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Annual School Report (2013)

Christ The King Primary School, North Rocks

2 Statham Avenue, North Rocks NSW 2151
Principal: Mr Anthony Hughes
Phone: 9871 7438
Fax: 9871 6383
Email: NorthRocks@parra.catholic.edu.au
Website: http://www.ctknorthrocks.catholic.edu.au

Introduction

About the Annual School Report

Christ The King 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 Christ The King Primary School, North Rocks.

The year 2013 was a very successful and busy one for Christ The King Primary School. The school continued to strive for academic excellence and provided many opportunities for students to participate in extra-curricular activities. Our school enjoys a strong reputation in the local community for academic excellence; the faith development of our children and the strength of the parent teacher partnership in education. This is due to our positive and enthusiastic student population, our supportive parents, our talented and highly skilled staff and supportive parish priest who all work together to build our spirit-filled community. As our school song proclaims, our community is indeed a 'community of love', with Christ as our centre. I am extremely proud of this unique and outstanding community whose members support and work with one another to provide quality Catholic education for the children in our care

I congratulate our community for providing our children with so many opportunities to excel. We believe at Christ the King Primary School we are a community of learners, and especially that the children see themselves as learners. We are proud of their many sporting achievements, participation in Wakkakkiri, debating and public speaking and especially in the academic gains made this year.

In 2013 our community not only raised funds to support the children's learning but, in addition, donated a large amount to the Pink Ribbon Foundation and to local needs, to help make a real difference in the lives of others. This year our fête was very successful, raising over $30,000 which was raised to update our school technology and facilities.

At Christ The King Primary School, our mission is to:

  • promote our faith formation by:
    • bringing faith in Christ to life and life to faith
    • providing a range of opportunities to celebrate our faith proudly
    • fostering relationships of mutual respect, dignity and tolerance
  •  nurture the child by:
    • treating students with respect and understanding
    • encouraging independence, responsibility and self-discipline
    • supporting and assisting the students to realise their potential
  •  provide quality learning and teaching by:
    • engaging the students in learning experiences that are positive, challenging and child-centred
    • differentiating the curriculum to support individual needs
    • having high realistic expectations of student abilities
  • grow as a community by:
    • extending pastoral support to families through the school and parish
    • working in partnership to meet the holistic needs of the child
    • fostering a strong school spirit and identity

Please see our Mission Statement featured on our website.

We thank Christ for the many blessings we have received throughout a most successful 2013 as Christ the King Primary School continues to develop as an exciting centre for quality learning.

Parent body

Parents have a significant involvement in the learning and pastoral life of the school. They are active participants at masses and liturgies. Parents support learning in all grades by contributing to the children's learning activities through volunteering their time in classroom and sporting activities. Parents are welcomed into the school and have an opportunity to share in their children's learning through our open days and classroom visits throughout the year. The Parents and Friends (P&F) group is included in establishing the strategic direction of the school.

This was a big year for the P&F with new committee members and some big events that happened in term 1, 2 and 3. We were very lucky to have these parent volunteers take on roles which allowed many social and out of school events to happen. We had a 40th Anniversary Ball, Mothers Day lunch, Fathers Day breakfast, walkathon, Easter barbecue and School Fete. 

Members of the school leadership team have held parent workshops in numeracy as well as presented information to the parent body throughout the year about our behaviour management approach as well as how we teach literacy and numeracy in our school.

Parents support the school through volunteering their time not only in P&F run events but also with in the learning spaces. Parents are rostered on to listen to the children reading and/or help out when a special project is undertaken.

Year 6 parents organise events throughout the year to ensure that the children, in their final year of school leave with positive memories of their primary schooling.  

Student body

Our student leaders are elected by their peers and teachers to have a specific role at Christ The King Primary School. Their leadership responsibilities include organising and running the morning assemblies; PBL focus; flag raising; special ambassadors to important events; leading student teams and taking on various tasks as requested by the principal. We elect students to lead six areas within our school, as well as sport colour house captains. These areas are Liturgy, Social Justice, Positive Behaviour for Learning, Library, Environment and Student Council. 

Our Year 6 students also have a special role in showing leadership, good examples 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.

They are given a great deal of responsibility in organising and participating in masses, celebrations like Grandparents Day, sport carnivals and other activities.

Students are encouraged to develop their skills to become responsible and pro-active members of our school community through our student management approach.

Our students participate in many events throughout the year such as sporting, public speaking, creative arts and a variety of excursions which are linked to the curriculum.


Who we are

History of school

In 1969 Father Eric Burton began planning a new school. The Holy Faith Sisters were invited to lead and work in the school. Sister Catherine and Sister Elizabeth came to establish Christ The King Primary School. They began teaching children from Kindergarten to Year 2 in St Gerard’s Hall in Carlingford in 1973 until the first school building was completed in 1974.  

Sister Catherine aimed to provide an environment that strived for excellence in education and to instil Catholic values in every student who attended the school. She, along with Father Burton, wanted our learning to be Christ-centred and as our school song highlights, 'within a community of love'.

Father Burton named the parish and our school 'Christ The King'. He saw that Christ was the shepherd who served His people. Father Burton wanted us to serve each other as Christ has served us.

It is the vision that Father Burton and Sister Catherine shared that continues today. We continue to build our community, working together for the common good, so that our school continues to grow into a just and safe place where our school rules, based on gospel values, are instilled and practised by all members within our school environment.

Location/drawing area

Christ The King Primary School is located on Statham Avenue, North Rocks and draws on students from North Rocks and parts of Oatlands, Carlingford and Baulkham Hills. It serves the Parish of Christ The King, North Rocks, and has been situated on this site since 1973. We are situated close to St Monica's Primary School, North Parramatta and nearby North Rocks Public school. We are a feeder school to St Patricks High School in Dundas, Our Lady of Mercy College, Parramatta, and Oakhill College.

We are situated close to Westfield shopping centre and serviced by local busses. Students walk to school but the majority of the children use our drive through system.

In June 2013, there were 372 students enrolled at Christ The King Primary School. There are currently 14 class groups from Kindergarten to Year 6.

Enrolment policy

Christ The King 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 205 192 397
2012 188 189 377
2013 192 180 372

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
 186  10  0

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 improve student learning outcomes in numeracy.
This priority was chosen as a result of alignment with the Mathematics Assessment Interview (MAI) data.
  • professional development sessions
  • developing a success criteria
Achieved but ongoing
Our second priority was to to build teacher capacity and professional learning through provision for teachers to engage in professional learning by becoming familiar with the NSW English curriculum.
This priority was chosen as a result of the introduction of the new NSW English curriculum.
  • teacher training
  • workshops
  • Professional Development Day
 Ongoing
Our third priority was to identify and assist students with reading difficulties after their first year of school.
This priority was chosen as a result of the annalysis of the Early Year assessment data.
  • provide training for a reading recovery teacher
  • professional development for teachers
  • developing assessment formats
  • following the Reading Recovery methodology
Ongoing 
Our fourth priority was to continue to develop our formation goal by involving all members of the community in deepening their understanding of scripture.
This priority was chosen as a result of the Catholic Schools Direction set by the Bishop,
  • Staff Development day
  • staff meetings
  • gathering in prayer and reflection
 Ongoing

 

Projected school priorities

 Priority Reason for the priority
Steps to be taken to achieve the priority
Our first priority will be to continue to utilise the Positive Behaviour for Learning (PBL) approach to behaviour management across the school community.
This priority was chosen as a result of the ongoing need to support and guide our students in developing behavioural norms based on gospel values.
  • maintain Project Based Learning (PBL) team
  • analyse data
  • work closely with the parents 
Our second priority will be to improve all students skills in literacy through the domain of reading and comprehension.
This priority was chosen as a result of the assessments held at the beginning of the year.
  • regular case management meetings 
  • professional learning
  • staff meetings
Our third priority will be to deepen the community's understanding of Christ's mission through Matthew's Gospel.
This priority was chosen as a result of the guidance and priority set by the bishop.
  • Staff Development Day
  • teachers leading reflections
  • formation staff meetings
  • Religious Education (RE) programming 
Our fourth priority will be for all students to improve by at least one growth point in their cohorts number domain focus.
This priority was chosen as a result of MAI data analysis.
  • case management meetings 
  • tracking the student's progress
  • professional learning

Catholic identity

Prayer, liturgical life and faith experiences

Liturgy and prayer are integral components of school life both in the classroom and in the school community. Children participate in prayer at a class and school level. Each grade begins the day with their class prayer. Student liturgy leaders lead prayer in each of the learning spaces once per fortnight and at the weekly assemblies. Opportunities exist for staff to reflect and grow spiritually through weekly staff prayer as well as special staff prayer sessions on staff development days. Liturgical and prayer experiences are vibrant, meaningful and inclusive of the whole school community.

Throughout 2013, we celebrated many special occasions and feast days, with class, grade and whole-school liturgies. As part of our Catholic Schools Week liturgy, we had special liturgies and celebrations, including a whole-school mass. The students at the school are provided with regular faith experiences. For significant feast days and liturgical experiences, the school celebrates as a whole school or grade. Lenten and Advent prayers are coordinated and presented on a roster basis at Monday morning assembly. Additionally, prayer and reflection sessions for Mission Week were prepared in 2013.

Social justice

The school maintains strong links within its own community and the wider community in responding to the welfare of others. During Lent, students raised funds for Caritas’ Project Compassion. The school has also supported the St Vincent de Paul Winter Appeal by collecting clothing and blankets to be donated. The school also fundraised for the Manushi District in East Timor by joining in a Rice Day. The students learnt about the realities of life for the East Timorese people. They also learnt of ways in which the Parramatta Diocese is supporting schools with the East Timor Teacher Placement program which is an initiative of Catholic life and mission with the teachers from East Timor. Food hampers were also collected for the St Vincent de Paul Society for their annual Christmas Appeal. In 2013, fundraising was targeted to support those less fortunate.

School, home and parish partnerships

The school actively sought ways in which to build the school and parish community by encouraging participation in a wide variety of activities. The school participated in its first Sunday Christ The King Parish Mass which was celebrated together with the school and parish.

There were effective means of communication between the school and parish. Home, school and parish were linked in a collaborative partnership. The school was actively involved in the organisation of the parish Sacramental program from attendance at meetings to practices and preparation at each celebration. The wider community was always invited and welcomed to all of our whole-school and grade masses. Events such as Grandparents Day, Mothers Day, Catholic Schools Week and Fathers Day were extremely well attended.

The principal, as a member of the parish council, attended regular meetings. The Religious Education Coordinator (REC) liaised with the parish altar servers coordinator regarding rosters and meetings. The school newsletter was also displayed on the church noticeboard each week. The parish and school combined to celebrate significant events in the life of the parish priest. 


Religious Education

Religious Education

At Christ the King Primary School our classroom practice and Religious Education policy reflected the Diocesan syllabus, Sharing Our Story. This syllabus was studied throughout the grades. Teachers’ programs were regularly modified to suit the students’ needs using a whole-school programming proforma.

Our Catholic values underpinned our words and actions. The students were encouraged to live their lives according to the gospel values, which are embedded in how we view the world and how we behave towards others within our community.

Our vision was to make Christ the King Primary School a Christ-centred community where Catholic values; the nurturing of the whole person; and a commitment to quality learning and teaching, were part of our everyday life.

Liturgy and prayer were integral components of school life both in the classroom and in the school community. Children participated in prayer as a class and school level. Each grade began the day with their class prayer, as well as each whole-school assembly began with prayer. Opportunities existed for staff to reflect and grow spiritually through weekly staff prayer, as well as special staff prayer sessions on staff development days. Liturgical and prayer experiences were vibrant, meaningful and inclusive of the whole school community.

Throughout 2013, we celebrated many special occasions and feast days as both grades and whole-school. As part of our Catholic Schools Week Liturgy, we celebrated a liturgy inviting the wider community to be part of our celebrations. The students at the school were provided with regular faith experiences. For significant feast days and liturgical experiences, the school celebrated as a whole-school or a grade.

The school actively sought ways in which to build the school and parish community by encouraging participation in a wide variety of activities. The school continued to join the parish community by celebrating grade Sunday masses.


Professional learning of staff in Religious Education

The staff’s professional learning focused on deepening the Christ the King community's understanding of Christ mission as portrayed in Luke’s Gospel. The staff learnt about the theological background of Luke’s gospel and used Luke’s gospel to deepen the prayer life at Christ the King Primary School. The classroom teachers also included Luke’s Gospel into their Religious Education program to deepen the students' understanding of Christian mission. Three staff members also successfully completed their Religious Education Certificate at the Australian Catholic University.


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 88.00 71.70
Numeracy100.00 95.80 76.00 62.00
Reading100.00 95.30 84.00 69.30
Writing100.00 95.00 80.00 75.40
Grammar and Punctuation100.00 95.30 86.00 73.40
Spelling100.00 93.90 82.00 67.40
Year 5:    
Literacy98.00 94.00 57.14 58.17
Numeracy91.70 93.40 50.00 51.70
Reading98.00 96.20 69.39 62.80
Writing95.90 91.70 57.14 51.90
Grammar and Punctuation98.00 94.80 61.22 61.50
Spelling93.90 93.10 63.27 58.30

In all aspects of NAPLAN, students in Year 3 performed well over the national performance levels. In the majority of aspects of NAPLAN,  students from Year 5 at Christ the King Primary School, performed above the national performance levels. These strong results in Year 3 can be at attributed to the concentrated focus on supporting students in literacy and numeracy, in order to develop fundamental concepts and skills before the students move up to the primary years.

Analysis of the data identifies numeracy in Year 5 and writing in Year 3 as areas for further development. 

School curriculum

In 2013, knowing our students, so we can activate, inspire and teach them is fundamental to the teachers at Christ The King Primary School. This was driven by the teachers' focus on assessment to gain data on our students. This is a focus for quality teaching and learning. Teachers are continuing to make good use of learning data and individual student’s evidence of learning which, when analysed, gives direction for future teaching and decision making. Christ The King Primary School values the importance of all the gifts the children have been given and use these to help inspire our learners. Students are engaged in activities in which our teachers continually aim to provide the best practice through clear learning goals and a desire as a whole staff to continue our professional learning on best pedagogy to improve student-learning outcomes.

This year at Christ the King Primary in term 4 we placed an importance on 'every child, every day'. This meant children were reading and writing every day to ensure they were having many opportunities to practice, reinforce and build on their knowledge. All children should believe that they could reach their full potential. Teachers helped facilitate this through the use of learning intentions 'learning target' through each lesson. 

Knowing the learning target makes it clear to your child where to invest and investigate their energy, strategies and thinking (J. Hattie, 2012). Students were engaged in activities that acknowledged the reciprocal nature of reading and writing. Both reading and writing were taught in context in order to develop both skills parallel with one another.

In term 1 the school conducted the Mathematics Assessment Interview (MAI). The MAI is a 30 minute teacher/student interview that allows the children to demonstrate their understanding of number concepts through hands on and mental computation assessment tasks, with a strong emphasis on children articulating their reasoning for a response.

Once the data had been gathered from the Mathematics Assessment Interview the teachers at Christ the King Primary School were able to use this information to set goals for the school, for the teachers and for the students. As a result, the staff engaged in professional learning to refine teaching practices in numeracy and develop ways to target the learning needs of each student in every lesson.

The students were engaged in a Numeracy Block that allowed them to practise their numeracy skills during ‘warm-up’ games, investigate and problem solve in open-ended tasks and reflect upon their learning. This was all carried out with the intention that the maximum number of children would be involved in the maximum amount of Mathematics for the maximum amount of time.

At Christ The King Primary School, students requiring assistance in their learning were supported by the grade teachers, specialist teachers and our team of support staff. In 2013 we introduced case management meetings to ensure that all our children received the optimal support throughout the year. 

All the children at our school attended incursions and/or excursions that were linked to the curriculum and extended their learning experiences. Our Years 5 and 6 children attended overnight camps which were designed to develop their leadership skills as well as their understanding of the units of work being studied.

Initiatives to promote respect and responsibility

The teaching and fostering of respect and responsibility are values that are integrated into the whole curriculum (keeping the integrity of all Key Learning Areas) as identified in the National Framework for Values Education for Australian Schools. The nine values for Australian schooling are all underpinned by our Catholic gospel values. Our work in this area is in partnership with parents and carers.

Whole-school activities to promote respect and responsibility were based on:

  • having regard for yourself and others
  • lawful and just authority and diversity within Australian society
  • respecting another's point of view
  • resolving differences in constructive, non-violent and peaceful ways
  • being accountable for your individual and community's actions
  • taking care of the environment
Through our whole school Positive Behaviour for Learning program we, as a community, focused on:                                          
  • care for self          
  • care for others
  • care for the environment                      

The staff at Christ The King Primary School explicitly teach the students the positive behaviours that needs to be instilled and displayed, in order for our school community to be able to live by the school rules successfully. We work closely with the parents to ensure a common approach to behaviour management in our school is followed and that all our children are supported in a positive and caring environment.

Parent satisfaction with the school

During 2013, the 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 the parents at Christ the King Primary School found that the school was working towards continual improvement and the staff were approachable. Parents appreciated that learning is high on the agenda and were confident in the school's behaviour management approach to student management. The parents felt highly connected with the school and saw that the teachers were enthusiastic and passionate. The parents also saw that the children enjoyed their learning experiences at Christ the King Primary School.

Parents were encouraged and welcomed to provide feedback, ideas, opinions and suggestions on any aspect of their child's learning.

Student satisfaction with the school

The QCS data showed that students had a high degree of pride in, and love of, their school.  Students experienced positive emotions at school and felt connected with a sense of belonging to the school.

Students saw their learning as being purposeful and stimulating and felt teacher empathy. Students were motivated and confident as they were encouraged to take responsibility for their learning.

The student leaders were encouraged to model desired behaviours to the younger students and were willing to support the infant children through the buddy mentoring program. Students also provided feedback, suggestions and ideas through the student leadership team. Members of the leadership team were also assigned to each grade and then reported back at scheduled meetings.

Students felt they had a voice in the school and felt safe in this positive and encouraging environment.

Teacher satisfaction with the school

The QCS data showed that Christ the King Primary School was a professionally rewarding place to work and learn in 2013. Its strong reputation lay very much with its quality staff. Through staff meetings and professional development days the staff were also able to contribute their ideas and give feedback on all aspects of the school.

Staff at Christ the King Primary School were energised from working together within teams. They valued the opinions and support of their colleagues. The staff shared the vision of the school and were motivated to plan and work together towards achieving the school goals. Staff indicated that they felt challenged in their work but not that it caused them any stress.  

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
 16
Number of teachers currently undertaking accreditation to teach Religious Education
 3
Number of non-teaching staff (includes teachers aides)
 10
Percentage of teacher who are Indigenous  0

*Australian Education International - National Office of Overseas Skills Recognition

Professional learning

Professional learning continued to be provided, encouraged and promoted at Christ the King Primary School. In 2013 staff attended literacy workshops and numeracy training days. Throughout the year, one

teacher was trained as a Reading Recovery teacher and two teachers were trained to become EMU ( Extending Mathematical Understanding) specialist teachers. 

Staff attended in-house professional development days around numeracy literacy, spiritual formation, and introducing the new English curriculum.

We continued to deepen our understanding and knowledge of the teaching and learning of numeracy and the structure of the Numeracy Block within our school. 

We continued to refine our use of the flexible learning spaces to ensure optimal learning took place in our school.

We continued to refine our behaviour management approach to ensure our children learnt in a positive, safe and caring environment.

We continued to share our insights and were encouraged to reflect continually on our classroom practice and pedagogical beliefs and understandings.

Teacher attendance and retention rates

Teacher attendance

The average teacher attendance for 2013 was 95.55%.

Teacher retention

Of the 2013 teaching staff, 78% 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
 95.02  95.08  95.08  95.03  95.26  93.50  95.18  94.87

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. 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

At Christ The King Primary School, we believe that positive behaviour and discipline within the school are essential for children to learn and for teachers to teach effectively. As a staff, teachers ensured that they created a supportive and harmonious school environment in which the rights and responsibilities of everyone within the school community were understood, valued and upheld. We are proud of the atmosphere, behaviour and relationships of all members within our school.

Our school expectation approach to student management is positive, giving everyone in our school community the right to be respected; the right to be happy; the right to be safe; and the right to learn and to teach. The children are well aware that, if someone is removing these rights, they should ask them to stop their behaviour and if they do not, they are expected to inform a teacher. Each situation which arises is different and is treated sensitively and appropriately. The dignity of each child is paramount and confidentiality regarding student management and/or discipline imposed is always maintained.

In 2013, we continued implementing the Positive Behaviour for Learning (PBL) approach. Christ The King Primary School's rules and behavioural expectations outline appropriate student behaviours that contribute to the functioning of our school as a safe, nurturing and inclusive learning environment. Students at Christ The King Primary School were explicitly taught, encouraged and supported to demonstrate these expected behaviours. 

At Christ the King Primary School we follow the Catholic Education Office, Parramatta, Anti-Bullying policy and procedures. 

Student welfare, discipline and anti-bullying policies have not been changed in 2013 and can be obtained from the school office.

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 Christ The King Primary School received $23,127.00 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.


 
   
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