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Annual School Report (2013)

St Monica's Primary School, North Parramatta

10 Daking Street, North Parramatta NSW 2151
Principal: Miss Louise O'Donnell
Phone: 02 8832 4100
Fax: 02 8832 4199


About the Annual School Report

St Monica'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


I am proud to present to you the 2013 Annual School Report for St Monica's Primary School, North Parramatta

St Monica's Primary School is a welcoming Catholic community that is an integral part of pastoral life of the St Monica's parish, North Parramatta. The culture of our school can be best described in its two school rules: learn well and look after each other. This is the outward expression of our aim to provide quality teaching and learning, and pastoral care to our students. Underpinning these aims is the constant goal of helping children to be the best people they can be through recognising and developing gospel values.

Our aims in teaching and learning are based on three areas: developing basic skills as a foundation to life long learning; challenging students to be lateral and critical thinkers; and offering experiences that will encourage creativity.

During 2013 we believe that we added significant value to the school community. Our students are achieving continually improved learning outcomes, well represented in their successes in the National Assessment Program- Literacy and Numeracy (NAPLAN) assessments. Our teachers have successfully maintained our ongoing review of the effectiveness of our teaching practices and have responded to current assessment data and have implemented new strategies to improve student learning outcomes.

Pastoral care is the active response to the gospel values that are the basis for all our work and our relationships. We acknowledge, celebrate and live our Catholic faith and traditions with strong connections to our parish community.

At the foundation of our mission lie five key beliefs that reflect the vision of the community. These are:

  1. We believe that our community must be Christ centred in all its endeavours.
  2. We believe that all people in our community are valued for the individuals they are, and the gifts they bring to our mission.
  3. We believe in structuring a caring environment that encourages personal freedom and responsibility for all.
  4. We believe in a holistic approach to learning that allows for the development of the individual to grow in all aspects of personal life.
  5. We believe that quality education involves positive structures that allow for effective teaching and learning approaches.
As the principal, I have been very proud to be part of this community in 2013. I hope that this Annual School Report does more than simply outline initiatives in 2013. I am hopeful that through reading it, it is possible to gain insights as to who we are as a community and what we believe.

Parent body

St Monica's Primary School, North Parramatta, is a wonderful, small Catholic school which welcomes new children and families from a variety of backgrounds, and offers a close-knit supportive community which upholds the Sisters of Mercy traditions.

Once a term a Parents of St Monica's (POSM) meeting informed parents of an aspect in their child's learning. The topics for 2013 included: parenting strategies that build resilience and assessment strategies for Religious Education, literacy, numeracy and place value.

All parents are regularly welcomed into the learning spaces to be involved in various aspects of the learning, including reading and writing groups, Mathematics activities, craft and cooking, all of which happen throughout the Stages in the school.

Parents were also regularly called upon at various times throughout the year to volunteer their time at whole-school events such as cross country, athletics and swimming, and also at stage events including excursions and netball gala days.

The social welcome team coordinated a number of events throughout the year such as special lunch days, pancake day, Mothers and Fathers Day stalls. A major fundraiser and highlight for the year was the St Monica's Parish Fete - the first one in 27 years! This event required a team of dedicated parent volunteers to coordinate the numerous stalls that were the responsibility of the school. It was a hugely successful event for both the school and Church community.

The Fathers of St Monica's (FOSM) is another group within the school that met once a term. This group allows all the fathers within the school to make contact with other fathers on a personal level to discuss school issues of interest. The fathers explore ways of being involved in the learning space from time to time so that they can view what their children are learning and be up to date with current education.

I think that if you asked all the parents, and all the students in particular, they would all agree that St Monica's Primary School is a wonderful learning community.

Student body

St Monica's Primary School is a wonderful school that has a proud tradition of servant leadership in response to our Mercy tradition. Students play a vital role in the day to day life of the school.

All Year 6 students held leadership positions in 2013 and were active in their roles as Christ-centred, community, media, technology, sport or environmental leaders.

The Student Representatives Council (SRC) was elected from each class and met with the assistant principal each week. The SRC presented the value of the week at the school assembly and made posters with key reminders for display on the playground. Members of the Council assisted and promoted special events to their peers including our kite day for our school feast day and end of year activities.

The school ambassadors were responsible for meeting and greeting official visitors to our school throughout the year and also were responsible in organising the school assembly.

The students took an active role in organising liturgies, Grandparents Day, swimming and athletics carnivals and promoting our parish fete to the community.

Our end of year mass, graduation and Christmas concert was a fantastic way to finish 2013.

Who we are

History of school

St Monica's Primary School, North Parramatta, was established in 1892 by the Sisters of Mercy. The first pastor was Fr James Joseph Mahoney who supported the Sisters in their work and guided the parish through its first year. In 1918 the first of the school buildings was erected and in 1955 additional buildings were added. By 1971 the school’s enrolment had increased to 475 and another building was erected to form the current school site. 

Today just over 200 students attend St Monica's Primary School which is structured in Stage groups, rather than Year groups, to provide more effectively for the different learning needs and learning styles of each student. 

The completely rebuilt school was unveiled at the beginning of 2010. Designed for learning rather than schooling, 30 traditional student classrooms have been replaced with connected, contemporary learning spaces for each Stage group within one learning centre. New administration and after-school facilities are located underneath the learning centre on the ground floor. A library, kitchen, radio station, practical wet areas and the latest learning technology have been integrated into the new, flexible, open plan spaces. 

Location/drawing area

Located at North Parramatta, our school caters for families from Northmead, Westmead, North Rocks and Winston Hills. Our school serves the parish of St Monica's, North Parramatta.

Enrolment policy

St Monica'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

Current and previous years' student enrolments

Year Boys Girls Total
103 94 197
2012 107 104 211
2013 101 101 202

The entire school community continues to view enrolments as a community venture working together to attract prospective families to Catholic education.  

New families are provided with opportunities to attend school tours that enable them to witness first hand the quality learning opportunities provided by the school and also the quality relationships that exist between the students and teachers.

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
 119 8 0

*Language Backgrounds Other Than English (LBOTE); Students With Disabilities (SWD)

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 provide opportunities for students and staff to develop their knowledge and understanding of faith with a focus on liturgy and prayer.
This priority was chosen to develop a deeper understanding of Catholic traditions and practices within our rich diverse community.
  • exposure to different forms of prayer
  • teachers understanding the theological background of their Religious Education units before teaching them
  • reflection on Scripture
  • teachers involved in the planning of liturgies with the parish priest
Our second priority was to improve all students' learning in numeracy with a focus on place value.
This priority was chosen as a result of our analysis of the Mathematical Assessment Interview (MAI) administered to all students.
  • focused numeracy block in every learning space
  • peer coaching
  • regular tracking of every student
  • analysis of data
  • data wall
  • case management meetings for vulnerable students
  • focused groups
  • differentiated learning
  • rich learning tasks
Our third priority was to use assessment data to plan for student learning.

This priority was chosen as a result of the key initiative within the Catholic Education Diocese of Parramatta and for teachers to develop an understanding of the use of student data.

  • professional reading
  • analysis of NAPLAN data, Mathematics Assessment Interview (MAI) and Running Records
  • teachers' investigation of effective teaching strategies
  • teachers' analysis of NAPLAN questions based on school results against state average
  • establishment of action plans for students vulnerable in their learning

Projected school priorities

 Priority Reason for the priority
Steps to be taken to achieve the priority
Our first priority will be to improve student performance in reading and writing by gathering, analysing and responding to data.
This priority was chosen as a result of our analysis of Progressive Achievement Test in Reading (PAT-R) and NAPLAN. Our students require increased  exposure to rich oral language during explicit teaching of reading and writing.
  • focused literacy block.
  • comprehension strategies
  • data analysis and modifications to learning and teaching
  • targeted literacy teaching of needs based groups
  • tracking and monitoring of student's reading and writing
Our second priority will be to develop students' ability to interpret mathematical questions.

This priority was chosen as a result of our analysis of our numeracy data and to extend our professional development in numeracy.

  • explicit modelling of mathematical language
  • word walls
  • data guiding instruction
  • focus groups for explicit teaching
Our third priority will be to provide opportunities for students and staff to develop their knowledge and understanding of  key concepts.
This priority was chosen as a result of our analysis of Religious Literacy data.
  • word walls of key language and Scripture in each learning space
  • review of outcomes and key concepts of Sharing our Story units
  • teacher reflection, sharing and response
  • ongoing data analysis

Catholic identity

Prayer, liturgical life and faith experiences

At St Monica's Primary School liturgy and prayer are integral parts of school life, both in the learning space and in the community. We follow the seasons and feasts of the church and celebrate significant events in the life of the school. During 2013 the weekly parish mass was attended by various classes and also major feast days were celebrated. The parish priest visited the school regularly and celebrated mass and class reconciliation once a term.

The parish priest, Religious Education coordinator and the parish Sacramental coordinator assisted children and their families in the parish-based Sacramental preparation.

The school foyer, staff room and every learning space has a prayer focus area which reflects the liturgical calendar. At St Monica's Primary School we value the rich sense of tradition and ritual we practise with the students in our care.

Every Monday morning the students pray together at assembly with the parents and teachers. The students experience regular prayer before and after meals and formal prayer throughout the school day. In 2013 all classes practised Christian meditation as a way of developing a deeper connection with God.

The staff meetings during the year commenced with the gospel reading from the previous Sunday mass. Staff were exposed to various prayer forms.

Social justice

At every opportunity social justice issues such as poverty, racism and injustice are discussed and reflected upon within the context of the children's own experiences. These issues are then connected with the gospel stories where Jesus and the prophets of the Old Testament dealt with such issues and were inspired by the Word of God. 

Social justice initiatives for 2013 included fundraising and social justice awareness issues. Our Christ-centred leaders and teacher leader assisted in organising support for:

  • Project Compassion
  • St Vincent de Paul appeals
  • Catholic Mission
  • World Youth Day initiatives
  • National Aboriginal Islander Day
  • Mercy works 
  • Appeals for victims of natural disasters - Blue Mountains fires and Typhoon Haiyan
These appeals provided practical ways for our student and parent communities to offer financial and prayer support.

School, home and parish partnerships

School, home and parish are connected initially by the visible face of the principal and parish priest. Both leaders work together in close partnership to improve the learning outcomes for students and parents. The parish priest regularly made class visits and spoke to the students regarding aspects of their faith. 

The relationship between home, school and parish was strengthened by:
  • school, parish and diocesan information conveyed to parents via the school website and newsletter
  • school and parish support of parish-based Sacramental programs
  • the Religious Education coordinator, teachers and parish priest meeting to plan liturgies and Religious Education lessons
  • Religious Education newsletter each term
  • invitations to special events

The school supports the parish Sacramental program in practical and spiritual ways such as praying for, and acknowledging, the candidates and assisting in the organisation of the liturgies. The Religious Education coordinator was a member of the Sacramental team, liaising with parish and school.

The school joined with the community in hosting Mothers Day, Fathers Day and Grandparents Day liturgies  and special activities to celebrate these special days.

The principal also participated in the parish pastoral council and finance committee meetings.

Religious Education

Religious Education

St Monica's Primary School follows the Religious Education curriculum outlined in the Catholic Education Diocese of Parramatta syllabus, Sharing Our Story. Religious Education is integral to all teaching and learning programs and is given a strong perspective through the values and attitudes strands of the Key Learning areas.  

Our parish priest visits each class and discusses aspects of faith development with the students.

Teachers use a wide range of educational strategies to encourage the students to reflect on self, the world and God in the light of personal experience, sacred Scripture and tradition. 

Liturgical celebrations are used as the focus for various units and are often used as the culmination of work completed during the term. The students are encouraged, through the Sharing Our Story curriculum, to respond to their understanding of faith through written reflection, art, music, movement and technology. The teachers conduct daily Religious Education lessons, incorporating aspects of our Catholic traditions including traditional prayers, feast days and celebrations.  

Special liturgies occur during the year with the community coming together to celebrate. 

During 2013 the students in Year 4 and Year 6 participated in the Diocesan Religious Literacy Assessment program. Staff participated in a staff development day where they explored the Scripture in their Religious Education units. The staff also marked Part B of the Religious Literacy Assessment. 

Throughout the school the text, To Know, Worship and Love, is used to support the Religious Education program.

Professional learning of staff in Religious Education

The Religious Formation goal in 2013 provided opportunities for teachers to develop their knowledge and understanding of faith with a focus on liturgy and prayer.

Teachers regularly met with the Religious Education coordinator and the parish priest to discuss and plan Religious Education units focusing on the Scripture.

Teachers were provided with opportunities to deepen their knowledge and understanding of prayer in the context of teaching Sharing Our Story. Teachers were engaged in workshop sessions which included learning more about the Angelus prayer and also the Religious Literacy Assessment.

All staff participated in a special mass with our parish priest where he outlined and explicitly explained the major parts of the mass.

During prayer at our weekly meetings all teachers participated in an extensive Formation program developing a deeper understanding of the gospel message and reflecting on our response to that message.

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
Year 3:    
Literacy100.00 95.00 90.63 71.70
Numeracy96.80 95.80 87.10 62.00
Reading100.00 95.30 84.38 69.30
Writing100.00 95.00 96.88 75.40
Grammar and Punctuation100.00 95.30 81.25 73.40
Spelling100.00 93.90 87.50 67.40
Year 5:    
Literacy100.00 94.00 77.42 58.17
Numeracy96.90 93.40 68.75 51.70
Reading100.00 96.20 65.63 62.80
Writing100.00 91.70 74.19 51.90
Grammar and Punctuation100.00 94.80 78.13 61.50
Spelling96.90 93.10 78.13 58.30

St Monica's Primary School continued to show marked improvements in all aspects of reading, writing, spelling, grammar and punctuation, Numeracy, data, measurement, space and geometry and number, patterns and algebra. In both cohorts the number of students in the top two bands had increased over previous years results and no students were below the national benchmarks.

Our Year 3 cohort had no students below the national benchmarks in  reading, writing, spelling, grammar and punctuation.

Eighty one percent of Year 3 students were placed in the top two bands for writing (state 54%).

Seventy four percent achieved in the top two bands for Numeracy, which was 41% increase on the 2012 results. Data, measurement, space and geometry results were pleasing with 77% of students in the top two bands.

The school's focus on writing within the balanced literacy block has impacted on this cohort's gains in learning. The Extending Mathematical Understanding program, with an emphasis on strategic warm ups, rich tasks, reflection and feedback has continued to influence the number of students achieving in the top two bands.

In Year 5, no students were below the national benchmark in reading, writing, grammar and punctuation. This cohort has marked improvements in the percentage of students achieving in the top two bands compared to 2012 data, especially in the Mathematics components of NAPLAN. Data, measurement, space and geometry gains were significant with 56% of students in the top two bands in comparison with 5% in 2012.

As a whole, the NAPLAN results have confirmed the school's identified priorities.

The goal for the Extending Mathematical Understanding (EMU) program during 2013 was for students to improve in place value. The NAPLAN results indicated that this objective was achieved across both cohorts. During 2014, further work will continue in all domains to deepen understanding  of mathematical language and further develop mental strategies. The Literacy goal for 2014 will be to continue the focus on reading comprehension and writing in response to the new English syllabus.

Action plans were developed in term 4 by class teachers and learning support personnel, as a targeted response to specific student needs in literacy and numeracy. These plans will continue to be monitored and reviewed during 2014.

School curriculum

St Monica's Primary School provides an educational program that is balanced, relevant and rigorous that focuses on the unique needs of each student. We strive to meet the needs of every student in our school by providing a curriculum that is underpinned by Catholic values and the school's Mission Statement. Classroom teachers followed the Board of Studies syllabus for each of the six Key Learning Areas: English; Mathematics; Human Society and Its Environment; Science and Technology; Personal Development, Health and Physical Education, and Creative Arts. The Diocesan syllabus for Religious Education, Sharing Our Story, was also taught.

Stage teachers work collaboratively to plan, program and evaluate all aspects of teaching and learning. A school culture of accountability, review and improvement is firmly established. Annual target setting in literacy and numeracy is used to improve overall school effectiveness. Data analysis is utilised and includes analysis of school-based and external assessments.

An Enrichment program offered a variety of opportunities including writing workshops, communication skills, science and photography workshops.

Individual Education programs (IEPs) were established for children who have special education needs.

Students commencing their schooling were introduced to school in small groups. They were assessed by teachers and supported in the understanding of their new routines. Transition was then organised over a period of two weeks depending on the students' needs. Parents also had the opportunity at this time to have their questions answered about school.

In addition to the standard teaching programs, St Monica's Primary School offered rich experiences and support for its students. Significant programs included:

  • early intervention programs for literacy and numeracy
  • learning support programs
  • Literacy Support program
  • transition programs for Year 6 and Kindergarten
  • Premier's Reading Challenge and Executive Director's Summer Reading Challenge
  • Australasian English, Mathematics, Science and Spelling competitions
  • school counsellor one day a week
  • environment group
  • media group
  • radio station
  • Music program
  • specialist Japanese teacher
  • nine week Dance program
  • nine week Gymnastics program
  • Kindergarten to Year 2 Gross Motor program
  • sport (inter-school and intra-school)
  • Year 6 Leaders Day
  • Choir and musical performances
  • Peer Support program involving groups of students from Kindergarten to Year 6 working together on a variety of tasks
  • peer mentoring involving Year 6 students supporting Kindergarten in their work and Year 4 mentoring Year 1 learners in numeracy and readers
  • Cultural Day
  • tennis coaching
  • guitar and keyboard
  • cooking 
The students at St Monica's Primary School were involved in a number of co-curricular activities. These included:
  • sporting activities such as the Diocesan athletics, swimming, cross country, a netball gala day and athletics carnival
  • school carnivals for athletics, cross country and swimming
  • cultural activities such as music and dance
  • extra-curricular activities such as Musica Viva, Premier's Reading Challenge, Nestle 'Write Around Australia' competition and media group
  • excursions in all Stages eg farm visit, Sydney Olympic Park and the Bathurst gold fields
  • Information Technology (IT) opportunities using laptop computers, interactive whiteboards, MP3 players and digital cameras

Initiatives to promote respect and responsibility

St Monica's Primary School actively promotes respect and responsibility in all aspects of school life. Processes and expectations are set out in our Pastoral Care and Student Management policies. In consultation with our parent community we work in partnership to ensure that these expectations are met consistently. We do this through assemblies, newsletter, visual reminders and explicit modelling.

The school participates in many activities promoting respect and responsibility including:

  • ANZAC Day
  • Clean Up Australia
  • social skills groups
  • Leaders Day
  • Peer Support program
  • individual behavioural and management plans
  • community outreach projects eg St Vincent de Paul Christmas Appeal
  • students being responsible for keeping their learning space and playground clean and also responsible for other identified roles within their class
  • Year 6 students supporting the Kindergarten students with learning activities and social needs
  • awards presented throughout the year to acknowledge Christian living, academic, social, good citizenship and class spirit

St Monica's Primary School Behaviour Management policy is based on rights and responsibilities. Each member of our community has the right to be respected and it is therefore our responsibility to respect others. This forms the basis of classroom rules in each Stage. Rules are displayed throughout the learning space and on the playground and are referred to on a daily basis. Students are encouraged to take responsibility for their actions and to make informed choices about their behaviour. 

Staff use the values education statements to highlight the ways in which we need to respect each other. Our two school rules are 'Learn well' and 'Look after each other'. Teachers regularly unpack the rule to 'Look after each other', including the need for respect and responsibility.

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 valued that they had opportunities and were encouraged to make a contribution to school initiatives.  Behaviour management and student safety were managed well by the teachers.

On the basis of this survey one of the main motivational challenges for the school in relation to parent satisfaction is to review and explore options for reporting student learning further.

Student satisfaction with the school

The QCS data showed that the students experienced some positive emotions at school and they were connected to the school. The students felt understood and experienced learning that was interesting and planned.

The students valued the opportunities for Catholic culture to be expressed and also the awareness raising of social justice issues.

On the basis of this survey the school's motivational opportunity was to investigate student perception and experience of restorative practices and anti-bullying programs.

Teacher satisfaction with the school

The QCS data in 2013 showed that the staff had high levels of school morale, ownership, supportive leadership, team work and  curriculum processes within the school. These were all indicative of a proactive working environment.

Areas that were identified as requiring ongoing support and development included role clarity, empowerment and balancing work demands.

During 2013 the leadership team engaged staff in investigating and implementing processes of identified professional learning needs. A learning intention and success criteria was identified for every staff meeting. A coaching model was established in the school and regular feedback was provided to teachers.

Workforce composition

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

*Australian Education International - National Office of Overseas Skills Recognition

Professional learning

Professional learning undertaken in 2013 included:

  • faith formation
  • Christian meditation
  • new English Syllabus
  • literacy strategies
  • analysis of a running record
  • PAT-R Comprehension
  • Extending Mathematical Understanding
  • visualisation  strategies in number
  • case management
  • instructional walks
  • Australian Institute for Teaching and School Leadership (AITSL) Standards
  • work health and safety training
  • child protection
  • asthma training

Teacher attendance and retention rates

Teacher attendance

The average teacher attendance for 2013 was 95.96%.

Teacher retention

Of the 2013 teaching staff, 86% 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
 98.0 95.92 94.78 96.69 97.39 95.19 93.54 95.93

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 St Monica's Primary School Behaviour Management policy aims to assist students in their interaction with one another as everyone has rights and responsibilities. As a school and within each Stage, the school rules are taught and made explicit so that all students fully understand the meaning of each rule. Signs around the school remind our whole-school community about our school rules.

Unacceptable behaviour is dealt with applying the 'hearing rule' and 'procedural fairness'. Teachers use a process of 'time out' and 'rebuilding relationships' so that the students understand there is always a way to enter back into the group.

All major incidents on the playground and in the learning space are recorded and followed up by the teachers and leadership team.

Appropriate behaviour is acknowledged at weekly assemblies and rewarded with a certificate of achievement. There was no change to this policy during 2013.

St Monica's Primary School's Anti-bullying  policy was reviewed during the year and there were no changes made to this policy from the previously published version. Our policy is communicated to staff, students and parents through assemblies and newsletters.

Outside agencies such as counsellors are provided for students who are 'at risk'. Corporal punishment of students is prohibited at St Monica's Primary School.

An overview of student management, welfare and discipline policies can be obtained from the school's website and the full text can be obtained from the office on request.

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 There were no changes to the policy during 2013.

Financial statement

School recurrent and capital income

School recurrent and capital income

In 2013 St Monica's Primary School received $68,382.00 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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