· Web viewIn-school programs that have been developed to meet the needs of the School and its community are Accelerated Literacy, Jolly Phonics and Stephanie Alexander Kitchen Garden

School plan 2015 – 2017

JERRYS PLAINS PUBLIC SCHOOL

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School background 2015 - 2017

SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS

At Jerrys Plains Public School we pursue academic excellence, support interpersonal relationships and promote civic responsibility.

Within the framework of Positive Behaviour for Learning, the School values of Respect, Organisation, Commitment, Kindness and Safety (ROCKS) underpin planning and learning.

Jerrys Plains Public School is situated in a small village, residents of which support the equine, dairy and mining industries. Students from Kindergarten to Year 6 are taught in multi-stage classrooms; Kindergarten – Year 2, Years 3-6. With the support of Coal & Allied Community Development Program a comprehensive Transition to School program operates for one day a week across all school terms. In-school programs that have been developed to meet the needs of the School and its community are Accelerated Literacy, Jolly Phonics and Stephanie Alexander Kitchen Garden Program.

Students work in technologically up-to-date classrooms that are light-filled and comfortable. The outside learning environments include an area of artificial turf, two covered areas for play and an expansive sporting field. Students named our quiet space “Peace Cottage”, where they can play board games or read. Vegetable gardens and an orchard provide fresh produce for cooking lessons.

The School is supported by an active and involved Parents & Citizens’ Association and members of the wider community.

The School starts 2016 with an enrolment of 34 students.

Jerrys Plains Public School is committed to authentic consultation with all stakeholders: students and their families, staff, the Parents & Citizens Association and members of the wider community.

Family and community Satisfaction Surveys for 2015 attracted a response of 89%, an increase on respondents for 2014. Responses confirmed this Plan’s Strategic Directions and Purposes as appropriate for our School and community. Our strategies for building capacity were revisited in light of the year-long tracking of the school’s progress against the School Excellence Framework and 2015-2017 self-monitoring tool.

A draft copy of 2016 Version of School Plan 2015-2017 was presented to the Parents & Citizens Association for critique and endorsement before publication.

Public Schools NSW | School plan 2015 - 2017 | Jerrys Plains Public School www.schools.nsw.edu.au 01

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School strategic directions 2015 - 2017

This page identifies the 3 strategic directions and the purpose of each one. Each strategic direction will:

■ define the key improvements which combine for the school to achieve excellence■ represent a high level and future-focused educational priority which is evidence based and data informed■ be a succinct statement that drives the development of the school’s educational and organisational leadership culture■ make explicit links to the dimension of the school excellence framework.

PURPOSE:

To develop a whole school, effective approach towards building the confidence and capabilities of all students, involving them in planning their own learning goals, monitoring their own progress and performance, and developing skills which will support lifelong learning.

This Strategic Direction will focus our teaching and learning to equip children for the global perspective of educating for the 21st Century.

PURPOSE:To ensure teaching practices reflect the Australian Professional Standards for Teachers, and that practitioners consistently build professional knowledge.

This Strategic Direction will focus on quality teaching practices, classroom management and student-centred learning experiences.

PURPOSE:To develop and maintain positive, trusting relationships that identify and work to meet the needs of a whole school, inclusive community.

This Strategic Direction will focus on fundamental understanding of a shared culture within a supportive and progressive community.


STRATEGIC DIRECTION 1

Engaged students who are independent, successful learners in a stimulating

and supportive environment.


High quality pedagogy and practices across the

School.


A whole community culture, rich in shared

social values.

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Strategic direction 1: Engaged students who are independent, successful learners in a stimulating and supportive environment.

PEOPLE PROCESSES PRODUCTS AND PRACTICES

How do we develop capabilities of our people to bring about transformation?

Students:

Develop a personal commitment to learning in all students.

Encourage and support students to develop personal goals and strategies, and engage in reflective dialogue about individual learning.

Develop quality and purposeful lessons in Positive Behaviour for Learning.

Staff:

Build leadership capacity in Principal to ensure excellent leadership and management of the school, in line with the latest practices.

Build teaching capacity in the areas of pedagogy, practice and delivery, through targeted professional learning, articulated in individual Performance and Development Frameworks.

Provide all students with equity of access to high quality education experiences that are inclusive and free of discrimination, and differentiated to meet all learning needs.

Develop streamlined administrative, financial and organisational work systems.

Families and Community:

Develop extensive communication strategies that ensure families are aware of school plans, processes and events.

Strengthen home/school partnerships that maximise student engagement, confidence and sense of wellbeing.

How do we do it and how will we know?

Develop Personalised Learning Plans for all students that reflect individual learning goals, effective teaching strategies and expected learning outcomes for all students.

Differentiated learning that encompasses student interests, abilities and learning goals for targeted students will be in place for all lessons.

Personalised programs for support students will be implemented by School Learning Support Officer, in individual instruction and in group activities. The students will be supported during integration with the whole class.

Identified students will be withdrawn for targeted individual instruction by Learning and Support Teacher.

Develop a Student Wellbeing Forum, incorporating Learning Support and Positive Behaviour for Learning, comprising of staff, families and members of the community.

Whole school participation in Quality Teaching Rounds through 2016.

Develop whole school systems of collecting and recording student progress and performance, including an evidence-based Assessment Schedule. This will include plotting individual students on the English and Mathematics Continuum.

Continue to teach Positive Behaviour for Learning lessons weekly and implement a system for recording PBL Awards.

Continue to use Accelerated Literacy methodology as a vehicle for learning in all English aspects, basing lessons on

What is achieved and how do we know?

Products:

Personalised Learning Plans for all students by Week 10, Term 1. Reviewed Week 5, Term 4.

Learning activities based on quality literature.

Increased learning interactions in library lessons.

Comprehensive lesson overviews that articulate differentiation for targeted students.

Whole school system to facilitate recording and updating student progress, performance and assessment.

Graduates from Ready 4 School equipped and ready to start Kindergarten.

Best Start outcomes will reflect prior-to-school teaching and learning, and be linked to Ready 4 School data.

Whole school Scope and Sequence that defines pedagogy and linked assessments for all subjects.

An overview of sequential, relevant lessons within the Positive Behaviour for Learning framework, and articulated procedures for acknowledging student effort and performance.

An administrative workplace that competently supports outcomes for students, an effective teaching and learning environment, and strong family and community relationships.

Staff trained in Work, Health and Safety principles and practices.


Casual Teaching for Quality Teaching Rounds = $1920

BUDGET

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Encourage purposeful community involvement in key processes: Finance, Curriculum and Student Wellbeing

Leaders:

quality, authentic texts in, Years 3-6. Continue to teach phonemic awareness

and phonics skills in Kindergarten - Year 2, using Jolly Phonics methodology.

Utilise Langford Learning Tools to promote self-monitoring and self-evaluation for all students.

Conduct comprehensive transition to school program, Ready 4 School, for one day a week across all terms

Refine teaching Scope and Sequences for all subjects that incorporate purposeful and relevant programs, supported by an effective Information and Communication Technology infrastructure.

Professional training in Business Intelligence for the Principal.

Facilitate Work, Health and Safety training to ensure a safe teaching and learning environment.

Community involvement in articulating school procedures for key Department of Education policies, and consultation in the areas of finance, curriculum and student wellbeing.

Evaluation plan:

Analysis of NAPLAN and Best Start data Effective implementation of Performance

& Development Framework documents for all staff.

Feedback from families about student growth and performance

In-class end of unit assessment, whole school Assessment Schedule

All staff trained in mandatory Work, Health and Safety e-safety modules

What are our newly embedded practices and how are they integrated and in sync with our purpose?

Practices:

High quality teaching and learning that exemplify current pedagogy and evidence-based assessment, embedded with 21st Century learning elements.

Regular staff meetings where whole school systems are reviewed and updated.

Staff and students reflecting on and evaluating progress and performance, against expected outcomes and individual goals.

High quality classroom practice demonstrated and evaluated through participation in Quality Teaching Rounds, personal reflection and self-analysis, based on individual Performance & Development Framework.

Community involvement that reflects an understanding of and commitment to key processes of Finance, Curriculum and Student Wellbeing.


IMPROVEMENT MEASURES A learning environment that

promotes independent learning Appropriate and effective programs

delivered by committed and involved teachers

Increased student and family commitment to quality teaching and learning

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Strategic direction 2: High quality pedagogy and practices across the school.

PEOPLE PROCESSESPRODUCTS AND PRACTICES


Students:

Engage students in meaningful, relevant educational activities that meet individual learning needs.

Student success will be measured by engagement and commitment to task, as well as performance.

Staff:

Determine through collaborative discussion a Performance and Development Framework that focuses on feedback, self-reflection and evaluation, and collegial conversations.

Improve teacher capacity to plan and deliver relevant and effective learning experiences.

Maintain links with Singleton Learning Community and small schools in our area.

Build staff capacity to differentiate teaching experiences that are in line with Australian Professional Standards for Teachers, through relevant professional learning.

Weekly staff meetings, that include Professional Development components

Regular Teacher Meetings to meet collegial needs and Teacher Accreditation.


Raise awareness in families and community of classroom practices.

Continue to keep Positive Behaviour for Learning core values before families and community.

Develop community links that support


Develop a whole-of-year schedule for teacher professional learning, including peer observation and evaluation and quality feedback, in line with the Performance and Development Framework.

Plan purposeful lessons that articulate expected outcomes, deep knowledge and understanding, higher-order thinking and reflective evaluation.

Review and engage in collegial discussion around the Australian Institute for Teaching and School Leadership’s self-assessment tool and teacher toolkit.

Develop a whole school Scope and Sequence for all subjects, incorporating a comprehensive Assessment Schedule.

Develop a pedagogical framework. Ensure training for Mathematics and

Science and Technology syllabus has been completed, and that training in the History syllabus is in place.

Evaluation plan:

Performance and Development Framework Self-Assessment Review and Annual Review

Regular time-tabled professional learning via on-line modules for syllabus training.

Collegial feedback to staff through meetings at the end of each term (Coffee Club).

Annual surveys of families and community.


Products:

High quality teaching practices in classrooms that engage student learning.

A whole school Scope and Sequence for all subjects, incorporating Assessment Schedule.

Implementation of Performance and Development Framework

A whole-of-year schedule determined for teacher development, with a timetable for peer observations, evaluations and feedback.

All staff fully trained in new English, Mathematics, Science and Technology and History syllabus.


Practices:

Teaching and learning programs driven by assessment data, including NAPLAN reporting.

Teaching programs differentiated to meet individual student needs.

Effective and true assessment to ensure effective programming and authentic reporting to families.

Weekly staff meetings that include collegial conversations regarding student progress and performance.


BUDGET

As Above

in Strategic Direction 1:

Casual Teaching for Quality Teaching Rounds = $1920

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and enhance the School Plan 2015-2017 Continue informal meetings with families

to articulate curriculum and school and systems management expectations, and to address questions and issues raised

Leaders:

Train staff in implementation of the Performance and Development Framework and implement schedule of discussions and/or observations, to address identified needs.

Articulate pedagogical expectations

for staff and families and community.

Strategic direction 3: A whole community culture, rich in shared social values.

PEOPLE PROCESSESPRODUCTS AND PRACTICES


Students:


Develop a timeframe for reviewing Department of Education policies and school procedures, and enlist


Products:

Families and community members


BUDGET

IMPROVEMENT MEASURES A learning environment that

promotes high quality pedagogy and practices across the school

Purposeful and responsible collegial conversations about pedagogy and practice

Regular and meaningful feedback across the staff

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School Leaders to conduct weekly assemblies and facilitate Positive Behaviour for Learning Award system.

Train students in leadership roles and plan Leadership Meetings.

Participate in review and update of Department of Education policies and school procedures relevant to student wellbeing.

Staff:

Strengthen capabilities of all staff in building genuine relationships throughout the school and wider community.

Create two-way communication processes that support collaborative decision-making.

Review and update Department of Education policies and school procedures relevant to student wellbeing.

Review and update Nutrition in Schools Policy, in collaboration with P&C Canteen Committee.

Support the Parents and Citizens’ Association by providing relevant information through the Principal’s Report.


Build awareness in families of the mutual role of building constructive relationships to improve understanding and implications of whole school programs and practices.

Support and encourage family and community participation in school-based programs, eg Canteen, Stephanie Alexander Kitchen Garden Program, Ready 4 School, planned activities.

Participate in review and update of Department of Education policies and school procedures relevant to Student Wellbeing.

Participate in review and update of Nutrition in Schools Policy and school procedures.

Leaders:

members from Parents and Citizens’ Association and wider community to participate.

Provide information from the Department of Education through school Newsletter, Jerrys Journal, and on the School’s website.

Encourage community participation in school events, including curriculum, administration and student wellbeing matters.

Inform families and community of whole-of-year planning

Provide information about programs and practices in Jerrys Journal and on the School’s website.

Develop a School Leadership Team role statement, and a meeting schedule.

School Leaders to attend GRIP Leadership Conference in Term 2.

Evaluation plan:

Annual surveys of families and community

Data from visitor sign-on book Meeting minutes from School Leadership

Team. Parents and Citizens’ Association meeting

minutes

attending weekly school assemblies. Community members filling assistant roles

in Stephanie Alexander Kitchen Garden Program.

Families and community contributing to the review and upgrading of school policies.

A supportive Parents and Citizens’ Association, engaged in whole school evaluations and collaboration, fundraising and planned in-school activities.

A positive attitude demonstrated towards teaching and learning across the school, and mutual respect displayed by students, staff, families and community members.


Practices: Two-way, respectful communication

between students, staff, families and members of the community.

Proactive, communicative leadership.

Decision-making based on appropriate and relevant collaboration with students, staff, families and the wider community.


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Facilitate annual surveys of families and community.

Conduct twice yearly informal meetings with families and the wider community (Community Conversations).

Facilitate the formation of groups to review and advise on the key school processes of Finance, Curriculum and Student Wellbeing.


Documents

· Web viewIn-school programs that have been developed to meet the needs of the School and its community are Accelerated Literacy, Jolly Phonics and Stephanie Alexander Kitchen Garden