creating futures - communicareacademy€¦ · • the introduction of a certificate i in...

CREATINGFUTURES

Communicare AcademyAnnual Report 2017

Front Cover: Outdoor Education excursion to Rottnest Island.Inside Cover: Teachers Matt and Moira being thanked by two leaving year 12s.

COMMUNICARE ACADEMY Annual Report 20172 |

Annual Report 2017 COMMUNICARE ACADEMY | 3

As newly appointed Principal of the Communicare Academy

for 2018, I take this opportunity to acknowledge the efforts

of the previous Principal Gigi Thiele. The restructure of

leadership roles for 2018, around Curriculum, Behaviour

Management and Wellbeing, will further strengthen the

learning and support for students. I have been extremely

impressed by the enthusiasm and dedication of staff

and I look forward working with, and leading the

school community along the next phase of our journey.

Yours sincerely,

Mario Tufilli,

Principal

MESSAGE FROM THE PRINCIPAL

Communicare Inc. is a dynamic not-for-profit organisation

established in 1977. Over the years, Communicare has

distinguished itself as a provider and innovator of

services, as well as an advocate to enhance social and

economic inclusion.

The Communicare Academy is a Curriculum and Re-

Engagement with Education (CaRE) School and therefore

offers an alternative style of schooling. Our students have

been referred to us from agencies and service

providers. Our focus is to draw young people back into

education, and to work with them in addressing the

barriers which have caused them to disengage from

education, family or community. The core business of

the Communicare Academy is to work with our

young people to understand and redress their barriers

and assist them in building the skills necessary to re-

engage with their education and make positive

decisions for their future pathway options.

With our commitment to continuous improvement we have

worked hard to improve on our Student Wellbeing during

the 2017 school year. The Wellbeing program is

something our staff have been developing since we

started in 2014 and has taken on many forms during this

time. We acknowledge that Wellbeing has to be at the

foundation of everything we do in order to re-engage our

students. Our 2016 stakeholder surveys noted that

Wellbeing was a concern for both students and

parents/guardians alike, so it is great news that we have

seen a vast improvement in this area during the 2017

school year.

Thank you to all of our stakeholders and supporters.

In particular Shalom House who have supported not just

our Boys’ Wellbeing Program but also our Trade

curriculum, Scouts WA, White Ribbon Australia, Canning

River Canoe Club, Equus Bonding, and the Association of

Independent Schools of WA (AISWA) who have assisted us

in delivering a varied and engaging curriculum in 2017. We

would also like to thank the various local businesses who

have supported us by offering work experience

placements in 2017, especially Superior Screens who have

provided multiple opportunities to our students over the

past three years.

Students getting creative with some barista skills.

Academy staff ready for the formal.


HIGHLIGHTS FROM 2017

We had many high points throughout 2017 but the following

were particularly special:

• Six of our students achieved their Bronze Level Duke

of Edinburgh Award. This was the culmination of two

years’ hard work and commitment and both the staff

and students are proud of their achievement. This

internationally recognised youth award will show future

employers that those students have demonstrated a

high level of motivation and commitment to developing

new skills and working with others.

• During 2016 we began the process of registering as a

White Ribbon School. The program aims to provide

schools with curriculum to break the cycle of Family

and Domestic Violence as well as equip staff with the

correct process to respond to student disclosures. In

2017, we completed our application after meeting all

the requirements and we will be officially awarded our

accreditation in early 2018.

• Our students participated in numerous training

opportunities, such as a Barista qualification through

the Hospitality program and others achieved their entry

level sailing qualification through Outdoor Education.

• The introduction of a Certificate I in Hospitality was a

popular and successful choice for students. Six students

received their Certificate I in Hospitality and one student

received a statement of attainment.

EVENTS

2017 saw the introduction of our very first whole school

Wellbeing Day. Student and Staff Wellbeing has always

been a major focus of the Communicare Academy as we

know that our students will learn better if they are feeling

safe and well. Laura, our Student and Staff Wellbeing Leader,

developed the program for our Wellbeing Days as a way of

incorporating our Wellbeing Program and a whole

school activity to create a day focused on bringing the

Communicare Academy together. On the day the

students have the chance to look around booths

containing information on a range of mental health and

wellbeing topics, followed by some wellbeing focused

activities, and the popular whole school activity where

the House Teams (Courage, Allegiance, Wisdom, and Spirit)

compete for House points. The Wellbeing Days were

hugely successful and something that we will

continue running in future.

As part of our White Ribbon accreditation process we

have continued our participation in the City of Armadale’s

Silent March. Ten students and four staff members

attended the march through Jull Street alongside survivors

of Family and Domestic Violence, Police and other

emergency service officers, FDV advocacy groups, and

police cadets. As part of the ceremony our students were

invited to speak on the importance of FDV prevention and

the impact FDV has on youth. Two of our male students

spoke to the crowd and were congratulated on their

speaking.

During Term Four we held our second formal. Our

inaugural formal was a flying success in 2017 and the Student

Leaders were more than happy to organise a second in 2017.

The formal offers our students the opportunity to participate

in an event that is often seen as an integral part of high

school life. The year 10-12 students were invited to attend

and, supervised by staff, had a fantastic evening of dancing

and fine food.

Zen mode at the beach. Happy young man at the Fremantle Prison.

Developing our students’ community spirit through fundraising.


CAMPS/EXCURSIONS

The female Wellbeing program held their second sleepover during 2017 and it was, yet again, a resounding success. The

sleepover is held in the school and the girls complete a variety of team activities before enjoying a traditional sleepover

experience. This camp is a fantastic opportunity for our female students to bond and also build relationships with female

staff.

Our Outdoor Education program had another fantastic year with the students learning to sail. Every week the students

participated in formal sailing lessons before going down to Vasse in Term Four for their sailing camp. During this time

students worked together to learn how to sail safely and had a fantastic time working together on the ocean.

During the year we had many excursions to enrich our students’ learning. Some notable excursions were the drama excursion

to watch Shakespeare at the University of Western Australia’s Octagon Theatre, a trip to the Zoo for our older students to

learn about the Zoo’s history, and a trip to Fremantle Prison to expand the Certificate I students’ knowledge on Western

Australian history.

FUNDRAISING

Through the Wellbeing Program we have been working

on instilling a sense of community in our students and

during the year we work on fundraising for different

projects. We have participated in the World’s Greatest

Shave for the past two years with both staff and students

shaving or colouring their hair. In 2017 we raised $850 for

the Leukaemia Foundation, a fantastic effort.

The female Wellbeing Programs also raised funds to

create wellness gift baskets for the women staying in

Communicare’s Tuart House refuge. These women and

children are leaving situations of Family and Domestic

Violence and our female students wanted to do

something to help. The students purchased products

they thought the women would like, packaged them

in gift baskets, then went on an excursion to deliver the

baskets and spend the day talking with the women in

the refuge.


OUR INCREDIBLE STAFF

NAME ROLE QUALIFICATIONS

Annee O’Breza Education Assistant Certificate III Education Assistant, South Regional TAFE, 2012

Bonnie Dixon Wellbeing AssistantDiploma Youth Work, Polytechnic Swan, 2008

Certificate IV Training & Assessment, New Horizon Training, 2013

Bronwyn Przybyla Chaplain

Clinical Pastoral Education (Level 1), Royal Hospital, 2015

Certificate IV Pastoral Ministry, Tabor College, 2016

Certificate IV Training & Assessment, Inspire College, 2017

Carolyn Bendotti Teacher

Bachelor of Science (Chemistry & Mathematics), UWA, 1987

Diploma of Education (Mathematics/Science), UWA, 1988

Master of Science (Mathematics Education), Curtin University, 1999

Certificate IV Education & Training, Central TAFE, 2015

Cate Davis Teacher

Bachelor of Arts (Literature & Modern European History), Columbia

University, 2008

Certificate IV Counselling, Australian Institute of Family Counselling, 2011

Certificate IV Training & Assessment, Central Institute of Technology, 2011

Graduate Diploma Secondary Teaching (English & HASS), UWA, 2013

Graduate Certificate – Professional Writing, Deakin University, 2014

Graduate Certificate – Human Resources, Deakin University, 2014

Crystal TinkTeacher (Limited Authority)/Trainer

Certificate IV Beauty Therapy, Volona College, 2005

Diploma Community Services, FTTA, 2016

Diploma Education Support, FTTA, 2016

Certificate IV Youth Work, FTTA, 2017

Certificate IV Training & Assessment, Train Smart, 2017

Dennis Garac Business Manager

Bachelor of Arts, UWA, 1993

Certificate IV Training & Assessment, Central TAFE, 2007

Certificate IV Financial Services, Challenger TAFE, 2011

Hannah HunterEnrolments andAttendance Officer

Certificate III Business, Olympia Business College, 2001

Statement of Attainment - Certificate IV Youth Work, Armadale

TAFE, 2015

Jane RobsonTrainer/Education Assistant

Certificate III Special Needs, Polytechnic West, 2005

Certificate IV Education Support, NDU, 2005

Certificate IV Training & Assessment, Central TAFE, 2010

Certificate III Hospitality (Kitchen Operations), SERO Institute Pty

Ltd, 2017

Karen Klatt School Canteen Cook Certificate III Hospitality, NT TAFE, 2011

Laura HannahTeacher andStaff & StudentWellbeing Leader

Bachelor of Arts (Hons) Multimedia Arts, Liverpool John Moores

University, 2006

Post Graduate Certificate in Education – Applied Arts, Liverpool

John Moores University, 2007

Certificate IV Training & Assessment, Scorpion Training, 2015


OUR INCREDIBLE STAFF

NAME ROLE QUALIFICATIONS

Mario Tufilli Principal

Bachelor of Education (Secondary), Curtin University, 1993

Certificate IV Training & Assessment, 2015

Masters of Educational Leadership, Murdoch University, 2016

Matthew Borgward Teacher

Bachelor of Commerce, Curtin University, 2005

Diploma of Education, Murdoch University, 2008


Rebecca Morse Curriculum Leader

Bachelor of Arts (History & English Literature), University of Notre

Dame, 2013

Graduate Diploma Secondary Education, University of Notre Dame,

2013

Certificate III Business, Scouts Australia Institute of Training, 2013

Certificate III Leadership Support, Scouts Australia Institute of Train-

ing, 2013

Certificate IV Training & Assessment, Scorpion Training, 2015

Certificate IV Frontline Management, Scouts Australia Institute of

Training, 2015

Rebekah JennerHead of BehaviourManagement

Bachelor of Education, University of Notre Dame, 2014

Rikki Ziedas Administration OfficerStatement of Attainment - Certificate III Business Administration,

Central TAFE, 2009

Sean Burke Teacher

Bachelor of Arts (Hons), UWA, 1989

LLb Bachelor of Laws, UWA, 1992

Advanced Diploma Education (Steiner), Melbourne RSS, 1998

Graduate Diploma Education (Secondary), Murdoch, 2006

Certificate IV Training & Assessment, Scorpion, 2017

Steph Lynch School Psychologist

Bachelor of Psychology, Curtin University, 2013

Graduate Certificate – Addiction Studies, University of Tasmania,

2015

Vicki BatterseaRTO Assistant & Liaison Officer/Trainer

Bachelor of Arts – Visual Arts, 1986



YEAR MALE FEMALE TOTAL

7 3 3 6

8 5 4 9

9 6 8 14

10 17 15 32

11 5 11 16

12 3 2 5

TOTAL 39 43 82

YEAR ATTENDANCE

7 73%

8 69%

9 61%

10 54%

11 69%

12 69%

TOTAL AVERAGE 65.8%

Average attendance for 2017 school year:

OUR STUDENT ATTENDANCE

Students at the Communicare Academy are expected to attend every day. In 2017 student attendance was measured

twice per day, once during Period 1 and again during Connect. Our Attendance and Enrolment Officer communicates

with families when students are not attending, and with our Chaplain, to offer support to assist students to increase and

maintain their attendance.

In 2018 we will begin recording attendance data every period using the SEQTA software program. This will allow us to have

more detailed data on students’ attendance and will allow us to study trends in patterns of avoidance. This will then assist

us in helping those students to work through their attendance barriers.

Students enrolled:

Many of our students enrol with attendance rates lower than 30%. For us to see that, on average, our students are attending

over 50% of the time is a sign that our program is working well. All year groups, other than the Year 10s, have attendance

rates of 60% and above. This data has shown us that our 2017 Year 10 group will require ongoing support as they move into

Year 11 and 12 to ensure they can increase and maintain their attendance rate. We will also monitor future Year 10 groups to

see if there is a trend within that specific year group or just the 2017 cohort.


NAPLAN REPORT 2017

YEAR 7

Outcomes and national averages.

YEAR 9

Outcomes and national averages.

The National Assessment Programme for Literacy and Numeracy is conducted once a year in May. Our Year 7 and 9 students

are offered the tests, and are expected to sit. Data is given in bands, with the national average displayed in the table next to

our students’ results. We will use this data to assist us in identifying the gaps in our students’ knowledge so we can continue

to assist them in reaching their literacy and numeracy goals.

Language Conventions column contains the bands for both 1) Spelling and 2) Grammar/Punctuation

STUDENT READING WRITINGLANGUAGE CONVENTIONS

NUMERACY

A 5 < 3 6 5 5

B Ab. Ab. Ab. Ab. Ab.

C 5 < 3 5 6 6

D 5 6 4 6 4

E 7 4 6 4 6

F 4 Ab. < 3 4 5

STUDENT READING WRITINGLANGUAGE CONVENTIONS

NUMERACY

A Ab. Ab. Ab. Ab. 5

B < 5 Ab. < 5 < 5 Ab.

C Ab. Ab. 5 < 5 7

D 7 Ab. < 5 <5 6

E Ab. Ab. Ab. Ab. 6

F Ab. Ab. Ab. Ab. 5

G 6 Ab. 5 5 6

H 6 7 6 6 7

I Ab. Ab. Ab. Ab. Ab.

J Ab. < 5 6 7 Ab.

K 6 < 5 7 5 8

L Ab. Ab. Ab. Ab. Ab.

M 5 < 5 5 < 5 6

N 6 Ab. Ab. 6 Ab.

O Ab. Ab. Ab. Ab. Ab.

(Ab. = absent)

(Ab. = absent)

YEAR 7 NATIONAL AVERAGE

Reading 7

Writing 6

Language Conventions 7

Numeracy 7

YEAR 9 NATIONAL AVERAGE

Reading 7

Writing 7

Language Conventions 7

Numeracy 8


SUMMARY SEPTEMBER 2017, SHOWING TESTS THAT WILL NEED TO BE SAT AGAIN IN MARCH 2018

Six current students had already completed all OLNA requirements before the September round.

Three additional students completed all of their OLNA requirements in the September round.

OLNA REPORT NOVEMBER 2017

The Online Literacy and Numeracy Assessment (OLNA) tests are offered to students in years 10, 11 and 12 in March and

September each year. While NAPLAN data gives us an assessment on one day of the year, tracking the data in the subsequent

assessments can indicate progress. It also informs teachers of areas for further development. Year 10 students sit the OLNA

and have additional opportunities to meet the recognised standard by the end of Year 12. Again, the data from these

assessments will indicate further progress benchmarked against state standards.

The tables below show both the participation in the tests as well as the pass rate. Some students had already

completed parts of their OLNA before arriving at the Communicare Academy and this is reflected in the table.

SUMMARY MARCH 2017 ROUND:

• Total number of tests offered: 120 (including absents)

• Total number of tests sat (commenced): 76

• Raw participation %: 63%

TESTCOMPONENT

TESTSOFFERED

TESTS SATPERCENTAGE PARTICIPATION

OUTCOMES

Writing 34 26 76% 1 pass

Reading 31 28 90% 5 passes

Numeracy 33 27 81% 4 passes

TOTAL 98 81 82% 10 passes


BY YEAR GROUP AND STUDENT

WRITING READING NUMERACY

Year 12

A Competent Competent Sat 28/8

B Competent Competent Sat 21/9

C Sat 6/9 Sat 1/9 Sat 28/8

D Competent Competent Competent

E Sat 4/9 Sat 1/9 Sat 31/8

F Competent Competent Competent

Year 11

A Sat 4/9 Competent Competent

B Competent Sat 18/9 Competent

C Competent Competent Competent

D Sat 4/9 Sat 13/9 Sat 14/9

E Ab. (OE camp) Sat 31/8 Sat 15/9

F Competent Competent Sat 28/8

G Ab. (hospital) Sat 21/9 Absent

H Competent Competent Competent

I Sat 7/9 absent absent

J Competent Competent Sat 13/9

K Ab. Ab. Ab.

L Sat 4/9 Competent Sat 31/8

M Sat 5/9 Sat 28/8 Competent

N Sat 4/9 Sat 28/8 Competent

O Ab. Sat 8/9 Sat 29/8

P Competent Competent Competent


BY YEAR GROUP AND STUDENT

WRITING READING NUMERACY

Year 10

A Competent Competent Sat 28/8

B Competent Competent Ab.

C Sat 4/9 Sat 28/8 Sat 29/8

D Student joined the school during the testing period

E Student joined the school during the testing period

F Sat 7/9 Sat 21/9 Sat 20/9

I Sat 4/9 Sat 13/9 Sat 8/9

J Sat 4/9 Sat 31/8 Sat 28/8

K Ab. Sat 15/9 Sat 14/9

L Sat 4/9 Sat 28/8 Competent

M Student joined the school during the testing period

N Sat 4/9 Sat 8/9 Sat 13/9

O Sat 5/9 Sat 13/9 Sat 28/8

P Sat 6/9 Sat 29/8 Sat 20/9

Q Ab. Ab. Ab.

R Sat 4/9 Sat 28/8 Sat 1/9

S Sat 4/9 Sat 28/8 Sat 29/8

T Sat 4/9 Ab. Ab.

U Sat 5/9 Competent Competent

V Sat 4/9 Sat 28/8 Sat 29/8

W Sat 4/9 Sat 1/9 Sat 8/9

X Ab. Ab. Ab.

Y Sat 7/9 Competent Competent

Z Competent Sat 1/9 Ab.

AA Sat 6/9 Competent Competent

BB Ab. (OE camp) Sat 31/8 Sat 14/9

CC Sat 4/9 Sat 13/9 Sat 31/8

DD Competent Competent Competent


STAKEHOLDER SATISFACTION

Each year a survey is sent to parents and students to gather data reflecting their school experience with the

Communicare Academy. This feedback is used to help shape our focus for continual improvement. While the surveys

are separate, there are eight questions which are the same. It is interesting to note some of the differences between the

opinions of parents/guardians and students. Please see below for an overview of the responses received.

PARENTS:

Parents/Guardians provided overwhelmingly positive

responses. 98% of parents/guardians responded with

‘Usually’ or ‘Always’ to the eight key indicators, with

the remaining 2% of responses reflecting a

‘Sometimes’ in regards to the management of behaviour

in the Academy.

These responses tell us we are doing most things

well, but that there is always room for

improvement. The development of the Head of

Behaviour Management role and the streamlining of the

responsibilities of the Leadership Team has allowed us to

address these behaviour management concerns leading

into the 2018 school year.

Students getting ready for a game.

What do you like most about the Communicare Academy?

• Small number of students

• Teachers, staff, and students are all treated aspeople and individuals

• Small classrooms

• No uniforms on a daily basis, only for excursions

• The teachers and Principal show caring,understanding, and compassion for my child’sspecial needs

• They encourage and reward students rather thanpunish and humiliate them

• They provide lots of opportunities andexperiences that my child would never normallyhave

• My child eats lunch at school for the first time in10 years due to the relaxed atmosphere and setup of the canteen

• The flexibility of the staff and the small numberof students means my child feels happy andsafe. No more panic attacks!

• Staff

• The environment

What could we do better?

• The jokes

• Parking for the Year 12s.

• Better ways of dealing with “bullying”

• Ways of reducing distractions for the kids who just want to do their work


It is great to note that the parents are happy with our staff and the level of support that is provided. A lot of the positive

comments reflect on either the staff support or our physical environment and how we cater for individual needs.

Unfortunately our parking options are limited and therefore this is unlikely to be something we can improve on for

students who drive, however the comments regarding distractions and bullying will most definitely be investigated

into the new academic year.

STUDENTS:

Students responded, for 96% of the time for either ‘Always’or ‘Usually’ that:

• They like being at the Communicare Academy

• They feel safe at the Communicare Academy

• They are making good progress

• They can talk with the staff about their needs

• The staff treat all students fairly

• The staff motivate them to learn

• The staff help them to be their best selves

• The Communicare Academy is well maintained

• They are supported in their wellbeing

Students participating in the wellbeing program.

15% of students surveyed rated that we ‘Rarely’ manage student behaviour well. 15% of students surveyed also rated us as

‘Sometimes’ meeting their learning needs and ‘Sometimes’ takes student opinions seriously.

STUDENT COMMENTS:

What do you like most aboutthe Communicare Academy?

What could we do better?

• Teachers, particularly Laura

• Canteen

• I like how the staff really care about ourWellbeing

• The teachers/staff always handle badsituations really well and provide comfort whenneeded

• The amazing staff

• The environment

• How small this school is and everyone knowseach other

• The teachers care about you

• The teachers and Steph are always there for usand very supportive

• That they will often push you into situations thattakes you out of your comfort zone

• The staff are friends more than staff whichmakes people feel safe, including me

• The small amount of students

• Phones, or at least unblock music sites like SoundCloud

• Maybe deal better with the bullies (butbullying doesn’t happen often though)

• Managing student behaviour• Teaching the boys to flush until the waste is gone

and to wipe the seats• There’s nothing I would change about the

Communicare Academy!

• Enough with the puns!

• Get bike stands, because they are two tired

• A naptime session

• You’ve met all my needs


Again the positive comments contain a lot of reflection on the quality of our staff and the level of support provided

for students. Student Wellbeing is at the focus of every staff member and everything we do so it is positive to see that this

is being acknowledged and that our focus in this area is making a difference.

The responses for improvements have highlighted, in the same way as the parent responses, our issues with both Behaviour

Management and bullying. This further solidifies our commitment to improve in these areas during 2018. As you can

also tell, our students thoroughly enjoy the humour of our staff, with both a criticism on the puns and a pun itself in the

comments section of the survey.

It is also positive to note that in the student survey responses that one of the comments in the improvements column is, in

fact, a positive however there were also several surveys where the improvements box was left blank.

REFLECTION:

In the responses we see a comparison with both parents/guardians and students perceiving our Behaviour Management as

a weak point. We are hoping with the new Head of Behaviour Management role and streamlined policies and procedures

that in 2018 we will see a change in this area.

IMPROVEMENTS FROM 2016 SURVEY

The 2016 survey indicated that only 50% of students felt that ‘teachers and other staff treat students fairly’ and that

they ‘felt safe’. This was disappointing for staff as we strive to make the Communicare Academy a safe and welcoming

environment. However, during 2017 we focused on improving our Whole School Wellbeing Program and Student

Services area to ensure we built both a safe and welcoming culture with safe places for our students to be.

After the implementation of both the Whole School Wellbeing Program and the redesign of the Student Services area

in 2017 it is fantastic to note that these improvements have resulted in 83% of students in 2017 responding that they

‘Always’ felt safe and 100% of students responding ‘Always’ that staff treat all students fairly. This is a fantastic outcome and

a massive improvement on our 2016 responses.

Wellbeing and relationship building are the foundation of the Communicare Academy.


POST SCHOOL DESTINATIONS:

YEAR 12 AND POST SCHOOL DESTINATIONS

Some of our students leave during the academic year once they have completed their Certificates in General Education

for Adults. Most of these students leave as they have achieved their goal and are looking to either seek employment or

undertake tertiary study. The students outlined in the tables below are the Year 11s and 12s who were studying until the end

of the year to complete their Certificates and elected to finish their education as School Leavers.

We work with all students to ensure they have something to move onto when they finish their time with us. Staff

work with the students on applying for tertiary study or seeking employment as well as preparing them for post-school

life. The Communicare Academy are now in the process of setting up an Alumni Association so we can work with previous

students to ensure they remain engaged in either education or employment.

STUDENT OUTCOMES:

YEAR CERTIFICATE II CERTIFICATE III

Year 11 4 0

Year 12 3 2

STUDENT POST SCHOOL DESTINATION

Student 1 Working three casual jobs to save up before applying for university.

Student 2 Working in the hospitality industry.

Student 3 Seeking employment.

Student 4 Applying to university.

Student 5 Seeking casual employment and applying to South Metro TAFE.

Student 6 Continuing with their work experience placement in Roof Carpentry on a casual basis.

Student 7 Working in the hospitality industry and studying at TAFE.

Student 8 Studying at TAFE.

Student building skills for employment. Year 12 student receiving their Certificate.


SCHOOL INCOME

STATEMENT OF RECEIPTS & PAYMENTSFOR 12 MONTHS ENDING 31 DECEMBER 2017

RECURRENT INCOME $

School Fees

Fees and Charges (excluding Overseas Students) 99,406.02

Private Income

Private Income 79,954.91

Inclusive Education Funding

Inclusive Education Funding 739,509.73

Commonwealth Government Recurrent Grants

Commonwealth Government General Recurrent Grants Programme 1,960,913.00

Total Recurrent Income 2,879,783.66


SCHOOL INCOME

STATEMENT OF RECEIPTS & PAYMENTSFOR 12 MONTHS ENDING 31 DECEMBER 2017

RECURRENT EXPENDITURE $

Salaries and Wages 1,353,398.55

Salary Related Expenses

Superannuation (employer contribution only)

Long Service Leave (expense/provision for LSL and Annual Leave) 125,599.41 17,570.59

Office and Administration Expenses

Operating Expenses 875,546.31

Property and Building Expenses

Buildings and grounds-operations, building and equipment -

maintenance 41,580.52

Total Recurrent Expenditure 2,413,695.38

Operating Surplus/Deficit 466,088.28


Inside Cover: Staff celebrating the School Formal.

A 11-13 Royal Street, Kenwick WA 6107

P PO Box 730, Cannington WA 6987

T 08 6350 1872

F 08 9451 3542

E [email protected]

communicare.wa.edu.au

creating futures - communicareacademy€¦ · • the introduction of a certificate i in...

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