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Annual School Report (2013)

St Mary's Primary School, Rydalmere

1 Myrtle Street, Rydalmere NSW 2116
Principal: Mr Richard Blissenden
Phone: 9684 4044
Fax: 9684 2262
Email: StMarysRydal@parra.catholic.edu.au
Website: http://www.stmarysrydalmere.catholic.edu.au

Introduction

About the Annual School Report

St Mary's Primary School is registered by the Board of Studies (New South Walesas 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, accurate and objective information about various aspects of school performance and development. The Report describes achievement of school development priorities in 2013 and gives information about 2014 priorities.

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

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


Message from key school bodies

Principal

I am proud to present to you the 2013 Annual School Report for St Mary's Primary School, Rydalmere.

St Mary's Primary School is a two stream Catholic school that strives to develop the whole person academically, socially and spiritually. Throughout 2013 our enrolments across the school community continued to grow with several new families moving into our parish and local communities. The consolidation in size of our before and after school care facility, Out of School Hours Care (OSHC), has also contributed to a rise in enrolments. Our close proximity to the Parrramatta Central Business District and local industrial estate has also enhanced our enrolments for the year. In 2013 our enrolment numbers climbed to 360 students with several new teachers taking up positions on staff. 

Improving student learning outcomes and catering for individual differences with a differentiated curriculum are our core businesses. Two thousand and thirteen was a productive year in many ways as students were involved in a variety of initiatives designed to improve learning outcomes, especially in the areas of numeracy, formation and inquiry based learning. Staff throughout 2013 continued to develop an inquiry based learning platform for our students. Staff also implemented phase 4 of Extending Mathematical Understanding (EMU), a new numeracy initiative for all students Kindergarten to Year 6 (K-6). Our National Assessment Program - Literacy and Numeracy (NAPLAN) results were satisfactory with vulnerable students identified with intervention programs put into place.

The students were also given the opportunity to develop their creative and sporting excellence through their participation in carnivals, gala days and creative arts venturesThe showcasing of our gospel and cultural values that underpin our school mission statement were evident throughout the year in a number of activities. Throughout 2013 the children were also involved in several outreach activities, including Project Compassion, St Vincent de Paul appeals, local charities and Mission Week

In 2013 the students and staff continued to enjoy and benefit from our school refurbishment of previous years. The completion of several smaller refurbishment projects such as the outside history mural and sacred space, and replacement of the garden surrounds on the Marist site have all enhanced our school environment for both teachers and students. Continual upgrading of the wireless internet facilities, interactive whiteboards, iPads and laptop technology continued to enhance our students' learning in open agile grade communities

Throughout 2013 the school community continued to consolidate and strengthen the faith formation of students and staff as well focus more deeply on the teaching and the learning, with a particular emphasis on the use of data to drive future learning as well as identify vulnerable students. Staff members at St Mary's Primary School are committed to ensuring that all students under our care can improve upon learning outcomes with individual and differentiated programs of learning to ensure academic success.

We give thanks to our Lord for the achievements and successes of 2013 and look forward with enthusiasm and excitement to 2014 here at St Mary's Primary School.

Parent body

Parents are actively involved in many facets of school life during the year by:

  • preparing for and engaging in class and whole-school liturgies and masses
  • organising and running the parish/school fete
  • assisting in maintaining the school property
  • assisting in literacy and Mathematics groups in the classroom
  • organising school formal and informal social functions
  • assisting with swimming and athletics carnivals etc
  • attending both numeracy and literacy parent workshops
  • assisting with the school Garden program
  • making financial contributions to the school fundraising levy
  • acting as mentors for the Tutor program
  • being actively involved in Parents and Friends meetings each term
  • assisting in the school library on a weekly basis
  • assisting with 'Kiss and Pick Up' each afternoon
  • attending and assisting with class excursions and incursions
  • providing hospitality for various school events
  • coordinating and operating the second hand clothing pool
  • acting as class representative parents organising social functions for each grade for both parents and students
  • attending school excursions and concerts
  • participating in teacher assisted classroom tasks
  • participating in classroom cooking and craft activities

Student body

The students throughout 2013 continued to appreciate the new student amenities; the spacious open classrooms; the withdrawal work rooms; and access to 21st century technology including the wireless internet, the consolidation of MacBooks and iPads and the use of interactive whiteboards in each learning space. The opportunity to work with two teachers in each day was acknowledged by the students as a positive aspect of their learning. The students have grown fonder of working in collaboration with their peers and being able to access various learning platforms to enhance their learning outcomes on a daily basis.

The children are appreciative of the access to our music tutors in being able to learn guitar and keyboard as well as being able to take up an instrument and be a member of the school band. The students enjoyed the extra-curricular activities such as weather club, 'tiny techies', drama and garden club, glee club as well as the playground games that have been introduced at lunchtimes on both sites.

Throughout 2013 the children enjoyed their participation in our Peer Support, Rock and Water Social Skills and Anti-bullying programs. Last year also saw the consolidation of Captain Care, our social skills mascot and our positive behaviour initiatives which were enjoyed by all students who appreciated the proactive approach to bullying.


Who we are

History of school

St Mary's Primary School opened in 1890. From 1893 the Sisters of Mercy ran the school until 1982 when the Marist Brothers took over. In 1992 Mrs Carmel Agius was appointed as the first lay principal. In 1998 an extensive refurbishment project enabled St Mary’s Primary School to cater more effectively to the needs of individual students. Our school celebrates both the Mercy and Marist traditions and is a part of the dynamic faith community of the Holy Name of Mary Parish, Rydalmere. In 2010 the Building the Educational Revolution (BER) initiative funding enabled the school to be refurbished. As a result, the classrooms have been transformed into 21st Century open agile learning spaces.

Location/drawing area

St Mary's Primary School is a coeducational Kindergarten to Year 6 (K-6) school with an enrolment of over 350 children which has been growing steadily for the last three to four years. The school is located in Rydalmere and draws on students from Rydalmere, Dundas, Ermington and Oatlands. It serves the parish of Holy Name of Mary, Rydalmere.

Enrolments in recent years have been taken from outside the parish boundaries as we cater for parents who want their children to attend a Catholic school adjacent to the Parramatta Central Business District and local Silverwater industrial area where they are employed.

St Mary's Primary School is also a feeder Catholic school for St Patricks Marist Secondary College, Dundas, one of the Parramatta Diocese's regional high schools.

Enrolment policy

St Mary's Primary School follows the Catholic Education, Diocese of Parramatta (CEDP) document, Enrolment Procedures in Parramatta Catholic Systemic Schools, January 2002. This document can be obtained from the school office or is available on the CEDP website http://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolments

Year Boys Girls Total
2011 174 158 352
2012 168 179 347
2013 177 181 358

As our school is located in a council area currently being subject to rezoning activity, and the fact we are located in close proximity to the Parramatta CBD and surrounding light industrial areas, our enrolments are increasing as new families move into the area. It is projected that this trend will continue over the next several years.

Following the rezoning of a large percentage of our school precinct, it is anticipated that the development of medium density dwelling will occur in the next two to three year period, thus resulting in a possible increase in enrolment numbers for the future.  

Characteristics of the student body

The table below shows the number of students in each of the categories listed.

Language Backgrounds other than English (LBOTE)* Student with Disabilities (SWD)* Indigenous
 108  11  3

School review and development

Annual school priorities

 Priority Reason for the priority  Steps taken to achieve the priority Status of the priority (Achieved, not yet achieved, Ongoing, no longer a priority
Our first priority was for each student to improve one/two growth points in the four number domains in Mathematics. 
This priority was chosen as a result of alignment with Diocesan strategies and Mathematical Assessment Interviews (MAI) data.
  • MAI interviews
  • mental strategy warm ups
  • rich open-ended tasks
  • explicit teaching
  • reflection

 

 Partially Achieved
Our second priority was to develop the community's knowledge [both staff and students] of Scripture to gain a deeper personal understanding of the gospel message and to enhance prayer life.
This priority was chosen as a result of data collected from the Religious Literacy Assessment and teachers concerns.
  • students and staff involved in the breaking down of Scripture with a strong emphasis on the Gospel of Luke
  • participation in formal prayer, Scripture based meditation
  • involvement in outreach activities as a school community
  • introduction of the Angelus
This has been an ongoing goal for the last two years. The goal has been achieved.
Our third priority was to continue the development of our inquiry based learning approach. Two thousand and thirteen was our third year of its implementation and development.
This priority was chosen as a learning platform for our integrated collaborative units of work.
  • staff development day with a facilitator to enhance further our understanding and application of inquiry in our leaning spaces
  • regular blogging and video conferencing to enhance our learning
  • development and writing of Inquiry units 
Goal achieved and being further developed each year

 

Projected school priorities

 Priority Reason for the priority
Steps to be taken to achieve the priority
Our first priority will be to improve the Religious literacy skills of all students by focusing on the language contained in the theological background of our Religious Education units.
This priority was chosen as a result of the data from the 2013 Religious Literacy Assessment. 
  • explicit unpacking of Religious language and its contextual meaning 
  • greater focus on religious language in Scripture, theology and prayer for all members of our community
  • using relevant student data to target language deficiencies and understanding
  • integration of religious texts in guided reading sessions 
  • providing staff with backgound reading and professional development around religious literacy and theological understanding
Our second priority will be to improve the the comprehension of text at the literal, inferential and critical levels.
This priority was chosen as a result of a variety of data sets from 2013 ie NAPLAN, Progressive Achievement Tests in Reading (PAT-R), Early Years Assessment (EYA), running records.
  • exploration of text comprehension
  • differentiated strategies based on Quality Teaching Framework (QTF), De Bonos thinking hats, thinking keys etc
  • classroom literacy practices to develop comprehension levels - readers circle, guided reading etc
Our third priority will be to allow students to progress at least one growth point in the number domains especially in the place value strand.
This priority was chosen as a result of MAI and NAPLAN data sets from 2013/14.
  • rich open-ended tasks
  • explicit teaching of numeracy skills
  • adherence to our K-r school numeracy block 
  • student reflection of numeracy learning
Our fourth priority will be to continue developing our inquiry based learning platform across all Key learning Areas.
This priority was chosen as a result of the need for students to develop their inquiry skills essential for collaborative inquiry learning.
  • development of the inquiry model
  • development of students' inquiry learning tools
  • development of inquiry based units relevant in support of the Australian curriculums   

Catholic identity

Prayer, liturgical life and faith experiences

Our school has traditions and deep links with its Marist and Mercy origins. The completion of our school history mural and sacred outside space in honour of Our Lady has provided us with an area to gather in prayer as a community.

The children were very involved in the planning and celebration of liturgies and masses. Monday morning school assemblies, grade assemblies and staff meetings all commenced with prayer. In addition to this, staff met each week for prayer. Children's faith experiences included daily prayer; outreach opportunities to the needy and the infirm; mass and liturgical celebrations; parish involvement and activities; meditation; Sacramental preparation and daily Religious Education instruction.

Throughout the year, special occasions were marked by a range of liturgical and prayerful celebrations encompassing a number of different student groupings and locations. These included our Opening School Mass, Lenten liturgy, various feast masses, Grandparents day, the Year 6 Farewell Graduation Mass and End of Year Mass.

The feast of the Holy Name of Mary (School Feast Day) was a major school liturgical celebration. The main focus activity of the day was for teachers and students to explore the significance of 'story' and being able to share it with others.

The Angelus was introduced as per Diocesan policy.

Social justice

Throughout the year the school was heavily involved in the Lenten Project Compassion appeal; the St Vincent De Paul Winter appeal; the Catholic Mission appeal during Mission Week and a St Vincent De Paul Christmas Hamper appeal. The student leadership team assisted in organising these drives and initiatives.

Our staff continued to assist in a number of St Vincent de Paul outreach activities. Staff visited the Catholic Women's Refuge in Merrylands on a number of occasions, preparing meals for the ladies and spending some time with them. Christmas hampers were put together by staff for both the women's and men's shelters in Merrylands and Granville respectively. 

Staff and students were also involved in celebrating Harmony Day, highlighting the importance of tolerance and acceptance among the different cultures that make up both our school and national communities.

In 2013 the school community continued a social justice approach to assisting families in need through financial assistance through fee relief or through respite care in certain situations.

School, home and parish partnerships

Each school celebration was well supported and attended by the parent community. The Parents and Friends Association (P&F) also organised breakfasts and morning teas for Mothers Day, Fathers Day and Grandparents liturgies. Close communication was maintained with the parish throughout the year and the parish priest led the school in all major celebrations. The Religious Education coordinator (REC) represented the school on the parish Sacramental team to help promote the program throughout the year. 

A key focus of the Sacramental program was to encourage and develop the role of parents as spiritual educators of their children. Each program supported parents in educating their own children in their faith. This special role of parents was reinforced in class information nights as well as in the principal's editorial in the school newsletter throughout the year.

Parents were involved in assisting in classrooms, managing school sports teams, organising fund raisers and various social events. 

The school feast day, Lent and Christmas celebrations were major family events led by teachers and were regarded as great community successes.

Parents were invited to all school liturgical celebrations through the year. Wherever possible, parents were encouraged to participate in liturgies.


Religious Education

Religious Education

Christ is at the centre of all our teaching and spirituality is embedded throughout the whole curriculum. This is most notable in the teaching of Religious Education as well as prayer and liturgies fostered on a daily basis. The Religious Education curriculum is based on the Diocesan syllabus, Sharing Our Story.

Our Religious Education curriculum covered a variety of themes from Kindergarten to Year 6 (K-6). Each grade studied various aspects of the church's liturgical seasons such as Lent, Advent and Christmas. All grades studied various aspects of mission in regard to serving and reaching out to others through a series of practical and meaningful outreach activities. In various Stages students examined aspects of Scripture, specifically focusing on the gospels, parables of Jesus, and the Old Testament stories. As we are a Catholic school with a Marian tradition students participated in various units pertaining to the life of Mary and the dual role she plays as our Heavenly Mother and the Mother of Christ.

Sacraments of initiation were covered in specific units and were taught to support the parish preparation programs in Stages 2 and 3. Other themes addressed with the older students included the story of their parish, stewardship, faith communities and stories of the early church and its history. Studies of the structure of the mass and liturgy preparation were conducted in the older grades.

The praxis model of teaching Religious Education involves utilising the children's own life experiences initially. These practical experiences were used in reflecting on, and understanding, the Scripture throughout the units. Children then participated in a period of reflection before using their learning to undertake some form of response.

Professional learning of staff in Religious Education

St Marys Primary School - Professional Development in Religious Education (RE) in 2013 included:

  • establishment and consultation of the school formation goal for 2013 around the breaking down of Scripture and student meditation
  • revision of RE resources within the school - viewing and discussion around new resources and how they could be used in the teaching of Sharing Our Story units
  • professional learning around the introduction of the Angelus each day in the classrooms and the viewing of resources available for its inception
  • Scripture focus on St Luke's Gospels for the year
  • Staff Formation Day focusing on the Gospels of St Luke and their use in our teaching of RE and for the benefit of our own spiritual growth and development  

Learning and teaching

National Assessment Program - Literacy and Numeracy (NAPLAN) 2013

Students in Year 3 and Year 5 across Australia participated in National Assessment Program - Literacy and Numeracy (NAPLAN) in May 2013. The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and aspects of Numeracy. The test provides a measure of the students’ performance against established standards and against other students in Australia. Each year the results are analysed by the school to inform teaching 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 as national minimum standards. Band 2 is the minimum standard for Year 3 and band 4 is the minimum standard for Year 5. Student performance in NAPLAN in our school is compared to these standards. The percentages of students achieving at or above these national minimum standards, and the percentages of students in the top three bands are reported in the table below.

 % of students at or above national minimum standard% of students in top three bands
 SchoolAustraliaSchoolAustralia
Year 3:    
Literacy100.00 95.00 87.27 71.70
Numeracy100.00 95.80 74.55 62.00
Reading100.00 95.30 83.93 69.30
Writing100.00 95.00 67.27 75.40
Grammar and Punctuation100.00 95.30 89.09 73.40
Spelling100.00 93.90 80.00 67.40
Year 5:    
Literacy100.00 94.00 75.00 58.17
Numeracy95.80 93.40 64.58 51.70
Reading100.00 96.20 81.25 62.80
Writing95.80 91.70 68.75 51.90
Grammar and Punctuation97.90 94.80 68.75 61.50
Spelling100.00 93.10 62.50 58.30

The 2013 NAPLAN results were satisfactory. Areas for development in the upcoming year include inferential comprehension, a greater alignment to our spelling scope and sequence to improve upon our students' spelling skills and use of relevant strategies as well as developing the students' understanding of the appropriate language and text structure for persuasive texts. Common areas for development in numeracy include: analogue time, multiplication and division as well as various components of 3D solids. These aspects evolving from the data need to be addressed across all Stages of the school.

School curriculum

Transition Program
St Mary’s Primary School runs an extensive Transition to School program. It commences with a comprehensive screening procedure conducted during the enrolment interview. The information gathered is used to determine which children may present with special needs. If we believe it may be useful to observe a child in his or her preschool or home environment, then this is organised with the child’s parents.

The 2013 Transition to School program conducted during term 4 consisted of three 90 minute sessions with the whole cohort. During the fourth week the cohort was divided into four groups and each group came for a two hour orientation session with the 2014 Kindergarten teachers, Special Education teacher and an external occupational therapist.

The first four sessions were planned around a 'playgroup' structure. Parents were encouraged to interact with their children in activities designed around fine motor skills. The children were involved in listening to stories and completed an art activity in response to the stories read. The children listened to a story, 'Welcome to St Mary’s Primary School', which highlighted the important aspects of school life. The final two sessions included gross motor activities. They met the primary children who would be their buddies during 2013. Students identified with additional needs at the enrolment process were encouraged to attend the sessions 30 minutes prior to the rest of the cohort attending.

During orientation, an occupational therapist worked with the students and teachers to help further identify children requiring help in this area. At orientation students received a 'welcome to school' pack. This pack consisted of a school library bag with a copy of the school prospectus and handbook for the year.

Board of Studies Curriculum 
At St Mary's Primary School we follow the NSW Board of Studies syllabus. Courses are offered from Kindergarten to Year 6 (K-6) in the following Key Learning Areas: Mathematics, English, Science and Technology, Human Society and its Environment (HSIE), Creative Arts, Physical Education (PE), Personal Development and Health as well as Religious Education. We also employ specialist teachers in the areas of Drama, Music and PE. 

Extra-Curricular Activities
St Mary's Primary School also provides extra-curricular music activities and small group lessons in brass instruments, guitar and keyboard. Children also have access to 'tiny techies', photography, Glee Club garden and weather clubs at lunch times.

Initiatives to promote respect and responsibility

During 2013 St Mary’s Primary School continued its Positive Behaviour Support program reinforcing the students' understanding of the school motto, Care and Respect Everyone (CARE), which represents:

  • CARE and respect for ourselves
  • CARE and respect for others
  • CARE and respect for property

During 2013 our positive behaviour mascot, 'Captain Care', continued to be prominent in the school community as as a figure/role model for our school motto, CARE, and Behaviour Management program.

Throughout the year the students took part in recycling promotion activities in order to make our school a more responsible community in regards to caring for our environment.

During 2013, the children from Years 2 to 6 participated in the self-esteem and anti-bullying program, Stones and Streams, and Rock and Water.

St Mary’s Primary School was involved in many community service activities and class-based activities in 2013 including the St Vincent de Paul Society Winter and Christmas Appeals.

Throughout the year children across the school were awarded CARE certificates in recognition of their behaviour and acts of kindness and generosity in their relationships with their peers.

Our student leadership team, in collaboration with staff, organised activities to promote team work, responsibility, care and respect across our school community. These initiatives of our leaders were across such areas as sport, outreach, pastoral care, and the creative arts.

ANZAC Day, Remembrance Day ceremonies and class activities were undertaken to remember the services undertaken by those who fought for peace. 

The school took part in raising awareness and funds for Caritas and Mission Week during 2013. This was a school-wide initiative where Year 6 students ran events for the other students during lunchtimes.

Students participated in the Clean Up Australia Day campaign. They also participated in Harmony day, Mission Week awareness activities, and the St Vincent De Paul Christmas appeal.

Parent satisfaction with the school

During 2013, Catholic Education Diocese of Parramatta engaged insight SRC to conduct the Quality Catholic Schooling (QCS) survey to provide feedback from parents, students and staff about our school. This survey will be conducted annually.

The QCS data collected and reported showed that only 33% of the parent body who were invited to participate completed it. A large percentage of parents who completed the survey believed it was of lesser value than previously in 2012. A majority of parents were satisfied with most aspects of school life. Some concerns were expressed around disruptive student behaviour and the rollout of the new curriculum. On a positive note parents were complimentary regarding staff/student relationships, reporting procedures, school resources, our proactive approach to bullying and our positive student management program.  

Student satisfaction with the school

A total of 50 Stage 3 students completed the QCS survey. 

The QCS data showed that student attitudes towards school improved with the most significant gains in their learning engagement and in their relationships with their teachers. Students were content with the extra-curricular activities available to them throughout the year in regards to sport and creative arts. Generally students felt safe and happy within the school environment with this contributing to success with their studies. Overall students were also happy with the resources available to them in the classroom and playground.

Teacher satisfaction with the school

The QCS data showed that data pertaining to staff climate was inconsistent across the indicators for 2013. School and staff morale was stable with improvements identified in the areas of engagement and professional learning. There was a slight drop in teachers' ratings pertaining to work demands, student classroom behaviour, teacher confidence and parent/school partnerships. Gains were seen in the areas of quality teaching and curriculum processes within the school community.

Workforce composition

Category
Number of Staff
Number of teachers who hold teaching qualifications from a higher education institution within Australia or as recognised by AEI-NOOSR*.
 24
Number of teachers who have a bachelor degree from a higher education institution within Australian or within AEI-NOOSR* guidelines but lacking formal teacher qualifications.
 0
Number of teachers who do not have qualifications as above but have relevant successful teaching experience or appropriate knowledge relevant to their teaching context.
 0
Number of teachers accredited to teach Religious Education
 19
Number of teachers currently undertaking accreditation to teach Religious Education
 0
Number of non-teaching staff (includes teachers aides)
 7
Percentage of teacher who are Indigenous  0

*Australian Education International - National Office of Overseas Skills Recognition

Professional learning

Professional Learning undertaken by staff in 2013 include:

  • Work Health and Safety (WH&S) training modules
  • Child Protection training modules
  • new English Syllabus induction and training modules
  • English Syllabus unit writing module
  • Comprehension Skills development modules
  • program builder module training for English Syllabus units  
  • training in developing lesson learning outcomes and supporting success criteria
  • staff training modules for the implementation of case management meetings, instructional walks 
  • training pertaining to the establishment of data walls for numeracy and literacy levels
  • Progressive Achievement Tests in Reading (PAT-R) and running record training
  • Early Years assessment training for teachers Kindergarten to Year 2
  • Mathematical Assessment Interview training and analysis
  • numeracy growth points pertaining to the numeration strand 
  • quality Catholic school survey training and data analysis
  • inquiry based learning - thinking tools, programming and questioning skills
  • school compliance modules - review of programming, Key Learning Area (KLA) scope and sequencing, key assessment tasks and learning outcomes
  • classmate learning environment and Google Doc Migration
  • NAPLAN data analysis and vulnerable student planning and programming
  • first aid, asthma and Cardiopulmonary Resuscitation (CPR) training

Teacher attendance and retention rates

Teacher attendance

The average teacher attendance for 2013 was 94.7%.

Teacher retention

Of the 2013 teaching staff, 81% were retained from 2012.

Student attendance rates

Percentage of student attendance by Year level and school average:

Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 School Average
 96.87  96.69  97.02  96.04  96.83  95.99  96.53  96.58

Managing non-attendance

Regular attendance at school is essential if students are to maximise their potential. Schools, in partnership with parents and guardians, are responsible for promoting the regular attendance of students. The compulsory schooling age is 6 to 17. Parents and guardians are legally responsible for the regular attendance of their children, explaining the absences of their children in writing within seven days to the school, and taking measures to resolve attendance issues involving their children. School staff, as part of their duty of care, monitor part or whole day absences. They maintain accurate records of student attendance, follow up unexplained absences through written and verbal communication, implement programs and practices to address attendance issues when they arise, and provide clear information to students and parents regarding attendance requirements and the consequences of unsatisfactory attendance. The principal or their delegate may grant permission for late arrival at school or early departure from school, leave, or exemption from attendance only in individual cases, on written request from parents and guardians. The principal/delegate will undertake all reasonable measures to contact parents promptly if an unexplained absence occurs. If truancy is suspected, the principal will contact the parents/guardians to ascertain the reason for the absence. If a satisfactory response is not received, the matter will be referred to Catholic Education Office staff for follow up.

Pastoral care of students

Student welfare, discipline and anti-bullying policies and pastoral care

Our school wide Positive Behaviour Support (PBS) program has been in place since 2007. The purpose of this program is to create an environment in which learning and teaching are valued, and unsafe behaviour is discouraged. Care, respect, responsibility and cooperation are taught and encouraged, so that the teaching of the fundamental skills of literacy and numeracy can be maximised. It raises issues of possible playground/classroom scenarios, enabling us to skill children in ways to respond to these situation. A PBS committee made up of several staff, representing each Stage, met fortnightly with members of the school leadership team and school counsellor to discuss student management and welfare issues across the school community. Reporting and follow up procedures pertaining to bullying are in place and accessible to all students and parents.

Anti-bullying strategies were also taught to children as part of teachers’ Personal Development, Health and Physical Education (PDHPE) programs. In 2013 such policies have been reviewed and maintained within the school community. Programs such as Rock and Water (Stages 2 and 3) and Stones and Streams were run over an eight week program to support our proactive anti-bullying  policy. 

We have had the ongoing support of Student Services from the Catholic Education Office, Parramatta, in providing for the emotional and social needs of our students. Our school counsellor has worked with a number of our students in one-to-one settings. Part of this process involved consultation with parents and outside agencies when required.

Our School motto, CARE, and the underlying principles behind it, is the basis from which our PBS programs and procedures are derived. 

There have been no changes to the policy in 2013.

The full text of our Positive Behaviour and Anti-Bullying policies can be obtained through our website.

Complaints and grievances policy

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

There has been no change to the policy in 2013.


Financial statement

School recurrent and capital income

School recurrent and capital income

In 2013 St Mary's Primary School received $18,390.00 as interest subsidy.

Our school community is appreciative of the support it received from the NSW State Government under the Interest Subsidy Scheme and looks forward to the implementation of the Building Grants Assistance Scheme as these are of vital importance to the ongoing wellbeing of this school.

Fees relate to diocesan and school based fees, excursions and other private income from fundraisers.

State relates to State Recurrent Grants including per capita funding, interest subsidy and special purpose grants.

Commonwealth relates to Commonwealth Recurrent Grants including per capita funding and special purpose grants.

Capital relates to Government Capital Grants including monies received under the Building Education Revolution.

Other refers to Other Capital Income including drawdowns from the Diocesan School Building Fund to fund Capital Expenditure.

School recurrent and capital expenditure

School recurrent and capital expenditure

Salary refers to the total of all Salaries, allowances and related expenses such as superannuation, workers compensation and leave.

Non-Salary refers to all other Non-Salary Recurrent Expenses.

Capital refers to Non-Recurrent Capital Expenditure including School Buildings, Furniture and Equipment.


 
   
  
  
   
  
 

Life at St Mary's Primary

Opening School Mass
Year 6 and the student leadership team received their badges during the opening school mass.
3 Items
16/02/2017
Mother's Day Liturgy 2015
Kindergarten lead the school community in a moving and at times amusing Mother's Day Liturgy.
18 Items
8/05/2015
Crazy Hair and Sock Day 2013
Children dressed up with crazy hair and socks to raise money for Sock It To Poverty.
45 Items
9/12/2013
Sydney Bus Christmas Decoration
The students of St Mary's Primary school decorated a Sydney Bus in the spirit of Christmas, on Monday 2nd December 2013.
21 Items
6/12/2013
Easter Liturgy 2013
St Mary's Primary School held the Stations of the Cross as part of their Easter Liturgy.
126 Items
29/04/2013
Christmas Celebration 2012 - Andrew Chinn
St Mary's Primary school celebrated the Christmas season with a night of music, fun and laughter led by Andrew Chinn.
78 Items
17/12/2012
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