St Mary's Catholic Primary School, Erskineville Annual School Report to the Community 2016
School Contact Details 54 Swanson Street, Erskineville 2043
[email protected] http://www.stmerskineville.catholic.edu.au 9557 3359 9557 1315
Principal Ms Mary Farrell
ABOUT THIS REPORT St Mary'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
This year has seen significant achievements in the life of the school. The school’s Faith Formation Plan has been a priority for students, parents and staff. The focus has been on prayer and meditation. This is to empower students to further develop experiences that allow them to reflect, experience stillness and pray, while nourishing their faith. The faith formation plan is underpinned by the Mercy values and the school’s motto “Learning to Live”. From a teaching and learning perspective, differentiation and the integration of the new Australian Curriculum have been areas of strong focus for our school. This focus has empowered teachers and supported the teaching process and learning for students. This compliments our aim of addressing the effectiveness of our Catholic school in creating a culture and practice of improvement, transformation and sustainability. The use of student data, this year, has been a priority to further inform instructional practice and map out student growth. In 2016 we have worked on the development of a set of guiding principles to assist our school in promoting a positive and respectful community that supports student safety and wellbeing. Parent Body Message
The School Leadership Team constantly observe the needs of the school. As in any successful relationship, partnership and communication form the basis of the relationship that operates at St Mary's between the school leadership team and the parent body called 'POSM' (Parents of St Marys). The team reaches out to all parents and carers via online emails, applications such as 'Skool Bag' and staff greeting parents at the end of each school day. The staff and parents of St Mary's constantly seek comment, fresh dialogue and feedback from its community. Our school musical, 'Peter Pan', the Movie Night and Fair were highlights of our year, as we worked together to continue to build community and provide resources for our students. Student Body Message
St Mary's is a school in which we feel a great sense of community. We feel the teachers listen to us carefully and respectfully and we have voice in our education. We get opportunities to write our own school liturgies and leading the school in prayer. The school does not tolerate bullies and there is a strong focus on safety and wellbeing. St Mary's celebrates multiculturalism and our Indigenous ancestors are recognised often. Annual School Report to the Community 2016
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We enjoy coming to St Mary's because we feel safe and supported, our teachers spark our imaginations and our lessons are exciting and engaging. The school provides lessons that suit everyone's learning abilities. We thoroughly enjoy being part of the school's creative arts program, especially this year with the whole school musical. We are given many opportunities to represent the school in sporting events and competitions such as swimming, athletics, Australian Football Leagues (AFL) and soccer. We have especially enjoyed the excursions, incursions, school camp, retreats and sports carnivals, which were all fun and meaningful.
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S ECTION TWO : S CHOOL F EATURES St Mary's Catholic Primary School is a Catholic systemic Co-educational School located in Erskineville. St Mary's Catholic Primary school is situated in the inner city suburb of Erskineville and is part of Our Lady of Perpetual Succour Parish. Originally, the school operated under the leadership of the Sisters of Mercy from 1913 until 2007. The school's charism is founded in the values of the Sisters of Mercy and Missionaries of the Sacred Heart. The school is a feeder school for St Mary's Cathedral College and Our Lady of The Sacred Heart Kensington. We continue to maintain a heavy focus on differentiation for diverse learning needs and inquiry learning across all Key Learning Areas (KLAs). Students have access to a wide range of technology and students in Years 3 to 6 participate in a Bring Your Own Designated Device (BYODD) program. In 2016, Year 5 and 6 students attended a camp excursion to the National Park. Students in Years Kindergarten to Year 6 are given opportunities for excursions each term to enhance a particular curriculum focus being taught. An intensive swimming program is held throughout Term 3 for Years K-6. Students from Year 2 to Year 6 participate in a swimming carnival on completion of the program. A specialist Sports Teacher provides a program in athletics, ball games, gymnastics and runs an athletics carnival in Term 2. Parents continue to be involved, assisting teachers in classroom activities, working with the librarian, accompanying classes on excursions, facilitating school banking and in 2016, they supported staff and students in the preparation for the whole school musical, 'Peter Pan'. Students in Years 3 to 6 participate in the University of NSW Competitions in Mathematics and English and the Australian Mathematics Competition with very satisfactory results achieved. Celebrations involving members of the parish, students, staff and parents take place throughout the school year and include the Sacraments of First Reconciliation, First Holy Communion and Confirmation.
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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
118
77
123
195
* 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 95.08%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
96.31%
Year 1
94.35%
Year 2
96.47%
Year 3
95.43%
Year 4
95.63%
Year 5
93.28%
Year 6
94.12%
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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
15
7
22
* This number includes 9 full-time teachers and 6 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
Mercy Charism Day
Term 2
Kidsmatter - Wellbeing and Circle Solutions
Term 3
English as an Additional Language or Dialect (EAL/D) and IDEAs - Developing a whole School Pedagogy
Term 4
IDEAS - Developing a whole School Pedagogy
Extensive professional development has been provided throughout the year with a focus on developing a school wide pedagogical approach using the Innovative Designs for Enhancing Achievements in Schools process. Teachers have also had professional development exploring aspects of mental health and wellbeing as well as English as an Additional Language or Dialect (EAL/D). Significant professional development has been provided to skill teachers in undertaking the Newman Gifted and Talented Project allowing students to have access to a contemporary and challenging curriculum. 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.
15
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. 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 is highly effective in giving witness to Catholic faith and life, providing opportunities for the school community to grow in faith. With the Parish-based Sacramental program the school is proactive in continuing to assist parents in their role as the primary educators of their children in nurturing their spiritual development. The quality of the Religious Education Program, together with regular celebrations of cooperatively planned prayer, sacraments and liturgy, is designed to strengthen the faith of students. It encourages and motivates the students to respond to the needs of others and be active participants in the life of the Church which calls us to worship, proclaim and give service to the marginalised and those in need in our community. Whole school Masses are held each term celebrating special feast days within the Church's calendar as well as class Masses and class Reconciliation services held each week for students in the primary grades. There is a whole-school approach to respecting, valuing and protecting the rights and responsibilities of all to learn. Quality teaching and learning time is valued and consistently provided for, with school timetables organised to ensure that optimal learning takes place each day. The school implements the values of Restorative Justice in an effort to maintain and strengthen relationships. Partnerships have been formed with Cana House and the local St Vincent de Paul society in an effort to give students opportunities to meet people in our community who are in need and to hear their stories first hand. It provides a link and a sense of purpose when fundraising for much needed charitable works. 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. 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
35.73
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. Curriculum development continues to be a focal point in catering to the diverse needs of all students. Analysing data to inform student learning and refining a digital system to track student progress is also a major feature of the curriculum. The continued development of 21st Century learning skills through the integration of Information and Communication Technology and contemporary pedagogy are included across all Key Learning Areas. Intervention programs for literacy and numeracy take place for students underachieving and special initiatives for the Gifted and Talented are implemented across Years 3-6. Specialist classes in drama, music, sport and Italian are a particular feature of the school. Extensive professional development has been made available to all teaching staff to ensure smooth implementation of the new NSW English and Mathematics Syllabus in accordance with the Australian Curriculum English and Mathematics documents. Additionally, planning in Science, History and Geography has taken place so as to provide a whole school framework using a concept-based, differentiated programming style. Student and staff wellbeing is a key area of the curriculum embedded through Kidsmatter which incorporates programs such as School Wide Positive Behaviours for Learning (SWPBL), Peer Support, Circle Solutions and the Social Skills Improvement System. The integration of Information and Communications Technology is a key part of student learning. The Bring Your Own Designated Device (BYODD) Program is a key feature of the school, in that it compliments students' ability to create, access and share resources in a collaborative environment. A Robotics program has been introduced into the school curriculum and is yet another example in which Key Learning Areas such as Mathematics and Science are able to be integrated in a meaningful learning context. St Mary's values building a strong sense of community. This is evident through various notable whole school celebrations held throughout the year such as St Mary's Open Day, Mother’s Annual School Report to the Community 2016
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Day, Mercy Day, Father's day, Book Week, Movie Night, Grandparents' Day and the school musical. These are an integral part of the school life and enhance student learning in a caring and nurturing environment.
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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
72.41%
52.80%
0.00%
9.70%
Reading
68.97%
49.40%
0.00%
11.40%
Year Writing 3 Spelling
86.21%
48.60%
0.00%
6.20%
58.62%
46.50%
0.00%
12.30%
55.17%
35.70%
3.45%
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
54.17%
36.30%
8.33%
14.70%
Reading
66.67%
35.20%
8.33%
15.50%
Year Writing 5 Spelling
25.00%
17.40%
4.17%
18.30%
50.00%
29.60%
0.00%
17.00%
58.33%
28.20%
4.17%
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. To live this policy the school has adopted various programs aimed at helping students to value themselves and experience wellbeing. These programs include topics of self-esteem, social relationships, moral development, vocational awareness, sexuality, anti-bullying, drug awareness, health and personal safety. No changes were made to this 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. At St Mary’s we are committed to the fostering of self-discipline and the development of the whole person for all our students. This commitment is firmly grounded in the principles of justice, self-discipline and reconciliation and it acknowledges that any consequence which lowers the dignity of the person is totally inappropriate. Affirmation and acknowledgment of positive characteristics displayed by students are essential elements of school discipline. By developing a sense of worth, students become more tolerant of others and confident that they have something to contribute to society. St Mary's uses the 'School Wide Positive Behaviour and Learning' Framework. It is a proactive approach that relies on research based practice including, developing clear behavioural expectations, teaching these expectations, acknowledging appropriate behaviour, consistently correcting inappropriate behaviour, and using behavioural data to systematically solve problems. No changes were made to this policy this year. Annual School Report to the Community 2016
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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
St Mary’s Catholic Primary School is committed to fostering the dignity and development of each person founded on the person and the Gospel of Jesus Christ. In the light of this commitment, we work together to create a culture and environment characterised by safety, trust, mutual respect and life-giving relationships. Therefore, St Mary’s Catholic Primary School has prioritised initiatives such as Mini Vinnies, the Student Representative Council and the weekly Sisters of Mercy student awards. These initiatives highlight the needs of others and the values of compassion, mercy and social justice. Annual School Report to the Community 2016
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The staff of St Mary’s Catholic Primary School model appropriate behaviours at all times by displaying respect in both word and action towards students, members of staff and parents. Students have participated in anti-bullying programmes as well as Buddies and Peer Support programmes. These initiatives have allowed students to develop greater skills in community building and a strong sense of respect and care for one another. Social justice programs such as The Gift of Bread Project and Vinnies Night Patrol, which involves Year 3 to 6 students packing sandwiches for night patrol, are significant initiatives for our parents and students. These projects allow students an opportunity to express the school values of compassion and service.
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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 Term 2 of this year, the school underwent a Cyclic Review process which highlighted and supported the direction that will be taken with regard to teaching and learning practices in the future 3 to 5 year plan. Provision of a range of evangelising, catechising and faith formation opportunities were given priority to enhance the witness and Catholic practice of staff, students and families. This can be demonstrated through the work of the Family Educator working with the student, parent and staff body to lead the Marian project, coordinate and host an Interfaith Forum and lead Social Justice projects. In the area of Pedagogy, significant work and professional development has continued this year with the Australian Syllabus. A strong focus has also been on English as an additional Language or Dialect (EAL/D) and the Gifted and Talented Newman Project. The school has embraced the creative arts this year, producing a whole school musical performance of 'Peter Pan'. A whole school approach to student wellbeing has been integrated throughout teaching and learning programs, policies and procedures; ensuring a safe, supportive and respectful learning community.
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Priority Key Improvements for 2017 Throughout 2017, St Mary's key improvements will be focused on Religious Education, literacy and the development of a whole school pedagogy. In Religious Education, teachers will be given professional development opportunities to enhance the effectiveness of pedagogical practices which assist students to know, understand and celebrate their Catholic tradition. In literacy, a whole school research based Quality Literacy Program will be implemented and embedded to build teacher capacity in contemporary pedagogy and increase student learning gains in English. A whole school pedagogical statement will be created in 2017 with a vision that teachers will implement authentic and contemporary pedagogical practices using research-based knowledge and student data to inform teaching to improve student learning gains.
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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
Feedback processes from parents this year including surveys, parent meetings, the Advisory Council and anecdotal evidence indicate that teachers are held in high esteem. There have been many opportunities for parents to be involved in the life of the school. Social events offered an opportunity for busy parents and carers to connect and engage with the school. With a busy POSM (Parents of St Mary's) group it has been successful in bringing families and the local community together. Events such as the Father's Day and Mother's Day liturgy and breakfast as well as the Movie Night were not only well attended but also strongly supported. All of the events were a testimony to the hardworking efforts of the parents and their ability to provide extra funds for the students needs. Student Satisfaction
In 2016 the student leaders held forums throughout the year to promote student voice within the school. Opportunities were given to voice appreciation, satisfaction and areas for development within the school at these meetings. The students said that embracing the Mercy values in their roles as leaders gave them insight into what they could do within the community. The senior students voiced their opinion that they enjoy working in their flexible learning spaces with new modern furniture allowing them to learn in the way that suited them and rated this style of learning as a great experience. They would like to have more opportunities to promote sport in the school and opportunities for spaces to be created for more passive play time with areas to be created for clubs such as gardening areas. The students were given the opportunity to outline the strengths of the school during the year. They said they enjoy using the many forms of technology at the school. Another highlight for the students this year was the school musical ‘Peter Pan’ which was held at the Burwood Vocational Centre. This allowed all students to display their creative talents. Teacher Satisfaction Annual School Report to the Community 2016
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All staff shared a great sense of working together to achieve targets set out in the Strategic Improvement Plan and staff indicated that this team approach promoted high levels of satisfaction based on a shared understanding of what they were aiming to achieve. Opportunities for involvement in contributing to the direction of the school were provided through staff meetings, stage meetings and leadership team meetings. The staff indicated their appreciation of professional development in the areas of Wellbeing, Gifted Education along with development in the curriculum areas of Religious Education and Mathematics.
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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 $1,514,970
Capital Expenditure 6
$80,783
1
Salaries and Related Expenses 7 Government Capital Grants State Recurrent Grants
$494,031
3
Fees and Private Income
$0
2
4
Total Expenditure
$680,336 $2,517,687
$620,867
Other Capital Income 5 Total Income
Non-Salary Expenses 8
$1,756,568
$39,503 $2,669,371
For the 2016 year the St Mary's Catholic Primary School received $8,624 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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