2018 Annual Report for St Francis Xavier's School, Manunda
Motto Know, Love, Serve SFX-logo-col.jpg
Address 5 Atkinson Street, MANUNDA QLD 4870
Postal Address PO Box 565, MANUNDA QLD 4870
Phone Number (07) 4037 9900
Fax Number (07) 4053 7566
Email Address
Web Site
Total Enrolments 530 Ms Kim Gubiani
Year Levels Offered P-6
Student Population Co-Educational
Principal Ms Kim Gubiani
Parish PriestFr Frank Gordon VG
Parish Number (07) 4053 1383

About our School

St Francis Xavier's Catholic Primary School is an inner-city school in the unique tropical north region of Cairns. Our school community gathers from all parts of the Cairns area. Our student enrolment encompasses a diverse range of nationalities from many parts of the world. It also includes students from Torres Strait and Indigenous cultures.

St Francis Xavier's School has a multicultural diversity of children and time is taken to encompass the language, religion, economy, government and other cultural phenomena from the children's background which then connects to the children's real world.

St Francis Xavier's was founded by the Sisters of Saint Joseph in 1961. The school continues the traditions and charism of the Sisters of St Joseph and celebrates the major feast days of Mary MacKillop, St Joseph and St Francis Xavier. 'Never see a need without doing something about it!'

Geographically, St Francis Xavier's is located within the Cairns West Parish, with Father Frank Gordon as Parish Priest.  Providing a distinctive 'Catholic Education' with a real-life and inclusive approach to Religious Education and Spiritual Formation, St Francis Xavier's strives to live out the motto - To Know, Love and Serve God and each other.

The Mission Statement at Saint Francis Xavier's School highlights the importance of the religious faith of staff and their commitment to Gospel values in their daily lives, the development of genuine relationships in the school community in an environment that teaches the values of trust, respect, responsibility, empathy, trust, compassion, forgiveness, equity, integrity and community. St Francis cultivates a culture of respect, caring and inclusion amongst the whole school community supporting the wellbeing of all our students.

Characteristics of Student Body

Since St Francis Xavier's School first began in 1961, the school has approximately an enrolment of 530 students. The school community includes a significant number of students with diverse cultural backgrounds including indigenous students. As a school we join together on a number of occasions to celebrate our cultural diversity. Our learning incorporates not only our diversity but the culture and history of Aboriginal and Torres Strait Islander people, the traditional owners of the land we now call home.

Characteristics of Student Body

  • Student Enrolment - 530 (266 Boys and 264 Girls)
  • Class Structure - 3 streams
  • Verified students - 11 - 2.0 %
  • Indigenous - 71 - 12.8%
  • EAL/D - 86 - 16.5%
  • NCCD - 88
  • Catholicity - 39.4%
  • Attendance - 94.1%
  • ICSEA - 1041

Cultural diversity

  • Indigenous - Aboriginal, Torres Strait Islander and/or both
  • Spanish
  • Philippines (Cebuano)
  • Nepal (Nepali)
  • India (Telugu)
  • India (Hindi)
  • India (Malayalam)
  • India ( Telugu)
  • Pakistan (Punjabi)
  • Sweden (Swedish)
  • Chinese (Mandarin)
  • Chinese (Hakka)
  • Japan (Japanese)
  • Czechoslovakia (Czech)
  • Thailand (Thai)
  • South African (Ndebele)
  • Liberia (Loma)
  • Africa (African)
  • Brazil (Portuguese)
  • PNG
  • Spain (Spanish)
  • Indonesia
  • Pilipino (Tagalog)
  • Ethopia (Amharic)
  • New Zealand

School Annual Improvement

Priority 1: Improving student outcomes in literacy for all with a focus on EAL/D students.

By the end of 2018, EAL/D programs will be established and written. St Francis Xavier's will also have a sequence and scope written for English and vertically aligned across the school. Through the implementation of facilitated professional learning teams, St Francis Xavier's will improve instructional quality in literacy. As a result, the following targets will be achieved in 2018:

Reading Goals

  • By end of Term 3, 95% of Prep students will have concepts about print and move to running records
  • By end of Term 3, 95% of Prep students will have sound and letter knowledge and move to running records and at the end of Prep should be reading at a level 5.
  • By end of Year 1, 85% of students will be level 15 or above
  • By end of Year 2, 85% of students will be a level 22+
  • By end of Year 3, 85% of students will be a level 26+

Strategies and resources implemented

  • In Term 1 information on students with a Language Background other than English and Aboriginal EAL/D learners is harvested from eMinerva. Information from this is to be used to inform inclusive practice and target resources that support diversity.
  • Implementation of support will depend on the number of EAL/D students. Student support will be based on their English language proficiency, EAL/D resources and timetable constraints.
  • The school will employ/withdraw literacy and numeracy EAL/ teachers (lower/upper) to be leaders within the school. EAL/D student support is delivered through a model of collaborative planning and team teaching. Three broad modes of delivery for EAL/D teaching will be investigated - Direct, Collaborative and Resource.
  • Teachers will be released to attend ELTT to collaboratively plan.  Flexible funding is used to provide time to coordinate an EAL/D student support strategy across the school, provide meeting time to plan collaboratively.
  • The EAL/D teacher in conjunction with the Diverse Learning Team & CES is responsible for bandscaling testing, analysing data (BI Tool) with classroom teachers, and/or assisting with the writing of PLPs, resources and adjustments. Initiation of Growth Diamonds to assist with growth in outcomes.
  • Professional Learning sessions will be conducted at general staff meetings (Nepalese culture) to raise staff awareness of literacy needs and to support teachers as they catered for the needs of EAL/D students. Services from key CES support staff, local supporting agencies and an interpreter will be accessed.
  • Student learning outcomes will be measured in Terms 1 and 3 by looking at the outcomes of listening, speaking, reading/viewing and writing. This will be completed by EAL/D teacher and LST.
  • Parent engagement will take the form of working with parents of targeted groups after school, particularly in reading
  • Literacy coaches will continue implementation of coaching/mentoring/planning of writing across the school P- 6.
  • Collaborative planning and resource development will occur with the EAL/D specialist teachers, CES Support staff and classroom teachers.

Priority 2: To build a Collaborative Culture - Contemporary Learning Pedagogies

By the end of 2018, the school will continue implementation of contemporary and innovative pedagogical practices that focus on:

  • Learners
  • Educators
  • Content
  • Resources

This will be measured by:

  • Educators will trial various teaching practices, in a variety of innovative learning environments (ILEs), utilising contemporary furniture based on the research of Flexible Learning that promotes active and collaborative learning.
  • Data will be gathered through ELTTs.  The questions and data gathered will relate to the following:
    • What opportunities has the ILE provided for different student learning?
    • Have you changed your approach or kept to the traditional way of teaching?
    • What resources or support do you require if you are using the traditional way of teaching?
    • What evidence do you have that were has been a deeper learning?
    • What is required to change teacher mindset/teaching practices?

Strategies and resources implemented

  • By the end of Term 4 2017 story boards completed and furniture ordered for creating diverse learning environments for students across the whole school
  • Research completed by the end of Term 1 2018 on implementation of Innovative Learning Classrooms and pedagogy
  • Staff meetings rostered so teachers can engage and share in discussion the creative use of physical learning spaces and technology
  • Provide staff with reading about Growth Mindset - "Mindset - the New Psychology of Success"
  • O week Professional development with St Joseph's and MacKillop College on Growth Mindset by George Telford on 'Challenging Learning' (15 January)
  • Site tours of St Joseph's and Mackillop College to learn more about contemporary environments and furniture
  • Parent engagement in home learning by whole school implementing Seesaw, parent partnership meetings, parent education session (Jan 15)
  • Discussion and showcase learning environments on Facebook, newsletter, Parent Portal, P&F and Board meetings
  • Each term, the eLearn teacher and teacher librarian to work with staff on the use of technology and inquiry teaching in contemporary learning pedagogy, particularly focusing on ways to use digital technology to differentiate teaching and learning
  • To continue professional development of Visible Learning and to provide opportunities for teachers to upskill in the use of the Outdoor classroom
  • Teachers to participate in ongoing peer observation and coaching
  • Teachers to apply for Teacher Capability funding to broaden their understanding of ILEs
  • Staff will participate in fortnightly ELT meetings to engage in professional conversations on planning, pedagogy and technology in innovative learning environments to improve learning and engagement for every student

Priority 3: To build a Collaborative Culture - Integrated Unit Planning

By the end of 2018, teachers across all year levels will be using an integrated planning approach to curriculum delivery

This will be measured by:

Each year level having completed at least 4 integrated units of work

Strategies and resources implemented

  • Year level planning day each term to enhance and improve integrated unit plans from  
  • 2017
  • Unit plans, resources and assessment tasks to be uploaded to school portal
  • Trial of integrated units each term
  • Staff Meeting twice throughout 2018 with SGM & MOGC to reflect and provide  
  • feedback on implementation of units
  • Staff are to provide an overview of 2018 integrated units across all areas
  • Staff presentations on "What Integrating Planning looks like in their classroom"

Priority 4: Differentiated Teaching and Learning

By the end of 2018, staff will have participated in fortnightly 1 hr ELTT meetings to engage in professional conversations on differentiated teaching and learning to adopt a common framework, definition, and language for differentiation at St Francis Xavier's.

This will be measured by:

  • A common language used and understood by teachers
  • A different form of planning of school officer time will occur across the year level

 Strategies and resources implemented

  • Leadership team to set dates and schedule for 2018 ELTT meetings in Term 4 2017
  • ELTT meetings to be held fortnightly for 1 hour with Diverse Learning Team
  • Investigate ways how to best plan for differentiation so that content is relevant and engaging for all learners
  • Teachers will be accountable for the planning and timetabling of School Officer Time to meet the needs of the diverse learners in their class.

Areas of growth

  1. Priority 1 has been a consistent focus in 2018 with the majority of strategies have been completed.  There is still further work to complete on the sequence and scope for English and vertical alignment across the school. Intervention programs will continue to develop and improve for all students in particular our EAL/D students.
  2. Priority 2 has been successful in providing teachers with an immersion experience in Innovative Learning Practices to support them to develop their pedagogical practices to incorporate more contemporary learning practices.  The majority of the strategies have been completed.
  3. Priority 3 has been achieved with the majority of year levels finalising units of work and contextualising them to St Francis Xavier's.
  4. Priority 4 has been successful as staff have had the opportunity to meet fortnightly throughout the year.  After feedback, this model has been modified for 2019 to allow teams of teachers to meet twice per term for ½ day. The new model of planning for differentiated learning is still developing and will continue in 2019.

Distinctive Curriculum Offerings

St Francis Xavier's is a P - 6 school and offers three classes in each year level. Curriculum development is an ongoing process at St Francis Xavier's. Our school learning framework is informed by the CES System Framework. We also use the documents developed by ACARA of which QCEC (Queensland Catholic Education Commission) is an active member and the Queensland Curriculum and Assessment Authority (CAA). Our school curriculum framework is designed to support the wellbeing and learning for all students in our Catholic community. Our curriculum is underpinned by the General Capabilities of:

  • Literacy
  • Numeracy
  • Communication and collaboration
  • Ethical understanding
  • Intercultural understanding
  • Personal and social capability
  • Critical thinking
  • Creative thinking
  • ICT

The School offers students a sound academic education in all key learning areas including Religious Education. High Potential Learners are able to access extension activities that are catered for their needs in class. Students from Prep to Year 6 have specialist lessons in Health and Physical Education, Japanese and The Arts where they do Music, Dance & Drama.

Our curriculum across the school focuses on literacy and numeracy, particularly in  our P - 2 classes.  In Year 3 - 4 a STEAM approach is used which combines Science, Technology, Engineering, The Arts and Maths to solve problems. STEAM focuses on problem solving, investigating and Inquiry skills. In Year 5 - 6 a Design Thinking approach is used. Design Thinking provides a solution-based approach to solving problems. It is a way of thinking and working as well as a collection of hands-on methods. Intervention programs are provided for all students in particular our ATSI, EALD and learning difficulty students.

To enhance our LOTE program and understanding of other cultures, we host a number of International groups throughout the year from Japan. This is known as our Homestay and International Student Program. Our Year 6 students visit Sister Schools in Taketoyo and Kyoto, Japan, every second year.

Social and Emotional Learning (SEL) is an important part of daily class lessons. SEL is integrated throughout the whole curriculum. The 'Second Step' Programme aims to increase student's academic achievement, self-awareness, empathy skills and emotional regulation and overall well-being. We are heavily committed to student and staff emotional well-being and intelligence.

Prep to Yr 6 are also involved in school excursions and incursions. These are an important and effective means of motivating students and engaging them in active learning experiences. Excursions are carefully planned as part of the educational program at each year level. They will take part in excursions both locally and beyond the local area.

Our Year 6 students attend a school camp. This is a valuable aspect of a fully rounded program of development for students. The aims of our Camp program are to:

  • provide educational experiences unable to be catered for at school,
  • help instill an appreciation of the natural environment of the area being visited
  • provide opportunities for physical development, eg, hiking, general fitness, outdoor activities
  • provide opportunities for social interaction and to give experience in living and co-operating in a group
  • help build each student's sense of independence
  • provide the challenge of coping with different surroundings and the opportunity for displaying initiative and responsibility in different settings
  • provide students with a range of experiences that can be a focus for classroom curriculum activities.

We offer a BYOD program from Years 4 - 6. The iPad program allows the use of specific apps to better support and to meet individual needs. The program supports and encourages independent learning by offering an environment that can be self-paced and can encourage more opportunities for self-directed learning.

A number of our students participate in the Instrumental Music Program through St Mary's College and others have private piano tuition based at the school. Instrumental group lessons are held during school time, usually using a rotational timetable for students. Group tuition is available for strings, woodwind, brass and percussion. Individual tuition is recommended for piano, drums and some orchestral instruments. Individual lessons are also recommended for those students who wish to prepare for external music examinations.

Swimming lessons on water survival and an introduction to swimming is offered to students in Year 3 and Year 4. This program has been created in collaboration with the qualified staff of Tobruk Pool. As in any learning environment, a wide range of abilities are being catered for and the safety of our students is paramount. The program consists of five 45 minute lessons, conducted over a period of five weeks, is designed for your child to participate in a variety of activities, catered to meet their level and allows them to enjoy being in the swimming environment with peers across their year level.

Our Sacramental program is parish-based. Catechesis and sacramental preparation are related through distinct activities. Catechesis is the continuing process of faith education and development. Its goal is growth in maturity of faith. Sacramental preparation is the specific pastoral activity, involving family and parish community that precedes and accompanies celebration of the sacraments. Notification of the Parish Sacramental program will be given each year through the Parish Bulletin and School Newsletter. The school is involved in parish life through the Pastoral Council and Finance Committee as well as through Sacramental Programs, regular liturgies and masses with our Parish Priest and the annual parish events

Many of our students enjoy learning and playing board games at lunch breaks or involve themselves in Make-A-Space activities. We also have various activities that our students can become involved in which include: Robotics, Granfriends, School Choir, School Band, Math Olympiads, Readers Cup, Spelling Bee, Sport activities before and after school which are all available to our children to explore their abilities and interests at before school, lunch times or after school.

We employ the use of positive and supportive strategies to build positive working relationships in the classroom and reinforce this with positive consequences. We are a Classroom Profiling School and as such we are committed to continual reflection of best teaching practices.

Extra Curricular Activities

These include:

  • Well Being Committee
  • Faith & Justice Committee
  • ACT Committee
  • Granfriends
  • Athletics and Cross Country teams
  • Optiminds Teams
  • ICAS
  • Instrumental Music Program
  • Robotics, Coding
  • Spelling Bee
  • School Band
  • School Choir
  • Student Interest Clubs
  • Make-A-Space
  • Robotics
  • Readers Cup
  • Maths Olympiads
  • Various sporting activities before school and after school
  • District & Peninsula sporting opportunities - such as rugby league, AFL, hockey, athletics, basketball, cross country, netball, golf, tennis swimming, soccer, baseball, rugby union, etc
  • International Homestay Program and cultural exchange excursion to Japan
  • OSHC Facilities - Before school and after school are available to all parents

Social Climate

St Francis Xavier's School has begun a school wide focus on Positive Education. We believe that student wellbeing is of utmost importance. Students explore positive psychology concepts, related to their wellbeing, to assist students to know and understand themselves and others. Students will be given opportunities to develop and practise skills relevant to their wellbeing assisting each student to flourish. Students will develop an understanding of one's character strengths, about self-talk, gratitude, resilience, growth mindset, how to deal with adversity and learn how to tune into their thinking. Staff use positive teaching practises in and outside the classroom to enable students to flourish. They focus on each individual's emotions, engagement, relationships, accomplishments, purpose, and health. Each students individual goal is to flourish. Students are provided many opportunities to develop their leadership skills through different opportunities provided within the school but also by applying for leadership positions within the school.

The school has a 'Buddy Bench' which proudly sits in the playground, established by our Year 6s students of 2017. Students come to the bench if they're feeling lonely and have no-one to play with. It's a great way for kids to meet, greet and come together in friendship.

Our school runs a buddy program where all our children spend special time with their buddy. They meet each other throughout the term for carefully planned, fun activities designed to help the children get to know each other.

There are four Houses at the school used for House sports, Social Service and School activities.

Blue    -         MacDonald

Green -         Penola

Gold    -        Mackillop

Red     -        Tenison

St Francis Xavier's encourages students and staff to develop an awareness of those in need and to actively participate to alleviate injustice and suffering. This begins first and foremost here at the school with our treatment of each other. We then look further afield to the needs of the local community, the broader Australian community, and to those who live in other countries. Our efforts contribute to the work of the local Church in bringing about the Kingdom of God and maintaining the dignity of people. It is expected that each year level works together, once over the school year, to fundraise and/or increase awareness for social justice initiatives.

Pastoral Care is the responsibility of all staff at St Francis Xavier's School and as a school we are able to carry out our charism, 'Never see a need without doing something about it' (Saint Mary of the Cross MacKillop) each and every day. As staff in a Catholic School, we are especially called to show care and respect for others and to assist others where possible. This care is what makes our school distinctively Christian and in keeping with the Josephite charism.

Should students require extra assistance due to circumstances they may find themselves in, the school is there to support them. The school can provide a school counsellor to help students through social and emotional issues and when student learning is impacted upon. The School also has a Diverse Learning Coordinator, Diverse Learning Teachers, Intervention Teachers and School Officers who support integration, classroom and diverse needs programs. 

Bullying is contrary to our Vision and our Positive Behaviour Wellbeing Plan. We acknowledge the wide-ranging effects of bullying and believe that everyone has the right to feel safe and be safe at St Francis Xavier's. It is unacceptable and therefore not tolerated. The whole school community (including staff, bystanders and families) have the responsibility to ensure that bullying behaviour does not occur.  Bullying will be addressed using the 'Assertive Discipline' approach that underpins how situations are handled in difficult circumstances (refer to Procedures to Address Incidents of Bullying). At St Francis Xavier's we run a program called 'be a buddy, not a bully.'

Learning is fostered in an environment that promotes success and is concerned with the welfare of every student.  Students develop a positive attitude to learning and a feeling of self worth, as they are encouraged to view themselves as being competent and responsible.  It is their happiness, development and acceptance of themselves as people of worth, together with the acquisition of understandings and skills that will assist them to take part in their wider community.

Parent Engagement

Parents are encouraged to take part in a range of activities relating to our school programs.  Each term teachers distribute a class newsletter describing curriculum programs and outline how parents can be involved in class activities.

On Monday afternoon the whole school is involved in an assembly held in the multi-purpose court.  This includes the National Anthem as well as announcements, awards and news items. This is an opportunity for our community to remain informed of events happening in our school. 

There is an open invitation to participate in all activities and to visit the school.  Interviews with classroom teachers are available and can be organised  at a mutually convenient time. 

Parents & Friends Association (P&F) is made up of mums, dads & carers who volunteer a couple of times a term (or attend & assist when they are able to).  Parents and Friends (P&F) Associations work in a productive partnership with their school principal and the community to promote the interests of the school, and facilitate its development and further improvement, to achieve the best possible outcomes for students.  P& F meetings are held on Monday nights of week one each term. Events include: Mother's & Father's Day, Family Night, Disco, World Teachers Day, Under 8s day and various other activities that the P & F support the school with. The P & F also run a second hand store for the school community. This is a valuable resource within the school and assists our families throughout the school year.  Volunteers are always welcome to assist as this is operated purely on a volunteer basis.

The School Board plays an active role as well, developing policies, overseeing major construction projects and monitors the school budget. The Board enables a spirit of partnership to be developed within the school community and is constituted in a way that allows the various bodies within the school to be represented and to participate in the development of the school and its management in a advisory manner.

An Out of School Hours Childcare Service is available in the afternoon until 6.00pm. Vacation Care is also available on site. Other community involvement includes: Curriculum Information Sessions,  Parent Workshops, Parental involvement in classrooms, Excursions and Camps, Book Fair, Fun Run, Character Day, Crazy Hair Day,  Dance Show, Music Under the Stars evening and Parent/Teacher meetings.

We encourage open communication and involve parents in a range of processes to include them in a conversation about improving outcomes for their children. Along with regular parent/teacher interviews, report and support meetings we use a variety of tools to contact and communicate with parents and the community. Any way families support their children with their learning, attendance, and engagement makes a huge, positive impact on the whole school experience.

Parent Satisfaction

Parents have responded that staff (92.1%) and students (90%) live out Catholic values of witness and service in their words and actions.  92.1% believe that the policies and procedures of St Francis Xavier's are documented clearly and are easily accessible.  92.1% state that at St Francis Xavier's each child is encouraged to achieve to the best of their ability with 87.8% believing that St Francis Xavier's has clear, behaviour management procedures that are fair, consistent and effective.  96.5% of parents responded that the school treats students from all backgrounds with respect.  95.7% state that the grounds, building and outdoor facilities are well-presented and maintained.  93.6% of parents agree that St Francis Xavier's strives to improve and innovate to enhance its educational offerings to students.

Data Last Updated Wed 22 May 2019

Staff Reporting Data
Qualification Highest level of attainment Doctoral / Post-doctoral Masters Bachelor degree Diploma Certificate
Number of staff with this qualification 0 1 26 3 0

Workforce composition
Headcount FTE (Full-time equivalent)
Teaching Staff37 32.8
Non-Teaching Staff 26 11.22
Indigenous 1 0.47

Total funds expended on teacher professional development$11131

Teaching Staff Involved in Professional Development100%

Major Professional Development Initiatives

The teachers have been involved in professional learning in the following areas:

  • integrated planning
  • Professional Learning Teams with a focus on improved reading and writing outcomes
  • school improvement and school effectiveness
  • religious education
  • social emotional learning and wellbeing
  • special needs
  • collaborative teaching and coaching in literacy
  • industrial training
  • aspiring leaders program
  • 360 feedback process
  • trauma practice
  • Fountas & Pinnell
  • Sensory & speech - oral language
  • BI tool
  • Ross Greene - restorative practice
  • Bandscaling
  • Micro skills - Essential Skills for Classroom Management
  • WPH &S
  • Enhancing Catholic School Identity
  • Innovative Learning Environments and Contemporary Pedagogies
  • growth mindset

Average staff attendance rate for the school year, based on unplanned absences of sick and emergency leave for periods up to 5 days97%

Percentage of teaching staff retained from the previous school year88.00%

Staff Satisfaction

A total of 41 staff responded to the survey. 96.1% of staff believe that St Francis is a welcoming and caring community where everyone is treated with respect.  95.1% agree that St Francis Xavier's provides high quality services to parents and students with 90.3% feeling empowered to make a difference.  100% of staff state that they understand their obligations under student protection processes and that the school sets high standards for student behaviour.  97.2% of staff agree that St Francis Xavier's provides the equipment, training and resources they need to do their work safely and 95.2% state that they have confidence in the future direction of St Francis Xavier's School.

Data Last Updated Mon May 13 2019

Student Reporting Data
Average student attendance rates
Prep YR 1 YR 2 YR 3 YR 4 YR 5 YR 6
93.1% 91.99% 95.16% 94.36% 94.81% 94.05% 94.13%
How non-attendance is managed by the school

Parents are required to notify the school via the absentee phone message bank before 8.30am if their child/ren will be absent for the day, or late. Parental contact is expected whether or not the child is absent for the whole day or part of the day. If a student is away and no notification has been received (ie: a written note or a phone call), teachers alert the school office to student non-attendance promptly every morning through their marking of the electronic school roll. Student services will contact parents to ascertain reason for absence. This contact may be either through 'Blink' or a phone call.  Student welfare and attendance is a priority for staff at St Francis Xavier's School.

Student Satisfaction

92.4% of students believe that "My school encourages me to think and develop my personal faith".  94.7% agree that the school rules at St Francis Xavier's are fair and consistent with a further 97.8% believing that doing their best at St Francis Xavier's is important to them.  87.9% of students indicated that if they felt unsafe at school they know a teacher or staff member who could help them and 87.2% of students think that the students at this school are nice to each other.  81.8% agree that there are many resources in the classroom that they can use to help them learn with 88.0% thinking that everyone at St Francis Xavier's is trying to make the school better.

Data Last Updated Wed Mar 20 2019

Reading, Writing & Numeracy Results - Year 3, 2018
Reading Average Score for the school 435.6
Average Score for Queensland 437.8
% students at or above the national benchmark 100%
Writing Average Score for the school 414.2
Average Score for Queensland 410.5
% students at or above the national benchmark 100%
Spelling Average Score for the school 434
Average Score for Queensland 432.9
% students at or above the national benchmark 98.7%
Grammar and Punctuation Average Score for the school 396.8
Average Score for Queensland 406
% students at or above the national benchmark 100%
Numeracy Average Score for the school 412.3
Average Score for Queensland 413.1
% students at or above the national benchmark 96%

Data Last Updated Thu May 30 2019

Reading, Writing & Numeracy Results - Year 5, 2018
Reading Average Score for the school 533.3
Average Score for Queensland 517.1
% students at or above the national benchmark 97.5%
Writing Average Score for the school 486.2
Average Score for Queensland 469.4
% students at or above the national benchmark 98.7%
Spelling Average Score for the school 514.2
Average Score for Queensland 511.1
% students at or above the national benchmark 91%
Grammar and Punctuation Average Score for the school 496.9
Average Score for Queensland 497.9
% students at or above the national benchmark 96.2%
Numeracy Average Score for the school 508.7
Average Score for Queensland 501.2
% students at or above the national benchmark 96.2%

Data Last Updated Thu May 30 2019

School Funding By Source
Income 2018

Australian Government recurrent funding$1,777,664

State/Territory Government recurrent funding$483,146

Fees, charges and parent contributions$250,915

Other private sources$114,757

Total gross income (excluding income from government capital grants)$2,626,482

Deductions 2018

Income allocated to current capital projects$40,064

Income allocated to future capital projects and diocesan capital funds$0

Income allocated to debt servicing (including principal repayments and interest on loans)$23,294


Total net recurrent income$28,320

School Annual Reports

Catholic schools in the Diocese of Cairns meet their annual reporting requirements under the Education (General Provisions) Act 2006 (the Act) Section 423 (1) by updating their information on this section of the Cairns Catholic Education website. Information contained in each section of the report relates to the previous calendar year. The required information is published by 30 June each year, excepting post-school destinations data for Year 12 completers which is published by 30 September.