St Joseph's Catholic Primary School, Belmore Annual School Report to the Community 2016
School Contact Details 8 Wilson Avenue, Belmore 2192
[email protected] http://stjbelmore.catholic.edu.au 9759 1154 9750 9689
Principal Mrs Elizabeth Russo
ABOUT THIS REPORT St Joseph'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
At St Joseph’s Catholic Primary School Belmore our mission is to enliven faith, nurture relationships and inspire learning. This year the school has launched our vision which is Growing Together using the visioning process IDEAS (Innovative Designs for Enhancing Achievements in Schools). The students understand the meaning of the vision through the pedagogical principles of I can, I care, I see. The school this year has focussed on extending the Bring Your Own Device (BYOD) Program in Stage 3 so that there are more students with their own device.The strengthening of this program will provide greater digital resources for student learning. 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. The school has continued to maintain a Literacy and Numeracy Coach, as part of a Regional Project. This teacher works cooperatively with the Literacy and Numeracy Action Plan teacher to improve student outcomes through improving teacher practice. Parish Priest's Message
St Joseph's Parish and School communities value the relationship between the school and the parish. Together we aim to involve the children and their families in the life of the parish through activities such as: participation in sacrament preparation weekly attendance at Parish Masses and Reconciliation by two classes participation in liturgies and Family Masses active school involvement with the pastoral council and team support of Parish and School events such as the profession of final vows by a Sister in the Parish and the combined Parish and School Christmas Carols liaising with the Family Educator, the Religious Education Co-ordinator, the Parish Liturgy Co-ordinator and the Principal to provide inclusion of school families in Parish activities assisting needy members of our community by running the Christmas toy drive and winter clothes appeal Parish priest and nun visits to school classes to deepen an understanding for children in the traditions of the Catholic faith.
Parent Body Message Annual School Report to the Community 2016
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The Parent Group supports the school and parents/carers of the children at the school. The group aims to assist with raising funds for resources provides opportunities for parents to meet and build community support and work in partnership with the school Each term the group meets to plan ways to engage the community. All parents/carers are encouraged to come along and participate. Some successful events we held this year included the disco, Mother's and Father's Day Stalls and Olympics Sport Fundraising Day. Next Year the parent group is organised in alignment with the school vision Growing Together. There are committees of school events listed for parents to join, in order to broaden parent participation in the school. Student Body Message
The Student Representative Council has contributed to supporting the school community through involvement in morning prayer and being buddies to the new students who join the community. By understanding that we are all made in the likeness of God, students explore their own abilities and talents in order to identify leadership qualities that would promote Christian care, outreach, compassion and service within the school community, creating links to Josephite traditions and the charism of St Mary of the Cross MacKillop. When students nominate for a role they identify their special gift such as service for outreach to the nursing home. All students in Years 5 and 6 belong to Stage 3 and are called Senior Students. We join with the Student Representative Council (SRC) who are elected members from Year 3 to 6 to work collaboratively in the school undertaking tasks such as assemblies, school prayer, liturgies, fundraising for Project Compassion or helping students new to the school. We are very generous in supporting each other and the school through our work in groups and activities. Next year the Student Representative Council will be aligned with the vision Growing Together.
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S ECTION TWO : S CHOOL F EATURES St Joseph's Catholic Primary School is a Catholic systemic Co-educational School located in Belmore. The school caters for students in Years K-6. The total enrolment each year may vary between 300 and 360 due to the transient nature of the population. The school was established by the Sisters of St Joseph in 1921. The community is characterised by a high proportion of students with a language background other than English. The main languages in the school include: Arabic, Dinka, Greek, Korean, Chinese, Vietnamese and various Pacific Island languages. The school is also a base school for a New Arrivals Teacher to cater for the needs of students newly arrived from overseas. Our students include 2% who are identified as Indigenous. Currently, an Indigenous aide is employed to support the development of the Indigenous students. Belmore is a highly multicultural community. St Joseph’s School caters for a wide variety of learners through a range of learning programs that support the needs of the individual learner. English as an Additional Language or Dialect (EAL/D) is integrated into the mainstream curriculum together with the Gifted and Talented (G & T) adjustments for students. Special Education programs support students in the class and in small groups. To assist teachers with catering for individual learning needs, individualised learning plans are created for many students. Due to the diverse needs of students there is also a strong emphasis on regular screening, testing and tracking of progress. Each Year 6 Students attend a Sports Camp to develop leadership and sports skills. Each week children receive specialised sports lessons from a sport provider with a different focus each term including: Athletics, Gymnastics, Dance and Martial Arts.
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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
163
171
312
334
* 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 93.85%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
93.68%
Year 1
94.10%
Year 2
93.64%
Year 3
94.39%
Year 4
93.31%
Year 5
95.18%
Year 6
92.67%
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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
23
7
30
* This number includes 16 full-time teachers and 7 part-time teachers. Percentage of staff who are Indigenous
5.7%
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
Dr Michele Connolly rsj - Mercy in the Scriptures
Term 2
James Fergusson - Writing
Term 3
Kidsmatter -Modules 1 and 2
Term 4
Supporting students Autism in Mainstream Classes - Aspect
Professional Development was of a high standard in 2016 and feedback from teachers showed that learning was transferred to class teaching. The importance of facilitators with specialised expertise enhances teacher growth significantly. Additionally teacher support from the Literacy and Numeracy Coach and the Literacy and Numeracy facilitator contributed to teacher growth. Teacher Standards
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.
23
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. The Parish Priest takes a keen interest in the school and works closely with the Religious Education Coordinator and the staff. Currently, all Sacramental Programs are run through the school. The Parish Priest, the catechists and teachers at the school form a team to facilitate the programs. Reconciliation occurs in Year 2, Eucharist in Year 3 and Confirmation in Stage 3 (biannually). A number of our students are Maronite and Melkite Catholics who are confirmed at Baptism. There is also a large group of students from the Antiochian Orthodox and Greek Orthodox faith. Students participate in school Masses and Liturgies for special feast days and celebrations. They receive the Sacrament of Reconciliation as a class group and attend parish Masses regularly. The school combines with the parish to celebrate some events, such as Christmas Carols and St Joseph's Day. The school organises and attends Parish and Stage Masses on the weekends twice a term during the year. At these Masses, the school choir sings and students and their families are invited to assist with the Liturgy. There has been an increase in the number of families attending these Masses in 2016. The school's Family Educator works to strengthen links between the parish and school, welcoming parents to weekly Stop, Reflect and Pray sessions, Sacramental art and craft sessions and provides opportunities for deeper engagement of liturgical feasts during the year for families within the school community. The Religious Education Coordinator has worked closely with the regional RE Leader of Learning to increase students' achievement in Religious Education. There has been a focus on explicit teaching of Language and Vocabulary in RE units of work in all classes from Kindergarten to Year 6. The staff, students and parents of St Joseph's join to pray together at every morning assembly. Twice a year each class leads a whole school prayer assembly to share their knowledge and learning in Religious Education. Annual School Report to the Community 2016
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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
32.13
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. This year the school has been involved in the Cluster 5 Project which involves a small number of schools employing a Literacy and Numeracy Coach. The Literacy and Numeracy Coach has the responsibility to work with teachers in a coaching role in order to utilise data effectively to improve student learning programs so as to see improved learning outcomes for students across the school. The main focuses for this coach have been numeracy in the area number knowledge and literacy, in particular reading and writing across the school. Data Analysis The school has participated in the Lyn Sharratt Putting Faces on Data workshop over the year. This has enabled the school to effectively use data to inform teaching and learning. Data walls represent student growth in learning. This information is shared with staff during professional learning meetings so as to cater for the learning needs of students. The school has also engaged in Case Management meetings in order to provide teachers with the opportunity to narrow in and focus upon specific areas of needs for both individual and groups of students. State Literacy and Numeracy Project This has been the fourth year of implementation for the State Literacy and Numeracy Project (SLNP). The school has seen particular growth in the following areas: Professional learning meetings have evolved because of the focus on data collection and the tiered intervention program. Staff are able to use both the literacy and numeracy continuum to identify and narrow in on particular skill sets to improve student growth. Tiered intervention: has continued to enable identified students to receive daily, supplementary, explicit instruction around their specific area of need in both the areas of literacy and numeracy. Next year the project will continue in a new four year cycle. Annual School Report to the Community 2016
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Building teacher and leadership capacity Teachers have led the review of the school’s vision and mission in order to embed pedagogical principles in all aspects of school policy and planning. Teachers have been engaged in extensive professional development opportunities throughout the year with the Literacy and Numeracy Coach, leading to an increase in knowledge and skills. Raising literacy and numeracy standards The school has continued to provide professional development to improve student knowledge in literacy and numeracy. In-school data has shown significant improvements in student knowledge in sentence construction in English and number knowledge in Mathematics this year.
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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
50.00%
52.80%
1.92%
9.70%
Reading
32.69%
49.40%
21.15%
11.40%
Year Writing 3 Spelling
40.38%
48.60%
5.77%
6.20%
50.00%
46.50%
17.31%
12.30%
22.64%
35.70%
22.64%
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
27.78%
36.30%
16.67%
14.70%
Reading
33.33%
35.20%
19.44%
15.50%
Year Writing 5 Spelling
13.89%
17.40%
22.22%
18.30%
25.00%
29.60%
8.33%
17.00%
13.89%
28.20%
13.89%
16.30%
NAPLAN RESULTS 2016
Numeracy
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
The Student Welfare Policy is based on the Archdiocesan Pastoral Care document. This document has been developed to assist Catholic Primary and Secondary schools in their review of pastoral care policies. At St Joseph’s School we have revised and published a well-developed pastoral care policy. The school’s practices and programs foster an atmosphere of safety, trust, respect and community. The policy acknowledges that individual student needs may vary and has a strong teaching and learning focus to equip students to make just choices in all their interactions. In 2015 we published our Pastoral Care Policy to align it with the Catholic Education Office (CEO) policy and it lists student, teacher and parent expectations including a flow chart on resolving problems effectively. In 2016, further whole school review of the Pastoral Care Policy occurred to improve consistency amongst practices in the school. 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. Our school’s discipline practice is linked with our Pastoral Care Policy as they both endeavour to promote respectful, secure and healthy environments in which our students can prosper. At St Joseph's Catholic Primary School we strive to create an environment which is supportive of individuals and groups, conducive to worthwhile learning and which demonstrates a caring concern for the wellbeing of all its members. Our discipline plan aims to foster the development of responsible self-discipline among students enabling them to build resilience, develop problem-solving skills and promote wellbeing and good order in the school community. In 2015 we published our Discipline Policy to align it with the CEO policy and it lists student, teacher and parent expectations including a flow chart on resolving problems effectively.
The full text of the School's Student Discipline Policy may be accessed on the School's website or at the administration office. Annual School Report to the Community 2016
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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, the school continued to build a culture in which respect and responsibility of students remained a priority through the development of student spirituality through the promotion of values during whole school assembly, newsletters, Masses, Kidsmatter program, Bounce Back program and Mind-Up program. In addition the Restorative Justice ‘Circle Time’ strategy is being strengthened in classrooms and on the playground. This gives students a powerful basis for experiencing and building healthy dialogue. Other Restorative Justice practices include the Stop, Think, Act and Reflect communication agreement which is supported by church values in the social and moral purposes of the community. Social Justice programs which are undertaken at the school include food drives, collections and fun days to reinforce the message of service and promote respect and dignity for all people.
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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 The following list highlights the main school improvements achieved this year: Catholic Identity and Mission: The school nurtured students' knowledge and understanding of the Catholic tradition and launching of the school vision Growing Together. In the vision launch to the community all students and families were involved in a celebration of understanding the way they learn. Next year further embedding of the vision will occur through the school focus of improving student outcomes in literacy and numeracy. Learning and Teaching: Strengthened a Culture of Improvement through a systematic, reflective and evidence-based approach to learning and teaching. Student and Staff Wellbeing: Strengthened a safe and supportive school environment with the introduction of Kidsmatter and the development of whole school rules aligned with the vision. Capacity Building: Increased the capacity of teachers and learning support staff to respond to the holistic needs of students through professional development in differentiation. Stewardship of Resources: Adapted systems and Information and Communications Technology (ICT) infrastructure to support contemporary learning and teaching in the future. Priority Key Improvements for 2017 School improvements for next year will include the following: Catholic Identity and Mission: Implementing a framework to support the Pope Francis award program and Mini Vinnies. Continue to focus on vocabulary knowledge in Religion Annual School Report to the Community 2016
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Education. Learning and Teaching: Strengthen the building of a learning community that promotes growth through programs and personlized learning for students based on data. Student and Staff Wellbeing: Strengthen safe and supportive school environments with the second year of implementation of the Kidsmatter program and the embedding of the school vision in all aspects of school life. School wide Positive Behaviours for Learning (SPBL) will be implemented in term 3 to supplement Kidsmatter. Capacity Building: Increase the capacity of teachers that aligns with staff and student needs and the accreditation process. Stewardship of Resources: Implement office systems that support the Archdiocese Compass project and other financial initiatives.
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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
The source of the parent satisfaction data comes from the The Learning Bar Survey. The following information is a summary of that data. Parents agree that the school supports positive behaviour and the rules for behaviour are well understood by the children. There are high expectations by the school for the students to achieve success in learning. Parents support their children's learning at home. The development of relationships within the community is considered a strength and parents can easily contact the school. Overall, on the Parent Satisfaction Survey in Term 4, the majority of parents are in agreement that their children's learning needs are being met, communication between home and school and parent involvement is very good. Student Satisfaction
The source of student satisfaction comes from the Learning Bar Survey. The following information is a summary of that data. Students agree that there are opportunities to be involved in extra curricular activities such as drama and sport which they enjoy. Students have positive relationships with their friends and those in the community and have a strong belief in the value of learning. Students show an interest in their learning and display a high amount of effort. There is a general awareness that the school is moving forward in improving student learning. Students are pleased that more emphasis is placed on school’s vision "Growing Together" and have embraced their way of learning through the principles "I can, I care, I see" within the community. Teacher Satisfaction
The source of the teacher satisfaction data comes from Learning Bar Survey. The following information is a summary of that data. There is a general feeling of success amongst the staff as they agree that there is collaboration, a positive learning culture where data informs practice, use of contemporary teaching strategies Annual School Report to the Community 2016
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and inclusion. Teachers promote growth in literacy and numeracy outcomes through their learning goals developed with the students. The staff reflect on their practice as a professional community which has been enhanced by their participation in the IDEAS (Innovative Designs for Enhancing Achievement in Schools) Project. The launch of the vision "Growing Together" has created a shared vision for learning for the community with high expectations for students.
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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 $2,800,990
Capital Expenditure 6
$42,939
1
Salaries and Related Expenses 7 Government Capital Grants State Recurrent Grants
$906,834
3
Fees and Private Income
$0
2
4
Total Expenditure
$944,884 $4,009,138
$630,647
Other Capital Income 5 Total Income
Non-Salary Expenses 8
$3,021,315
$82,217 $4,420,688
For the 2016 year the St Joseph's Catholic Primary School received $4,531 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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