Chisholm Catholic Primary School, BlighParkPO Box 5724, South Windsor 2756Principal: Miss Keiran ByrnesPhone: 4587 8915 Fax: 4587 8916Email: Chisholm@parra.catholic.edu.auhttp://www.chisholmblighpark.catholic.edu.au

Introduction

About the Annual School ReportChisholm Catholic Primary School is registered by the New South Wales Education StandardsAuthority, 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 2016 and gives informationabout the 2017 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 2016 Annual School Report for Chisholm Catholic PrimarySchool, Bligh Park.

Chisholm Catholic Primary School is a safe, honest, respectful learning community. In keepingwith our school's motto, Faith, Family, Future, we share our faith, welcome all into our extendedfamily and work together to ensure the best future for every student.

We follow in the footsteps of Caroline Chisholm whose pioneering spirit inspires us to embracethe changes necessary to improve constantly the educational outcomes of our students and tolook to the future with hope.

We set high expectations for our students and we encourage them to accept responsibility fortheir learning and behaviour. We aim to develop students who are confident, independentlyminded and well-placed to contribute to a just society, as well as having a deep understandingof, and commitment to, the Catholic faith.

ParentThe Chisholm Community Group works closely with staff in ensuring the best educational settingfor all children.

The aims of the Chisholm Community Group are to:maximise parental involvement at Chisholm Catholic Primary Schoolfoster community spirit within the school parent bodyassist in school/parent communicationassist Chisholm Catholic Primary School in meeting resource targets

Membership is open to all parents and guardians of children attending our school.

StudentAt Chisholm Catholic Primary School, we have many wonderful opportunities to make friendsand mix with different people. The teachers are very encouraging and acknowledge ourachievements. At Chisholm Catholic Primary School, we are safe, honest and respectful learners.Our school motto is Faith, Family, Future. As a Catholic school, we look for ways to share our faithin Jesus. We try to follow in the footsteps of Caroline Chisholm who shared her faith withcourage. There are high expectations at our school about how to treat others and how to acceptresponsibility for our own learning and behaviour. We are also expected to take pride in ourschool environment and in the wearing of our uniform.

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Who we are

History of the schoolSt Matthew's Parish, Windsor, has two Catholic primary schools. Chisholm Catholic PrimarySchool was established in 1994 and is one of the two schools serving the church's mission.

Location/drawing areaThe school is located in Bligh Park and draws on students from Bligh Park, Windsor, WindsorDowns, Llandilo and Londonderry. It serves the parish of St Matthew's, Windsor.

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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

36

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 36

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 11

Percentage of teachers who are indigenous 0

The average teacher attendance for 2016 94.09

Percentage of 2016 teaching staff who were retained from 2015 98

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesThe school’s major celebration each year is Caroline Chisholm Day (Caroline Chisholm's birthday).Special prayers and assemblies honour and highlight the lives of Mary, All Saints, All Souls, and StMary of the Cross MacKillop.

Liturgies were held for important events in the liturgical year such as Ash Wednesday, HolyWeek, Easter, Advent and Christmas. ANZAC Day and Remembrance Day were also celebrated asthey are important national days. Other special celebrations were Grandparents Day andCatholic Schools Week.

The parish priest and assistant priest visited the school regularly to celebrate mass and classReconciliation. The priests and parish Sacramental coordinator assisted children and theirfamilies in the parish-based Sacramental preparation. Regular prayer was an important part ofschool life including daily prayer in classrooms, staff prayer and community prayer at whole-school assemblies.

In 2013 the praying of the Angelus each day at midday was implemented and continued as anembedded practice in 2016.

Social JusticeSocial justice initiatives are an important feature of school life. The school community wasinvolved in the Caritas Project Compassion Lenten appeal; fundraising for Catholic Mission; food,toys and money collection, as well as the Giving Tree Christmas Appeal for St Vincent de Paul anditems to support the St Vincent de Paul Winter Appeal.

School home and parish partnershipsThe school supported the family-centred, parish based Sacramental programs by linking these,where possible, with our Religious Education lessons.

The children were acknowledged at school assemblies and teachers were always present atSacramental celebrations (eg First Eucharist and Confirmation) and parish preparation days.Parish events were highlighted in school newsletters and families were encouraged to attend.

Parents were involved in many aspects of school life. These included the Chisholm CommunityGroup; fundraising; working in the canteen; assisting students with classroom learning; assistingat sports carnivals and on school excursions; hosting and facilitating Sacramental groups, andattending school liturgies.

Religious EducationThe school program was based on the Parramatta Diocesan curriculum document, Sharing OurStory. Each year, every Stage studies units of work relating to mission, the Easter season, Adventand Christmas. Where appropriate, units of work also focus on the Sacraments and complementthe parish-based Sacramental program. Other units generally follow these themes:

Early Stage 1 and Stage 1 - 'God's love'; 'Families'; and 'Jesus'

Stage 2 - 'Jesus'; 'Mary'; and 'The Bible'

Stage 3 - 'The Early Church'; 'The Church in Australia'; 'Leadership'; and 'Faith Communities'

Professional Learning of staff in Religious EducationDuring 2016 Chisholm Catholic Primary School staff placed a focus on Scripture. In particular, thestaff worked in conjunction with personnel from the Catholic Education Office on developing awhole-school approach to integrating and presenting Scripture across all Religious Educationunits. This work had a strategic focus on understanding Scripture at three levels: literal, spiritual,and moral application. Staff members participated in Religious Education workshops and staffdevelopment days with this focus.

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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 2016. 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 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 96 96 71 74

Literacy 99 96 77 74

Reading 99 95 67 71

Writing 99 96 87 80

Spelling 99 94 67 70

Numeracy 96 96 53 63

NAPLAN RESULTS 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 94 94 51 62

Literacy 93 93 62 57

Reading 93 93 68 62

Writing 93 93 49 48

Spelling 89 93 54 58

Numeracy 92 95 51 57

From the results above it can be seen that, compared to children in schools across Australia,there was the same, or a greater, percentage of children at Chisholm Catholic PrimarySchool who were performing at, or above, the national minimum standards in all areas ofLiteracy and Numeracy for Year 3. There was the same or a greater percentage of children atChisholm Catholic Primary School, Bligh Park Page 6

Literacy and Numeracy for Year 3. There was the same or a greater percentage of children atChisholm Catholic Primary School who were performing at, or above, the national minimumstandards in grammar and punctuation, Literacy, reading and writing for Year 5.

Year 3 students achieved at, or above, the national average for the percentage of students in thetop three bands in Literacy and writing. Year 5 students achieved at, or above, the nationalaverage for the percentage of students in the top three bands in Literacy, reading and writing.Improving Literacy and Numeracy outcomes will continue as we focus on ensuring thesustainability of improved results in all areas.

School curriculumThe following programs were an important part of the curriculum at Chisholm Catholic PrimarySchool:

The school followed all requirements regarding curriculum according to New South WalesBoard of Studies.There was a Learning Support Team that worked with children who had been identified asrequiring additional support to meet syllabus outcomes.The Reading Recovery program is an intense intervention program that targets identifiedvulnerable students in reading in Year 1. In 2016 three trained specialists were involved infacilitating this program.The Extending Mathematical Understanding (EMU) project is a small group interventionprogram that targets identified vulnerable students in Mathematics in Year 1 and in aMiddle Years group in Stage 3. In 2016 we had three trained specialist teachers who wereinvolved in facilitating this program.A counsellor from the Catholic Education Office (CEDP) was available four days perfortnight to support students and their families with personal, social or emotional needs.The counsellor works at the school and appointments can be made through the principal.Our Kindergarten Orientation program was offered to all families whose children werebeginning their school life at Chisholm Catholic Primary School. An information meetingwas held for parents to make them aware of the ethos and culture of the school and thegeneral expectations of the school. Children attended an orientation morning to givethem the experience of a classroom and reassure them about 'big school'. An additionalTransition program was also provided for children identified as needing extra assistancein settling into the routines of school.In Physical Education we had a specialist teacher and many opportunities for children toparticipate in representative sport were available. These included swimming, athletics,soccer, netball and cricket amongst others.In creative arts we had a specialist teacher and other cultural opportunities werefacilitated.

Initiatives to promote respect and responsibilityChisholm Catholic Primary School has clear school expectations founded on the values of beingsafe, honest and respectful learners. The school policy in setting these expectations is based onthe six key principles of the Positive Behaviour Support program. In 2016, the Kindergarten toYear 6 (K-6) Social Skills program continued as essential school practice, being part of the studentmanagement and pastoral care policy. This ensured consistency of expectations across theschool.

In 2016, the student leadership structure continued to enable greater student involvement indetermining the areas of leadership they believed were necessary for Chisholm Catholic PrimarySchool. In 2016, Year 6 students worked in six teams, each with a leader. These groups included

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School. In 2016, Year 6 students worked in six teams, each with a leader. These groups includedSocial Justice, Sport, Entertainment, Technology, Learning Services and the Environment. The sixstudent leaders formed the Chisholm Catholic Primary School student leadership team who metregularly with the principal.

Other leadership opportunities for students included a buddy system involving Year 5 studentsassisting Kindergarten children in settling into school, and supporting them throughout their firstyear. These same buddies assisted the children as they moved to Year 1. This program supportedthe school's commitment to providing leadership opportunities for the Stage 3 students.

In 2016 school leaders represented the school at the Young Leaders Conference and the HydePark ANZAC service. They acted as ambassadors at special school events.

Professional LearningProfessional learning undertaken by staff in 2016 linked directly to the priority focus areas ofReligious Education and formation, literacy and numeracy. As a commitment to a whole-schoolapproach to learning, all staff attended professional learning in the following areas:

Religious Education and formationStaff development half day workshops focused on Scripture and the levels ofunderstanding of Scripture.Staff meetings focused on Scripture and interpreting student data.Staff development day focused on staff formation.

LiteracyStaff development day focused on reading comprehension.Staff meetings focused on reading comprehension, NAPLAN data analysis and ProgressiveAchievement Tests in Reading (PAT-R).Professional learning days focused on Early Years Assessment, data analysis, runningrecords, reading Kindergarten to Year 2 (K-2), reading Years 3 to 6 (3-6).Stage 3 Focus 160 Readingtriads of teachers working collaboratively

NumeracyStaff development day focused on analysing and interpreting school data based onMathematical Assessment Interviews (MAI).Staff meetings focused on assessment for, of and as, learning in Mathematics.Professional learning days provided lead teacher training and Early Years EMUintervention training.lesson study and team teaching

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School Improvement

Annual school prioritiesPriority 1 For all students to develop a deeper knowledge and understanding of

their Catholic faith through Scripture as evidenced by improvedclassroom data and school assessment data by 5% -10%

Reason for priority 1 Data from Religious Education Assessments indicated that students’results were below the diocesan average in prayer, church andChristian life.

Steps taken to achievepriority 1

action planprofessional learning at staff meetings and staff developmentdaywork with Religious Education teaching educatorprofessional learning, focused on Religious literacyrequirements, theological background of units of work and mainconcepts of each strand of the Religious Educationsyllabus, Sharing Our Storylearning intentions and success criteria articulated for allreligious education lessons

Status of priority 1 Ongoing

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Priority 2 Ninety percent of students to reach expected benchmarks in reading,with accelerated growth for all vulnerable students, as measured by:text level data wall (K-2) and Parramatta Diocesan reader profiles - theschool Independent Readers data wall (developed from the Stagestatements, Pat-R descriptors, reading and comprehension aspects ofthe NSW literacy continuum)

Reason for priority 2 Our school’s Early Years Assessment (EYA) and Year 3 NAPLAN data hadbeen steadily increasing over the last few years, but our Year 5 resultsshow reading remained an area for improvement. Year 7 reading data,whilst increasing, still showed a need for further improvement.

Steps taken to achievepriority 2

action plananalysis of student data including NAPLAN, EYA and PAT-Rprofessional learning with a focus on reading comprehensionincluding reading K-2 and reading Years 3 to 6comprehension strategies explicitly modelled and articulated bystaffconsolidation of success criteria to ensure best practice duringliteracy blockscontinuation of case management and instructional walksprofessional feedback to staffcontinuation of Reading Recovery programcollaboration with teaching educator

Status of priority 2 Ongoing

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Priority 3 For all students to improve their visualisation and mathematicallanguage skills through connections in challenging tasks

Reason for priority 3 Evidence gained from Mathematics Assessment Interview (MAI),NAPLAN, observations, and teacher feedback indicated needs inextending students' understandings in visualisation and theinterconnectedness of mathematical strands and language.

Steps taken to achievepriority 3

action plananalysis of student data including NAPLAN and MAIcontinued work with the EMU projectconsolidation of success criteria with a focus on formativeassessment practices and learning intentionscollaboration with teaching educatorcontinuation of case management and instructional walksprofessional feedback to staffYear 1 Mathematics Intervention programMiddle Years Intervention programonline course with visualisation focus

Status of priority 3 Achieved

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Projected school prioritiesPriority 1 For all students to develop a deeper knowledge and understanding of

their Catholic faith through Scripture as evidenced by improvedclassroom data and school assessment data that meets or exceeds theDiocesan average, by being able to identify and explain the seven coreCatholic values embedded in all Key Learning Areas

Reason for Priority 1 Data from Religious Education Assessments indicated that students’results had steadily improved in both Years 4 and 6 over the last fouryears and had begun to close the gap between Diocesan results andschool results. Consequently, there is a need to continue toconsolidate understanding of the three levels of Scripture. The sevencore Catholic values have not been strategically included in theplanning and programming of Key Learning Areas.

Steps to be taken toachieve Priority 1

action planprofessional learning at staff meetings and staff developmentdaywork with Religious Education teaching educatorprofessional learning, focused on Religious literacyrequirements, theological background of units of work and mainconcepts of each strand of the Religious Educationsyllabus, Sharing Our Storylearning intentions and success criteria articulated for allReligious Education lessons

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Priority 2 Our goal is that 90% of students will reach, or exceed, expectedbenchmarks in reading by demonstrating a deeper level ofcomprehension as measured by: text level data wall (K-2) and diocesanreader profiles. The school ‘Independent Readers’ Data Wall isdeveloped from the Stage statements, PAT-R descriptors, and readingand comprehension aspects of the NSW literacy continuum.

Reason for Priority 2 Our data reflected the need for us to close the gap with the number ofchildren meeting or exceeding benchmarks. When we refer to thecontinuum, it is clear that we need to provide enough stretch for ourstudents to critically analyse texts and comprehend at deeper levels.

Steps to be taken toachieve Priority 2

action plananalysis of student data including NAPLAN, EYA and PAT-Rprofessional learning with a focus on reading comprehensionincluding reading K-2 and reading Years 3 to 6comprehension strategies explicitly modelled and articulated bystaffconsolidation of success criteria to ensure best practice duringliteracy blockscontinuation of case management and instructional walksprofessional feedback to staffcontinuation of Reading Recovery programinstructional leader collaborating in K-2

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Priority 3 Our goal is to increase the number of students who use reasoning andfluency while communicating their understandings when problemsolving. This is measured by: an increase in the number of studentsusing “preferred strategies” to solve problems, and an increase in thenumber of students demonstrating accelerated growth, particularly innumber.

Reason for Priority 3 Evidence from NAPLAN, MAIs, formal observations, staff feedback andprofessional learning processes indicate a need in the development ofstudents' reasoning and fluency in the application of number conceptsbetween strands.

Steps to be taken toachieve Priority 3

action plananalysis of student data including NAPLAN and MAIcontinued work with the EMU projectconsolidation of success criteria with a focus on formativeassessment practices and learning intentionscollaboration with teaching educatorcontinuation of case management and instructional walksprofessional feedback to staffYear 1 Mathematics Intervention programMiddle Years Intervention programinstructional leader collaboration K-2

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2016, Catholic Education Diocese of Parramatta engaged insight SRC to conduct theQuality Catholic Schooling (QCS) survey to provide feedback from parents, students and staffabout our school.

The QCS data collected and reported to our parents, students and staff, showed that our parentsidentified:

teachers as approachable and that the school was receptive of, and understood, theviews of parentsthat classroom behaviour was positive and learning was uninterruptedthat the educational programs and standards of the school met children's needsthere were many opportunities for parents and their children to participate in prayer,celebrate liturgies and reflect on their faiththat the school had a focus on improving its performancethat the children enjoyed, and were motivated by, the teaching and learning provided bythe schoolthat teachers were enthusiastic and passionate about their workthat children were well prepared and supported during their transition to the next stageof their schooling that parents stated their children wanted to be at school and were safe at school

Student satisfactionThe QCS data collected and reported to our parents, students and staff showed that ourstudents identified that:

They felt positive at school and were motivated to achieve and learn.Their teachers provided purposeful learning opportunities in planned and effective ways.Teachers made learning interesting, enjoyable and inspiring.Their teachers listened to, and understood, their needs and assisted them with theirlearning.Their teachers modelled the values of our Catholic faith in their interactions.They had the opportunity to reflect on their faith, pray together, and celebrate liturgiesand the Sacraments.They felt very socially connected and got along with their peers.

Teacher satisfactionThe QCS data collected and reported to our parents, students and staff showed that teachersidentified that:

There was effective communication in the planning of the curriculum.They felt that the school's leaders were approachable, could be relied upon andcommunicated well with staff.They had a sense of purpose and knew what was expected of them.Staff had the opportunity to reflect on their faith, pray together and celebrate liturgiesand Sacraments.They had many opportunities to work together collegially and support one another.They had a strong sense of ownership where staff goals and approach to work were

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aligned with the goals and approach of the school.The school was focused on quality teaching and aimed to maximise learning outcomes forstudents.Staff had opportunities to learn and develop in their roles.Staff tried to improve the way they did their job and achieved high standards.They understood, agreed on, and consistently enforced the discipline policy in the school.

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Student Profile

Enrolment PolicyChisholm Catholic Primary School follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. This document can be obtained from the school office or can beaccessed on the CEDP website http://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolmentYear Boys Girls Total

2014 272 253 525

2015 257 275 532

2016 286 259 545

Chisholm Catholic Primary School enrolment numbers have continued to remain above 520. In2016 the school consisted of 21 classes. It is projected that this level enrolment will bemaintained in 2017.

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

Kindergarten 94.86

Year 1 94.64

Year 2 94.40

Year 3 93.82

Year 4 92.93

Year 5 93.16

Year 6 93.35

School Average 93.89

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

Language background other than English (LBOTE) 70

Students with disablities (SWD) 20

Indigenous 28

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.Chisholm Catholic Primary School, Bligh Park Page 17

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 careThe Pastoral Care and Student Welfare policy was initially implemented in 2009 and reviewed in2016. It is based on six key principles of positive behaviour support:

common purpose and approach to disciplinea clear set of expectations and behavioursprocedures for teaching expected behavioursprocedures for encouraging expected behaviourscontinuum of procedures for discouraging inappropriate behavioursprocedures for ongoing monitoring and evaluation

The review of this policy in 2016 recommended no changes to its current form.

Strong links have been maintained with the Kindergarten to Year 6 Social Skills program, focusingon being a safe, honest, respectful learning community. The focus of the Chisholm CatholicPrimary School behaviour code is: we are safe, honest, respectful learners.

This policy is underpinned by the principles of procedural fairness and of unbiased decisionmaking. Parents are always contacted if there is a serious incident at the school involving theirchild.

The full text of the Pastoral Care and Student Welfare policy that includes student welfare,discipline and anti-bullying policies can be accessed on the school's website or obtained throughthe school office.

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

There were no changes to the policy during 2016.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (63.1%)Capital (0%)State (20.3%)Fees (14.5%)Other (2.1%)

Capital (3.7%)Salary (75.9%)Non-Salary (20.4%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $3,870,001

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,244,359

Fees and Private Income 4 $890,775

Other Capital Income 5 $126,932

Total Income $6,132,067

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $219,614

Salaries and Related Expenses 7 $4,491,729

Non-Salary Expenses 8 $1,206,847

Total Expenditure $5,918,190

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.

14.5%

20.3%

63.1%

■■■■■

20.4%

75.9%

■■■

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