this by sharing their time and talents to make decades of the Rosary which were sold to the parish and school community in May. All proceeds were donated to St Vincent de Paul. 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
31.00
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. At Joachim’s our Learning and Teaching goals continued to develop, enrich and strengthen all areas of curriculum and school life including: Curriculum development for the New Australian Curriculum in Geography. Collaborative planning opportunities for staff to create integrated, data-informed programs that cater to the needs of all learners. Learning intentions and success criteria evident throughout the school; visible and accessible for all learners. Language groups from Kindergarten to Year 6 supported by the Special Education teacher, English as an Additional Language or Dialect (EAL/D) teacher and three teacher assistants. A reading intervention program targeting students at risk from Year 1 to Year 6. Intervention programs targeting Kindergarten to Year 6 students who have educational, social and emotional needs continued this year. EAL/D teachers supported staff to assess their students based on a continuum of learning in Writing and Oral language. Explicit teaching opportunities using the NAPLAN writing criteria in sentence structure and cohesion. A data tracking system was established to map growth, progression and impact of intervention. The consistent collection of purposeful data for short sharp cycles of intervention based on identifiable needs of individual learners. Kindergarten to Year 2 teachers focus on using data from diagnostic assessments to differentiate their instruction and offer more focused, tiered intervention in literacy and numeracy. Teachers K to 2 use the Literacy Continuum to plot student progress in writing and identify student needs A social skills program was implemented to support a small group of students in Year 2 encouraging development of strategies to build positive relationships and interpersonal skills. Weekly dance lessons were provided during Term 2 for K-6 by specialist instructors. PDHPE curriculum delivered through various modes of instruction; students were Annual School Report to the Community 2016
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supported in learning through specialised instructors, teaching specific skill sets for various fine and gross motor activities. Life education enriched student learning outcomes with the delivery of specific Health and Personal development programs.
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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
71.79%
52.80%
2.56%
9.70%
Reading
58.97%
49.40%
5.13%
11.40%
Year Writing 3 Spelling
66.67%
48.60%
0.00%
6.20%
74.36%
46.50%
5.13%
12.30%
46.15%
35.70%
2.56%
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
35.71%
36.30%
9.52%
14.70%
Reading
45.24%
35.20%
11.90%
15.50%
Year Writing 5 Spelling
23.81%
17.40%
9.52%
18.30%
47.62%
29.60%
11.90%
17.00%
33.33%
28.20%
9.52%
16.30%
NAPLAN RESULTS 2016
Numeracy
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
The school’s Pastoral Care Policy is based on the principles of restorative justice and procedural fairness. The policy reflects the vision and mission of the Catholic Church and is characterised by safety, trust and mutual respect. These principles include: acknowledging the inevitability of conflict and hurt relationships; working towards healing and repairing relationships; learning and growing from experience. The Pastoral Care Policy was updated in 2016 to reflect adjustments to behaviour management practices. 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 is based on procedural fairness and ensures that school practices respect the dignity, rights and fundamental freedoms of individual students. The school uses the principles of restorative justice in managing discipline issues. Students are encouraged to use the school values to reflect on their behaviour. The policy is discussed with students, staff and parents on a regular basis. The Discipline Policy is contained in the Pastoral Care Policy and is supported by the Behaviour Management Policy. It was revised in 2016 to reflect adjustments to behaviour management practices. 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 Annual School Report to the Community 2016
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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
Respect and responsibility are built through a range of initiatives in our school. The value bricks of Belonging, Respect, Relationship, Integrity and Creativity are displayed through the school and are used to formulate class rules and to reflect on behaviour. Year 6 students are selected as School, Sport, Environment and Mini Vinnies leaders and are made aware of their responsibilities. These leaders carry out tasks which promote their sense of responsibility as representatives of the school and stewards of the environment. The students in Year 5 and Year 6 take responsibility as buddies of the Kindergarten and Year 1 students, providing opportunities to develop empathy and concern for others. They assist by accompanying their buddies to Mass, to the park and in organised lessons and activities at school as well as looking out for their needs on the playground. The senior students share responsibility for aspects of school organisation such as organising bins, locking and unlocking gates, raising and lowering flags and leading assemblies. The need to collaborate and cooperate are reinforced by these tasks. Year 4 students develop responsibility by packing away playground equipment at the end of each playtime. Library Monitors take responsibility for returning books to the shelves. All students are encouraged to share responsibility for maintaining classrooms and equipment. Staff members model respect and right relationship in their interactions with students and parents.
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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 Our focus this year was on a small number of key improvements to enhance learning outcomes for our students. These are listed below: Oral language development was assessed to identify student needs. NAPLAN writing criteria was used to track and focus student improvement in writing. Collection of evidence and analysis of data were used to drive student improvement in literacy and numeracy. Support from the cluster coach assisted school leaders in promoting short, focused cycles of learning and intervention. Staff undertook personalised professional learning based on individual and shared learning needs. Increased family and community involvement was promoted in parent helper workshops. Priority Key Improvements for 2017 In 2017 our focus for improvement will be teacher growth for student growth. A culture of professional learning and collaboration will be used to: Identify and use appropriate oral language development strategies across the curriculum. Extend use of writing criteria to improve student outcomes in writing across all learning areas. Examine and enhance teaching practice in light of system literacy and numeracy direction papers. Develop systems for identification and support of students with diverse learning needs. Involve parents and community in addressing needs and assisting students to meet learning goals. Annual School Report to the Community 2016
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Create innovative and purposeful learning spaces to promote contemporary pedagogy.
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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
Parent satisfaction was measured using feedback from the Learning Bar Survey, parent meetings, focus groups and interviews. Parents valued and took many opportunities to be involved in school activities. Parents found the new parent room very inviting and homely. New parents expressed gratitude for the warm and welcoming nature of the community and many were involved in planning and assisting in school events. A high level of satisfaction with the school and teaching staff was reflected in all feedback. Parents expressed gratitude for the open and supportive nature of the school and the standard of educational outcomes. Parents expressed confidence in the teaching staff and appreciation of the school's emphasis on learning. They were appreciative of individual attention and support for students with particular learning needs. The parents expressed sincere gratitude for the work of the Family Educator and the great support of parents in preparing their children to receive the sacraments. Responses to the Learning Bar Survey show that parents feel the school is very inclusive, welcoming and safe, with a focus on learning. Parents believe they are well informed and supported. Student Satisfaction
Student satisfaction was measured using the Tell Them From Me survey from the Learning Bar, which was completed by older students. The Principal conducted focus groups and class discussions to gain feedback from younger students. Satisfaction with the school was generally high. Students appreciated support for learning and engaged in a variety of learning activities. They recognised their own growth, particularly in the area of writing. Students reported that excursions remain a favourite part of their learning. The end of year ten-pin bowling was particularly noted as a great activity. Students appreciated opportunities to participate in extracurricular activities including, choir, chess, sport after school, Ju Jitsu and music lessons. Students expressed a high regard for teachers and appreciated opportunities for fundraising and outreach to the poor. Students valued the relationship between school and parish and were keen to be involved in Masses and Liturgies. The playground environment, with the addition of more artificial grass areas and the rubber surface to the handball courts, remained popular with students. Students say they are highly motivated and enjoy sports lessons. Teacher Satisfaction
The Learning Bar "Focus on Learning" Survey was used to gather data around teacher satisfaction. Conversations, staff meetings, reflection, evaluations and reviews throughout the Annual School Report to the Community 2016
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satisfaction. Conversations, staff meetings, reflection, evaluations and reviews throughout the year assisted in determining teacher satisfaction. Teachers expressed satisfaction with professional learning opportunities. Staff members recognise the value of Professional Learning Community groups in promoting a learning culture in the school. All staff invest a great deal of personal energy in developing and delivering authentic teaching and learning experiences. Staff members express pride in the Catholic identity of the school community and appreciate opportunities to enrich their faith life. Teachers welcome opportunities to be involved in developing and reviewing school improvement. Survey data reveals that teachers believe our school is inclusive and has a strong, data informed learning culture. Teachers appreciate opportunities to collaborate and develop new and focused teaching and learning activities. Teachers welcome parent involvement. Teachers would welcome access to more digital technology and regular visits by leadership team members to classrooms to provide feedback on practice.
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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 $2,700,629
Capital Expenditure 6
$78,393
1
Salaries and Related Expenses 7 Government Capital Grants State Recurrent Grants
$933,405
3
Fees and Private Income
$0
2
4
Total Expenditure
$856,663 $4,033,266
$695,136
Other Capital Income 5 Total Income
Non-Salary Expenses 8
$3,098,210
$72,069 $4,401,239
For the 2016 year the St Joachim's Catholic Primary School received $28,525 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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