St Madeleine's Primary School,Kenthurst28 Annangrove Road, Kenthurst 2156Principal: Mrs Jeanette BlackPhone: 02 9654 6751 Fax: 02 9654 6799Email: StMadeleines@parra.catholic.edu.auhttp://www.stmadeleineskenthurst.catholic.edu.au

Introduction

About the Annual School ReportSt Madeleine's 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 2018 and gives informationabout the 2019 priorities.

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

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

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Key Messages

PrincipalI am proud to present to you the 2018 Annual School Report for St Madeleine's Primary School,Kenthurst.

At St Madeleine's Primary School we are committed to the development of the individual childwithin a positive, supportive, inclusive Catholic community.

Our mission is to:provide a supportive and stimulating educational environmentnurture a love of Godlive out our Catholic faithvalue, respect and affirm the unique qualities of each member of our school communityprovide opportunities for children to discover and develop their individual strengths andpotentialfurther enrich the active partnership between the school, parish and each familyfoster community relationships

ParentParental involvement at St Madeleine's Primary School is strong. In 2018 parents supported theschool with their time and financial commitment by:

participating in the parish Sacramental programsupporting the Parents and Friends Association (P&F) and engaging in fundraisingactivities to provide the school with resourcesassisting teachers in the classroom, at sporting events and on excursionsassisting in the uniform shopassisting in the canteenattending working bees to maintain the buildings and make the grounds attractive andchild friendlycoordinating the student safety zone ('kiss and drop') each morning

StudentOur school captains and vice captains were elected by their peers and teachers to have a specificrole at St Madeleine's Primary School. Their leadership responsibilities included organising andrunning the Kindergarten to Year 6 assemblies, flag raising, special ambassadors to importantevent, and taking on various tasks as requested by the principal.

Our Year 6 students also had a special role in showing leadership, good example andresponsibility to all the students at St Madeleine's Primary School. They took this role veryseriously and lived up to the high expectations asked of them.

At St Madeleine's Primary School we also conducted a Student Representative Council(SRC), comprised of the four captains and vice captains and 10 students elected from Year 2 toYear 6. Their role was to be a voice for the students and address relevant issues and setachievable goals which supported the needs of our school community. The SRC supportedinitiatives such as the Indigenous Literacy Foundation to raise awareness of social justice issuesin our wider community. They held an Easter raffle to support Caritas and also organised theWaste Free Lunch Day.

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Who we are

History of the schoolSt Madeleine's Primary School was established in 1987 to cater for the needs of children in thenewly developing semi-rural areas of Kenthurst, Annangrove, Dural, Glenorie and Glenhaven.Easter of 1987 saw the opening of the first stage of St Madeleine's Primary School, consisting ofKindergarten, Year 1 and Year 2. Stage 2 was opened in July, 1989. The final stage was opened onthe 25th March, 1994. Our hall was built in 2010. The hall, administration offices and oval areshared facilities with Marian Catholic College. Throughout 2015 and 2016, St Madeleine's PrimarySchool has been completely refurbished to reflect contemporary teaching and learning for todayand the future.

The logo chosen for St Madeleine's Primary School incorporates the Sacred Heart, surmounted bythe cross, reminiscent of Jesus' love bought at the cost of sacrifice. The symbol of the heart isflanked by sheaves of wheat, the symbol of Jesus' self-giving in the Eucharist.

Location/drawing areaSt Madeleine's Primary School is a Catholic school in a natural bush setting with a commitmentto the development of the individual child within an inclusive Catholic community. Located atKenthurst it draws on students from Kenthurst, Annangrove, Dural, Glenhaven and parts ofGlenorie. It serves the parish of St Madeleine Sophie Barat, Kenthurst.

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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

22

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 19

Number of teachers currently undertaking accreditation to teach Religious Education 2

Number of non-teaching staff (includes teachers' aides) 9

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 96

Percentage of 2018 teaching staff who were retained from 2017 71

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesFaith experiences at St Madeleine’s Primary School are enriched with the understanding thatthere are special times and ways we can develop our relationship with God. The staff andstudents pray daily and have many opportunities to share faith experiences together with ourfamilies. The school community celebrated the following special occasions: Whole SchoolMass, Beginning Year Mass, Ash Wednesday Mass, Feast of the Assumption Mass, All Souls’ DayMass, End of Year Mass and Year Six 6 Graduation Mass.

The staff of St Madeleine’s Primary School and Marian College start and end each yearcelebrating mass together as a community of God’s people.

Liturgies included Easter, Mothers Day, Fathers Day, GrandBook Day (Grandparents Day and BookWeek), Thank You, and grade liturgies.

All students attended weekday mass with parishioners on a regular roster either Tuesday orFriday mornings.

Prayer was integrated into the daily life of staff and students. Each classroom had a prayer focus.At midday each day the whole school paused to pray the Angelus. Staff and students also prayeddaily before meals and at the end of the day. Special prayers were also integrated into the livesof everyone in the community. These included Catholic Schools Week, Palm Sunday, Holy WeekResurrection, Feast of the Annunciation, ANZAC Day, International Day of the Family, Feast of theSacred Heart, Refugee Week, Feast of St Mary of the Cross MacKillop, Remembrance Day andAdvent Sunday.

Our school has a commitment to the ongoing spiritual growth of all staff who witness their faithdaily. Staff regularly prayed and worshipped together reflecting on the message of Christ. All staffhad an opportunity to lead prayer and reflect on the meaning of true discipleship.

The staff also participated in a Spirituality Formation Retreat at Benedict XVI Retreat Centre,Grose Vale in February.

Social JusticeSt Madeleine's Primary School supported Project Compassion, Hawkesbury Helping Hands (HHH)and the St Vincent de Paul Society, with the help of our student-based Social Justice group. Ourstudents raised awareness and funds for foreign aid charities at our Mission Day carnival.

During Advent each class gathered items for Operation Christmas Child, supporting the works ofSamaritan's Purse.

In 2017 we appointed spirit house leaders to run the Social Justice programs for 2018.

School home and parish partnershipsSchool/home/parish links were strongly encouraged. The Sacramental program was parish-based,and supported by the Sharing Our Story units taught at school in Years 3 and 5.

Parents received Term Overviews outlining the curriculum content to be taught each term.Parents attended a 'Welcome to Classroom' meeting at the beginning of the year. They were alsoinvited to parent/teacher interviews that took place in term 2.

Staff members were very involved in the parish liturgical committee and jointly plannednumerous events and celebrations. Parents were warmly welcomed to attend our many liturgicalcelebrations. The school supported the annual parish fundraisers.

Strong parental involvement was evident by support of the school through: the Parents andFriends Association, assisting teachers in classrooms and in the library, assisting at sportingevents, assisting on excursions, working at the canteen and attending working bees. Parents werealso encouraged to be part of our liturgies and celebrations throughout the year.

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Religious EducationReligious Education is not confined to Religious Education lessons but is an integral part of theculture and ethos of St Madeleine's Primary School. All programs are designed to be studentcentred and Christ centred.

In 2018, staff and students explored the Senses of Scripture. This was laid on the foundation ofprofessional learning in situ with Catholic Education, Diocese of Parramatta (CEDP) staff. Thedevelopment of the senses of Scripture (literal, spiritual and application sense) with effectivelearning intentions and success criteria was continued throughout the year. This will continue tobe developed in 2019.

Staff and students continued to explore the seven core Catholic values, how they permeate theentire curriculum and how they relate to our daily lives.

St Madeleine's Primary School uses the CEDP Religious Education Syllabus, Sharing Our Story Kindergarten to Year 6 (K-6). Teachers ensured that Religious Education in their classroom wasmeaningful for all students.

Other programs and activities supporting the pastoral care of all students included: PersonalDevelopment and Health programs, the Social and Emotional Wellbeing Framework, Social Skillsprogram and the buddy system with Kindergarten and Year 6 students.

Professional Learning of staff in Religious EducationThe formation goal for 2018 was for students to develop a deeper understanding of Scripture inthe context of the three senses of Scripture and its application in their lives.

Professional learning for staff in 2018 included:a focus on the senses of Scripture (literal, spiritual and application)staff working collaboratively with colleagues from the CEDP the use of Scripture scaffolds to explore specific Scripture passages, programming usinglearning intentions and success criteria focusing on the spiritual sense, and studenttracking staff gathering for a spirituality formation retreata staff member being part of the development of the new Religious Education Curriculum2019/2020some staff attending the Dr Edward Sri Scripture Conference and then sharing theprofessional learning with all staff

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Learning and Teaching

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

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

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 96 94 86 73

Literacy 97 95 83 73

Reading 95 96 82 76

Writing 100 94 82 72

Spelling 96 94 82 70

Numeracy 100 96 80 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 100 94 81 64

Literacy 100 93 69 58

Reading 100 95 75 66

Writing 100 90 56 44

Spelling 100 94 75 64

Numeracy 100 96 75 58

In 2018, St Madeleine's Primary School maintained its excellent achievements in both Year 3 andYear 5 NAPLAN results. Strong gains in both reading and numeracy in Year 5 reflected theongoing professional development that had been the target of our school priorities in recentyears.St Madeleine's Primary School, Kenthurst Page 8

Growth from Year 3 to Year 5 improved overall with students at both ends of the academicspectrum making solid progress.

The school will continue to use the NAPLAN data to focus on the needs of the students and willuse this to guide the delivery of programs suited to the needs of the children we teach, asevidenced by our school priorities.

School curriculumStudents engaged in seven Key Learning Areas:

Religious EducationEnglishMathematicsHuman Society and Its Environment - History and GeographyScience and TechnologyCreative ArtsPersonal Development, Health and Physical Education

Our curriculum meets the needs of all students and we paid particular attention to students withlearning difficulties and disabilities, including intellectual disabilities, communication/languagedisorders and physical disabilities. These students were supported in the classroom and inspecialist intervention programs.

Our 2018 Kindergarten Orientation program welcomed the new children and families to ourschool community. Kindergarten induction included:

child/parent interview with the principal and a tour of the schoolparent information eveningtesting with Kindergarten and special needs teachersorientation visitinvolvement in school Christmas concertKindergarten children meeting their Year 6 buddy for 2018

Our 2018 Transition to High School program included:continuing to use diaries in Year 6 as a form of communication with parents cross-grade lessons exposing students to different teaching styles and expectationscontract-based workspecific 'transition lessons'science lessons in the Marian College science laboratoriesYear 7 coordinator visitProject Based Learning with Marian College as the audience

Our school supported the development of children in our school through extra-curricularactivities. These included:

Catholic Schools Week celebrationdebatingBand programrepresentative sportVoice of Youth Kindergarten to Year 6 (K-6) speaking competitionpiano and ukulele lessons

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infants choir and primary choirdance groupBook Week celebrations included the book swap in support of indigenous literacyGarden ClubSwim program Kindergarten to Year 2Football, basketball and soccer clinicsYoung Leaders DayInternational Competitions and Assessments for Schools (ICAS) competitions in digitalcommunications, reading, writing, Mathematics, spelling and Science

Initiatives to promote respect and responsibilityIn order to promote respect and responsibility, St Madeleine's Primary School has four schoolrules:

I am respectful eg using respectful language and behaviour.I am safe eg keeping hands and feet to myself.I am responsible eg caring for myself, others and my school.I am a learner eg good listening, cooperating and collaborating.

Awards were given out at assembly each fortnight. Students were awarded with the StMadeleine's Achievement Award. We also recognised Out of School Achievements at theseassemblies. The Principal's Award was awarded at the end of each term.

term 1 Encouragement Awardterm 2 Social Skills Awardterm 3 MacKillop Award for Christian Serviceterm 4 Academic Excellence Award

The Australian flag was raised each morning and the National Anthem was sung at Mondaymorning assembly.

In order to establish a respectful, responsible and safe learning environment, classroom teachersalso established classroom rules with clear and explicit consequences to promote accountabilityfor individual decisions.

The student leadership team was made up of two school captains, two vice captains, fourprefects and eight colour house captains. The Student Representative Council (SRC) was made upof one student elected from each class in Years 2 to 6 and the captains, vice captains andprefects.

The SRC met regularly to discuss issues and consider ways they could support projects at StMadeleine's Primary School.

Professional LearningSt Madeleine's Primary School provided professional development for staff, based on theParramatta Catholic Education Office's Strategic Intent and St Madeleine's PrimarySchool's Implementation Plan. Staff were engaged in professional development for one hour eachweek. We also held six staff development days throughout the year. Staff also met to discusstheir work in half hour Stage meetings held each week.

During 2018 the professional development meetings focused on:child protectionMathematics - Mathematics Assessment Interview (MAI) testing; analysis of growthpoints; and the structure of the one hour Mathematics lesson each day to include richtasks

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monitoring and tracking of studentsEnglish - writinglearning progressionsmentor textstrackingnumeracy - validating of datarole of Instructional leadermultiplicative thinkingE libraryClickviewreport writingCEDP Mission resourcereligion - levels of Scriptureformative assessmentProject Based Learning elementspedagogy around learning intentions and success criteriawork, health and safety trainingNAPLAN analysisanalysis of Scripture - three levelsanalysis of teaching and learning programs to meet NSW Education Standards Authority(NESA) requirementspersonalised plans for studentscompliance and programmingcardiopulmonary resuscitation/asthma/anaphylaxis trainingScience and Technology new syllabus 2019Third Wave reading interventionvoice care student managementteam buildingchild protection

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School Improvement

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

Scripture in the context of the three senses and their application intheir lives

Reason for priority 1 Classroom data and Religious Literacy Assessment (RLA) dataindicated a need for improvement in the understanding andapplication of Scripture.

Steps taken to achievepriority 1

These included teachers:developing a deeper understanding of the theological andeducational background of key concepts, Catechism of theCatholic Church, Scripture passages using the theological and educational background and theCatechism to co-construct learning intentions and successcriteriausing Scripture scaffolds to unpack the literal, spiritual andapplication senses when planning lessonsworking with the CEDP teaching educatorleading the Community Lenten Study Group

Status of priority 1 Achieved

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Priority 2 For all students to achieve expected growth in writing, with acceleratedgrowth for all vulnerable students, as measured by Stage statementsand the learning progressions with a specific focus on writing

Reason for priority 2 Over the past four years students at St Madeleine's PrimarySchool have received high scores in spelling and vocabulary, however,evidence from NAPLAN data showed that there had been little or nogrowth in these areas. While teachers have trialled different processesand strategies there lacked a consistency of practice and pedagogy K-6.

Steps taken to achievepriority 2

Teachers would:unpack the learning progressionsidentify learning progressions that students were working at inthe area of writingdevelop strong anchor chartsbegin using learning progressions to track student growthwork collaboratively to design a whole-school spelling approachdesign an English program template to reflect thereading/writing/speech relationshipcollaboratively design a whole-school data wall based onprogressions with a focus on creating text

Status of priority 2 Achieved and ongoing

Priority 3 For students from K-6 to improve their learning outcomes inmultiplication and division by a minimum of at least one growth pointand for vulnerable students to achieve individual growth

Reason for priority 3 Our Mathematics Assessment Interview (MAI) data showed that oursecond area of weakness across the school was in the domain ofmultiplication and division. This weakness was most evident in themiddle and upper primary classes. We believed our focus should beshifting our students' thinking from additive to multiplicative thinkingwith a focus on developing reasoning strategies.

Steps taken to achievepriority 3

These included:professional learning to deepen understanding of multiplicationand division growth points and efficient mental strategiesdesigning rich tasks that involved moving from concrete, topartial and abstract thinking when problem solvingsuccess criteria that reflected complex reasoning strategieswhen problem solving in the domain of multiplication anddivisiontracking students in the domain of multiplication and division

Status of priority 3 Achieved

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Projected school prioritiesPriority 1 For the students to demonstrate an enhanced engagement with

Scripture through the new draft Religious Education curriculum

Reason for Priority 1 In keeping with the system priority in Religious Education, our schoolwill be implementing the new Religious Education curriculum. Hencethere will be a focus on quality learning and formation in ReligiousEducation.

Steps to be taken toachieve Priority 1

Steps to be taken:to develop learning cycles using an inquiry based pedagogyto plan learning opportunities for students to make meaning ofappropriate Scripture passages using the senses (literal, spiritualand application)to design learning cycles that highlight key points of thetradition in what We Believe, We Celebrate, We Live and WePray according to the conceptual learning framework

Priority 2 To enable all students to achieve expected growth in writing

Reason for Priority 2 Teachers have identified that a consistent process and tracking practiceneeds to be established to stimulate growth in the area of writing.

Steps to be taken toachieve Priority 2

We will:address NAPLAN data (weakness with grammar andspelling) and lack of growth into higher bandsprovide development using learning progressions as a tool fortracking individual students in class and the whole schoolprovide help with guided writingestablish student centred goalsestablish the use of seven steps of writing as an agreed practicefor improving writingcontinue the agreed practice of whole-school writing samples -one per term to be used as tracking points for data wall

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Priority 3 For students from K-6 to achieve growth in multiplication and division,with an increase in the number of students using reasoning strategieswhen problem solving

Reason for Priority 3 MAI data indicates students are being challenged moving from partialto abstract thinking in multiplication and division. The aim is toconsolidate professional learning in multiplicative thinking in 2018 andfurther develop teacher pedagogy, to provide rich and challenging tasksin Mathematics. This will assist students to develop reasoningstrategies and increase the number of students achieving higher growthpoints.

Steps to be taken toachieve Priority 3

Teachers will:use learning intentions and success criteria to support andassess student learningprovide rich mathematical tasks that challenge students andpromote higher order thinkingpromote classroom discourse in Mathematics lessons, providingopportunities for students to reason and articulate theirthinkingfacilitate assessment that is differentiated and reflective of thesuccess criteriaanalyse student data to form individual goals and providefeedback on learning

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2018, Catholic Education Diocese of Parramatta engaged The Learning Bar to conduct theTell Them From Me (TTFM) survey to provide feedback from parents, students and staff aboutour school. This survey is conducted annually.

The TTFM data collected and reported in 2018 showed that parents were happy with thedirection the school was taking.

Parents reported that: the school had a focus on improving the quality of educationthe teachers were passionate about their work and they appreciated the work teachersdid and the care they gave each childtheir children felt safe at school and whilst travelling to and from school each daythe school had a clear understanding of both strengths and areas for developmenttheir children felt included and developed positive relationships with their peerstheir children were well-prepared and supported during transition to Kindergarten andhigh schoolthey had a positive view of the Religious Education (RE) curriculum, our Social Justiceprograms and the faith development of their childthey would like more information about their child's progress, behaviour and social andemotional developmentthey were very happy to be part of the school community

Student satisfactionThe TTFM data showed that a very high proportion of our students were motivated to achieveand learn. They had a positive perception of their abilities as students. The students felt thatclasses were engaging and meeting their learning needs. The students said that learning at StMadeleine's Primary School was interesting and enjoyable.

Many students stated that teaching was effective and learning was stimulating. They did nothave a positive view of homework. Many students said that they had friends at school that theycould trust and who encouraged them to make positive choices.

As the students aged they worried more about particular events or social situations. Studentsfelt they had someone they could turn to at school for support and advice when they needed it.

Our students placed a great deal of importance on participating in prayer and celebratingliturgies and the Sacraments at school. They also appreciated opportunities to act incompassionate ways through social justice initiatives.

Students placed a great deal of importance on being involved with their local Catholic parish.

Teacher satisfactionThe TTFM data from staff showed that teaching in a Catholic school was very important to them.They valued the opportunity to participate in prayer, liturgies and the Sacraments with theircommunity.

Staff have a high opinion of their abilities and their work and they felt during 2018 there was asignificant improvement in working collaboratively with their colleagues through ourInstructional Leadership model. They felt encouraged and supported to improve their skills,knowledge and performance.

The Leadership Team provided a safe orderly learning environment. A learning culture has beendeveloping based on analysis of data to inform practice through collaboration with ourSt Madeleine's Primary School, Kenthurst Page 16

developing based on analysis of data to inform practice through collaboration with ourcolleagues.

Teachers felt the school had developed more consistent practices across all Key Learning Areas incurriculum processes and that there had been an increase in engaging practice for their students.They felt that there was effective coordination of the curriculum.

Teachers identified the need to continue to give recognition and feedback about how teachers'goals linked with school action plans.

They believed that staff collaborated and communicated effectively with parents toshare students' learning.

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Student Profile

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

Current and previous years' student enrolmentYear Boys Girls Total

2016 208 199 407

2017 205 197 402

2018 212 179 391

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

Kindergarten 94

Year 1 95

Year 2 96

Year 3 95

Year 4 94

Year 5 94

Year 6 94

School Average 94

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

Language background other than English (LBOTE) 71

Students with disablities (SWD) 6

Indigenous 6

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

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

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

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

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careAt St Madeleine’s Primary School we aim to provide a safe and secure learning environment,which is based on tolerance, respect, honesty, forgiveness, care and compassion.

Our student management process was implemented to create a positive teaching and learningenvironment focusing on developing a Christ-centred community, which nurtures individualsbased on mutual respect and the gospel values. It was created with clearly defined behaviouralexpectations and appropriate consequences in place. When these expectations are not met weuse a process of restorative justice to right the wrong and repair relationships.

There were whole-school and in class reward systems in place to recognise, promote and valuepositive behaviour within the school:

whole-school merit award system for both classroom and playground to reward positivebehavioursprincipal's awards recognised at school assemblies and by attendance at a principal'smorning teaawards presented at each assembly

In all student management situations, the value, dignity and privacy of each child is paramountand confidentiality regarding student management and/or discipline imposed is alwaysmaintained. We follow a process of procedural fairness and restorative justice in our resolutionof conflict and adopt a process of reconciliation to mend our relationship. Communication iscritical to this process involving all concerned-teachers, students and parents.

We use counselling and wellbeing services to provide expertise to school and communities toguide student growth and development.

At our school we have placed an importance on teaching our students a growth mindset toencourage and promote well being and resilience. As part of this process we praise andacknowledge student effort and empower students to manage and learn from setbacks.

St Madeleine’s Primary School has an established Anti-bullying policy whereby no form ofbullying is tolerated in any grade or in any place in the school or at home in the case of cyber-bullying. Students and families know that they are to report any behaviour that they believe tobe bullying and it will be investigated thoroughly.

Throughout 2018 we continued to reinforce positive relationships that fostered connectedness,empathy and feelings of belonging through team and class building activities completed at thebeginning of the year, each term and when a new student arrived.

A procedure was followed through with students to help them be more assertive in theirdealings with their classmates, particularly on the playground.

A process for teachers was also followed in dealing with inappropriate behaviour in both theclassroom and playground which included:

classroom and playground incident reports being completedreflection sheets for infants and primary studentsrespectful language procedure

A visit from the Youth Liaison officer from The Hills Local Area Command took place to share withthe school community appropriate use of social media and technology.

Our student Management policy expressly forbids corporal punishment and it did not change in2018 and can be accessed from the school office.

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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 and procedures. We inform our school community of the protocols for managinga complaint in the newsletter throughout the year. A copy of the school policy is available fromthe school office or is available on the CEDP website http://www.parra.catholic.edu.au/policy-central.

There was no change to this policy in 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (53%)Capital (0%)State (15.3%)Fees (16.2%)Other (15.5%)

Capital (36.7%)Salary (45.9%)Non-Salary (17.4%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $2,740,762

Government Capital Grants 2 $0

State Recurrent Grants 3 $792,218

Fees and Private Income 4 $837,771

Other Capital Income 5 $804,733

Total Income $5,175,484

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $2,472,483

Salaries and Related Expenses 7 $3,095,321

Non-Salary Expenses 8 $1,170,998

Total Expenditure $6,738,802

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.

15.5%

16.2%

15.3%

53%

■■■■■

36.7%

17.4%

45.9%

■■■

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