Annual School Report (2013)

Holy Family Primary School, Granville East

199 The Trongate, Granville East NSW 2142
Principal: Mrs Yvette Baird
Phone: 02 8633 8200
Fax: 02 8633 8299


About the Annual School Report

Holy Family 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 Holy Family Primary School, Granville East. This report comments upon, and highlights, various aspects of our school. We constantly strive to educate our children in the spirit of our school motto: In Christ We Live, Love and Learn.

The community of Holy Family Primary School constantly strives towards:

  • developing a loving and supportive community based on gospel values given expression through prayer, liturgy and social interaction
  • building a partnership between home and school to achieve our school's mission and vision statement
  • providing a place of lifelong learning for students, parents and staff
  • encouraging the pursuit of equity and excellence in all areas of education in accord with each person's unique talents and needs
  • embracing and celebrating the cultural richness of our school
  • offering pastoral support for all school community members from a caring, dedicated and highly trained staff
  • cultivating effective citizenship and social responsibility
  • nurturing adaptability in a world of change to bring about a spirit of faith and hope for the future
  • living out our school mottoIn Christ We Live, Love and Learn

Parent body

During 2013 Holy Family Primary School continued the initiative of a Parent Representative Group (PRG). This group was made up of one parent from each grade, who represented the interests and opinions of that grade. This group met with the principal twice a term to discuss school initiatives, directions, plan for fund-raising activities and bring forward issues for discussion. This group was central in presenting parent opinion on issues such as school uniform changes, term 4 Swimming program, school photo contract, 75th Anniversary celebrations and events, the fund-raising schedule and the community celebration of Christmas.

Parent communication was strengthened this year with the introduction of the Holy Family School (HFS) Skoolbag smart phone app which allows parents to stay in touch with school information and updates.

At the end of each year parents appreciate having the opportunity to complete a parent survey about the successes and directions of the school.

Student body

At Holy Family Primary School we are very lucky to have teachers who care very much for us and who always give us great learning activities. In 2013 we continued to explore  great ways to use technology including laptops, iPads, Nintendo DS units and iPods, helping us to enrich and extend our learning. We added great learning products to our Holy Family School Television (HFSTV) station.

In our school we have learnt about how to care for one another by being safe and respectful. We have learnt about using strong words to stop people doing things we don't like in the playground. We know that our school is a 'No Bullying Zone' and we try to keep everyone free from bullying. We enjoy great sport activities including our swimming and athletic carnivals, our cross country competition, diocesan gala days for soccer, netball and touch football. Everybody loves our term 1 Gymnastics program.

Highlights of 2013 were our Harmony Day celebrations, the writing of a new school song and our 75th birthday celebrations. Harmony Day was led by our favourite liturgical singer/songwriter and it included a celebration mass, school song workshop and an afternoon concert performance. On 8th August, the Feast of Mary MacKillop, we celebrated our 75th Birthday with mass led by the bishop, followed by a community morning tea and then a student disco. Past students, teachers and principals joined us for this celebration.

Who we are

History of school

Holy Family Primary School, Granville East was established in February 1938. It was founded by the Sisters of St Joseph. The community responded to the Sisters' contribution to their faith education and eventually in 1946 the parish of Holy Family was founded. In 1952 a new building was erected which housed the church and school catering for Kindergarten to Year 6. In 1954 the convent was established in Clyde Street. In 1963 and 1967 further additions were made to the original building with a new convent being opened in The Trongate in 1970. 

In 1987 a new parish hall was opened and two new classrooms. During this year the sisters ended their 50 years administration at Holy Family Primary School and since that time our school has been led by a series of lay principals. In 2011 we opened and blessed our refurbished and contemporary learning spaces that were achieved through the federal government's Building the Education Revolution (BER) funding program. In 2013 we proudly celebrated 75 years of Catholic education at Holy Family Primary School, Granville East.

Location/drawing area

The school is located in Granville East and draws on students from Granville, Merrylands and Guildford localities. It serves the parish of Holy Family, East Granville which is bordered by Parramatta Road to the north, Rawson Road to the south, Duck Creek to the east and Woodville Road to the west. There are 14 classes from Kindergarten to Year 6. These 14 classes work in seven grade learning groups in our contemporary, agile learning spaces.

Enrolment policy

Holy Family 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
2011 169 159 329
2012 176 146 322
2013 172 148 320

As our school population is remaining at a steady level. We are seeing some families move out of the area to other suburbs owing to financial or social issues.

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
 304  33  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 build intellectual formation of the Old Testament.
This priority was chosen to complement the 2012 work  studying the New Testament, giving staff and students opportunity to deepen their scriptural understandings.
  • weekly study of Old Testament readings from mass or class unit
  • introduction of The Angelus prayer time daily at 12:00 pm
  • study of the Old Testament through weekly staff prayer, staff reflection day and staff meeting each term
Our second priority was to develop comprehension, writing and oral language skills, with attention to English as a Second Language (ESL) best practice.
This priority was chosen as a result of analysing school data, staff reflection and situational analysis.
  • appointment of ESL teacher leader
  • staff training in analysis and planning using ESL scales
  • introduction of oral language assessments and professional learning with speech pathologist
  • drama literacy program to extend comprehension
  • building student vocabulary across learning areas and experiences
Our third priority was to continue to develop students' numeracy skills.
This priority was chosen as a result of school's involvement in 2010-2012 Extending Mathematical Understanding (EMU) numeracy project, aiming to consolidate components and strategies of the numeracy block.
  • two Year 1 EMU intervention groups, taught by EMU specialist teachers
  • completion of Mathematics Assessment Interviews for all Kindergarten, Year 1, Year 4 and Year 6 students
  • class data walls indicating student growth points in their numeracy development
  • teacher peer observation, working with the school's numeracy lead teacher
  • participation in Improving Literacy and Numeracy National Partnership (ILNNP) to support targeted Year 4 and Year 6 students
Our fourth priority was to implement the FOCUS 160 initiative in all Kindergarten, Year 1 and Year 2 learning spaces.
This priority was chosen as a result of school's inclusion in Catholic Education Office, Parramatta's initiative to support identified schools.
  • implementation of success criteria for effective daily 100 minute/day literacy block
  • practice analysis with teacher educator and school's literacy lead teacher
  • school data wall to monitor at risk students
  • case management meetings to plan for at risk learners
  • implementation of two reading recovery programs

Projected school priorities

 Priority Reason for the priority
Steps to be taken to achieve the priority
Our first priority will be to enhance the inner life of staff and students through the practice of Christian meditation.
This priority was chosen to build student relationships with God through the prayer experience of meditation. Research shows that children have displayed increased ability to concentrate through practising stillness and mindfulness - leading to improved habits for learning and social interaction.
  • staff practice of meditation
  • all classes to implement daily meditation practice
  • staff professional learning on guiding students in meditation
Our second priority will be to strengthen language skills for learning.
This priority was chosen owing to indicated delays in language development of our students, impeding their ability to engage with, and process, language required to access curriculum demands.
  • staff professional learning with speech pathologist in developmental needs of language learners
  • school participation in drama/literacy program to develop oral and expressive language
  • differentiating classroom practice to meet student language needs
Our third priority will be to develop habits for learning.
This priority was chosen as a result of staff observation and anecdotal evidence that students lack the dispositions of learning - failing to develop habits for learning.
  • professional learning re positive psychology models and practices
  • Bounce Back program and brain gym activities through school Drama program
  • use of learning intentions, success criteria and student goal setting
  • 'Automatic Positive Thoughts' processes and practices

Catholic identity

Prayer, liturgical life and faith experiences

To support our school implementation plan goal, we explored the stories of the Old Testament, sharing these in class, school prayer experiences, liturgies and response activities. An aspect of this was sharing in the prayer leadership of others: students planning and leading prayer at Monday morning assemblies; staff working with different colleagues leading weekly staff prayer; and different grades working together to plan and implement whole school liturgies.

Other experiences included:
  • celebrating St Patrick's Day, St Joseph's Day, Ash Wednesday, Feast of the Assumption, Mary Help of Christians and the Feast of the Sacred Heart
  • Feast of Mary MacKillop celebrated in conjunction with our 75th Anniversary
  • the special place of family at our school where we celebrate Mothers Day and Fathers Day
  • ANZAC Day prayer, held each year
  • parent pilgrimage to Mary MacKillop Place
  • the seasons of Lent and Advent, shared with the children through whole-school prayer experiences
  • an Easter Prayer Room experience allowing students, parents and staff to journey through the events of Easter in quiet prayer and reflection
  • praying the Rosary in class each day during October
  • our focus for Christmas 2013 - a community evening of song and dance, celebrating the Christmas story

Social justice

As a school, proud of its Josephite traditions, we follow the credo of St Mary of the Cross MacKillop: 'Never see a need without doing something about it'. With this as our goal, our school aims to reach out to others through social justice initiatives including the continuation of the Junior Joeys Social Justice Group. This group raised funds for St Vincent de Paul (SVDP) and Caritas through student discos, lunchtime craft activities and prayer groups. A new initiative in 2013 was the SVDP Winter Sleep Out in the school hall for Year 6 students, raising funds for homelessness through sponsorship. Families are very generous in their support of the SVDP Winter and Christmas appeals.

The students and staff supported Project Compassion by collecting donations in classrooms, at home and in the school office.

Following the Blue Mountains bushfires, the staff, parents and students made donations to the Diocesan Appeal.

At the conclusion of the school year, in lieu of Kris Kringle gifts, the staff made cash donations to the Mary Mackillop Foundation.

School, home and parish partnerships

Holy Family Primary School values its partnership with parents in the faith education of their children. The school has an active role in the parish Sacramental program. Parents are invited to all school and class liturgies and to whole-school prayer times such as Lent and Advent. In 2013 we continued parent prayer afternoons celebrating Our Lady in term 2 and St Mary MacKillop in term 3. We also undertook a parent pilgrimage to Mary MacKillop Place in North Sydney. This was a special day of learning more about Mary MacKillop and the Josephite charism, and time was spent in prayer at her tomb.

Throughout 2013 parents continued to offer valuable assistance to our school through:

  • the Woolworths Earn and Learn Campaign, raising points for new library books
  • school canteen helpers
  • social justice initiatives
  • open classroom opportunities - Catholic Schools Week, Harmony Day, Literacy and Numeracy Week
  • parents invited to visit classrooms the week their child receives a Student of the Week Award 
  • 75th Anniversary celebrations
  • guest speakers
  • readers at school liturgies and special events eg Kindergarten Orientation 
  • seven parents represented grades in forming the Parent Representative Group

Religious Education

Religious Education

At Holy Family Primary School, we believe that Religious Education permeates all aspects of our life. Therefore, Religious Education is not bound by set lesson times and liturgical celebrations. For us, Religious Education is lived in how we treat one another, bringing to life the messages of the gospels.

Sharing Our Story is the Religious Education curriculum of the Parramatta Diocese. It incorporates the child's life experience, our Christian story, personal reflection and the opportunity for the children to respond in action to their learning. This document supports the partnership in faith between parish, school and home in living out the gospel values.

A very special characteristic of our school is the children's willingness and openness to share their faith. With this in mind, in 2013 students continued to use the school's prayer garden at lunch time for time of quiet prayer and reflection. This has become a favourite place to sit quietly at lunch times, with children often seen with their heads bowed in quiet prayer.

In 2013, at the invitation of the bishop, all in the school community paused each day at 12:00 to pray the Angelus. This time quickly became a special time in the day for all to spend time in reflection and prayer, focusing on Our Lady. Once familiar with this prayer, students began to lead this time.

All students Kindergarten to Year 6 (K-6) were very supportive of social justice initiatives introduced by the Junior Joeys group. There was great pride in seeing children make a donation to Caritas or St Vincent de Paul, when participating in lunchtime prayer groups and activities in the school hall.

Professional learning of staff in Religious Education

During 2013 the staff of Holy Family participated in the following Religious Education professional learning:

  • Lectio Divina studies during Lent
  • term 1 Staff Meeting on the history and purpose of The Angelus
  • term 2 Staff Meeting on the cultural and historical background of the Old Testament  
  • term 3 Staff Learning Day on Stories of Promise in the Old Testament, led by a facilitator (Notre Dame University) and linked the coming of Jesus with the fulfilment of the covenant
  • A term 3 Staff Spirituality Day held at Winbourne, Mulgoa centred on allowing time for prayer and peace in our mission as educators. Discussion was held regarding works of Parker Palmer, the importance of personal prayer and our call to mission.
  • term 4 Staff Meeting - analysis of Religious Literacy Assessment

Staff also undertook training in the Catholic Education Office (CEO) Religious Literacy Assessment program.

Four members of staff were completing post graduate courses in Religious Education.

Learning and teaching

National Assessment Program - Literacy and Numeracy (NAPLAN) 2013

Students in Year 3 and Year 5 across Australia participated in National Assessment Program - Literacy and Numeracy (NAPLAN) in May 2013. The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and aspects of Numeracy. The test provides a measure of the students’ performance against established standards and against other students in Australia. Each year the results are analysed by the school to inform teaching with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy, reading, writing, grammar, punctuation and spelling at particular ages. These are referred to as national minimum standards. Band 2 is the minimum standard for Year 3 and band 4 is the minimum standard for Year 5. Student performance in NAPLAN in our school is compared to these standards. The percentages of students achieving at or above these national minimum standards, and the percentages of students in the top three bands are reported in the table below.

 % of students at or above national minimum standard% of students in top three bands
Year 3:    
Literacy100.00 95.00 78.95 71.70
Numeracy92.30 95.80 35.90 62.00
Reading94.90 95.30 66.67 69.30
Writing100.00 95.00 89.74 75.40
Grammar and Punctuation94.70 95.30 68.42 73.40
Spelling97.40 93.90 73.68 67.40
Year 5:    
Literacy97.70 94.00 39.53 58.17
Numeracy86.00 93.40 25.58 51.70
Reading97.70 96.20 41.86 62.80
Writing100.00 91.70 46.51 51.90
Grammar and Punctuation83.70 94.80 48.84 61.50
Spelling90.70 93.10 48.84 58.30

After receiving the 2013 NAPLAN results, staff spent a professional learning day analysing the data, setting school directions and developing individual intervention plans for student deemed at risk.  Staff had extensive access to the SMART data site and the relevant teaching resources. The information gathered through the analysis, also informed the school's 2014 implementation plan.

School curriculum

At Holy Family Primary School we aim to cater for all children. Therefore we include:

  • transition to Kindergarten program
  • catering for children at risk with behavioural and emotional needs, with help from the school counsellor
  • early identification of students at risk with the development of their communication skills
  • introduction of a Drama/Literacy program in Year 4
  • Kids Club social skills group that meets two days a week to assist children in developing their social play skills
  • Language Background Other than English (LBOTE) curriculum perspective in all classroom programs
  • enriching learning opportunities outside of the classroom through excursions and in-school activities
  • orientation day visits for local feeder secondary schools
  • the 2013 consolidation of the Holy Family Primary School Playgroup for children 0-5 years

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

  • Premier's Reading Challenge
  • Stage 3 School Concert Band program
  • Stage 2 Drama program
  • diocesan Voice of Youth competition
  • diocesan sport programs and competitions - soccer, netball, athletics, swimming, touch football
  • Delany Cup debating competition
  • Kindergarten - Year 6 Holiday Reading Program with Granville Library
  • Kindergarten - Year 6 Swimming program
  • local citizenship programs and competitions
  • Gymnastics program
  • Country Women's Association (CWAposter competition
  • story writing and poetry writing competitions
  • use of digital technologies to support all learning areas

Initiatives to promote respect and responsibility

At Holy Family Primary School, we all have the right to be happy, safe and to learn. As a Catholic school we live out our Mission Statement and teach gospel values. This all contributes to promoting personal responsibility and respect for others throughout our community

All classes have developed the core values of: 

  • be Safe
  • be Respectful
  • be a Learner

Classroom expectations are developed from these core values, and all behaviours are referenced against these. 

In 2013, staff continued to implement the Bounce Back! program which aids in the development of student self-esteem, resilience and the reduction of bullying and anti-social behaviours. Since implementing this program in 2010, there has been an evident reduction in playground incidents and problems. 

Students also undertake studies and discussions related to core values and citizenship. At Holy Family Primary School, we believe that children are taught these important aspects within their family and their school experiences. This in turn allows them to then take their part as a productive member of society.

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 affirmed the following aspects of our school:

  • importance placed on Religious Education (96%)
  • opportunities to celebrate Religious Education (94%)
  • staff approachability (69%)
  • reporting to parents (88%)
  • teacher morale (80%)
  • stimulating learning (71%)

Areas for ongoing attention were:

  • learning focus
  • social skills
  • student safety
  • parent participation in social justice activities

Student satisfaction with the school

The QCS data showed that Year 6  students affirmed the following aspects of our school:

  • importance of Religious Education (98%)
  • opportunities to celebrate our faith (92%)
  • stimulating learning (63%)
  • student motivation (82%)

Areas for attention from a Year 6 student perspective were:

  • classroom behaviour of students
  • negative feelings about school 
  • a stronger feeling of being safe at school

Teacher satisfaction with the school

The QCS data showed that staff affirmed the following aspects of our school:

  • school morale
  • teamwork and ownership
  • curriculum processes
  • use of engaging classroom practices

Areas for attention included:

  • feelings of distress when completing tasks on own
  • wanting more feedback and recognition
  • sense of empowerment - role in decisions

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

Staff undertook internal professional learning in:

Teaching and Learning:

  • FOCUS 160 components of a Literacy Block - guided reading, book introduction, purposeful talk
  • FOCUS 160 components of a Numeracy Block
  • Stage 2/Stage 3 Numeracy Block
  • student management
  • drama/literacy techniques
  • assisting students with communication disorders
  • Running Record analysis
  • components of a writing block
  • developing spelling skills
  • applying English Additional Language/Dialect (EAL/D) strategies
  • National Curriculum - English
  • National Curriculum - Mathematics
  • ClassM8 - CEDP initiative
  • using iPads in the classroom
  • cyber safety

Student Care:

  •  student management strategies

Legislated Areas:

  • staff first aid training
  • child protection
  • school compliance

External training programs:

  • cyber safety
  • Reading Recovery training
  • Extending Matematical Understanding (EMU) intervention- specialist teacher training
  • Extending Matematical Understanding (EMU) inservices
  • Early Career Teacher program
  • FOCUS 160 literacy leaders training
  • ClassM8 - CEDP initiative
  • Project Based Learning Conference
  • National Curriculum - English, Mathematics

Teacher attendance and retention rates

Teacher attendance

The average teacher attendance for 2013 was 95.46%.

Teacher retention

Of the 2013 teaching staff, 85% 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
 97.2  94.3 94.99 
 95.57 95.95
 93.95 93.84


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 full text of student welfare, discipline and anti-bullying policies can be obtained from the school office.

Teachers make time to sort out student difficulties both in the classroom and playground. This ensures that everyone's story is heard and acted upon in the appropriate manner. Records of serious misbehaviours are maintained, and parent meetings held as required. Processes and protocols exist where suspension from class, or school, is deemed appropriate and records are maintained.

The first point of contact for student management issues are the students' class teachers as they have a strong relationship with, and understanding of, each student. Should additional support be required, class teachers then discuss support options and follow-up actions with the relevant member of the school's executive staff.

Holy Family Primary School is guided by our Anti-Bullying policy (February 2012). This policy defines bullying, outlines the steps taken in managing this issue, documentation, and supportive actions that can be taken by students, staff and parents. This policy is available on the school's website for parents.

During 2013, following analysis of the Quality Catholic Schooling survey data, the staff continued to implement processes, procedures and strategies to ensure school-wide consistency of practice. This will continue as an area of discussion and action in 2014.

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 this year.

Financial statement

School recurrent and capital income

School recurrent and capital income

In 2013 Holy Family Primary School received $16,426.00 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.


Learning in Action

Student Led Conference
Thank you to all the parents that joined us for the Student Led Conference. The students were very proud to showcase their learning.
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Mini Fete 2015
Year 6 organised a spectacular Mini Fete to help raise money for their Canberra trip.
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Holy Family Primary has a number of school-based policies and procedures that govern various aspects of our School life. These provide the framework within which we operate.

The Catholic Education Office, Parramatta Diocese also provides advice and recommendations on educational and administrative policies and priorities, and monitors policy implementation.


  • Holy Family Primary has a number of school-based policies and procedures that govern various aspects of our School life. These provide the framework within which we operate.

    The Catholic Education Office, Parramatta Diocese also provides advice and recommendations on educational and administrative policies and priorities, and monitors policy implementation.

  • View Policies
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