St Angela's Primary School, Castle Hill40 Harrington Avenue, Castle Hill 2154Principal: Mr Tony CalabriaPhone: 02 9407 6400 Fax: 02 9407 6499Email: StAngelas@parra.catholic.edu.auhttp://www.stangelaschill.catholic.edu.au

Introduction

About the Annual School ReportSt Angela's Primary School is registered by the New South Wales Education Standards Authority,NESA, as a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2018 and gives informationabout the 2019 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.

The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.

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Key Messages

PrincipalI am proud to present to you, the 2018 Annual School Report for St Angela's Primary School,Castle Hill. St Angela's Primary School is dedicated to the education of students fromKindergarten to Year 6. We believe that the students are at the centre of all our endeavours, andthrough effective teaching and learning we aim to allow them, in the spirit of our schoolmotto, to Let (their) Light Shine. Our challenge as educators is to build a learning community inpartnership with the home and parish, which models relationships based on:

mutual respectthe affirmation and welcoming of individual differencessharing and forgivenesscollaboration and supportgenerositygratitude and service

Our educational endeavours combine so that our students will be confident life-long learners,who are encouraged to serve others and to embrace the fullness of life in their society as theybecome effective global citizens. Our school motto, Let Your Light Shine, inspires the wholecommunity to live our unique life journey with joy and self-belief.

ParentWe are pleased with the continual progression of our children's education at St Angela's PrimarySchool through all aspects of the school's teachings from spiritual, through to personal, and toacademic excellence. All this is achieved through a strong leadership team and an excellentteaching staff.

We have also enjoyed a good working relationship with the school through our ability to beinvolved in many aspects of the educational program. In 2018 we were invited to attend regularmeetings where the school was able to discuss and demonstrate educational principles in today'steaching practices. We had the opportunity to visit the classrooms every term and attend regularliturgies which were run by the entire student body. There were many arms of the parentalhelper framework, including canteen, fundraising, literacy group helpers as well as Mothers Dayand Fathers Day activities. These gave parents a chance to be involved at the level that suitedthem.

Our children enjoyed the comfort of a rich learning environment along with well-manicuredsurroundings which helped to enrich their experiences and form the basis of a real love foreducation. The entire staff was approachable through open lines of communication and we feltthat we were always abreast of all happenings throughout the school as our childrenLet (their) Light Shine.

StudentThe students at St Angela's Primary School contributed in so many ways to the life of the school,while developing their leadership skills. All students took a role in grade assemblies, liturgies andschool celebrations.

The Student Representative Council (SRC) provided the students with the opportunity tocommunicate their concerns, make suggestions and give ideas for improving their school.

The student body embraced our motto of Let Your Light Shine through a culture of faith, fun andlearning.

The Year 6 students led the school in an ANZAC Day memorial service and, through the Buddyprogram, helped Kindergarten children settle into school life. Year 6 students were activelyinvolved in providing leadership and were role models to all students in the school.

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Who we are

History of the schoolSt Angela's Primary School was established in 2001 with an enrolment of 70 children inKindergarten and Year 1 and seven staff members to build the educational curriculum. In 2018,there were 21 classes, from Kindergarten to Year 6, with an enrolment of 603 students and a staffof 45.

The school was named after the founder of the Ursuline sisters, St Angela Merici, and, since itsbeginning, the spirit and writings of St Angela have been shared with the community.

Location/drawing areaThe school is located on Harrington Avenue in Castle Hill and draws students from CastleHill, Kellyville and beyond. It serves the parish of Our Lady of the Rosary, Kellyville, which ispastored by the Franciscan priests.

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Workforce Composition

Category Numberof Staff

Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines

32

Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications

0

Number of teachers accreditated to teach Religious Education 31

Number of teachers currently undertaking accreditation to teach Religious Education 1

Number of non-teaching staff (includes teachers' aides) 10

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 95

Percentage of 2018 teaching staff who were retained from 2017 97

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesFaith experiences at St Angela's Primary School were enhanced by the children's reverence andan understanding that there were special times to communicate with their God. The childrenprayed daily and had opportunities to share faith experiences with their parents at liturgies suchas Mothers Day and Fathers Day.

Major liturgical events in 2018 included Reconciliation, opening and closing masses for the schoolyear and whole-school prayer and liturgical celebrations, including feast days for St Angela, StFrancis and St Patrick, Grandparents Day, Catholic Schools Week and the commemoration ofANZAC Day. Students received the Sacrament of Reconciliation in Year 2. First Holy Communionwas received in Year 3 and Confirmation in Year 6. After receiving the Sacraments ofReconciliation, Eucharist and Confirmation, children were congratulated at a whole-school prayerassemblies. Two combined whole-school masses were also held with Our Lady of the RosaryPrimary School.

Social JusticeWe strive to keep the needs of those less fortunate than ourselves in our hearts and prayers,then respond in a practical way to help make a difference. Social justice is at the heart of all wedo when working with parents, staff and children.

Social justice initiatives in 2018 included: collecting food hampers for the Feast of the Sacred Heart and at Christmas to support theefforts of the St Vincent de Paul Societysupport for Project Compassion and Catholic Mission (particularly as part of our Year 5project based learning)supporting the Jesuit Refugee Service (ongoing from 2017) through Mission Marketsparticipation in community appeals such as Jeans for Genes Day, Farmers Appeal, RonaldMcDonald house, World Youth Day and support to the village of Baclayon, Bohol, in thePhilippines

School home and parish partnershipsAlthough the school is not on the same site as the Our Lady of the Rosary Parish Church andParish House, at all times we maintain a strong relationship between school and parish byactively participating in the parish-based Sacramental programs and visiting the church forspecial liturgical celebrations. In 2018, the Franciscan priests regularly visited the school tocelebrate the Eucharist and Reconciliation and to join with the children for prayer ceremoniesand classroom visits.

As parish sister schools, St Angela's Primary School and Our Lady of the Rosary PrimarySchool gathered for two combined community masses to celebrate the Feast of the Visitation ofMary (May) and the Assumption of Mary (August).

Our strong partnership with parents was evident in many ways. These included outstandingattendance at classroom open days (one per term), grade liturgies, Christmas concert, generalparent meetings and activities such as excursions, social/fundraising events, special food daysand canteen. Parents joined with the children in celebrating special events such as CatholicSchools week, Mothers Day, Fathers Day and Grandparents Day. There was strong parentalsupport for all school activities including sports events, library assistance and classroomassistance.

Parents were regularly informed through our newsletter of all religious events includingstrategies used at school with the students, for example, how to use the three senses to breakopen Scripture.

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Religious EducationReligious Education was integral to all teaching and learning programs and was given a strongperspective through the 'values' and 'attitudes' strands of the Key Learning Areas. An essentialpart of Religious Education happened through our school culture which is grounded in faith,hope and love. We strived to awaken within our school community the fruits of the Holy Spirit.The lives of Christ, St Angela and St Francis of Assisi were models for our community.

Units from the Parramatta Diocesan syllabus, Sharing Our Story, were studied across all Stages.The school developed school-based units, ensuring a clear theological and educationalbackground was followed, along with using appropriate teaching, learning and assessmentstrategies and resources.

Clear learning intentions, success criteria and using the three senses approach have allowed thestudents to 'dig deeper' into Scripture passages.

Professional Learning of staff in Religious EducationProfessional learning for staff in 2018 included:

a focus on the three Senses of Scripture (literal, spiritual and application)staff participation in professional learning with colleagues from the Catholic EducationOffice in the area of content knowledge and Scripturestaff gathering for spiritual and religious formation a variety of scaffolds for writing prayers being introduced, together with programmingusing learning intentions and success criteriadeveloping Religious Education assessment tools to gather feedback

The Religious Education coordinator (REC) was also part of the new Religious EducationCurriculum Development team. St Angela's Primary School will be a pilot school in 2019 for thenew Religious Education framework.

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Learning and Teaching

National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2018. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 100 94 96 73

Literacy 100 95 93 73

Reading 100 96 94 76

Writing 100 94 89 72

Spelling 100 94 98 70

Numeracy 100 96 96 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 100 94 91 64

Literacy 100 93 87 58

Reading 100 95 89 66

Writing 99 90 82 44

Spelling 100 94 91 64

Numeracy 100 96 83 58

The 2018 NAPLAN results were very pleasing for both Year 3 and Year 5, with a significantincrease in the number of students achieving in the top two bands for Literacy and Numeracy.These results reflected the quality of teaching and learning that took place at St Angela's PrimarySchool.St Angela's Primary School, Castle Hill Page 7

Analysis of NAPLAN data showed that students would benefit from being further challenged inboth Literacy and Numeracy, to ensure greater growth and create movement to even higherbands. In 2018, the school continued with the Extending Mathematical Understanding (EMU)program as a whole-school approach to improving all students' numeracy outcomes. Thisprogram focused on teachers using assessment data to identify the needs of their students inNumeracy. It also provided effective strategies to assist teachers in developing the students'understanding of Mathematical concepts and skills.

Explicit teaching particularly in the the writing strand resulted in improved learning outcomes forstudents in this area.

Achievement levels and results were particularly strong across all areas in 2018.

School curriculumAt St Angela's Primary School, students' individual differences in terms of experiences, ability,knowledge, talents, interests and learning styles were pivotal in planning curriculum and learningactivities.

Students requiring assistance with learning were supported through a variety of teachingpractices and programs including personalised learning plans and individual and small groupteaching. Students' learning strengths were developed through activities enriched with higherorder thinking and self-directed tasks.

In 2018, students had the opportunity to pursue their talents and interests to let their lightshine in a number of ways, including participation in Voice of Youth, school choir, music lessons,chess, school band, Dance Fever, Dance Crew, debating, coding club, annual Talent Quest and theSt Angela's Writing Festival. Students also took part in many co-curricular and extra-curricularactivities.

St Angela's Primary School enjoyed many successes, including the Social Justice Award inthe Diocesan Voice of Youth public speaking competition. A very successful year was also had inthe sporting arena for St Angela's Primary School with students of all abilities participating in anumber of sports. Many students went on to represent the school at zone, diocesanand MacKillop levels, with one of our students placed first in the state in the 100 m sprint andprogressing to the national level. We were also extremely well represented in diocesan teamsports.

A large number of students from Kindergarten to Year 6 also participated in the Premier'sReading Challenge for 2018.

The Kindergarten Transition program commenced in the year prior to formal schooling. Itincluded interviews with parents and children, enrolment processes for special needs children,meetings for parents, and orientation sessions for children.

Initiatives to promote respect and responsibilitySt Angela's Primary School's mission statement challenges us as educators to build a learningcommunity which models relationships based on mutual respect, affirmation of differences,forgiveness, collaboration, support, and generosity.

These values were nurtured at St Angela's Primary School in many ways, including the following:teaching of social skills through a Peer Support programproudly singing the national anthem and displaying the Australian flagimplementing the Buddy program to support our Kindergarten studentsproviding opportunities for senior students to develop their leadership skills

St Angela's Primary School's Student Management policy is directed at encouraging ourstudents to become effective and responsible members of society. It is a response to thecommunity held belief of mutual respect and the values of justice, equity, compassion, andforgiveness. Our Student Management policy (Anti-bullying) aims to ensure a whole-schoolcommitment to the prevention of bullying behaviours.

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A copy of the Student Management policy can be viewed on the school's website and at theschool office.

Professional LearningIn 2018, staff professional learning was focused in the areas of Mathematics, English andReligious Education. Additionally, staff continued professional learning in the new Human Societyand Its Environment syllabus, the new Science and Technology syllabus, assessment and dataanalysis, and Child Protection and Work, Health and Safety.

Individual staff members also participated in teaching/learning programs and then shared theirtraining with staff. This professional learning included:

accreditation processes: NSW Education Standards Authority (NESA)administration of a variety of assessment tools such as the Observation Survey andthe Mathematics Assessment Interview (MAI)literacy (Focus 160)Seven Steps to Writing Successproject-based learning (PBL)Senses of Scripture - Religious Education trainingReading Recovery

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School Improvement

Annual school prioritiesPriority 1 To develop in students, Kindergarten to Year 6 (K-6), a deeper

understanding of the three senses of Scripture, evidenced throughformative classroom assessment

Reason for priority 1 Kindergarten to Year 6 summative and formative assessment, as well asYear 4 and Year 6 Religious Literacy Assessment (RLA) data, showedthat a deeper understanding of Scripture would assist students infurther living out the word of Christ.

Steps taken to achievepriority 1

These included:supporting staff with effective, quality resources to developcontemporary Religious Education teaching strategiesfacilitating professional learning to build knowledge and sharedpractice of effectively using the three senses in breaking openScriptureengaging in conversations with teachers to ensure datavalidated decisionscoaching preferred practice in the teaching of the three sensesengaging in Religious Education learning walksfacilitating opportunities for Mission Outreach

Status of priority 1 Achieved

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Priority 2 For all K-6 students to demonstrate effective writing skills, evidenced byone year’s growth according to the Department of Education andCommunities (DEC) clusters, and in NAPLAN an increase in the top twobands of Writing, and an increase in children achieving expectedgrowth in Year 5 and 7 data, of at least 10%

Reason for priority 2 NAPLAN data illustrated that student numbers in the top two bands ofwriting in Year 5, although very high, have slightly decreased over thelast three years. Analysis of expected growth data would benefitthe trend from Years 5 to Year 7.

Steps taken to achievepriority 2

These included:facilitating professional learning to build knowledge andcontinue shared practice of using The 7 Steps in classroomsproviding feedback and assistance fo teachers with writinglessonsensuring stage leaders had a firm understanding of the NAPLANmarking guide descriptorsstructuring more audience opportunities for students, includingFacebook, school newsletter and local community competitionsanalysing and using available assessment data to informongoing teaching practices

Status of priority 2 Achieved but continued focus on writing in 2019

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Priority 3 To develop students' ability to use visual reasoning skills when problemsolving - evidenced by students achieving a minimum of one year’sgrowth in all Mathematics Assessment Interview (MAI) domains, and anincrease in correct answers related to visual reasoning in NAPLAN andProgressive Achievement Tests in Mathematics (PAT-M)

Reason for priority 3 NAPLAN item analysis data showed that a number of students in Years3, 5 and 7 had not reached expected growth in questions that requiredvisual reasoning. Progressive Achievement Tests in Mathematics (PAT-M) data also indicated that visual reasoning skills needed further focusand development.

Steps taken to achievepriority 3

These included:introducing new and challenging warm-up games, focusing onvisual reasoningdeveloping high yield visualisation games/activities andquestionsbetter analysing student achievement data in visualisationsupporting teachers in co-constructing precise learningintentions and success criteria, focusing on visual reasoningskillshaving professional learning conversations to build teachercapacity in visualisation

Status of priority 3 Achieved but continued focus on visualisation in 2019

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Projected school prioritiesPriority 1 For students to demonstrate through inquiry learning, an enhanced

engagement with the draft Religious Education curriculum

Reason for Priority 1 St Angela’s Primary School will be a pilot school for implementing thenew Religious Education curriculum with a focus on quality learningand formation.

Steps to be taken toachieve Priority 1

We will:support staff with quality resources to develop a deeperunderstanding of inquiry learningsupport professional learning to build knowledge andshared practice in Religious Education: Senses of Scripturehave conversations with teachers to ensure data validateddecisionsmodel and coach structures and programming using the threesensesengage in Religious Education learning walks

Priority 2 For all students to demonstrate proficient writing skills, reachingexpected growth according to the creating texts sub-elements of TheLiteracy Learning Progressions, and, in NAPLAN, an increase in the toptwo bands of writing in Years 3 and 5, and an increase in childrenachieving expected growth in Years 5 and 7 data of at least 10%

Reason for Priority 2 NAPLAN data illustrates that, while students in the top two bands areincreasing in Year 5, there is a slight increase in the lower bands inYears 3 and Year 5 (13 students). We are very pleased with our writinggrowth which is on a steady upward trend. Staff data analysis supportsthe notion that it would be beneficial to consolidate our professionallearning in writing. In 2019 there will be focus on literacy progressionsto track the creating texts sub-elements.

Steps to be taken toachieve Priority 2

These will include:facilitating professional learning to build knowledge andunderstanding around the learning progressions and how totrack themproviding feedback, support and assistance to teachersregarding the learning progressionsstructuring collaborative opportunities for staff to engagein tracking the creating texts sub-elements of the learningprogressions

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Priority 3 For all students to improve their reasoning and visualisation skillswhen solving challenging tasks and multi-step problems

Reason for Priority 3 NAPLAN data indicated that students might benefit from a focus onfurther developing skills in answering multi-step questions requiring asound understanding of Mathematical terminology and problem-solving. Staff analysis of data suggested further inquiry andprofessional learning needs to be provided to improve the students'ability to comprehend mathematical terminology better.

Steps to be taken toachieve Priority 3

These will include:introducing challenging warm-up games, focusing on visualreasoningproviding professional learning around strategies to developmathematical vocabularydeveloping high yield visualisation games/activities andquestionsanalysing student achievement data in visualisation relatedassessmentsco-constructing precise learning intentions and success criteria,focusing on visual reasoning skillsin situ coaching to integrate mathematical terminology intodaily practice strategically

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2018, the Catholic Education Diocese of Parramatta introduced the Tell Them fromMe (TTFM) survey to gather feedback from parents, students and staff about our school. TheTTFM data collected and reported to parents, students and staff showed exceptionally high andextremely positive results in all areas.

There was a strong sense of community at the school. This was evidenced by the high attendanceof parents at all school occasions throughout the year. Parent feedback after school celebrationssuch as Catholic Schools Week, Mothers Day, Fathers Day, Grandparents Day and the Christmasconcert was always very positive. There was regular and open communication between homeand school through the weekly newsletter, in person, via the website, and via email. The GeneralParent Meetings provided a forum for parents to meet and share ideas, raise issues, providefeedback and to be part of the planning for the school's future direction.

Student satisfactionThe TTFM data collected and reported to our parents, students and staff once again showed thatstudents strongly expressed their love of St Angela's Primary School and their enjoyment of manylearning experiences and opportunities. These included sporting events, liturgies, classroomactivities and mufti days where funds were donated to make a difference to the lives of thoseless fortunate.

Students expressed the feeling that they were proud of the school motto, Let Your Light Shine,and that they enjoyed the many opportunities that the school provided for them. The studentsfelt safe at school and knew that the teachers cared for them.

Students expressed that they particularly liked sharing their achievements with their parents atopen days and when work books and samples went home each term.

At St Angela's Primary School in 2018, students felt encouraged to do their best and felt thateach day was one of faith, fun and learning.

Teacher satisfactionThe TTFM data collected and reported to our parents, students and staff showed that teachersfound St Angela's Primary School to be a professionally and personally rewarding school atwhich to teach.

There existed a strong work ethic and morale.

They valued the welcoming and inclusive environment of the school.

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Student Profile

Enrolment PolicySt Angela's Primary School follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. The full text or a link to the full text of the school’s enrolmentpolicies, including all prerequisites for continuing enrolment can be obtained from the schooloffice or can be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures and Guidelines.

Current and previous years' student enrolmentYear Boys Girls Total

2016 311 305 616

2017 308 298 606

2018 290 313 603

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

Kindergarten 96

Year 1 93

Year 2 95

Year 3 95

Year 4 95

Year 5 96

Year 6 94

School Average 95

Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.

Language background other than English (LBOTE) 173

Students with disablities (SWD) 6

Indigenous 0

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

They maintain accurate records of students' attendance, follow up unexplained absences

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They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.

The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careOur Student Management policy focused on developing a Christ-centred community whichnurtured individuals, based on mutual respect and the gospel values of justice, compassion andforgiveness. The policy is based upon the principles of natural justice and procedural fairness.

Reward, praise and encouragement of appropriate behaviour were encouraged. The dignity ofeach child at all times was paramount. Corporal punishment is expressly forbidden. There wereschool rules to support the rights and responsibilities of its many community members. Therewere logical consequences outlined in our policy for children who strayed from the expectationsregarding behaviour at St Angela's Primary School.

Our Student Management policy aimed to ensure a whole-school commitment to the preventionof inappropriate behaviours. It provided a framework for resolving any relationship issues andwas based on a model of prevention that identified roles for teachers, students and parents.

This policy can be located on the school website or is available from the school office.

There were no changes to this policy during 2018.

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

There were no changes to this document in 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (57.6%)Capital (0%)State (17.4%)Fees (22.1%)Other (2.9%)

Capital (1.5%)Salary (76.9%)Non-Salary (21.6%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $3,925,860

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,184,047

Fees and Private Income 4 $1,506,191

Other Capital Income 5 $200,628

Total Income $6,816,726

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $94,880

Salaries and Related Expenses 7 $4,709,644

Non-Salary Expenses 8 $1,319,878

Total Expenditure $6,124,402

1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purpose grants.

2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and

special purpose grants.4. Fees relates to diocesan and school based fees, excursions and other private income from

parents.5. Other refers to Other Capital Income including drawdowns from the Diocesan School

Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to the total of all Salaries, allowances and related expenses such as

superannuation, workers compensation and leave.8. Non-Salary refers to all other Non-Salary Recurrent Expenses.

22.1%

17.4%57.6%

■■■■■

21.6%

76.9%

■■■

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