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Annual School Report (2013)

St Joseph's Primary School, Kingswood

94 Joseph Street, Kingswood NSW 2474
Principal: Mrs Patricia Reilly
Phone: 4732 3999
Fax: 4731 1432
Email: stjosephskwood@parra.catholic.edu.au
Website: http://www.stjosephskingswood.catholic.edu.au

Introduction

About the Annual School Report

St Joseph'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 Joseph's Primary School.

St Joseph's Primary School is a Catholic coeducational school where students are encouraged to develop their relationship with God through participation in prayer, liturgy, social justice and positive relationships. A professional and dedicated staff supports students in Learning Without Limits, our school motto. Learning spaces are contemporary and learning experiences are enhanced by technology. Students are at the centre of everything at St Joseph's Primary School.

Religious Education and celebration are important in the life of our school. Students, staff and parents assemble each Monday morning to begin the week with acknowledgement of country, prayer, scripture, awards, celebration of achievements and the national anthem. We celebrate major liturgical feasts and seasons of the church with mass. The spiritual life of our students and their pride in themselves and our school, are celebrated at every opportunity. 

At St Joseph's Primary School we

  • develop and learn about our Catholic faith through our Religious Education and liturgical celebrations
  • personalise the learning to support the development of each child
  • participate in KidsMatter to provide a supportive, safe and nurturing environment
  • provide a rigorous, whole-school approach to the teaching of literacy and numeracy, with intervention programs for vulnerable students
  • promote education in the creative arts through our Music program for Kindergarten to Year 2, Instrumental program for Years 3 to Year 6, and our Drama program Kindergarten to Year 6
  • value the worth of every individual and celebrate their successes
  • encourage staff and students in Learning Without Limits

At St Joseph's Primary School we continually upgrade our physical environment and learning programs to ensure a safe, caring, friendly environment in which students feel valued and enjoy their learning and recreation.

Parent body

Parents are an essential part of our students' faith at school and home and partake where possible in religious activities to show the way.

The Parent Association is committed to the ongoing growth of the school as a whole and many parents regularly assist at school with sport, classroom activities, excursions and fundraising to improve the school in whatever area needed.

The school has a welcoming environment where parents are valued as an important part of the planning and learning within our school.

Parents are invited to the Monday morning assembly and enjoy a 'cuppa' afterwards. 

Parent Association activities and parent support are acknowledged and appreciated in the school newsletter and on the school's Facebook page.

Student body

Our student leaders are elected by their peers and teachers to have a specific role at St Joseph's Primary School. Their leadership responsibilities include organising and running the Monday morning assemblies, flag raising, special ambassadors to important events and taking on various tasks as requested by the principal.

Our Year 6 students also have a special role in showing leadership, good example and responsibility to the rest of the student population. They take this role very seriously and live up to the high expectations asked of them.

Our students have wonderful facilities, playing spaces, learning spaces and technological resources to assist them with their learning and leisure at St Joseph's Primary School. They are given a great deal of responsibility in organising masses, celebrations like Grandparents Day, carnivals and other activities.


Who we are

History of school

The Sisters of St Joseph founded St Joseph's Primary School in 1963 as a second parish school for the parish of Penrith. The Kingswood community built a 'church/school' which was used as classrooms during the week and as a church on Sundays. The Sisters of St Joseph administered and taught in the school until 1981. The first lay principal was appointed in 1982. 

Over the years, demountable buildings housed the classes, allowing the original space to serve as a church throughout the week as well as Sundays. Permanent buildings increasingly replaced demountables, and today the only remaining demountable building houses the Out of School Hours Care (OOSHC).

In 2013, we celebrated our 50th Jubilee as a school. Our Family Fun Day brought current and past community members together. 

St Joseph’s Primary School serves the Catholic Parish of Kingswood, which was established in 1970. The school supports the parish in its mission of evangelisation.

Location/drawing area

St Joseph's Primary School is located in Kingswood, which is between the large city centres of Penrith and St Marys. The school draws on students from an area bounded by Orchard Hills in the south; north to Berkshire Park; from Werrington and Claremont Meadows in the east; to Kingswood Park and Lemongrove in the west. Within this area are the suburbs of Cambridge Park, Werrington County, Llandilo, Kingswood and Kingswood South. 

The newly established suburb of Jordan Springs is in the parish of Kingswood, increasing the drawing area for enrolments. 

While St Joseph's Primary School Kingswood draws mainly on the local parish for enrolments, we are an inclusive school and accommodate all applications where possible.

Enrolment policy

St Joseph'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 163 144 307
2012 157 130 287
2013 150 128 278

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
 93 16   13

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 to integrate faith formation in staff and students.
This priority was chosen as a result of alignment with Quality Catholic Schooling (QCS) data.
  • increased symbols of Catholicism within school common ground and classrooms
  • focus on religious literacy concepts and language in Sharing Our Story (SOS) units
  • provide opportunities for students to participate in liturgical celebrations
  • praying the Angelus every day at noon
  • professional learning for staff to deepen their understanding of prayer and its traditions
 Ongoing
Our second priority was to to implement Focus 160 initiatives to improve student outcomes in literacy.
This priority was chosen as a result of data indicating the need for improve literacy teaching and learning.
  • professional learning for staff to deepen their understanding of effective literacy teaching and assessment
  • second reading recovery teacher trained to target vulnerable students in Year 1
  • provide differentiated learning for students
  • implementation of case management meetings for students who were 'stuck'
  • classroom teachers and lead teacher working closely with literacy teacher educator
 Ongoing
Our third priority was to further develop the Extending Mathemical Understanding (EMU) framework for the teaching of Mathematics in the school.
This priority was chosen as a result of improved student participation in Mathematics activities since the introduction of Extending Mathematical Understanding (EMU).
  • all students given an Mathematical Assessment Interview (MAI) in the first few weeks of the new school year
  • construction of Mathematics data wall as a reference for students who were vulnerable or 'stuck'
  • consistent numeracy block structure from Kindergarten to Year 6
  • professional learning for staff to develop competency with EMU strategies
  • trained another EMU lead teacher
  • continued EMU intervention for vulnerable Year 1 students
  • middle years EMU training for two teachers (already trained for Year 1) to introduce EMU intervention for vulnerable students in Years 3, 5 and 6
Ongoing 

Projected school priorities


 Priority Reason for the priority
Steps to be taken to achieve the priority
Our first priority will be that students develop an understanding of forgiveness as articulated in Scripture, prayers of the mass, the Sacrament of Reconciliation and life experiences.
This priority was chosen as a result of results of the 2013 Religious Literacy Assessment. The majority of our students are unchurched and many are not baptised.
  • Religious Education coordinator working with a mentor
  • building knowledge of the Scriptures in general and developing an understanding the concepts of forgiveness taught within
Our second priority will be to improve EMU practices of staff and understanding of students with emphasis on Place Value (PV).
This priority was chosen as a result of indicated vulnerability from the National Assessment Program - Literacy and Numeracy (NAPLAN) results of 2013 Mathematical Assessment Interviews indicating low achievement Kindergarten to Year 6 in PV.
  • capacity building of lead teacher and staff with teaching educator
  • teaching educator and lead teacher working in-situ with class teachers during Mathematics lessons
  • staff planning teaching educator and lead teacher
Our third priority will be  to develop teacher capacity in teaching writing.
This priority was chosen as a result of teacher requests for development in this area and observed standards of writing from Kindergarten to Year 6.
  • teaching educator to support lead teacher in classroom visits to observe and model modelled writing
  • Staff Development Day (SDD) in term 3 allocated to writing
  • teaching educator and lead teacher working in-situ with classroom teachers during the writing session of their English block
Our fourth priority will be to re-evaluate our student wellbeing policy incorporating feedback from the school community of students, staff and parents.
This priority was chosen as a result of the Quality Catholic Schooling (QCS) data suggesting issues with bullying.
  • regular bully audits
  • spot bully audits
  • flowchart of procedures and consequences
  • incorporating Kidsmatter and Bounceback across the curriculum
  • days dedicated to Kidsmatter and Bounceback activities eg National Day Against Bullying

Catholic identity

Prayer, liturgical life and faith experiences

Students participated in a wide variety of faith experiences throughout 2013 including assembly prayer, liturgies and mass. Our new parish priest attends many liturgies, conducts mass and leads prayer at parent gatherings.

Each Monday at the school assembly, different grades share prayer with the entire school. 

Feast days are celebrated through whole-school gatherings for prayer or Mass. These days include Ash Wednesday, Holy Week, The Annunciation, Pentecost, St Joseph's Day, Christmas.

This year our school and church celebrated fifty years of service. This celebration began with the 10 am mass and culminated in a day of festivities throughout the school. Classrooms were open with powerpoint displays on Interactive Whiteboards (IWBs) depicting fifty years of photographs detailing the history of our school. Students performed a number of items for visitors. There was a barbecue, face painting, cake stall, cold drinks, tea and coffee - a wonderful day was had by all.

A liturgy was held to celebrate the official Blessing and Opening of our new building. 

ANZAC day and Remembrance day were acknowledged through prayer and a flag ceremony.

Social justice

The Social Justice program allows students to live their faith in a practical way, through supporting causes such as:

  • Project Compassion
  • St Vincent de Paul appeals
  • Catholic Mission
  • appeals for victims of natural disasters, especially the Springwood bushfires in October 2013.

School, home and parish partnerships

Our fiftieth anniversary celebration involved our entire parish/school community. It was supported by past and present staff, families and students. The day was launched from the 10 am parish mass, recognising that this was a community celebration.

We held a number of events that developed parent/school and parish partnership. Our 'Meet the Teacher' evening incorporated a light supper. It was well attended and gave families an opportunity to meet our new parish priest. He introduced himself to the families, led the prayer for the evening and issued an open invitation to masses and personal meetings. The Kindergarten orientation evening allowed new families to meet and network. Again, our parish priest attended to discuss the role of the parish in our school life and to welcome our new families to our community.

There are multiple opportunities for our parents to participate in school life and support their children. Parent helpers are always welcome; parents are invited to assembly every Monday; and the parent association meets regularly and always welcomes new members. All sporting events involve support from our parents in order to run successfully.


Religious Education

Religious Education

The school follows the Diocesan curriculum, Sharing Our Story, reflecting on life experience, examining Scripture and doctrine of the church, and celebrating our relationship with each other and our God. Whilst these documents provide a sample pathway we promote and encourage our staff to design their own pathway, relevant to the children they are teaching. 

This year we have increased the symbolism throughout the school that speaks to our Catholicity. This reminds the students, in any school situation, that we are a Catholic school.

Liturgies and mass are celebrated on a regular basis. Currently these are all held in the multi-purpose area, as the church (on-site) undergoes renovation. It is hoped that masses will be held in the church from 2014. The priest presides over all school masses.

Each Monday, students participate in assembly. At this time we read and reflect upon Sunday's gospel and relate this to the life experiences of the students. 

Daily prayer is a regular part of the school day at St Joseph's Primary School.

Students are encouraged to re-tell scripture stories using prepared scripts to manipulate figures to deepen their understanding and faith.

Teachers attended professional learning sessions for exploring scripture strategies.

In 2013, students in Years 4 and 6 participated in the Diocesan Religious Literacy Assessment.

Religious Education is integral to the whole-school curriculum as it underpins the values and attitudes of all our teaching and learning.

Professional learning of staff in Religious Education

All staff participated in a Faith Formation Day, held away from the school grounds. This was a great opportunity for staff to reflect upon their spirituality free from the pressures of the school environment. Our priest attended and was able to support and guide the staff on their journeys. Scripture references were explored and Lectio Divina was incorporated into our prayer celebrations on the day.

We were fortunate to have one of the Religious Education teacher educators attend a staff meeting. The teaching educator demonstrated the use of word walls in Religious Education lessons. This meeting was extremely beneficial in that it provided staff the opportunity to read a Scripture passage and identify the relevant terms. Actually participating in the process embedded it as a practice. Classrooms now display word walls for Religious Education that are changed and updated according to the units being taught and the Scripture being referenced.

At least one staff meeting each term is dedicated to professional learning in Religious Education .


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 77.27 71.70
Numeracy95.50 95.80 63.64 62.00
Reading100.00 95.30 63.64 69.30
Writing100.00 95.00 84.09 75.40
Grammar and Punctuation97.70 95.30 77.27 73.40
Spelling95.50 93.90 70.45 67.40
Year 5:    
Literacy97.00 94.00 51.52 58.17
Numeracy90.90 93.40 33.33 51.70
Reading100.00 96.20 54.55 62.80
Writing93.90 91.70 54.55 51.90
Grammar and Punctuation93.90 94.80 39.39 61.50
Spelling90.90 93.10 36.36 58.30

This year's NAPLAN data showed positive improvements for St Joseph's Primary School. We enjoyed significant growth in Literacy, particularly noticeable in our Year 3 cohort. This can be attributed to our successful implementation of Focus 160 structures. We also showed improvement in Numeracy. Whilst this was not as marked as Literacy, we recognised that place value was an area for development.

Our Year 5 cohort showed significant upward growth trends when compared to their Year 3 results. In reading, our Year 5 cohort showed one of the highest growth rates in the Diocese. 

Having analysed the data using the Specific, Measurable, Achievable, Realistic and Time Framed (SMART) package, plans were devised for any students falling into the bottom two bands in either Literacy or Numeracy. These plans detail a short term goal for term 4 and will be revisited in 2014.

School curriculum

Our school curriculum remains dynamic and flexible - consistently differentiated to meet the needs of our students. This year we trained a second Reading Recovery teacher allowing for eight vulnerable students to receive specialised one to one help on a daily basis. Focus 160 literacy structures have been embedded from Kindergarten to Year 6, ensuring that all vulnerable students participate in guided reading four times per week and guided writing three times per week. The reading data wall tracks the progress of students in terms of their instructional reading level. Learning support teachers work with teachers in the classroom to ensure that tasks are differentiated and student needs are being met.

We continued using EMU strategies during the numeracy block. All grades have a similarly structured numeracy block meeting the success criteria of Focus 160 as detailed on Oscar. This year there are two specialist teachers working with Year 1 students, each targeting vulnerable students (in groups of three) on a daily basis. We have also trained two more teachers for EMU middle years intervention. These teachers worked with vulnerable students in Years 3, 5 and 6 following the same structural model as the Year 1 intervention. Our Mathematics data wall indicates the growth point achieved by each student in each domain of the MAI and provides an immediate 'snapshot' of progress across the school. 

We continued to incorporate the Kidsmatter and Bounceback teaching strategies into personal development and health - as a part of this, Crunch and Sip time at 10 am each day has been embedded across the school. We held a very successful Kidsmatter Day where students completed cooperative games and team work activities throughout the day. Children worked in mixed age groups from K-6, supporting each other and working together to complete a variety of fun and challenging tasks.

Our creative arts were expanded to include band lessons for all students in Year 5 and 6. Some of our Year 6 students participated in the Bands Showcase at St Francis of Assisi school, Glendenning. Students from Years 3 to 6 participated in the Captivate choir and performed on several occasions. The Strings program continued in Years 3 and 4. Students from Years 5 and 6 were able to maintain their skills through participation in the school strings orchestra.

Initiatives to promote respect and responsibility

We continue to promote our teach our STAR unit where students are Safe, Thoughtful and Responsible. This acronym and philosophy permeated all aspects of student life at school.

This is promoted through:

  • STAR expectations displayed in all learning areas
  • the student management system which asks students to reflect on their behaviour in light of the STAR expectations
  • Christian teaching and experience of Christian community in the Catholic tradition which emphasises active community service
  • student leadership within the school including student leaders and buddies
  • the KidsMatter framework and Bounce Back! where strategies are embedded and explicitly taught as part of the Personal Development, Health and Physical Education (PDHPE) program
  • Grandparents Day - Celebration throughout the day where students perform items for their grandparents and invite them to visit their classrooms to see their work. 
  • promoting respect for all in the community
  • weekly school assemblies where student achievements are celebrated
  • term awards for achievement both in the academic and social arenas
  • the Mary MacKillop awards acknowledging service to the school community
  • weekly flag ceremony, including the national, Aboriginal and Torres Islander flags, and singing of the National Anthem
  • whole-school celebration of Year 6 Farewell and Thanksgiving with liturgy and awards

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 parents were very satisfied with the learning opportunities given to students. Parents were satisfied with opportunities for their input, felt connected to the school and rated student motivation as having improved from 2012.

Parents are an essential part of our student’s faith development and participate where possible in Religious activities at school.

The Parent Association supports the school and is committed to the ongoing growth of the school. Parents regularly assist at school with sport, classroom activities, excursions and fundraising to improve the school in whatever area is needed.

The school has a welcoming environment where parents are valued as an important part of the planning and learning within our school.

Student satisfaction with the school

The QCS data showed students valued stimulating learning and being motivated. Learning confidence was an area in which students generally wanted improvement. 

Student leaders took a leadership role in the weekly school assembly, assisting with 'Acknowledgement of Country', prayer, presentation of awards and promoting school events.

Students engaged in representative sports, choir, music, Voice of Youth and the Penrith Eisteddfod. Students enjoy the extra-curricular opportunities provided.

Teacher satisfaction with the school

The QCS data showed teachers valued the professional learning opportunities provided and feedback given to them. The data indicated a positive school climate and culture. Development of team-based practice was also valued and had improved significantly.

Staff also acknowledged the supportive leadership of the school, impacting on their professional satisfaction.

Staff have been open to pedagogical change and committed to improving student outcomes by participating in the high yield strategies of contributing to and monitoring of the literacy and numeracy data wall, attending case management meetings and engaging with instructional walk and talks.

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*.
 20
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)
 6
Percentage of teacher who are Indigenous  0

*Australian Education International - National Office of Overseas Skills Recognition

Professional learning

This year our staff benefited from the expertise of our literacy teacher educator (TE). Both our TE and lead teacher (LT) worked in-situ with teachers from Kindergarten to Year 2, refining the structures and procedures of the F160 literacy success criteria.

A selection of teachers from Stage 3 and 3 attended the 'Google Apps' boot camp in preparation for the new Classm8 platform being developed by the Catholic Education Office (CEO).

Staff in Stage 2 attended workshops on Project Based Learning and immediately incorporated many of these strategies in their classrooms.

Two early years specialist EMU teachers received further training to specialise them as middle years intervention teachers. A further staff member underwent training as an EMU lead teacher to assist with leading Mathematics in the school.

One of our teachers successfully completed the training to be a qualified reading recovery teacher and will continue in this role next year.

All staff participated in multiple professional development days analysing and discussing the new English Syllabus and planning how this will be successfully implemented in 2014.

All staff participated in a professional learning day on formation. 

One staff member completed a post graduate Masters Degree in Inclusive Education.

Teacher attendance and retention rates

Teacher attendance

The average teacher attendance for 2013 was 93.62%.

Teacher retention

Of the 2013 teaching staff, 73% were retained from 2012. Reasons for staff leaving were promotion, moving interstate, family reasons and change of career.

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
 79 75 84 81 78 84 90 81.6

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

The school's Student Management policy is detailed in the School's Student Wellbeing policy. The policy is based on the principles of a Positive Behaviour School (PBS). It promotes, through the modelled positive behaviour of students and staff: safe, thoughtful and respectful relationships. It details safe and sustainable procedures for supporting student wellbeing. It describes the school community's behavioural expectations to support learning.

Additional to this is a flowchart detailing procedures to be followed in the cases of unacceptable student behaviour has been developed.

Student expectations in the classroom and on the playground have been simplified: be Safe, be Thoughtful, and Responsible Students (STaRS). Students are encouraged to follow the StaRS framework. This is displayed and articulated in each learning area. The bullying prevention policy ensures the following areas are addressed: 

  1. The school curriculum, culture and environment is engaging, inclusive and safe. 
  2. Expected behaviour is purposefully communicated to students by their class teachers.
  3. The school has a procedure for responding to bullying incidents.
  4. All teachers and the Leadership Team proactively monitor student behaviour. 
The policy was reviewed in 2013 but no other changes were made.

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 were no changes to the policy during this year. 

Financial statement

School recurrent and capital income

School recurrent and capital income

In 2013 St Joseph's Primary School did not receive 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.


 
   
  
 

Contact Us

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Principal

Mrs Patricia Reilly

School Office Times

8am - 4pm - Monday to Friday

Address

St Joseph’s Primary
94 Joseph Street
Kingswood NSW 2747

P 4726 4200
F 4726 4299


Please contact the school using the form below

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Contact Us

  • Click here for a larger Google Map


    Principal

    Mrs Patricia Reilly

    School Office Times

    8am - 4pm - Monday to Friday

    Address

    St Joseph’s Primary
    94 Joseph Street
    Kingswood NSW 2747

    P 4726 4200
    F 4726 4299


    Please contact the school using the form below

  •  Send us an email
 
   
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