The Handbook below covers all information about Holy Trinity that you and your child will need.

You can download and print a copy of the handbook by pressing the 'PDF' button above. Please note that this may take a few moments complete.

If you have any further questions in relation to school times, dates, policies or other general enquiries please feel free to contact Holy Trinity by phone on 8633 8500 between 8:30 am and 3:30 pm from Monday to Friday.


Dear Parents and Friends,

On behalf of Father Andrew and myself, I wish to extend you a warm welcome to our school community.

We acknowledge that you, as parents, are the first educators of your child and we thank you for choosing Holy Trinity as the primary school for your child. We will now work in partnership to support you in nurturing and promoting the growth of your child. At Holy Trinity, we live out our motto to ‘Love Serve Hope’ as we reflect on the mission of Jesus and develop our spiritual life through learning, prayer and liturgy.

Catholic Education is founded on the principle of parent contribution and voluntary service. Our school will continue to grow through your support of school initiatives, social events, and through school fees and fundraising.

Holy Trinity strives to live out the values of Saint Mary of the Cross MacKillop. Mary said “never see a need without doing something about it”. At Holy Trinity, we accept this and strive to be responsible, to be of service to all, and to assist the poor and marginalised.

At Holy Trinity, we strive to create an atmosphere of learning, which inspires students to think creatively, work collaboratively, and communicate with each other and the wider community, and to be problem solvers. Student learning will be focused and purposeful, and we will always have an expectation that all children can learn and will achieve their personal best.

We look forward to working with you in supporting your child throughout their learning time at Holy Trinity.

Helen Boyer


Our Catholic faith and tradition

We provide a variety of religious experiences, which include:

  • Prayer
  • Liturgical and Eucharistic celebrations
  • Involvement in Sacramental Programs

We educate our children in their faith through:

  • Religious Education Programs
  • Sacramental programs
  • Prayer, Liturgical and Eucharistic celebrations

The dignity of each individual

  • We exercise the preferential option for the poor by providing equal opportunities for all children
  • We provide a range of learning experiences that cater for the needs and abilities of individual children
  • We respect the rights and beliefs of all members of the community

The welcoming and hospitable atmosphere in our school

  • We build upon the strong sense of celebration,
  • enjoyment and wellbeing present in our school
  • we promote effective communication to ensure that each community member has a sense of inclusion, and is able to participate in the life of the school
  • we provide opportunities for individuals to express their ideas and opinions in the climate of openness and support


Every child has a right to learn

  • We provide positive educational experiences
  • We respect children as individuals and cater for their differences
  • We encourage all children to work to the best of their ability
  • We promote appropriate behaviour
  • We provide a professional climate in which staff are expected to be suitably qualified and professional in their dealings with children, parents and colleagues
  • We provide a curriculum which is relevant to the children and the society in which they live and grow

Parents and teachers are partners in the education process

  • We foster positive teacher/parent relationships
  • We provide opportunities for parents to be involved in the educational life of their children

The multicultural nature of our school is something to be celebrated

  • We respect the rights and beliefs of all in our school community
  • We cater for the various needs of our children and parents
  • We appreciate the cultural diversity within the school and promote tolerance and acceptance of all

Established in 1885, Holy Trinity Primary was founded by the Sisters of St Joseph and continued under the sisters' administration until 1976 when the first lay Principal was appointed. The school has seen many changes with building programs taking place in 1913, 1934, 1964, 1995 and 2010.

Holy Trinity is a small school in which members of the community work hard to maintain the friendly and hospitable atmosphere. Holy Trinity is a school located in Granville and serves the parish of Holy Trinity, and draws on students from Granville, Merrylands, Guildford, and a number of other suburbs.

School Spirit is a high priority and parents are encouraged to build happy working relationships with members of staff.

Our school is characterised by the teaching of strong Catholic Christian values and there is a strong emphasis on the teaching of living skills and courteous behaviour.

At Holy Trinity many children come from language backgrounds other than English. Twenty-eight languages other than English are spoken as the first language of the children.

All classrooms are equipped with interactive whiteboards, speaker systems, Apple MacBooks and Macbook Pros, iPads, iPod touches and Apple TVs, all with wireless internet access.

Specialised learning support is available in English and Mathematics.

Holy Trinity has a well-resourced library where children are encouraged to browse, research and borrow. Parents are also invited to borrow from the Parent section.

With a dedicated staff and our focus on meeting the learning needs of individual students, Holy Trinity students receive a high-quality primary education.

Contact Details
Address Grimwood Street
Granville 2142
Phone School: 8633 8500
Parish: 9637 1902
School Hours 9:00am to 3:10pm
Office Hours 8:30am to 3:45pm
Website www.htgranville.catholic.edu.au
Email holytrinitygranville@parra.catholic.edu.au


Key Contacts
Principal Helen Boyer
Parish Priest Father Andrew Bass
Parish Number: 9637 1902
Assistant Principal Kathryn Salkeld
Religious Coordinator Amy Press
Secretarial Staff Rose Borg


Stage LearningTeam Leaders
Early Stage 1 Michelle O'Leary
Stage 1 Michelle O'Leary
Stage 2 Amy Press
Stage 3 Kathryn Salkeld
Maria Bisazza


General Information

School Office Opens 8:30am
Children Arrive From 8:30am
Monday Morning Assembly 8:50am
Tuesday-Friday Morning Line Up 9:00am
Recess 11:00am - 11:30am
Lunch 1:30pm - 2:10pm
Dismissal 3:10pm
School Office Closes 3:45pm


This begins at 8:30am and finishes at 3:30pm each afternoon. 
Parents are reminded that children should not be left at school outside these hours.

School term dates and holidays are generally the same as government schools.

Term Dates
2017 2018
Term 1 Monday, 30 January to
Friday, 07 April
Term 1
Tuesday, 30 January to
Friday, 13 April
Term 2 Wednesday, 26 April to
Friday, 30 June
Term 2
Tuesday, 1 May to
Friday, 06 July
Term 3 Tuesday, 18 July to
Friday, 22 September
Term 3
Tuesday, 24 July to
Friday, 28 September
Term 4 Monday, 09 October to
Friday, 15 December
Term 4
Monday, 15 October to
Tuesday, 19 December

Parents should check the school website for upcoming school events and Staff Development Days.

Parents are invited to bring their children into the playground. No parent is to proceed into classrooms, toilet areas and/or playgrounds unless they have a visitors badge, which is obtained from the school office.

School gates are opened at 3:10pm after students have been dismissed.

Please note that as a matter of security and student safety, the only access to the school between the hours of 9:00am and 3:00pm will be through the school office, where badges are issued for all visitors.

Local Area Police Command often patrol our school local area. All parents are urged to maintain safe practice by:

  • using marked crossings
  • parking in signed areas

Parents are asked not to park in the staff car park.

Parents are asked to please supervise children if they need to cross Randle or Grimwood Streets.

Please note that a letter/written note is necessary for ALL absences. For legal reasons, notes must be sent to school explaining each of your child's absences. However, if a child is going to be away from school for more than two days, please telephone the school. In this way we may be able to support your child's learning.

Skoolbag, our mobile communication app, provides an opportunity for you to send a note to the school.

New changes have been implemented as a result of the changes to the Education Act 1990 regarding attendance. Exemption from attendance no longer applies to travel and holidays, both domestic and international.

Students who are absent from school may be disadvantaged in their learning progress and ongoing development. To maximise the benefits of education for all students, school are required to follow legislative requirements for the Education Act 1990.

New requirements for student absence and travel

  • 1-9 days absence: Parents must notify the school Principal be mail or email

  • 10-99 days absences: Parents must complete and submit the 'Application for Extended Leave form (A1)' prior to commencing leave OR apply for extended leave in writing to the Principal directly. If approved, the Principal issues a 'Certificate of Extended Leave (C1)'.

If the Principal declines this application (i.e. it is not within the best interest of the child to take leave and be absent from school), a letter notifying parents that the application has been declined would be forthcoming from the school.

If your child arrives late to school (any time after 9:15am), they must be accompanied to the office by a parent or carer. A late note needs to be signed by the parent or carer explaining the reason for being late.

To ensure that your child doesn't miss any class activity, punctuality is imperative.

If you wish to pick your child up from school early (any time before 3:10pm), for an appointment or any other reason, you must go to the school office.

The office will contact the class teacher and the student will be sent to the office.

A note needs to be signed by the parent or carer explaining the reason for leaving early.

Should someone else be picking up your child, the office and classroom teacher needs to be notified. The office staff may also require persons collecting children to provide them with identification in these instances.

It should be understood that arriving or leaving in school time disrupts both the children's learning and teaching. This should only happen when no alternative is available.

Communication Between School and Home

Every week a newsletter or an update will be sent home. This communication contains valuable information about the Holy Trinity School community.

Skoolbag provides schools with an easy way to tell parents/carers everything they need to know, and it provides parents with the most convenient way to receive school notifications.

No more lost paper in student student school bags. School Newsletters, school notices and alerts are communicated directly to the parent smart phone through Skoolbag school Mobile App.

Skoolbag is a school Mobile App that communicates directly with iPhone and Android devices.

An open line of communication is essential if a school is to reinforce values that are being taught at home. The school provides three structured means of reporting to parents:

  • Term 1: Parent Information Night
  • Term 2: Written Report
  • Term 3: Parent/teacher interview as follow up from written report
  • Term 4: Written Report and Parent/Teacher interview on request.

Although teachers are available to talk to parents regarding their child, the usual process is to make an appointment through the School Secretary, for a mutually convenient time. It is important that parents do not try to discuss their child's learning during class time.

If you require further advice regarding your child's development, Stage Learning Team Leaders can be available to meet with you.

The proactive relationship between school and home plays an important part in a child's successful school life.

If you have a matter you wish to raise with a teacher, please feel free to communicate in writing or contact the office to make an appointment.

In the event that your issues have not been satisfied, you are invited to contact your child's Stage Learning Team Leader. The Stage Learning Learning Team leader is a member of the school's Leadership Team and can be an important liaison between yourself and your child's teacher.

If the matter requires further consultation, an interview with the School Principal can be made by phoning the school office.

Please remember, your concerns, ideas and suggestions are always welcome.

When your child has to bring a note, fees, etc to school, it is most important that you put it in an envelope, and you are asked to write your child's name, class and the reason for the enclosure, e.g. school fees, note for teacher etc.

Please instruct your child to hand any notes, school fees etc. to the class teacher and not directly to the office.

All parents who volunteer their services by working in the canteen, parent readers, managers and coaches of sporting teams and attending excursions, must complete an online Child Protection Training Module for volunteers at the Building Child Safe Communities Volunteers page.

Once the training module has been completed, the school receives notification.

The online training needs to be completed every two years.

Parents are encouraged to become involved in the life of the school at every opportunity.

Common ways in which parents are able to contribute, include:

  • assisting in classrooms
  • helping in the canteen
  • supervising on school excursions
  • fundraising
  • helping on our Enrichment Day
  • assisting with sporting events
  • attending parent information nights
  • attending parent/teacher meetings (held formally in July)

All visitors to our school must log into the computer found at the school office. In ensuring safety for all, visitors including contractors, must wear a visitor's badge/label.

Please note: All volunteer workers in schools are required to undergo child protection training. Visit the Parramatta Catholic Education Office website 'Building Child Safe Communities' for more information.

There are four Sport Colour Houses - Blue, Green, Red and Yellow.

Children are put into a Colour when they start at Holy Trinity. Families are kept in the same House Colour.

Children compete first at school level, and then progress to Zone, Diocesan and Inter-Diocesan levels.

School assemblies are held each Monday commencing at 8:45am - Students of the Week, Birthdays and Principal's Message. All parents are welcome.

Throughout the term, grades may present at an Assembly, These Assemblies will be advertised in the Newsletter and occur on Friday from 2:30pm.

Special Education, Literacy Support, ESL (English as Second Language teachers) work closely with class teachers and parents in meeting individual needs.

At Holy Trinity specialist teachers in a variety of curriculum areas work closely with teachers, in providing integrated programs.

Early Intervention Programs:

  • Reading Recovery is an individualised intervention Reading program for eligible children in Year 1.
  • EMU (Extended Mathematical Understanding) is a daily intervention program offered in small groups, to some eligible Year 1 students.

At Holy Trinity, we believe:

  • in maintaining a close relationship with our Pastor, Father Andrew and the Parish team
  • prayer is an expression of our relationship with God and forms an integral part of our school life
  • prayer may take on various forms, and the children at Holy Trinity will be involved in a wide variety of faith expressions at different times during the year.

Prayer times include:

  • Special School Prayer Celebrations
  • Classroom Prayer
  • Whole School Masses.

As parents form an important part of the school community at Holy Trinity, you are invited to attend and participate in Liturgies with your children.

At Holy Trinity, we believe that positive school behaviour grows from creating a school environment which fosters care for one another, respect of individual differences and trust, through a sense of feeling safe.

As members of the Catholic Community at Holy Trinity, we believe that behaviour management is an ongoing process that nurtures the total development of the child. It cannot be a separate entity and is an interchange of values between home and school. With this in mind, we aim to develop strong supportive relationships between teacher, parent and child.

Our School Rules are:

  • I am safe
  • I am a learner
  • I am respectful.

At Holy Trinity, we believe homework provides an opportunity for parents to nurture their child's learning. When parents participate in the completion of homework, they are giving a strong message to their child that this activity is important.

Homework also assists in developing good study habits. Homework may be set by the class teacher, either on a daily or weekly contract basis. This provides the children with an opportunity to learn to organise that time so that homework is completed during the week, rather than on weekends.

The purpose of homework is to revise, reinforce and consolidate skills covered within each stage.

Parents are asked to provide the time and environment, which will allow their children to work productively.

Uniform & Grooming

The wearing of the correct Holy Trinity school uniform demonstrates a pride in personal appearance and in our school. We ask for your support and co-operation in ensuring that your child wears the correct uniform at all times.

School uniforms can be bought from:
OZ Fashions The Uniform Specialist
115-127 Parramatta Road,
Granville NSW 2142

Phone: (02) 9897 3121
Fax: (02) 9897 3222
Email: mail@ozfashions.com.au
Website: www.ozfashions.com.au

The Holy Trinity school hat and library bag are also available to be purchased from the school office.

General School Procedures

In the event of a serious accident at school, the following procedures will be taken:

  • The school will ring parents.

  • If the parents are unavailable the school will contact:
    1) emergency contact
    2) family doctor
    3) nearest doctor

  • If necessary, the child will be taken by ambulance to hospital.

  • The school will, in all cases, take the necessary steps to ensure the wellbeing of your child.

Bus passes may be obtained through the school office by completing a bus application form.

These are available to all children from Kindergarten to Year 2. Year 3 to Year 6 children are entitled to a pass if they live more than 1.6 kilometres from the school.

In the case of a lost bus pass, parents must approach the bus company personally. There is a fee for a replacement pass.

The school canteen is open on Tuesdays and Fridays and is run by parent volunteers.

Please refer to the 'School Notes & Forms' section of our website for the current Canteen Price List.

In the interest of safety, and for the protection of your child, parents are expected to adhere to the following procedures:

  • All parent helpers must complete Child Protection Training online before they are able to work in the school. This can be located at the Building Child Safe Communities - Volunteers page
  • Parent helpers are to wear identification whilst they are working in the school
  • Parent helpers are to remain in sight of the class teacher when working with children
  • If children need to go home early, parents or guardians are to come to the school office and wait for the children to be paged
  • All visitors to the school are to report to the office upon arrival at the school.
  • Parent helpers are to adhere to the Parramatta Diocesan Policy on Child Protection.

From time to time your child will bring home newsletters, updates and notes from school.

Please check their bags daily for such notes.

Any notes, fees etc. should be sent to the class teacher with your child in an envelope labelled with the child's family name, class, and contents to enable the teacher to forward to the office, if necessary.

The following procedures will be observed at going home time:

Walkers: Those children who walk home are asked to go straight home.

Cars: Any parents who pick up their child by car should observe the "No Stopping" signs. Children remain inside school grounds until parents arrive to collect them.

Buses: Children who catch buses home in the afternoon will be supervised by a teacher until such time as they board the bus. No responsibility for these children is taken once they have done so.

If a parent wishes to see a teacher about their child, please send a note requesting an appointment or telephone the school office to arrange a mutually appropriate time.

Formal Parent/Teacher interviews will be held in conjunction with mid-year reports.

As the teacher is responsible for his/her class between the hours of 9.00 a.m. and 3.15 p.m, it would be appreciated if they were not disturbed during these hours.

The school authority and individual teachers owe the pupils a duty of care. When medication is required by a student, the following procedure takes place.

Storing the Medication
Medication, with the parent note is to be taken to the office by the parent or child, where it will be stored in a locked cupboard in the sickbay or the staffroom fridge.

Administering the Medication

  • The secretaries will be responsible for giving the medication.
  • At the appropriate time the secretaries will send for the student and/or the teacher sends the student to the office
  • The secretaries check the identity of the child against the photo on the child's record card.
  • After the medication has been administered, the student signs the medical book in the office.

Parental Consent
Parents MUST request the administration of medication in writing.

The following MUST be provided in writing:

  • date
  • signed
  • details of dosage
  • time
  • duration of the medication
  • acceptance of full responsibility in delegating the administering of the medication to the school

The medication is sent to school in a resealable plastic bag with the child's name and class on the bag. Spoon or measuring cup is to be supplied with the medicine, if needed.

Students with Ongoing Medical Conditions
Written information from the prescribing doctor is required with the following information:

  • exact dosage
  • when it is to be administered.

Any change to this medication needs to be also in writing by the prescribing doctor.

Students with Asthma
Every student with asthma needs to have the following information supplied in writing by their parents in consultation with the student's doctor:

  • usual medication taken when well
  • usual inhaler device.

Medications to be used when asthma symptoms develop at school is to be supplied in writing by the student's doctor

It is preferable that parents come to school to administer asthma medication to their child. However, if this is not possible, the school will administer the asthma medication.

The school First Aid kit for asthma contains:

  • a bronchodilator metered dose inhaler
  • a large volume spacer device to assist with effective inhalation of the bronchodilator
  • clear written instructions on how to use these medications and devices
  • steps to be taken in treating an acute asthma attack

A Student with a Condition Requiring Attention or Emergency Treatment
A student's photo is displayed on the staffroom noticeboard with their photo, their condition and plan of action.

Infectious Diseases
For the protection of other children in the school the following periods of exclusion must be observed.

Exclusion Time

Chicken Pox

Exclude until fully recovered.
Minimum exclusion for five days after the first spots appear.


Until all discharge has ceased.

German Measles

Exclude until fully recovered.
Minimum exclusion for four days from appearance of the rash.

Head Lice

Exclude while treatment is carried out and all eggs removed.

Infectious Hepatitis

Exclude until medical practitioner certifies recovery.


Exclude for at least four days from appearance of the rash.


Exclude until well with Doctor’s certificate.


Exclude until fully recovered.
Minimum exclusion for at least nine days after the swelling occurs.

Strep. Infection

Exclude until fully recovered.

Whooping Cough

Exclude until the first five days of a special antibiotic have been taken.

Please Complete the attached form and email or present to the school office.


For safety reasons, children are required to wear a school hat on the playground at all times. Children without a hat are not allowed to play.

A note should be given to the class teacher in the following situations:

Absences: Please state the reason for the absence e.g. sickness, holiday etc. and send a note with your child when he/she returns to school.

Extended Holidays need to be arranged with Principal’s approval. Please see the 'Student Attendance Exemption Form' under the School Notes & Forms page on our website. Download the form, fill it in and return it to the school office.

Student Attendance Exemption Form

Change of Routine:

  • Change of address or phone number
  • When a child needs to leave school early
  • When there is a different person picking up your child
  • When your child needs to catch a bus for the first time

On occasions your child's teacher may be unable to take the class. The teacher may be ill or be required to attend inservice courses or be involved in some other form of professional development. Additionally, classroom teachers are released from class for planning and preparation for approximately 90 minutes each week.  Some teachers, with large classes (over 30) receive extra support in the form of release from class. 

On such occasions, a qualified replacement teacher will be employed to teach the children. The relief teacher will normally follow the learning program that has been planned by the regular teacher.

No cars are to enter the school boundary between the hours of 8:15 am and 4:00 pm. Please drop your child off in Grimwood or Randle Streets. Double parking is not permitted at any time and you are asked to park your car properly before children get in or out of it. Children should always wear their seat belts when in the car. Please observe the ‘No Stopping’ signs, as Granville Police or Council Rangers often patrol the area.

Sports uniform is to be worn on Sports Day, currently:

  • Kindergarten on Thursday, and
  • Years 1-6 on Friday.

Fours days each year are set aside for staff professional / spiritual development.  These days are commonly called ‘pupil free days’, meaning that students do not attend school.

No doubt many times during the school life of your child you will become puzzled and confused. In the last ten years, schools have changed just as our world has changed.

We are about the business of educating our children for the 21st Century and beyond. The implications of this are very exciting and yet a little frightening.

Because schools have changed and are changing, it is more important than ever that you are parents who keep in close contact with the school.

If you are not sure what is happening,
Ask us, you need to know.

If you are not sure why it is happening,
Ask us, you need to know.

If you don't agree with what is happening,
Tell us, we need to know.

If you do agree with what is happening,
Tell us, it's a long journey alone!



Learning & Teaching


Religious Education begins at our birth and continues throughout our lives. Religious Education helps us and our children reflect upon ourselves, our world and our God in the context of our personal life experiences, the Sacred Scriptures and the Church and its traditions.

Our Religious Education program Sharing Our Story is integral to all that we do within our school. We aim to lead the students to a better understanding of their own Catholic tradition and emphasise the influence of the Holy Spirit at work in the lives of the students.

The school-based Living, Loving and Learning program is integrated directly with Religious Education.

The Religious Education program at Holy Trinity values the children's life experiences and encourages them to discuss, question, and make judgments and decisions. Children are encouraged to express their new insights through actions, and are given opportunities to reflect and respond at appropriate levels. Children regularly engage in prayer and liturgical celebrations.

Do not be surprised to find that the younger children are not taught lots of formal prayers. This comes later. Young children will be helped to speak to God in their own simple way.

Liturgical life of the school
Major features of the liturgical life of the school include:

  • a liturgy committee made up of Year 6 students
  • whole school Masses on the second and fourth Fridays of each month
  • Masses for significant occasions, such as the Opening of the School Year, Mothers Day, First Communion and End of Year
  • student and parent participation in liturgies
  • daily class prayers and assembly prayers organised by students
  • liturgical celebrations held for Lent, Easter and Advent
  • senior students forming the choir for major liturgical events
  • staff prayer each fortnight

Faith experiences
The whole school gather for prayer each Monday morning. Children participate in daily prayer in the classroom and in many classes, the children are responsible for organising liturgies.


Primary teachers do not see learning as something that can be neatly boxed into separate subjects.

They know, for instance, that when a child is working with a group on a science experiment, he or she might well be questioning and explaining, writing down observations, drawing graphs, calculating results, consulting references and so on.

Key Learning Areas

Learning at Holy Trinity is often integrated across several curriculum areas. The curriculum taught is the same as government schools, although there is a strong religious element. The seven Key Learning Areas (KLAs) taught at Holy Trinity Primary each deals with the knowledge, skills, understanding, values and attitudes that are relevant and appropriate for primary students.

  • Religious Education
    Our Religious Education program Sharing Our Story is integral to all that we do within our school. We aim to lead the students to a better understanding of their own Catholic tradition and emphasise the influence of the Holy Spirit at work in the lives of the students.

  • English
    In English, students develop knowledge, skills & understanding of English language and literature which has a wider role as a means of learning in all Key Learning Areas.

  • Mathematics
    Students analyse & solve problems in the areas of space, measurement and number. Maths also involves the study of patterns and relationships, and provides a means of communication.

  • Science and Technology
    Students are given opportunities to learn about natural and man-made environments by engaging in scientific and technological activity. Students investigate, design, make and use technology.

  • Human Society and Its Environment
    Human Society deals with the interactions of people with one another and with the social, cultural and physical environments.

  • Personal Development, Health & Physical Education
    This KLA helps students develop self esteem, social responsibility, personal fitness and the ability to make informed decisions about health and lifestyle.

  • Creative Arts
    Creative Arts includes the artforms of dance, drama, visual arts and music. Learning in these art forms engages students in developing their abilities to make works and appraise their own works and that of others. A specialist music teacher is available for all students three days a week.

Our School Plan

Teachers are encouraged to cater for individual differences in all areas of learning.

Due to the highly multicultural student population, all teaching occurs using an ESL perspective. There is a very strong emphasis on the teaching of English, and in primary grades children are grouped across grades for specific skills. For the past two years, there has been a very strong emphasis on the teaching of literacy and the improvement of students’ literacy standards.

We are a Smarter Schools National Partnerships Literacy School and this plan addresses the three reform elements:

  • effective, evidence-based teaching
  • strong leadership and whole school engagement in literacy
  • monitoring school and student performance to identify when support is needed

Analysis of NAPLAN data has informed our School Action Plan.


Living, Loving and Learning

This is a school-based personal development program taught each year over a period of seventeen weeks during terms 1 and 2.

  • the program introduces the students to the necessary social skills to allow them develop sound interpersonal skills
  • topics covered included: understanding self, feelings, self esteem, friendship and conflict resolution

Life Education

  • a program supported by the New South Wales [NSW] Department of Health. The program recognises the importance of healthy living and includes material on drug and alcohol abuse.

Literacy Support

  • a school-based initiative targeting a small number of students not funded under SAISO but who are experiencing problems with literacy

Dance Fever

  • a program started in 2009 and supported by the Catholic Education Office. The program runs each week for one term and children are taught a mix of Latin, modern and ballroom dances. The program teaches social skills, as well as movement and coordination skills.

Instrumental Program

  • a program initiated in 2009 with financial backing from the Catholic Education Office.  Each student in Year 6 is learning to play a band instrument, free of charge.  A weekly lesson is taught by a specialist teacher from Delany College.

Transition programs

Parent Information Night:

  • Parents attend an information session, during which they receive valuable information about the school.

In the Kindergarten Orientation program:

  • Students attend two orientation sessions where they participate in a variety of activities and assessments, meet their teacher and have time to get to know classmates.

In the Year 6 Transition program:

  • Students visit their respective high schools for orientation prior to commencement.
  • Year 6 and special needs teachers liaise with high school personnel with regard to student's needs.


The school is involved in a number of extracurricular activities. These include:

  • Stage 3 Band
  • Stage 2 Choir
  • Debating (The Delany Cup)
  • Zone swimming, cross country and athletics competition
  • Voice of Youth
  • Soccer Gala Days - Stage 2 and Stage 3
  • Book week celebrations
  • Educational excursions and incursions
  • Social justice initiatives (Junior Joeys, Jesuit Refugee Services, Project Compassion, Vinnie’s Van, Mission Week)


Homework is a valuable aid and is useful when:

  • It gives parents opportunities to encourage, express approval and in general, relate positively to their children.
  • It develops productive long-term habits and planning
  • It gives the chance to consolidate what they have learnt at school
  • It allows for the fact that children learn and work at different rates and have different needs
  • It increases children’s confidence and enjoyment in learning.

Our Policy

1. The most useful HOME work of all is family living:

  • Lots and lots of family conversation – storytelling, jokes, discussions about everything
  • Shared bedtime stories with a caring adult or family member reading to the children
  • Private reading in bed before lights out
  • Family games, activities and hobbies
  • Regular visits to the local library
  • Outings to all kinds of places of social, historic or natural interest
  • The kind of imaginative play that comes naturally to children of all ages

Such activities encourage and help children become better learners and happier human beings.

2. Children in Kinder are given home readers and sight words, when appropriate, with occasional tasks of colouring, tracing and copying.

3. Homework is given regularly to Years 1, 2, 3, 4, 5 and 6 for each school day except Friday. It is not always of  the written kind. However, written work is set for at least one day per week. It may be reading, carrying out an experiment, finding answers to problems posed at school, or work on a current theme or project.

4. Homework will allow for the individuality of each child in the class. Just as children are taught in group situations in the classroom according to their capabilities, then their homework will be set with this in mind.

5. Children in Year 1 (approx 10 mins), Years 2,3 & 4 (approx 20 mins) & Years 5 & 6 (approx 30mins) each night. These times are a guide only and students should spend (more or less) the same amount of time on set homework, irrespective of academic progress and development.

6. Homework should not be a source of worry or frustration for the pupil, teacher or parent. Students are encouraged to complete the assigned work to the best of their ability and seek the teacher’s help with any difficulties.

7. Homework is reviewed at school soon after its completion and is used (where appropriate) in classroom discussions.

8. Homework should be signed by a parent or carer. If for any reason, the child is unable to do homework, the parent or carer is to acknowledge by a written note.

Parents can be of great help to their children by showing interest in their activities, by listening to their reading and by being sympathetic and patient. Homework is of little value if it is completed by the parent or is not supervised. Please help and encourage, but allow your child to do his/her own work. If problems with homework persist, discuss the problem with the child’s teacher. This positive, ongoing partnership will ensure success and a happy and valued approach to homework.

Holy Trinity 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.

Please see the Policies and Procedures page of our website (under 'About Us') for full details.

1. Purpose

  • 1.1    To provide clear guidelines for dealing with members of the Holy Trinity School Community so that equity, dignity and responsibility are nurtured and that all actions reflect the school's Beliefs Statement.

2. Outcomes

  • 2.1   To identify shared beliefs of the Holy Trinity School Community concerning the way everyone should be treated.
  • 2.2  To ensure that all members of the Holy Trinity School Community are aware of expectations regarding behaviour and the accepted processes used to deal with behaviour management.
  • 2.3  To be rehabilitative rather than punitive with all dealings with children.

3. Framework For Action

  • 3.1   Every member of the school community knows the school rule and school code. See support document 7.3
  • 3.2  Support document 7.3 is to be displayed in every classroom.
  • 3.3  Teachers must not resort to name calling or allude to physical characteristics of children.
  • 3.4  Behaviour management strategies should be discussed with the Team Leader and also parents (when necessary) and appropriate support given.
  • 3.5  All children and teachers are treated with respect and problems dealt with in a positive way.
  • 3.6  Positive behaviour should be recognised and praised through the Student Merit Awards and other affirmations. ‘Merit / star’ charts should not be publicly displayed in classrooms.
  • 3.7  No form of physical punishment is acceptable. Detention is not permitted.
  • 3.8  Teachers will seek assistance with major behaviour incidents by referring to the Behaviour Support Time Table for that term. This timetable is placed on display beside the class phone for quick reference.
  • 3.9  Behaviour / Reflection reports may be used as a part of the framework for behaviour management. These can vary for the age of the child. See support documents 7.4; 7.5.
  • 3.10   Behaviour reports and any written communication must be copied and brought to the attention of the Team Leader before they are sent home.
  • 3.11 Team Leaders will keep a record of all incidents regarding behaviours which have been referred to them and file all Behaviour Reports at the end of each year.
  • 3.12   No form of humiliating punishment is acceptable. Children should not be directed to stand or sit in awkward, embarrassing, ungraceful, ungainly or dangerous positions or stand in doorways or outside classrooms.
  • 3.13   At the start of every school year, each teacher and class should compile and display a set of class rules so that children are responsible for their own actions.
  • 3.14   A copy of If I choose to Break the Rules (Support Document 7.1) should be displayed and discussed in relation to consequences in every classroom.
  • 3.15   Children should not be asked to write lines or repeated number tables etc as a source of punishment.
  • 3.16   A behaviour management book is distributed to each class and special purpose teacher. It should be kept to record classroom misbehaviours, behaviour reports etc., outlining the date, people involved and action taken. This is to be sighted by the Team leader at least once a term or as required. The Assistant Principal will then file the book at the end of each year.
  • 3.17   Special Purpose Program Teachers e.g. Library, Music, Learning Support and Literacy should have regular contact with the class teacher if behaviour problems occur.
  • 3.18   Any and all incidents of a sexual nature including children exposing themselves and or touching others etc MUST be reported to a Team Leader as well as the Principal/Assistant Principal immediately.
  • 3.19   Playground Behaviour Books are kept in the PA Box. Teachers on playground duty should record inappropriate behaviour - outlining the date, people involved and action taken. The classroom teacher should always be notified. Team Leaders should also be notified of serious behaviour problems. This book is reviewed by the School Leadership Team and appropriate action taken. Duty teachers should familiarise themselves with Suggested Playground Strategies -  (Support Document 7.2)
  • 3.20  Parent complaints - verbal or written - need to be accepted with tact and in the spirit of Procedural Fairness (See Support document 7.7). Consultation with a Team Leader is mandatory. After discussion and consideration, action will then be taken regarding the issue.
  • 3.21   Minor complaints from parents should be dealt with by the teacher concerned.
  • 3.22  More serious parent complaints will be dealt through an interview situation (where possible). The parent, teacher and the Team Leader will attend the meeting, dealing with the matter professionally and sensitively. The rights of the teacher are to be protected at all times. The Principal or Assistant Principal may be involved as necessary and all matters will be treated with procedural fairness (ie the right to an unbiased decision (Support Document 7.7)
  • 3.23  If at any time a parent complains about the teaching ability of a staff member - present or past - the conversation is to be terminated tactfully and the incident reported to the Team Leader & or Principal/Assistant Principal.

4. Basis of Discretion

  • 4.1  A Behaviour Book for the classroom should be sighted by the Team Leader as required.
  • 4.2  Various circumstances may require a different approach depending on age and cognisence of the child.
  • 4.3  Consequences required for behaviour are at the discretion of the teacher in accordance with policy guidelines. Team Leaders should be consulted when suitability is in question. The main forms of consequences include: Supervised time out; Loss of privilege and 'Community Service'. Refer to Support Document 7.6
  • 4.4  Behaviour Reports are used within classroom but can also be used for playground behaviour if required. It should be carefully noted that they are not a consequence.
  • 4.5  Behaviour Reports will be sent home at the teacher's discretion after advising a Team Leader. Copies of these MUST be retained for reference with the Team Leader.
  • 4.6  The individuality and confidentiality of each child is to be respected when using the Playground Behaviour Book.

5. Budget

  • 5.1  Teachers will be given the opportunity to attend inservices where appropriate to assist them in management strategies.
  • 5.2  DVD’s and books will be purchased on a needs basis and housed in the library using appropriate borrowing procedures.

6. Evaluation

  • 6.1 The policy will be reviewed through discussion at staff meetings and will be introduced to all staff at the beginning of the year.

7. List of Support Documents

  • 7.1 If I Choose to break the Class Rules.
  • 7.2 Suggested Playground Strategies.
  • 7.3 School Rule and Code.
  • 7.4 Behaviour Report – Year 3 to Year 6
  • 7.5 Behaviour Report – Kinder to Year 2 (a), (b) and (c)
  • 7.6 Time Out - What Works and What Doesn't?
  • 7.7 Procedural Fairness.

If I Choose To Break the Class Rules  (Support Document 7.1)

  • I get a gentle reminder about my actions.
  • I am asked about my actions.
  • I have 'time out' to think about my actions.
  • I work by myself away from others.
  • I complete a 'Behaviour Report' that will be sent home for my parents to read and sign.
  • I work out what I need to do to fix things up.
  • I lose a privilege.
  • I talk to the Principal or Assistant Principal about my plans to fix things up so I can get back to class.
  • My parents are rung and I may have to go home to think about my actions.

Suggested Playground Strategies (Support Document 7.2)

  • Encourage children to work out the rules of their game before they start to play. This could ideally be done during grade sports times.
  • Encourage children to choose a referee before the game begins.
  • Time Out consequences need to be well thought out - eg walking with a teacher on duty; sitting in a designated position while in good view of the supervising teacher etc. Refer to Support Document 7.6
  • Children may be isolated or barred from a particular section of the playground (eg grassed areas).
  • A discussion with a group of children and the teacher on duty may be required.
  • A Behaviour Report may be applicable.

Our School Rule (Support Document 7.3)

“Never take the happiness away from anyone else"

Holy Trinity Code

  • Love our God
  • Respect ourselves
  • Respect others
  • Respect our environment
  • Respect our learning

My Behaviour Report (Support Document 7.4)


Date: ……..................…….

Dear ………………….............

Your child has received a Behaviour Report due to an incident which occurred at school. This report is part of a reflection process whereby your child can think about the choices that they made, the consequences that resulted and the possible choices for future behaviour. It is also a good way that they can talk with you regarding their behaviour. I would appreciate it if you could read this report, comment and sign the portion below and then return this report to school tomorrow.  Thank you.

Certain consequences may follow as a result of your child’s behaviour. These may include time off the playground or time out from their normal classroom activities.


Name: ………………………………….               Class: ……………..


What did I do?






What had I been asked to do?






What should I have done / will do differently for the future?






Student’s Signature: ……………………..


Teacher’s Comments:


Teacher’s Signature: .................................................  Principal’s Signature: ……………...……….


Parent / Guardian’s Comments:




My Behaviour Report (Support Document 7.5a)

Date: ……........…............….

Dear ………………….............

Your child has received a Behaviour Report due to an incident which occurred at school. This report is part of a reflection process whereby your child can think about the choices that they made, the consequences that resulted and the possible choices for future behaviour. It is also a good way that they can talk with you regarding their behaviour. I would appreciate it if you could read this report, comment and sign the portion below and then return this report to school tomorrow.  Thank you.

Certain consequences may follow as a result of your child’s behaviour. These may include time off the playground or time out from their normal classroom activities.


Name: ………………………………….               Class: ……………..

Draw a picture of what you did.












Draw a picture of what you could do next time.




Student’s Signature: ………………….........................................…..


Teacher’s Comments:

Teacher’s Signature: ………....…………....…....  Team Leader’s Signature: …………....…....……….

Parent / Guardian’s Comments: 


'Time Out' (Support Document 7.6)

What works?

What doesn't?

  • Community Service - collecting rubbish while being supervised with a teacher.
  • Withdrawing children from a situation.
  • Stopping or suspending a game to reinforce the rules or fair play.
  • Setting clear guidelines and expectations to abide by.
  • Sitting children in a supervised / line of sight time out area. This could be nearly anywhere.
  • Getting children to write down why they are having time out - thinking / cooling off time.
  • Time to cool off and refocus away from the situation.
  • Reflective time.
  • 5 minutes "sin bin".
  • Walking with the teacher.
  • Getting children to read the 'Bullying' signs.
  • Communication to the child's teacher.
  • Have a hierarchy of time out - eg. your own class; next door; Team Leader etc.
  • Be proactive – look for children who are known to have challenging behaviours and be aware if they are in your yard.
  • The individual situation needs to be assessed whether time out is the best consequence.
  • Children shouldn't miss out on instructional time.
  • An unsupervised time out area.
  • Time out  which allows for attention-seeking behaviour.
  • Isolations that provides distractions.
  • Length of time - the child needs to know how long the time out is for.
  • Take care with the number of children that need to be 'handled'. This may not be suitable for larger groups.
  • Always being reactive rather than looking for potential issues and preventing these before they begin.

Procedural Fairness (Support Document 7.7)

A registered non-government school must have policies relating to discipline of students attending the school that are based on principles of procedural fairness.

The Act requires that policies related to the discipline of students be based on procedural fairness.  It is the responsibility of the school to determine incidents that may require disciplinary action and the nature of any penalties that may apply.  The process that leads to the imposition of such penalties, particularly but not exclusively in relation to suspension, expulsion and exclusion, must be procedurally fair.

Suspension is a temporary debarment of a student from all of the classes that a student would normally attend at a school.

Expulsion is the permanent removal of a student from one particular school.

Exclusion is the act of preventing a student’s admission to a number of schools.  In extreme circumstances, the principal of a school may make a submission to an appropriate authority, or to other schools, recommending the permanent exclusion of a student from the registration system that the school is a member, of or from other schools.

Procedural fairness is a basic right of all when dealing with authorities. Procedural fairness refers to what are sometimes described as the ‘hearing rule’ and the ‘right to an unbiased decision’.

The ‘hearing rule’ includes the right of the person against whom an allegation has been made to:-

  • Know the allegations related to a specific matter and any other information which will be taken into account in considering the matter.
  • Know the process by which the matter will be considered
  • Respond to the allegations
  • Know how to seek a review of the decision made in response to the allegations.

The ‘right to an unbiased decision’ includes the right to:-

  • Impartiality in an investigation and decision-making
  • An absence of bias by a decision-maker

Procedural fairness includes making available to students and parents or caregivers policies and procedures under which disciplinary action is taken.  It also includes providing details of an allegation relating to a specific matter or incident.  This will usually involve providing an outline of the allegations made in witness statements and consideration of witness protection.  As part of ensuring the right to be heard, schools could establish any need for parents/caregivers to be provided with interpreter services and, if required, make arrangements for such services to be available.

While it is generally preferable that different people carry out the investigation and decision-making, in the school setting this may not always be possible.  If the principal is conducting both the investigative and decision-making stages, he or she must be reasonable and objective.  To be procedurally fair, the principal must act justly and be seen to act justly.  While it is difficult to combine the roles of investigator and adjudicator, it is acceptable to do so given the nature of the principal’s responsibilities.