st thomas aquinas primary school, springwood messages principal i am pleased to present to you the...

St Thomas Aquinas Primary School,SpringwoodPO Box 199, Springwood 2777Principal: Mr Sergio RosatoPhone: 4754 2554 Fax: 4754 3562Email: [email protected]://www.staspringwood.catholic.edu.au

mailto: [email protected]

http://www.staspringwood.catholic.edu.au

Introduction

About the Annual School ReportSt Thomas Aquinas 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.

St Thomas Aquinas Primary School, Springwood Page 1

http://www.comlaw.gov.au/Details/C2008A00153/

http://www.parliament.nsw.gov.au/prod/PARLMENT/NSWBills.nsf/0/024AF2E5E17C7B88CA256E3D0031FC35?Open&shownotes

Key Messages

PrincipalI am pleased to present to you the 2016 Annual School Report for St Thomas Aquinas PrimarySchool, Springwood. At St Thomas Aquinas Primary School we believe that a holistic educationwhich develops the intellectual, spiritual, physical, social and emotional aspects of each child iscritical in empowering students with the knowledge skills, values and attitudes that will enableall students to reach their personal goals and contribute to the betterment of society.

Through daily interactions with students, our Catholic faith is modelled and explicitly taught, andspirituality is nurtured. The staff, in partnership with families and our parish priest, is committedto providing a school where children feel happy, safe, cared for, and are always actively engagedin their learning.

Our school focused on the implementation of our learning goals:formation: for all students to improve their knowledge of the Church's prayer traditions numeracy: for all students to improve their application of problem-solving skillsliteracy: for all students to improve the quality of their writing.

Significant initiatives that enriched the educational purpose of the school were:drama literacy: students in Year 2 and Year 3 benefited enormously from weekly dramalessons from a trained actor and a performance as part of the Parramatta DiocesanCreative Arts initiative known as Captivateband: as part of the Captivate program a concert band continued to show developmentand growth in numberschoirs: our senior and junior school choirs participated in a number of school, community,parish and diocesan events during the yearHoly Week liturgies: students led the school in retracing the passion and resurrection ofChristGrandparents Day: the day encompassed a special liturgy, shared picnic, concert and openclassroomsItalian: the continuation of this language program enabled students to develop theirproficiency in Italian as well participating in culture-enriching activities

ParentAt St Thomas Aquinas Primary School, we welcome the involvement of parents, as the firsteducators of their children, in many aspects of school life.

There are a number of activities in which parents participated including:planning and assisting with the school-wide Olympathon other fundraising initiatives eg Mothers Day stall, Sports Day barbecueschool excursionssporting events - school, zone, diocesanschool library, book club and book faircommunity tutors in the Reading Support programclothing poolsocial justice appealsparent-focused learning meetingsMathematics groups in classesperforming arts initiatives chess clubcommunity morning and afternoon teasongoing liaison with the home-school liaison minister

We believe education is the joint responsibility of parents, teachers and children and that byworking together we can provide the best possible learning environment for students.


StudentThe Student Representative Council (SRC) was made up of students from each class in Years 5and 6. The representatives were nominated and elected by their class peers. Nominated studentswere asked to prepare a short address to their class outlining their vision and goals on theirbehalf. The speech was prepared at school and composed solely by the nominated students.

The work of the SRC included:being responsible for the daily raising and lowering of the national flag and assisting withthe weekly assemblymeeting with the assistant principal each week - opinions sought about school issues andinitiativesworking with the assistant principal and principal in presenting social skills, anti-bullyingstrategies, behavioural expectations and school pride at assembliesbeing responsible for meeting and greeting official visitors to our schoolbeing called upon, at times, to represent the school at other special events such as ANZACDay march and wreath-laying ceremony, Springwood Foundation Day, Vietnam VeteransDay, and school tours for prospective families

The other area of student leadership was through the Mini Vinnies group which comprisedstudents from Years 4 to 6 who proposed and enacted social justice initiatives. This group wasfacilitated and supported by the school's Religious Education coordinator.

The school has a proud tradition of servant leadership. All students were actively encouraged tostrive to model respect, kindness, wisdom and charity to fellow students and the broadercommunity.


Who we are

History of the schoolSt Thomas Aquinas Primary School, was opened in 1921 with a total school enrolment of 24students in the old church building located on the corner of Hawkesbury Road and MacquarieRoad, Springwood. By 1962, enrolment had increased to 187 students and a new school buildingwas erected on the Hawkesbury Road frontage.

The Sisters of St Joseph taught at the school until 1976, when the first lay principal wasappointed.

The first stage of the new St Thomas Aquinas Primary School was opened on its current site in1982.

Seven new classrooms, an administration block and library were completed in 2001. A coveredlearning area was constructed in 2006 with funds raised by the parent body. A new multi-purpose learning and performance space (Bishop Manning Learning Centre) was completed in2011 together with other school upgrades as part of the federal government's Building theEducation Revolution (BER) program.

Location/drawing areaThe school is located on a most picturesque site with ample playing areas and views of thesurrounding bush land and national park. The school is in close proximity to the parish church,pastoral centre and the neighbouring St Columba's Catholic College.

As part of the parish of Springwood, the school draws most of its enrolments from families livingwithin the parish area. This area includes the townships of Linden, Faulconbridge, Springwood,Winmalee, Yellow Rock, Hawkesbury Heights and Warrimoo. Additionally, some students comefrom the greater Blue Mountains area.


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

35

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 32

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 8

Percentage of teachers who are indigenous 2

The average teacher attendance for 2016 92.67

Percentage of 2016 teaching staff who were retained from 2015 95

Catholic Identity and Religious Education


Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesOur school community has a meaningful and vibrant liturgical and prayer life which follows theseasons and feasts of the church and celebrates significant events in the life of the school. In2016 these included weekly parish mass attendance by various classes; Opening School Mass;Year 6 Graduation Mass; End of Year Mass; Student Representative Council inductionliturgy; Reconciliation; staff prayer; daily class prayer; daily whole-school peace prayer and theAngelus; Lenten and Holy Week liturgies; Easter; Pentecost; Advent; and Christmas pageant.Additionally, we held ceremonies and prayers for current events in the world including MissionWeek and Grandparents Day. Together with the parish, we provided opportunities for children toreceive the Sacraments of Reconciliation, Eucharist and Confirmation

We placed great importance on the contribution of the visual and performing arts to theliturgical life of our school. This, together with the ambience; the sense of reverence andoccasion; and the preparation of the children to participate in liturgies meaningfully, contributedto our communal worship. Special attention was paid to the centrality of Word and Sacrament.Live music, singing, drama, symbols, visual art works, gestures and liturgical movement wereincorporated into all celebrations.

Social JusticeOur school works actively towards a variety of initiatives that strive to share faith and extendkindness and compassion for those in our community who are in need.

In 2016 these included:a student led Mini Vinnies group - assisted in leading social justice initiatives in the schoolschool/home liaison minister (a Sister of the Good Samaritan Order) - visited homes andpastorally supported familiesschool-wide focus on the church's Year of Mercy including hosting the Mercy Cross andengaging in a community pilgrimage

As part of the school's social justice outreach the following fundraising took place, focused onsupporting the work of Caritas, St Vincent de Paul and the local community:

Mission WeekSt Vincent de Paul Christmas Hamper AppealGrandparents Daymission work with St Columba's Catholic College studentsProject Compassionknitting blankets for local families

School home and parish partnershipsThe school has close links with its parish. Students attended the weekly parish mass on a rosterbasis. Our pastor or assistant pastor visited the school to administer the Sacrament ofReconciliation. The school supported the Sacramental program of the parish in practical andspiritual ways such as praying for, and acknowledging the candidates, and providing the music forthe Sacramental liturgies and masses.

The school joined with the community in hosting a Grandparents Day. Grandparents and othersignificant family members were welcomed to the school for a liturgy, picnic, concert and openclassrooms.

The home/school liaison minister's role was most important in supporting families practicallyand extending hospitality to them. The home/school liaison minister (a Sister of the GoodSamaritan Order) visited many homes during the year, assisting to build relationships betweenhome and school.

Parents were involved in the pastoral and sacred life of the school in a variety of ways such as:attending weekly parish mass with their childrenattending and participating in the rich liturgical life of the schoolnominating students for Love One Another awards for living out the school mottocollaborating with the school in assisting the parish Sacramental programcharitable works for other families eg supply of meals and pastoral careongoing practical support of families in need


Religious EducationStudents and staff at St Thomas Aquinas Primary School have always had a strong sense of beingpart of a Catholic school and this was translated into an authentic culture of religious practice.

Students were involved in Religious Education in the classroom through the Parramatta Diocesansyllabus, Sharing Our Story, and the gospel message was reflected in a number of other ways,including regular parish mass attendance, Reconciliation, prayer, pastoral care programs,charitable works, religious music and art.

The school also actively supported the parish-based Sacramental program.

Professional Learning of staff in Religious EducationWe undertook professional development to:

engage all staff regarding the 2016 Evangelisation and Religious Education (ERE) goaladminister baseline class survey about prayer concepts use baseline student data regarding concepts about prayer to identify student learningneeds implement whole-school focus on Sign of the Cross and Our Father (Catholic practice andScriptural background)implement class prayer kits for home-school engagement with Religious Education goals explore Understanding Faith website as a resource to support teaching and learning aboutprayer further teacher reflection on the implementation of prayer kits and strategies to improvestudent knowledge about prayer develop tools to capture student voice regarding value of a prayer kit implement a school wide review of student knowledge of traditional prayers as perthe Catholic Education, Diocese of Parramatta (CEDP) Prayer Scope and Sequence engage staff in reflection on the progress towards the school's ERE goal and setting of newareas of focus


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 97 96 71 74

Literacy 92 96 74 74

Reading 92 95 70 71

Writing 98 96 83 80

Spelling 96 94 72 70

Numeracy 97 96 64 63

NAPLAN RESULTS 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 95 94 69 62

Literacy 92 93 59 57

Reading 94 93 70 62

Writing 91 93 50 48

Spelling 93 93 60 58

Numeracy 94 95 67 57

The school's NAPLAN data highlights were:

Literacy Year 3:The percentage of students in the top three bands was equal to the national data in thisarea.The trend in NAPLAN reading has also remained steady from 2015 data.

Literacy Year 5:The percentage of students in the top three bands in reading was 2% above the nationaldata.The percentage of students scoring in the top three bands in reading was 8% above the


national data.

Writing Year 3:The percentage of students scoring in the top three bands in writing was 3% above thenational data.Of our students 98% were at, or above, the national minimum standard in writing.

Writing Year 5:The percentage of students scoring in the top three bands in writing was 2% above thenational data.Of our students 91% were at, or above, the national minimum standard in writing.

Areas for development in Literacy:School data in NAPLAN showed that our reading data for both Year 3 and Year 5 hadremained steady in the placement of students in both the proficient and below NationalMinimum Standard bands from 2015.Data for writing confirmed that writing was an area where students required additionallearning. Our school goal was focused on strategies to support this development: studentsimproving the quality of their writing with a focus on sentence structure and vocabulary.

Numeracy Year 3:The percentage of students in our school scoring in the top three bands was 1% above thenational data.Of our students, 97% were at, or above, the national minimum standard in Numeracy.

Numeracy Year 5:The percentage of students in our school scoring in the top three bands was 10% abovethe national data.Of our students, 94% were at, or above, the national minimum standard in Numeracy.

Areas for development in Numeracy:

NAPLAN data and teacher data analysis indicated that students needed to develop their abilityto apply their knowledge of number skills further to tasks that required problem-solving andreasoning. Our school goal was focused on these areas.

School curriculumWe believe in an educational environment which provides a rigorous, balanced and relevantcurriculum focused on the unique needs of each child so that every individual is valued,nurtured, cared for and respected, while also being challenged to achieve his or her best in allaspects of learning.

Additional teaching and learning programs in place for students included: Italian language and culture programsmall group music lessons in conjunction with Springwood School of Musicchess clubschool musical productions - Captivate Showcase, Drama-Literacy Showcase, Wakakirri(story/dance competition)transition programs (ie Kindergarten and High School Transition)sport (inter-school and intra-school)choir and musical performancesauthor visitsvisits from musical and drama groups eg Musica Viva, Anti-bullyingPremier’s Reading Challengeexcursionstheatre performancesCaptivate Drama and Literacy program


Concert Band program (brass and wind instruments)

The school provided the following learning support programs for students including: St Thomas Aquinas Rich Support (STARS) - inclusive learning support Reading Recovery teachers (two trained teachers) intervention for vulnerable students inreadingExtending Mathematical Understanding (EMU) specialist intervention teacher forvulnerable students in numeracyAutism Satellite Class (K6A) Staffed by Autism NSW - integration and transition ofstudents both academically and socially.Writers Club - literacy support and extension School Wide Literacy Intervention program - catered for remediation and extension inliteracy with students in needs-based groups speech and occupational therapies where therapists visit the schoolListening programschool counsellorsocial skills and anti-bullying programs

Initiatives to promote respect and responsibilityThe school sets high expectations regarding respectful behaviour, grooming, manners andinteraction with others. Processes and expectations are set out in our Pastoral Care and StudentManagement policy.

We worked in partnership with parents to ensure that these expectations were met throughvisual reminders, explicit modelling and reinforcement.

As a result, the school developed a culture of hospitality and welcome. Through explicitarticulation of expectations, our students consistently demonstrated appropriate reverence,respect and participation in a variety of settings including liturgies and assemblies.

The school used the restorative justice approach in student management which was basedon taking responsibility for one's own actions and being respectful of the rights of others, as wellas restoring positive relationships.

The school participated in many civic activities including:ANZAC day march and wreath laying ceremonySpringwood Vietnam Veterans DaySpringwood Foundation DayGrandparents Dayworks of social justice initiated and led by Mini VinniesSpringwood Christmas Tree Decorating CeremonySpringwood Chamber of Commerce Christmas choir performance

Professional LearningReligious Education

We undertook professional development to:use Misericordiae Vultus and other materials for ongoing staff professional developmentdeepen theological understanding of prayer through professional reading and dialogueunderstand the links between traditional forms of prayer supported by quality resourceshighlight the teaching of prayer concepts embedded in Sharing our Story unitsadminister baseline/post assessment class surveys on prayerimplement prayer kits for each class for sharing at homeevaluate the use of, and student response to, class prayer kitsanalyse 2016 Religious Education literacy data regarding the prayer strandlead school staff prayerimplement prayer scope and sequence


Professional Learning in this area included a Professional Development Day on Prayer.

Numeracy

We undertook professional development to:administer the Mathematical Assessment Interview (MAI) to all studentsconduct the analysis of MAI dataadminister school-based diagnostic problem solving questionscollect student sample problem-solving tasks for analysisimplement learning intentions and success criteria in the learning and teaching cycleincrease pedagogical content knowledge to implement reasoning strategies track, monitor and support students based on growth point assessmentincrease knowledge of mathematics continuums, assessment data, data analysis and highyield strategies

Literacy

We undertook professional development to:ensure agreed practice across the school as to what constitutes shared, modelled andguided writingwork with teachers to ensure that writing samples are analysed with commonunderstandingdeepen teacher knowledge on the elements of purpose, audience, sentence structure andvocabulary as related to the writing processprovide specific, quality feedback and feed forward to students about ways to improvetheir writingdevelop a common understanding of the literacy continuum

Professional Learning in this area included a Professional Development Day on writing.


School Improvement

Annual school prioritiesPriority 1 For all students to improve their knowledge of the church’s prayer

traditions as measured by classroom assessments

Reason for priority 1 Religious Literacy Assessment (RLA) data (2014 and 2015), plus teacherconsultation, indicated that knowledge about prayer was a school-wideneed and that a prayer focus would build productively on our 2015formation goal (ie improving knowledge about church) by givingopportunities for staff, students and parents to engage with a keyaspect of church tradition.

Steps taken to achievepriority 1

In 2016 we:modelled forms of prayer through staff prayer and schoolassemblesadministered class surveys about prayer concepts using open-ended questions relating to relevant Religious Education unitoutcomes to identify areas of needadministered pre assessment of student knowledge of correctwords in traditional prayers for their curriculum Stageevaluated the use of, and student response to, a class prayer kitcarried out midway and end assessment of student knowledgeanalysed RLA data

Status of priority 1 Achieved

Priority 2 For all students to improve their application of problem solving skillsand make progress of at least one growth point in addition andsubtraction, and multiplication and division

Reason for priority 2 NAPLAN, Mathematical Assessment Interview (MAI) and teacher dataanalysis indicated that students needed to develop theirability further and to apply their knowledge of number skills to tasksthat required problem-solving and reasoning.


We:administered Mathematical Assessment Interview (MAI) to allstudentsanalysed MAI dataadministered the Extending Mathematical Understanding (EMU)intervention program to vulnerable studentstracked and monitored student progress via a growth pointprofile and school data wallidentified and supported students across the school who werevulnerable in all numeracy domainsadministered a growth point question and problem solvingquestion tool for implementation across the school

Status of priority 2 Achieved


Priority 3 That all students would improve the quality of their writing with afocus on sentence structure and vocabulary as measured by the EnglishSyllabus outcomes and the Department of Education and Communities(DEC) literacy continuum (aspects of writing)

Reason for priority 3 Teacher assessment and evaluation of student writing in relation tosyllabus expectations, together with NAPLAN data, confirmed thatwriting was an area where students required additional learning,particularly in the area of sentence structure and vocabulary.


In 2016 we:implemented agreed practice across the school as to whatconstituted daily shared, modelled and guided writingensured that the school had a variety of resources for theteaching of writinganalysed student writing samples with common understandingdeveloped a common understanding of the literacy continuum(aspects of writing)provided specific, quality feedback and feed forward to studentsabout ways to improve writingtracked student progress in writing via the use of a data wall

Status of priority 3 Ongoing


Projected school prioritiesPriority 1 All students will deepen their understanding of Christian Scripture.

Reason for Priority 1 This has been in response to staff feedback, Religious EducationAssessment data and reflection on the school's 2016 ReligiousEducation (RE) goal.

Steps to be taken toachieve Priority 1

We plan to:deepen understanding of Scripture through professionalreading, images and dialogue on St. Matthew's Gospel - Year Aimplement Three Senses approach to engaging with Scripture(literal, inferential/spiritual and applied)use common RE program template that identifiescommon practices, eg learning intentions and success criteria,senses of Scripture, key vocabulary, warm-up activities andassessmentprovide Scripture word walls and images as scaffolds for studentunderstanding

Priority 2 All students will improve their problem-solving skills.

Reason for Priority 2 School-wide data, staff feedback and reflection, indicate that thestrands of multiplication and division as they apply to problem-solvingrequire concerted improvement.


We plan to:analyse 2017 MAI dataidentify vulnerable students in multiplication and division increase teacher capacity and knowledge of syllabus strategiesand assessment as well as rich numeracy warm upsprovide professional learning on problem-solving strategies andmultiplicative thinkinguse questioning techniques that improve multiplicative thinking,reasoning and problem-solving skillsmonitor and track vulnerable students using growth pointsuse case management to support vulnerable students


Priority 3 All students will improve the quality of their writing with a focus ontext cohesion.

Reason for Priority 3 Although teacher assessment and evaluation of student writing showsimprovement, the 2016 NAPLAN data shows that in order to increasethe percentage of students in the top three bands, students requireadditional learning, particularly in the area of text cohesion.


These will include:student practice in daily modelled, shared, guided andindependent writingfeed back and forward to students about ways to improve theirwritingusing 'I Can' statements with students to self-assess writinguse the English Syllabus to direct learning and teaching in textcohesiondevelop further understanding of the clusters in the DEC literacycontinuum, aspects of writing to track the progress studentscollect and analyse student writing samples

Community Satisfaction


Community Satisfaction

Parent satisfactionCatholic Education Diocese of Parramatta annually engages an external organisation (Insight SRC)to conduct the Quality Catholic Schooling (QCS) Survey to provide feedback from students, staffand parents.

The QCS survey data from 2016 provided the following areas of strength and areas fordevelopment:

Areas of strength:positive perception of teacher and leadership approachabilityschool’s focus on improvementfocus on learningCatholic culture and opportunities for the expression of Catholic cultureliturgical life of the schoolfocus on promoting and teaching student social skillssocial justice initiatives undertaken by the school communitypastoral care programstudent connectedness to the schoolstudent management processesextra-curricular opportunitiescommunity outreach and involvement

Areas for development:further opportunities for parental input

Student satisfactionAreas of Strength:

In 2016 every student in Years 3 to 6 was given the opportunity to participate in the QCS surveyfor the first time. This provided the opportunity to acquire feedback from approximately 350students in 13 classes about their school experience. Overall the Years 5 and 6 student datashowed a more positive trend across the two domains mentioned than the Years 3 and 4 studentdata, although both were positive.

Other positive areas in the student data included a significant improvement in:teacher empathystudent safety classroom behaviour of peersstudent morale purposeful teaching learning confidence student motivation connectedness to peers stimulating learning connectedness to school

Areas for development:to maintain the positive gains in all areas of student perception

Teacher satisfactionAreas of strength:

improvement in the professional learning domainempathetic and supportive school leadershipfocus on school improvement


school moraleCatholic culture and opportunity to practise faithwell established team workeffective communication

Areas for development;further focus on teacher learning and facilitating collaborative processesdeveloping cross-Stage teams in order to build capacity and ownership amongst teachersin driving the learning agenda


Student Profile

Enrolment PolicySt Thomas Aquinas 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 304 261 565

2015 314 265 579

2016 309 297 606

The trend for the past 6 years has indicated a steady increase in enrolments both from newfamilies moving into the area and those relocating from local schools.

The parish drawing area has a large number of state and independent schools. St ThomasAquinas Primary School benefits by sharing the same site as St Columba's Catholic College whichis the regional Catholic secondary school for the entire Blue Mountains.

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

Kindergarten 87.3

Year 1 87.8

Year 2 85.5

Year 3 89.5

Year 4 85.7

Year 5 83.2

Year 6 76.1

School Average 85.3

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

Language background other than English (LBOTE) 63

Students with disablities (SWD) 25

Indigenous 12

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 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.


http://www.parra.catholic.edu.au/policy-central

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.


Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careA copy of the Pastoral Care and Student Management policy (revised 2015) is available in hard copy from the schooloffice and from the school website. The policy includes details pertaining to ProceduralFairness. The Student Welfare and Discipline policy remained unchanged during this reporting period.

At St Thomas Aquinas Primary School, we believe that the idea of partnership is integral tofostering growth amongst members of the school community. It is about developing empathetic,reciprocal relationships which encourage& and support the realisation of gifts within eachperson and a commitment to the wellbeing of the school community.

Procedural fairness underpinned all issues that dealtwith the management of students. Procedural fairness was based on the following two elements:

1. The right of each person to be heard, which included:the right to know the issue/complaint/allegation related to a specific matter and any other informationwhich would be taken into account in considering the matterthe right to know the process in which the matter would be consideredthe right to have reasonable opportunity to respond to the issue/complaint/allegationthe right to know the reasons in support of any decision made

2. The right of a person to an impartial decision, which included:the right to impartiality in the investigation and decision making processthe right to absence of bias in the decision maker

Complaints and grievances policyThe school followed formal protocols and procedures in place to address complaints andgrievances in a timely and professional manner.

These protocols and procedures are in line with the Catholic Education Diocese of Parramatta(CEDP), Compliant Handling policy (revised 2015).

There were no changes to the policy in 2016.

A copy of the policy is available on the CEDP website at:

http://www.parra.catholic.edu.au/policy-central


Section Eleven: Financial Statement

Income Expenditure

Commonwealth (63.5%)Capital (0%)State (19.4%)Fees (15.4%)Other (1.8%)

Capital (3.8%)Salary (73.5%)Non-Salary (22.7%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $4,284,987

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,306,252

Fees and Private Income 4 $1,038,360

Other Capital Income 5 $119,880

Total Income $6,749,479

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $246,674

Salaries and Related Expenses 7 $4,836,471

Non-Salary Expenses 8 $1,494,495

Total Expenditure $6,577,640

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.

15.4%

19.4%

63.5%

■■■■■

22.7%

73.5%

■■■


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