Holy Family Primary strives to provide quality education in the Catholic tradition. Our vision reflects partnership, community and the development of a learning environment which supports all in realising their potential.

Our Holy Family School, in partnership with the parish and community, will be a faith filled centre of learning renowned for educational excellence and innovation.

In 2007, a number of key initiatives were introduced and consolidated, which had significant impact on professional learning of staff and improved learning outcomes for students. These initiatives, focussing on spirituality, assessment and Information and Communication Technologies (ICT) allowed the school to showcase a dedicated staff and community, striving to be renowned for educational excellence and innovation.

Parents and Friends (P&F) message

For a number of years there has been a strong partnership between the school and parents at Holy Family Primary. The P&F has always kept two goals as their focus: the building of community and fundraising to support school initiatives.

Some key highlights for this year have been the continued successful running of the school canteen; supporting a wonderful Grandparents Day and a number of fundraising initiatives. Owing to the support and kindness of families we have been able to support the school purchasing a number of resources, in particular air conditioning for classrooms.

As this is my final year as president, I would like to thank the community for the honour to lead and work within the school community to support education at Holy Family Primary.

These are extracts from the Student Leader's graduation speech

"Over the past seven years at Holy Family we have been cared for, supported and guided. For this we thank the teachers, the parish and our loving parents.... We would like to thank the teaching staff and all those in the school who have had an impact on our learning."

"For their guidance, love and understanding, we thank Fr Paul, Sr Dell and the parish team.... They have taught us how to live as 'Kingdom People'. "

"... we  thank our parents for their emotional and financial support.... You have encouraged us to always do our best.... We love you and hope you know we are truly grateful."

On July 4 1987, the bishop and parish community decided to build a parish centre containing a permanent church, hall, parish offices and a two stream primary school. The school and parish centre were named Holy Family.

In February 1990, Holy Family Primary commenced with 43 Kindergarten, Year 1 and 2 students. Within four years the school grew to a Kindergarten to Year 6 primary school. In 1994, the first Year 6 graduated. In 1999, our school proudly celebrated 10 years of Catholic education within the Sacred Heart Parish.

Presently the school has over 360 students enrolled. There are 14 classes from Kindergaten to Year 6. 

The school is located in Luddenham and draws on students from Warragamba, Silverdale, Wallacia, Mulgoa, Luddenham, Badgerys Creek, Rossmore and Bringelly. It serves the Sacred Heart Parish, Warragamba.

Holy Family Primary follows the Parramatta Diocesan document Enrolment Procedures in Parramatta Catholic Systemic Schools, January 2002. This document states that when demand exceeds number of places available, priority for enrolment will be given to first, ‘children of Catholic families who live within the geographic boundaries of the parish (or parishes) for which the school was established, on which the school depends OR live outside the parish geographic boundaries but regularly attend such a parish'.

This document can be obtained from the school office or is available on our web site or the Catholic Education Office web site. 

Student enrolments

The school priorities for 2007 were developed from school self-evaluation processes discerning past strategic directions and management plans.

The provision of sustained and planned opportunities for spiritual formation of staff and students

Achievements:

• four staff and leadership team meetings and a staff development day facilitated by an education officer from the Catholic Education Office
• students' increased participation and attendance at Eucharistic celebrations (e.g. Stage masses, key liturgical events)
• the display of signs/symbols of our Catholic heritage prominently in classes and school

Undertake a compliance audit to meet legislative and system requirements

Achievements:

• The school obtained Certificate of Registration till December 2009 for compliance in the areas of curriculum, staff, premises and buildings, safe and supportive environment, discipline, attendance, and educational/financial reporting.

To utilise the NSW Quality Teaching Framework to refine key assessment tasks

Achievements:

• continued support and mentoring from Charles Sturt University (CSU) lecturer to build teacher capacity
• appointment of special projects teacher to develop shared understandings and practice among staff
• consistent and coordinated forms of teacher programming
• substantial professional learning opportunities to reflect on and refine assessment tasks
• staff members presenting key initiatives implemented at two major education conferences 
  

To embed Information and Communication Technologies (ICT) elements in learning

Achievements:

• increased utilisation of ICT hardware (laptops, digital cameras) in learning strategies.
• staff utilising Web 2.0 structures to increase student engagement and outcomes
• newsletter articles/ blogs/ parent forums highlighting ICT and its applications
• application of ICT tools in professional learning activities for staff
  

To build teacher capacity about student learning in reading by the collection and analysis of data and making instructional decisions.

This will be achieved through:

• developing, maintaining and reflecting on assessment results from school database using Learning Conversations
  
• stage and staff meetings focussed on reading results and the development of strategies to address student needs
• implementation of the diocesan assessment strategy
• utilising staffing resources to support students not reaching school reading targets
• developing a framework to assess reading development Years 3-6
• utilising university mentor to facilitate Quality Teaching Framework and Reading staff development day

To continue to provide sustained and planned process of spiritual formation of staff  and students

This will be achieved through:

• allocation of staff, leadership team meetings and staff development days focusing on spiritual formation
• utilise staff to guide, plan and implement reflective staff meetings
• continue to purchase religious Education (RE) resources to enhance staff and classroom prayer

To continue to embed Information and Communication Technologies in learning

This will be achieved through:

• the use of Web 2.0 structures and frameworks to enhance and support learning for staff, students and parents
• purchasing projectors, digital cameras for each grade
• additional staffing to integrate library and ICT lessons 

 Key points regarding Year 5 results:

• In overall Literacy, the students achieved above the state average and made significant gains in writing. Boys, in particular, displayed significant gains in average growth in writing scoring well above the state average. It should also be noted that students gained the third highest growth across the 52  diocesan schools and for two successive years no students scored in bands 1 and 2. Overall, in Literacy 94% of students achieved the expected growth from Year 3.

• The areas of strength for Literacy were in the areas of spelling and punctuation with the areas of development being focussed on comprehension and some elements of grammar.
• In Numeracy, 67% of the students achieved  the expected growth from Year 3. The performance of the grade indicated similar results compared to state and other diocesan schools. The areas of improvement included aspects of chance, data and mass.

Key points regarding Year 3 results:

• Overall  Literacy has improved since the 2005 results. Within Literacy, writing is above the state average while the language strand is just below state average. Areas for improvement include the development of skills in comprehension. This will be addressed with a comprehension skills based program in Years 3-6
• In Numeracy, we have continued to decrease the number of students in the lower bands. The key areas for improvement include space, in particular two and three dimensional shapes.

The Commonwealth Government sets minimum acceptable standards for reading, writing and numeracy at particular ages. These are referred to as national benchmarks. Student performance in the Basic Skills Tests in our school is compared to these benchmarks. The percentages of students achieving at or above these benchmarks are reported below. 

The school curriculum at Holy Family Primary is a rich one offering many diverse opportunities, experiences and support for  our students. Significant aspects include:

• Languages other than English (LOTE) involved 40 minute  fortnightly Japanese lessons which focussed on both elementary language and cultural insights.
• In technology the learning technology support teacher (LTST) worked with students from all classes, when requested, to teach skills in accessing technology.
• A program of individualised instruction for funded children, in consultation with the class teacher and parents, was developed by the special education team. Other children in need are given support as necessary.
• In the area of Research skills/information process teachers book into the library as needed to teach cooperatively the skills associated with the current integrated unit of work. This occurs during flexible learning time.

Preschool to Kindergarten transition

• visits to local preschools to identify needs
• orientation meetings and mornings for parents and children
• Kindergarten Forum to familiarise parents with school routines and learning

Year 6 to secondary school

• Special education teachers liaise with the secondary schools, through school visits, to assist smooth transition of children with special needs.

• Principals visit from neighbouring secondary schools.

• A one week Transition to High School program is held in term 4. Secondary teachers from local schools and other staff members were invited to teach lessons in Year 6.

The school is involved in a number of co-curricular activities. These include:

• Year 6 Student Leaders attended Young Leaders Day.   
• Students participated in sports at local, zone, diocesan and community level including: swimming, athletics, cross country, Australian rules football, touch football, netball, and soccer.
• Voice of Youth, a public speaking competition for Year 6 students held throughout the Diocese of Parramatta 
• University of New South Wales competitions in Mathematics, English and Science
• Storyfest for Year 5
• chess competitions
  

Throughout 2007 the three core school rules: I respect myself; I respect others and I respect the environment, continued to permeate the daily life of the school.

The Expectation Matrix which is used to support the school rules by outlining the expected behaviours of students in all areas of the school, continued to enhance the common understanding and consistency of the school rules.

Again in 2007, the classroom programs and lessons reflected the Expectations Matrix showing clear links to the Personal Development, Health and Physical Education (PDHPE) syllabus.

The school merit system allowed student achievement in both behaviour and academic performance to be noted and recognised. This merit system was most successful with a number of  Year 6 students receiving the highest level: a principal's medallion.

Throughout 2007 the Positive Behaviour Support Team continued to meet fortnightly to review current behaviours and achievements of students and the Pastoral Care Policy. These meetings were essential in promoting the policy as preventive and proactive in its approach.

Data gathered at the end of 2007 showed:

• Fifty seven percent of staff believed that school wide behaviour support systems were in place
• Sixty percent of staff believed that support systems for non classroom behaviour (playground) were in place
• Sixty eight percent of staff believed that support systems for classroom settings were in place.

In 2007 students, parents and staff were surveyed to provide information on key aspects of learning and school life.

Students

Students highlighted four key aspects regarding their learning and the climate of the school

I feel my reading is improving. (83% agreed)

Using technology helps my learning. (84% agreed)

My school is a friendly place to be. (86% agreed)

Our classroom prayer is important. (81% agreed)

Parents

Parents highlighted prayer, Religious Education, technology and school rules as key strengths.

The school's Religious Education (RE) program encourages my child to live a life modelled on Jesus. (92% agreed)

Our school rules help my child to do their best. (92% agreed)

Using Technology helps my child's learning. (97% agreed)

Staff

Staff rated strongly:

Overall I enjoy teaching at Holy Family. (87% agreed)

Classroom prayer is important. (100% agreed)

Holy Family is a friendly place for my students to be. (100% agreed) 

*Australian Education International - National Office of Overseas Skills Recognition

The number of teachers accredited  to teach Religious Education is 21, with one staff member currently undertaking accreditation by completing the Graduate Certificate in Religious Education (RE).

Professional Learning

In 2007, staff participated in professional development focussed on:

• Basic Skills Test analysis
• Book Raps
• autism
• asthma
• anaphylaxis training
• First Aid
• Leadership Development program
• using Information and Communications Technologies (ICT)  to enhance learning
• Principal and Assistant Principal Conferences
• ACEL Conference
• administrative and financial rollover procedures
• collection of school fees
• Certificate III in Administration & IT
• learning teams focussed on prayer, ICT, boys education
• positive behaviour support team
• Master in Educational Leadership
• Master in Inclusive Education (Special Education)

The whole staff furthered its professional learning through three staff development days and staff meetings which addressed the following areas:

• assessment
• NSW Quality Teaching Framework
• spirituality
• ICT and Web 2.0 structures 

A number of initiatives were undertaken to cater for the pastoral needs of our students and their families:

• buddies – Kindergarten and Year 5; Year 1 and Year 6 students
• Stage Reflection Days focussing on building better relationships
• Year 6 leadership teams
• Social Skills program
• principal and 'One Heart, One Mind' awards presented at whole school assemblies
• Stage assemblies to recognise student achievement
• classroom and playground token system
• liaising with parish team
• extra support to students and families through the school counsellor, specialist support teachers and facilitation with other support agencies
• financial support to families in need
• teacher assistants to support high needs students
  

The Pastoral Care Policy of Holy Family Primary is used to reinforce our mission of maximising opportunities for students to achieve three primary and interrelated expectations that enable participation, contribution and success within the school and wider community. These expectations are:

• academic skill competence

• social skill competence

• lifestyle skill competence

The Pastoral Care Policy of the school is preventive, supportive, proactive and positive. This policy is based on the gospel values of forgiveness, reconciliation and acceptance. The Pastoral Care Policy embeds the total care of the students, staff and families. It is based on the dignity of each person through the understanding and commitment to the welfare of all students.

To accomplish the mission of the school the Pastoral Care Policy is built upon four underlying principles:

• instruction
• support
• prevention
• proaction

In 2007 survey data was gathered from parents and students within the school community regarding Pastoral Care and its successful implementation at Holy Family Primary:

• Ninety two percent of parents and 74% of students believe that the three core school rules help children to do their best.
• Eighty three percent of parents and 73% of students believe the playground is a safe place to be.
• Ninety one percent of parents and 86% of students believe that Holy Family primary is a friendly place to be.

The full text of student management, welfare and discipline policies can be obtained through the school office.

The school has formal written protocols in place to address complaints and grievances. These protocols are in line with the CEO Complaint Handling policy. A copy of the school policy is available from the office.

Supporting the Complaints and Grievances Policy is a clear communication procedure at Holy Family Primary.

The procedure is:

• For issues within the classroom, contact the classroom teacher, then Stage coordinator, assistant principal and principal.

• For issues with playground and bus behaviour, contact the assistant principal.

• For issues with school policy, fees, school direction, contact the principal.

• For issues with child protection, contact the principal.

School Recurrent & Capital Income

School Recurrent & Capital Expenditure

School System Recurrent & Capital Income

School System Recurrent & Capital Expenditure