School Board AGM Reports

2020

Fr Josy Sebastian (President)Liz Keogh (Principal)Nick Wright (Deputy Principal)Daniel Roberts (Teacher Representative)Kathryn Penver (President)Florin Barcan (Parent Representative)Peter Good (Parent Representative)Taryn Burdett (Parent Representative)Damian Jones (Parent Representative)Benjamin Snyders (Parent Representative)Damien Mader (Parent Representative)Darryl Hill (Parent Representative)

Thank you to our departing School Board membersPeter Good, Kathryn Penver, Taryn Burdett, DamienJones and Darryl Hill for their time and commitment tothe School Board.

School Board Members 2020

Administration Report2020 was a difficult year for the All Saints Catholic School Community in many ways.Just as it was for many other schools around the world. In some ways we werefortunate to avoid many of the breaks to school learning that has occurred in otherparts of the country. Initially the uncertainty around the pandemic resulted in a largenumber of children being kept home.

The teachers worked hard to continue to meet the needs of these children - almost50% by the end of Term 1 as well as maintaining the learning and structure within theirown classroom. This was a very difficult task. At the same time the teachers andstaff were being asked to prepare for online learning, which meant flipping the way weworked.

By the end of Term 1, the teachers were ready to create the best learning experiencethey could, with the information they had, ready for Term 2. In the end, thankfully onlinelearning was not required, and we were able to continue the surety and predictabilityof the school learning routine.

Sadly, Term 2 brought devastation to our school community, with the sudden death ofSienna Walker-Brown from a medical condition. Sienna had been a much loved studentat All Saints since commencing in Reception. The staff grieved with the family whilstalso providing support to the Year 6 children and their families during this time. Wewelcomed staffing support from Cardijn College and many offers of condolences andsupport from other schools both local and part of Catholic Education SA.

By the end of the year we had reinvigorated the frog pond area in memory of Siennaand other members of the All Saints Community who had passed away. Sienna wasparticularly protective of the environment and her poem ’Small things’ forms part ofthe entrance to the area. We hope to use this area to educate the children and toremember the impact Sienna left with all of us. Liz Keogh Principal

Leadership Reportsfor School Board AGM 2020

With 2020 being the way it was, it is rather nice to say farewell to it, but it is a goodthing to look back at the year and what we achieved.

We were fortunate enough to be able to celebrate our Beginning of Year Masstogether and congratulate and bless the Student Leadership Group of the year. Wewere also fortunate to (literally) run our Shrove Tuesday Pancake Relay where healthyhouse competition was enjoyed. The next day our Year 6 Student Leadership Grouplead our Reception, Year 1s and Year 2s through a Liturgy for Ash Wednesday andwe celebrated Mass with Years 3 to Year 6.

Over at Seaford Christian Churches we managed to celebrate Mass with Year 6, Year5, Year 4 and Year 3 children. From this point onward life changed due to COVID-19hitting our state. Our Masses morphed into Liturgies with each Year 2, Year 1 andReception class. We used various spaces around the school where we shared aGospel story using Godly Play and a song. I really enjoyed this special time with eachof these younger classes and loved listening to their 'wondering' questions.

Our Stations of the Cross in the last week of Term 1 was very different. Our numberswere very low at this stage so each small group at each year level walked through theButterfly Garden, behind the gym, visiting each Station of the Cross, hearing the storyand then saying a prayer. It was a beautiful way to pay respect to Jesus' last days.

Assistant Principal - Religious Identity and Mission

Term 2 returns us to a new form of normal. Each class celebrated an Easter Liturgy intheir classrooms lead by their teacher. Easter marked the end of Lent and the end ofProject Compassion and I am proud to say we raised a whopping $1200. Consideringthe disruptions and uncertainty of the season, this was amazing.

From the end of Week 2 I had leave and we had a major tragedy with the death of achild. I was so grateful that Sara Hart was able to organise and lead a number ofrituals to support children and staff through their grieving. I returned from leave inWeek 8 where we immediately organised a Wellbeing Workshop Retreat for our Year 6children to further help them work through their grief. Each Year 6 class attendedthese workshops individually and they were beautiful days where we saw our childrenbe kind and loving to each other.

To help support the Vinnies Winter Appeal our children wore pyjamas to school andbought in generous food and money donations. Both the children and staff enjoyedwearing comfortable PJs to school and Ugg boots on their feet.

Also in Term 2, a team of teachers engaged in professional learning on theRedesigned Crossways. Rebecca Hall from Reception, Cassie McKenna from Year 3,Sara Hart from Year 6 and myself viewed workshops via video and completedactivities. At different times after completing various parts of the professionallearning, we had online conferences with the RE Team at CESA to check in our learning.It was a new way of learning and we all found it engaging and useful. Armed with newknowledge, as a team we lead all teachers to learn more about the RedesignedCrossways at the beginning of Term 3 during the school closure day.

Our Youth Minister Jesse had lead our Year 6 children through Peer Mentoring trainingsessions and 30 Year 6s volunteered to be Peer Mentors. These children wererostered on for one recess or lunch per week and wore blue hi-vis vests so thatchildren could identify them in the yard. Each Peer Mentor visited different classes tointroduce themselves and explain their roles. In Term 3 our Peer Mentors were quiteenthusiastic.

In Term 3 we celebrated a Liturgy for Saint Mary MacKillop's Feast Day and thenwalked a mile for the Hutt Street Centre's Walk A Mile In My Boots. Again our familieswere generous with donations of money, food and new socks, gloves, beanies andscarves. In fact the Hutt Street Centre was surprised to find out they had their mostsuccessful year, even with the COVID restrictions preventing their usual organisedevents.

Our Staff Reflection Day needed to be pared down with COVID restrictions but we arevery lucky to have a strong relationship with Fr Tom Gleeson who leads Retreatsnationwide. He lead us through a day of healing with Sr Kateri Duke (a Mercy Sister). FrTom has a strong connection with the Walker-Brown family so it was a day of healingfor him too. Our staff were invited to connect with Kaurna Country and expressedtheir feelings through some amazing art.

Throughout the remainder of the year (starting towards the end of Term 2) outdoorassemblies were introduced, led by Jesse and the student leaders. During theseassemblies Saints Awards were given out and the children conducted a clean-up.

Our Year 5 classes engage in significant learning about Saint Mary MacKillop as partof Australia's colonial history and it was great to go on an excursion with them to theMary MacKillop Museum. The way these children engaged in their learning on this daywas fantastic. They did All Saints Catholic Primary School proud.

As the year progressed we were able to have APRIM cluster meetings where allAPRIM's in our region were able to come together. Here we shared our experiences ofengaging with the Redesigned Crossways, events that we were holding and how wemanoeuvred our way through COVID restrictions and coming up with plans on ways wecan support each other and the children in our care.

At the end of Term 3 our Year 5 children went on a Reflection Day with the theme of'Servant Leadership'. Here they learnt about what it means to be a leader, and peermentoring and the different opportunities they have to be leaders in Year 6.

Term 4 became very busy with all the events that were cancelled during the yearsqueezing their way into this final term. Year 5 and Year 6 camps were held but thesecond lock down of the year forced the Year 4s to lose their opportunity.

Teachers at All Saints who have completed their Graduation Certificate in ReligiousEducation are eligible for funding when they do ongoing study. This group of teachersall went out to dinner together and we shared discussion questions about religiousidentity and mission themes while sharing a meal. It was a lovely evening and we alllearnt from each other.

All Saints Day was a massive day of celebration. We celebrated Mass incorporatingelements of All Souls Day, particularly important this year with the losses we had allexperienced. Year 6 children set up and ran Market Day stalls raising money for avariety of Catholic charities. The day ended with the All Saint's Talent Showcase,organised by Cassie McKenna. The day was so much fun!

Our year ended with a liturgy where the 2020 School Ambassadors and SchoolLeadership group passed on their light and leadership to the 2021 SchoolAmbassadors and Student Leadership Group. With COVID restrictions and a tighttimeline these children did a great job leading this celebration. The Year 6 Graduationalso looked very different but was done in a beautiful way acknowledging a verydifficult year. Our staff end of year Liturgy was also a beautiful acknowledgement ofthe year that had been and the fantastic work of all the staff at this school.

When I started writing this board report I thought it would be light on with all therestrictions we had throughout the year, but I look back and realise how much weactually did do.

On a personal note, I have loved workingat All Saints Catholic Primary School. Ithas put a little mark on my heart in a waythat no other school has and as we endWeek 2, I am still missing the community.My motivation to leave was to spendmore time with my family. I get home andmy children look at me in surprise andsay, "Why are you home so early?" So inthat way I have made the right choice. Ithink of you all every day and wish youevery blessing.

Tamara SmithAPRIM

Scope and Sequence developed for Reception - Year 2 and Year 3 - Year 6 bymembers of our Literacy Learning and Improvement Team (LLIT) with input fromSpecialist Literacy Teacher & Educational Consultation Kay Bosworth and sharedwith whole teaching staff.Resources secured and assessment tools developed to complement Scope andSequences.Reading fluency assessment tool DIBELS implemented across Reception - Year 2in Semester 2 2020 and introduced to Year 3 - Year 6 staff at the beginning of2021, for rollout in 2021.Assessment tools WARL and WARP introduced alongside SPAT-R, PAT-R andDynamic Indicators of Basic Early Literacy Skills (DIBELS), to more accuratelyidentify children who meet criteria from intervention and track their progress.Wheldall Assessment of Reading Lists (WARL) and Whedall Assessment ofReading Passages (WARP) data and graphing tools implemented, to providefeedback on progress of intervention children to teachers, children and families.2020 Literacy assessment data collected; children, groupings and facilitatorsidentified for 2021 Literacy intervention, shared and reviewed with whole teachingstaff to inform planning.Literacy parent information session held for 2021 new Reception families.MultiLit parent information sessions held in 2020 and scheduled for 2021.PD facilitated for teachers via staff meetings and for ESOs during pupil free day.R-2 Literacy focused professional learning.3 x Multisensory Structured Language (MSL) trained staff from LLIT team (1beginning of 2020 in Year 1, 2 more beginning of 2021 in Reception & Year 2).Initial teacher peer observations/modelling facilitated.Further staff trained in MultiLit.LLIT Action Plan developed, implemented, reviewed and next step suggestions for2021 added.

Literacy

Inclusive Education and Literacy

Personlised Plans for Learning (PPL) introduced, following staff meetings todevelop teacher knowledge.Participation in the Student with Disability Review Solutions Forum.Consultation and moderation with teaching staff, to develop understanding andevidence gathering, prior to NCCD data submission for 2019-2020.Information updated in preparation for NCCD 2020-2021 submission.Participation in the NCCD Data and Online Platforms Project Validation Group.Pilot site for recommended modifications to the student management tool SEQTArelating to NCCD.Teaching and leadership staff completion of Disability Standards for Education e-learning modules in 2020. ESOs have commenced modules in 2021.Participation in the Southern Regional Alliance of Catholic Schools InclusiveEducation Committee (SRACS IEC).9 ESOs trained in Lego-Based Therapy, children identified for 2021 intervention.

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evidence gathering, prior to NCCD data submission for 2019-2020.

Standards

Information updated in preparation for NCCD 2020-2021 submission.Information updated in preparation for NCCD 2020-2021 submission.

Semester 1 & 2 EAL assessments carried out, in conjunction with identifiedteacher; new assessment and progress tracking method implemented.EAL data submitted, using new reporting tool, reports shared with leadership.EAL 2020 Annual Improvement Plan reviewed, 2021 EAL Annual Improvement Plandeveloped in liaison with Leadership and CESA Education Advisor: EALD andInternational Education, Chris Payne. See attached.Participation in moderation with cluster school.Handover completed with new Inclusive Education Coordinator, Lou Whitehouse, atend of 2020 and early 2021.

English as an Additional Language (EAL)

Kind regards

Vivienne FlemingInclusive Education and Literacy Coach

Handover completed with new Inclusive Education Coordinator, Lou Whitehouse, atHandover completed with new Inclusive Education Coordinator, Lou Whitehouse, at

Inclusive Education and Literacy Coach

Handover completed with new Inclusive Education Coordinator, Lou Whitehouse, at

Wellbeing and Engagement Survey

Children feel they have an important adult at school to support them.Most children feel they are rarely bullied - this includes physical, verbal, social andcyber bullying. In particular children have a sense of high wellbeing in relation tophysical bullying which has improved since last year.Children have a high perception of themselves as learners and are confident atschool.Children's friendship intimacy has improved - the quality of social support fromtheir peers.

Nutrition - how often children eat breakfast during the week, as this hasdecreased since last year. However, it is still above the state average.

During Term 1, Year 4, 5 and 6 children took part in the Wellbeing and Engagementsurvey. Young people's sense of wellbeing is an important part of their developmentand how they learn at school. The purpose of the collection is to seek students' viewsabout their engagement with school. Across the state, students in year levels 4, 5, 6,7, 8 and 9 participated in the Wellbeing and Engagement Collection. The informationcollected helps inform work in the education system and broader community to helpimprove young people's health and wellbeing. Some of the highlights from the surveywere:

One area we will monitor closely is:

Wellbeing Report 2020 Berry Street Education ModelSix of our teachers joined Antonio Primary School to continue their professionallearning on the Berry Street Education Model (BSEM). Common language is being heardand teachers are seen to be using strategies to support the needs of the children.New staff have begun the training and will continue this year.

Social and Emotional Learning (SEL) is the development and refinement of skills thatenable children to build resilience and effectively manage their emotions, behavioursand relationships with others. The All Saints Social and Emotional Learning Scope &Sequence was developed in 2019 and incorporates the Berry Street EducationalModel, Friendly Schools, Keeping Safe: Child Protection Curriculum, ACARA HealthCurriculum Strand: Personal, Social and Community Health and ACARA Personal andSocial Capability Learning Continuum.

All classes are using Friendly Schools. Friendly Schools is the first anti-bullyinginitiative for schools developed through extensive research with Australian childrenand adolescents. It is recognised nationally and internationally as a comprehensive,evidence-based approach to student health and wellbeing that can substantiallyreduce bullying behaviour.

National Day of Action against Bullying and ViolenceThe National Day of Action against Bullying and Violence (NDA) was celebrated onFriday 20 March and is catalyst for Australian schools to take a stand togetheragainst bullying. The day brings together more than 60% of the schools nationwide,involving more than two million children in finding workable solutions to address bullyingand violence. I lead a Staff Meeting focused on bullying. Staff looked at what bullyingis and isn't, the purpose of bullying prevention focus, feelings and emotionssurrounding bullying as well as methods of response. We also spent time looking atour Anti Bullying and Harassment Policy. Each year level planned how they wouldcelebrate this day and combined this day with Harmony Day.

Social and Emotional Learning

No Scaredy Cats - Reducing Anxiety and Building ResilienceI attended a training for a program called, No Scaredy Cats - Reducing anxiety &building resilience in children. Evidence shows in recent years there has been anincrease in the number of children fretting over things they cannot control, be thoseworld events eg. coronavirus or difficulties in their families & separation/divorce orrelationships with peers. Helping children to be mentally strong is the opposite toseeing children 'fall-over' under pressure. I signed up to be a certified No ScaredyCats parent educator which involves further research/training to enable me to workwith parents, presenting workshops and using their materials to support ourcommunity. Due to COVID-19, no workshops were able to be offered. This will be afocus for 2021.

In-School PsychologyCarla Humphrys, psychologist from In-School Psychology continued her work withchildren on a fortnightly basis. In-School Psychology provides free psychologicalservices to children and their families, through a GP Mental Health Care Plan. Thisunique service is offered on site. Carla is experienced in child and adolescentpsychology and is dedicated to provide outstanding and comprehensive services toassist children. Carla also works at Willunga and has previously worked at Aldingaand Moana. During the initial lock down, Carla offered families appointments viaTeleHealth.

Westmead Feelings ProgramI continued working with children on the Westmead Feelings Program - a 15 monthintervention program teaching children with Autism Spectrum Disorder (ASD) aboutemotional understanding and social awareness. I am privileged to be a trainedfacilitator, supporting children to understand emotions, solve problems and ultimatelymanage their feelings in everyday settings.

We contacted families at the end of Term 1 who decided to keep their children homeafter the initial Lock Down to check in on their wellbeing and ensure they felt supportedduring this difficult time. In Term 2 we continued to contact families to see how learningwas going at home and see if any support was needed. This close contact continuedwhen families were transitioning back to school. Staff and the Leadership teamenjoyed putting a smile on the faces of our families and children during this challengingtime with our Facebook videos. I was able to gather a number of resources to supportthe wellbeing of students, families and staff from when the pandemic began.

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Student CounsellorDeana Byrne was welcomed to All Saints at the beginning of Term 3. Deana is astudent counsellor who joined our staff on a temporary basis for Term 3 and Term 4.Deana also works at St Columba College and has experience working in other primaryand secondary schools. Staff refer children to Deana or parents can request theirchild to see Deana through their class teacher or directly through Megan.

Cyber-SafetySAPOL visited our school to deliver a presentation on Cyber-Safety to our children inYears 5 and 6. Whilst being incredibly informative and relevant, the presentation alsocontained very practical information. We are all keenly aware of the importance ofsafety online and this visit was a solid reinforcement of the messages we consistentlydeliver to our children about being cyber-safe.

Michael Lincoln from CESA facilitated staff meetings and supported teachers to learnmore about Restorative Practice. Restorative Practice seeks to repair relationships. AtAll Saints, we use this strategy in order to repair relationships that have beendamaged. Staff support children in bringing about a sense of remorse and restorativeaction on the part of the offender and forgiveness by the victim.

Restorative Practices

Still MindAllie Ackland-Prpic, psychologist from Healing Psychology worked with our school tolead The Still Mind program at All Saints. This program is designed to supportteachers to integrate wellbeing techniques into the classroom. The program ran in twoReception and all Yr 3 classes - one lesson per week per class, for five weeks. Therewas 5-10min follow on activity each day (usually relaxation or gratitude journals). Theprogram provided all resources and was fully funded by Communities for Children,Onkaparinga.

R U OK? Day2020 was a challenging year for everyone and circumstances made it even moreimportant for us all to stay connected and, for those who were able, be willing tosupport those around us. The message for R U OK? in 2020 was ‘There’s more to sayafter R U OK?’ As part of this important day, the staff at All Saints enjoyed breakfasttogether and the opportunity to ask each other if they were OK?

Classroom Pulse 'Check In'CESA introduced the Classroom Pulse ‘Check in’. In approximately Week 5 of each termevery student in Catholic Education South Australia now participates in a simpleClassroom Pulse Check In. The importance of the crucial partnership betweenparents/caregivers as the first educators of their children, and their teachers, moreso than ever, cannot be overstated. The Check In is deliberately designed as lowimpact and high yield. It has been developed to find out how children are currentlyfeeling about their experience in school. It is a tailored instrument that will allowteachers to check in and provide immediate feedback and support to them. The CheckIn asks children questions related to the indicators of Identity, Learning, Relationshipsand Belonging.

National School Improvement PartnershipAt the end of the year we participated in the NSI program which helps us in futureplanning at All Saints. It involves a series of surveys that provide a simple and low-cost means for schools and teachers to obtain reliable feedback to inform schoolimprovement. Surveys provide insight into stakeholders’ views of the classroom andwhole-school climate. Student, teacher and parent / caregiver voices are integral toany form of school improvement as they provide real time evidence of how the schoolis operating and where improvement may be required on a classroom and wholeschool level. The NSI program can also be used by the Leadership Team to guideprofessional development.

The surveys developed for the Effective School Improvement program capturedifferent stakeholders’ perceptions of the school environment. Students, parents /carers and staff all complete a survey. Student and staff surveys are unique in theway they capture both actual (current) and preferred (ideal) perceptions of the schooland classroom climates. Surveys can be used for needs analysis, to monitorimprovement efforts and to bring about positive change.

Megan LoveringDirector of Wellbeing / Acting Deputy Principal

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Throughout the year there were a number of staffing appointments and changes:

Vivienne Fleming was appointed Inclusive Education Coordinator and at thecommencement of the 2021 year was seconded to the Catholic Education office asconsultant in the Inclusion Team.

Lindy Burford was appointed Playgroup Coordinator and Jesse Romeo as YouthMinister. Jesse’s role has him working with children on environmental projects, somesocial emotional activities as well as Reflection Days.

Deanna Byrne joined us in Term 3 as a temporary school counsellor. This role will beadvertised in Term 1 2021.

Sarah Baker and Lucy Pinkerton were successful in obtaining permanent positionsafter applying and interviewing successfully.

Tamara Smith was appointed to the position of APRIM at St Mary's Memorial School,Glenelg.

Nick Wright was appointed Head of Galilee Campus, Cardijn College commencing inJanuary 2021.

Enrolments remained steady throughout the year with 10 children commencingReception in Term 3. Principal Tours were held in various forms throughout the yearwith Saturday morning tours implemented to comply with COVID restrictions.

SEQTAAll Saints school began the implementation of a new student management system.SEQTA is already in use at Cardijn. We have activated the attendance and pastoralcare aspects of this application. Moving forward it will house all the programming andplanning and documentation for every child. Eventually there may also be access forfamilies to each child’s progress.

Staffing

Enrolments

In response to COVID the South Australian Commission for Catholic Schools workedwith schools to reduce fees and provide waiver options for families affected by thepandemic and the downturn in the economy. This also continues into 2021 with alowering of fees across the school.

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Across the school improvements were made to a number of buildings. Sevenclassrooms were recarpeted, the staffroom was redesigned and upgraded with newcabinetry and furniture.

The music and instrumental rooms were sound proofed with assistance from aCommonwealth Government Grant.

We had sought to commence planning and construction of Stage 1 of the masterplanlate in 2020. This Stage consists of relocating the entrance to the school andredesigning of the library area to accommodate administration offices. COVID issuesprevented this from occurring so this upgrade will happen in 2021.

A process of finding, repairing and replacing sections of the irrigation system wasenacted. This ensured the oval is green and lush and many of the trees and gardenareas have improved coverage. New turf was laid around the front of the schoolbuildings improving the street appearance of the school.

COVID-19The effects of COVID 19 was felt across many areas of the school. With greatoptimism many excursions, assemblies and community gatherings were initiallypostponed and then in the case of some, eventually cancelled. Some events andoccasions were restyled and formatted and we learnt to be flexible and agile.

Interschool sport was postponed and then restarted in Term 3. Unfortunately despitetwo unsuccessful attempts Sports day was cancelled and the teachers provided afun day for the children in its place.

By the end of Term 3 excursions and camps were again planned with somesuccessfully being completed. The lock down in November meant Year 4s were the onlycohort not to enjoy their overnight camp.

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In addition to upskilling in the area of online learning, staff continued to work togetheron improvements to their understanding of English and Maths teaching and learning. Amaths intervention program, Quicksmart, was put into place. This program is used forupper primary classes. Staff continued to work with the Primary Maths Association.

Across the school we use a number of standardised assessment tools to monitor theprogress of all children. Using these tools allows the teacher to establish thosechildren who require a boost to their learning - MiniLit or MacqLit or the phonologicalprocessing programme, and now Quicksmart - or those that need to be extended andchallenged.

The NAPLAN assessments for Year 3 and Year 5 were cancelled.

Liz KeoghPrincipal

Curriculum

Policies

Infection Control PolicyStudent Wellbeing & Positive Resolution PolicySocial Media PolicyPositive Resolution Policy for Parents & CarersPositive Resolution Policy for Children & Young People

The following policies were reviewed and approved by the School Board:

While 2020 brought many challenges, the School Board was able to carry out their rolewith very little interruption other than the minor glitches caused by technology. It wastechnology, however, that allowed us to keep ploughing forward. 2020 brought out thestrength in All Saints with every member of our community stepping up, and the SchoolBoard’s role for the most part was supporting the school while they navigated manyfirsts. The Board’s trust in the All Saints leadership team, and its faith in the teaching,support and administrative staff never faltered. This trust allowed for open andeffective communication, concise decision making, and overall, a stronger All Saints.As Acting Chair, I would like to congratulate Liz, Nick and Megan on an incrediblysuccessful 2020.

Kathryn PenverSchool Board Chairperson

Chairperson's Report

INCOME 2020 2019 FEES INCOME 1,004,032 1,198,855

GRANTS INCOME 6,804,375 5,464,338

OTHER INCOME 425,956 711,495

TOTAL 8,234,363 7,374,688

EXPENDITURE TEACHING SALARIES & ONCOSTS 4,474,231 4,568,848

ADMINISTRATION SALARIES & ONCOSTS 524,735 488,991

ADMINISTRATION & SITE EXPENSES 593,589 731,787

TEACHING & CLASSROOM EXPENSES 337,829 332,836

UTILITIES & RATES EXPENSES 91,821 103,664

LEVIES EXPENSES 433,010 305,764

INTEREST EXPENSE 50,135 58,625

CAPITAL DEPRECIATION 456,753 430,172

TOTAL 6,962,103 7,020,682

SURPLUS / (DEFICIT) 1,272,260 354,001

2020 Finance Reports

31 DEC 2020 31 DEC 2019

ASSET: CASH AT BANK 2,992,216 2,042,019

ASSET: PROPERTY , PLANT AND EQUIPMENT 7,527,011 7,498,129

LIABILITY: MACKILLOP BUILDING LOAN -1,152,225 -1,302,970

LIABILITY: LAPTOPS REPLACEMENT LOAN -49,183 -90,423

Income and Expenditure Summary

Balance Sheet Summary

2021 Fees

2021 Fee Changes

Student School Fees Financial Assistance Fee (School Card Eligible)

One Child $2,538 $1,522

Two Children $4,396 $2,637

Three Children $5,564 $3,338

Four+ Children $6,202 $3,721

What is included in the above fees:

• Camps, excursions and incursions

• Stationery and curriculum books

• Information Technology usage

• Building Fund contribution

What is not included in the above fees:

• Out of School Hours Sport (optional)

• Private music lessons (optional)

• Year 6 windcheaters

• Reduction of fees of$450.00 per child.

• Financial assistance fee is available based on school card or individual family circumstances.

• Single fee structure for all families which is inclusive of camps which was a key change in 2020.

• Family fee packs have all been sent out in Week 2.