Frenchville State School Key priorities for 2019:

DoE PRIORITIES :

Every student succeeding - State Schools Strategy 2018-2022 is Queensland's plan to lift the performance of each state school student, teacher and principal. It is aligned with Advancing Education: An action plan for education in

Queensland and the Strategic Plan 2018–2022. The focus areas are: Successful learners - Students engaging in learning and achievement, and successfully transitioning from early

childhood into schooling and then to further education, training and employment. Teaching quality - Teachers employing high quality, evidence-based practices focused on success for every student. Principal leadership and performance - School leaders driving school

improvement and student achievement. School performance - Schools achieving success through an intentional

approach to improving the progress of every student. Regional support - Regions focusing on supporting performance and outcomes

across three sectors - early years, schooling, and training and skilling Local decision making - Schools ensuring community needs are central to

decision making processes, autonomy and accountability. Collaborative empowerment is the departmental business model that makes a

commitment to developing our people, communicating better with each other, reviewing our performance and ensuring our schools are among the best in the world.

This Annual Implementation Plan was developed in consultation with the school community and states the key strategies that meet school needs and departmental requirements.

Acting Principal President P&C Association/School Council Endorsement by Principal’s supervisor

Name: Marty Krehlik Name: Errol Meyer Name: Trudy Graham

Signature: Date: 21.2.2019 Signature: Date: 21.2.2019

Signature Date: 6.03.2019

Numeracy —Integrated curriculum delivery, evidence of the proficiencies and content, and the alignment of assessment tasks to the Australian Curriculum.

Literacy— School-wide consistency and implementation of learning walls.

Growth Mindset and wellbeing of the school community.

2019 Annual Implementation Plan

Frenchville State School

Inspiring minds. Creating opportunities. Shaping Queensland’s future. Every Student Succeeding. Version 1.3 February 2019

DoE Priorities Strategies & Actions Responsible Officer & Timeline

Local Decision Making Foster Accountability Create Collaboration

Strengthening P&C and School Consultative Mechanisms -Review P&C meeting times and structures. Trial online meetings for fundraising event planning. -Establish a fundraising overview and budget. Reinstate the school fete. -Establish a representative structure for school junctures to feed into P&C meetings. Responding to Parent Opinion Survey Data -Develop a parent education campaign to support parents to understand contemporary learning & the national curriculum. Involve school based presenters and community presenters. Record sessions for flexible access. -Continue digital newsletter & Facebook page. Introduce streamlined iPad sign in using ID Attend. Strengthening Collaborative Partnerships -Participate actively in the Northern Alliance to create opportunities for interschool moderation, staff exchange programs and learning with neighbouring schools. -Continue STEM partnerships with CQ University and neighbouring schools. -Continue prep enrolment processes including interviews, parent evening and open day to engage parents early. Plan comprehensive transition programs for complex cases, incorporating transition statements. Build stronger links with neighbouring early learning centres. -Publish a curriculum overview for parents each term and create a comprehensive curriculum overview for the school website which covers all key learning areas within the National Curriculum to capture Frenchville’s approach, including how ICTs are used to enhance learning. -Enact the Reconciliation Action Plan. Continue to build Indigenous perspectives, expanding staff knowledge. -Implement the Frenchville Learning and Wellbeing Plan and Parent & Community Engagement Framework.

Principal & P&C Committee Leadership Team BM Michele Bailey All staff DP Bill Smith & Paul Norton DP Donna Earle-Morrison HOC Lenore Olive DP Susan Wilkinson All staff

Teaching Quality & Principal Leadership Systematic Curriculum Delivery Effective Pedagogical Practices Expert Teaching Teams Lead Teaching and Learning Develop Self and Others Lead Improvement Innovation & Change

Delivering National Curriculum Implementation -Implement curriculum plan. Refine the plan to reflect the current version of the National Curriculum. -Continue moderation processes, growing exemplar banks, and consolidating the rigor and reliability of A-E data. Revise moderation processes within FSS & contribute to an alliance based moderation process with other schools. -Continue the emphasis on student voice, risk taking in maths & open ended assessment tasks. Build on the existing cycle of inquiry to deepen practice. Develop techniques for collecting evidence of the change in practice. Monitor A-E data cycles to track progress towards standards based assessment. -Continue whole school calendar events to meet cross-curricula priorities and general capabilities, scheduling at times suited to the overall teaching and assessment schedule & school calendar. Providing Differentiated Program Support -Continue the BLOOM program in years 4-6 to extend and case manage more capable learners and provide enhanced differentiation. Continue the BLOOM Committee to monitor. -Introduce an artist in residence program. Apply for whole school grants to fund the program. -Induct new staff & mentor beginning teachers using the school mentoring program. -Continue the focus on feedback to learners through two stars and a wish protocol, learning journals & goals, and student reflections within the learning cycle. Supporting Staff -Maintain the commitment to collegial visits, varying the models to suit the needs of teaching staff. Extend to include teacher aides. Provide intense support for new teachers to the school and profession, introducing the Blue Book models and assigning mentors. -Position teachers to apply for Highly Accomplished Teacher and Lead Teacher accreditation through leadership opportunities, standards based PD and folio support. -Review the Blue Book pedagogical models to identify the core and the aspirational. -Use the Australian Professional Standards for Teachers to support the development of annual performance plans -Continue the Makerspace & Entrepreneurs of Tomorrow commitment, enhancing opportunities for digital pedagogy, coding and mentoring. Continue to provide capacity building models for teachers through co-planning & co-teaching. Continue the use of XOs in year 4 & BYOX in years 5&6. -Expand the opportunities for leadership density within teams, creating vertical alignment portfolio roles and cross year level meeting structures. -Use the outcomes of the 2019 school review to shape future planning. -Invest in release time for year level co-ordinators to build leadership density and support. -Engage a District Relieving Teacher and provide release time for scheduled meetings. -Continue the ‘learning our way to improvement’ PD focus, building further opportunities for staff learning in key curriculum areas & driving action research and coaching models. Use the standards of evidence to assess gains. -Upskill principal and deputies in coaching techniques -Continue to address staff welfare and provide PD and advice about work-life balance and wellbeing. -Engage in a PD partnership with TeachFlix to provide targeted online PD

Prin, DPs, HOC and Teaching Team

Wendy Goldston & Bloom Team

All staff

All staff, facilitated through LCC

Principal

DPs DPs and Principal

DP Bill Smith & Paul Norton

All Staff All Staff Principal & DPs All Staff, lead by the Leadership Team Leadership Team

DoE priorities Strategies Responsible Officer

Successful Learners Know our Learners Meet our Learners’ Needs

Delivering Improvement Aligned to the Improvement Agenda -Continue emphasis on co-operative learning strategies and student voice, including the use of number talks and fun and engaging games based maths practice to build the proficiencies -Make success criteria visible to students and make learning visible in all classrooms through relevant learning displays which include assessment exemplars in English, maths and science -Place strong emphasis on folios of student work when making judgements about overall student performance and ensure all summative assessment pieces are marked against a guide to making judgements aligned to the National Curriculum expectations -Embed Sharrett’s ‘’Five Questions for Students’’ to provide feedback to staff members and provide students with an opportunity to articulate their learning and give feedback to staff members. -Implement high yield strategies across the school, using the Blue Book as the core -Continue to tailor PD to explicit improvement agenda priorities – maths, growth mindset. Use online training courses to create flexible learning opportunities for staff members. -Revise Jolly Phonics learning at the request of junior school staff -Continue class data action planning processes and link to differentiation strategies. Investing in our Students’ Needs & Aligning Resources to Support Improvement -Use the Early Start resources to benchmark students in prep. -Implement tailored strategies to reduce the gap in outcomes for Indigenous learners. -Continue to top up teacher aide time using I4S funds to maintain classroom support for learners. -Invest major proportion of learning support in youngest learners to close any gaps early, including the allocation of a learning support teacher to years 1 , 2 & 3 (0.8FTE years 1-2, 0.6 year 3) -Continue to upskill teacher aides, providing targeted PD to meet I4S accountabilities for enhanced student outcomes. Provide enhanced support in literacy block ‘part’ in year 4. -Continue to invest in additional speech therapy time (0.5) using I4S grant. -Continue the operation of the student services referral and meeting structure to support complex case management and transparent allocation of support resources -Focus additional purchased STLaN time on targeted intervention for D level students, mapping through ICPs -Continue the student services support role to oversee medication, attendance and student welfare. -Involve the GO in case management of ongoing attendance management cases. -Ensure QSIL principles are embedded in school practice and reflected in data action plans. -Continue school swimming program in prep in term 4. -Develop a learning & wellbeing framework for students, responsive to increasing complexity.

All Staff, Lead by the Leadership Team HOC All Teaching Staff, lead by the HOC Leadership Team All Staff HOC All Teaching Staff P-2 staff Prep Team DP Susan Wilkinson Student Services Team

Lead by Leadership Team DP Donna Earle Morrison & Student Services Team GOs Jodie Cook &

Enrichment Centre Team

SCHOOL PERFORMANCE

Know our Data Know our Strategies

Using the Cycle of Inquiry to Sharpen Focus & Show Growth -Review the assessment and monitoring schedule. Investigate literacy and numeracy tools that reduce the loss of teaching time when collecting & analysing data. Reduce reliance on NAPLAN resits/practice as a measure of school improvement. Use the standards of evidence to measure impact. -Provide release time through I4S to enhance regular data cycles and differentiation planning. -Provide additional NCT to support student growth priorities & data analysis. -Continue the emphasis on Growth Mindset & The Learning Pit to build confidence & persistence. -Use School Improvement Hierarchy & Inquiry Planner to focus on the maths improvement agenda.

All staff Admin Team All staff

Significant Budgetary Activities Cost Centre

Amount Significant Budgetary Activities Cost Centre

Amount

-AAEP/AO time -TRS Sick -TRS Safety Net -GO (includes regional levy) -ICT Admin -ICT Tech Support -ICT Maintenance -Mentoring Beginning Teachers Grant -Chaplaincy -Indigenous Education

203511 205611 205612 205411 202714 202713 202712 205614 200900 202500

$ 22 279 $141 794 $ 37 516 $ 3 061 $ 5 600 $ 66 000 $10 000 $ 6 734 $20 000 $24 293

-Learning Support Resources -Targeted Lit & Num Intervention -Enrichment Centre Resources -EFSP (Children in Care) -ICT -ICT BYOX -Entrepreneurs of Tomorrow -Professional Development -BLOOM -Instrumental Music -Art -HPE -Music -Instrumental Music student resource scheme -I4S (includes $185 573 c/f) - -Address safety issues in the annual audit as identified by the committee

205412 203200 205900 201500 202700 2027110

202715 204400 201111 206210 206300 202100 206211 206212 207000 200110

$1 000 $64 082 $ 6 000 $ 8 598 $ 66 251 $ 4 556 $ 5 904 $24 250 $ 2 000 $ 2 500 $ 4 000 $ 4 000 $ 2 000 $12 754 $580 691 $4 000

-Pay charges associated with phones, communications -Purchase chemicals & supplies, annual carpet cleaning & pest control -Consumables -Contingencies -Teacher Aide Room Requisites -Teacher Requisites -Learn to Swim

205800 201910 203500 201000 204310 205700 202110

$ 8 409 $15 000 $10 000 $ 4 000 $1 500 $5 000 $4 500

-Photocopying -Curriculum -Resource Centre -Prep Consumables

204300 201100 204800 201110

$30 000 $20 000 $16 000 $ 2 000

-Servicing of Large fans in SAC, painting - Monitor, repair and fund WH&S issues -Grounds maintenance -Upgrade Lighting in SAC

201913 206100 201911 201917

$11 111 $ 4 000 $12 000 $34 860

-Pay electricity & water components of utilities, sanitary services -Staff flu shots

206000 206110

$257454 $1 500

-Asset Replacement Provision -Grounds Equipment Replacement -Learn to Swim Future Projects Provision -Bank Reserve Provision

320000 320010 330000 310000

$80 042 $3 750 $8 646 $40 000

Improvement Agenda

2019 Performance Indicators & Desired Outcomes

Local Decision Making

-The school community is satisfied with the communication strategies and public reputation of the school and high confidence levels as reflected in the school opinion survey are maintained. -Parents indicate they feel welcome at the school and can approach school staff for support and assistance -High levels of participation in school events such as Book Week, Dance Parties, Spotlight Concert & Reading Knights program are maintained. -Parent levels of satisfaction about that they are asked for input is rated at 90% or higher in school opinion survey 2019.

Teaching Quality & Principal Leadership

-Numbers of students in the top two bands of NAPLAN in reading equals at least 40% in year five by 2020. -The 2018 Summary of NAPLAN Performance Measures shows all areas at least comparable with national results. -Numbers of students with an “A”, “B”, “C” in English, Maths and Science on end of semester report cards in year one has increased when compared to 2014 results. -Published whole school curriculum plan is in use in 100% of classrooms. Visible assessment practices are evident. -100% of class data action plans have been submitted and are used in discussions with teachers. ICPs are being implemented as necessary. -Two stars and a wish feedback is embedded across the school and is evident in all workbooks. - Evidence of learning goals and reflections on learning are visible in all classrooms. -The ARD expresses satisfaction with the evidence of the pedagogical models in classrooms on her visits. -Students and staff can be heard using the language associated with the Blue Book. -High levels of parent satisfaction with Frenchville’s teaching and learning approach remain evident in school opinion surveys. -Evidence of feedback to staff members is readily available for the supervisor. -The school improvement agenda is known by all staff and has been clearly articulated in a number of forms. -The Principal Performance Development Plan is current and being actioned actively by the principal. -The ‘I4S’ has been signed off and fully implemented. -Genuine collaboration is occurring and the LCC is active in decision making processes.

Successful Learners & School Performance

-Indigenous students operating below national minimum standard are case managed to move towards enhanced performance and to reduce the gap with attendance, school achievement and improvement. -Targeted short and long term improvement strategies for NAPLAN are consistent with FSS improvement agenda and DoE expectations. -Minimum regional progression targets are met or exceeded. -Attendance data is maintained at 94% or greater and less than a 3% gap exists between Indigenous and non-Indigenous student attendance.

NAPLAN PERFORMANCE HISTORY & TARGETS FOR 2019

Strand Year Level Measure

School targets

2016 2017 2018 2019 Target

Reading

Year 3 NMS 99.3% 100% 97.8% 98%

U2B 64.2% 56.6% 48.6% 49%

Year 5 NMS 97.4% 99.3% 98% 99%

U2B 34.5% 39.7% 41.8% 43%

Writing

Year 3 NMS 99.3% 99.3% 99.2% 99%

U2B 64% 68.5% 42.1% 43%

Year 5 NMS 98.3% 94.4% 91.4% 95%

U2B 18.1% 18.8% 13.8% 15%

Spelling

Year 3 NMS 99.3% 98.6% 97.1% 98%

U2B 57.2% 62.2% 51.1% 52%

Year 5 NMS 98.3% 97.9% 98% 98.5%

U2B 23.3% 33.8% 30.9% 32%

Grammar & Punctuation

Year 3 NMS 100% 97.9% 97.8% 98%

U2B 66.7% 72% 46.8% 47%

Year 5 NMS 98.3% 96.6% 96.7% 97%

U2B 44.8% 41.4% 40.1% 42%

Numeracy

Year 3

NMS 100% 98.6% 99.3% 99.5%

U2B 49.6% 42.7% 35.9% 40%

Year 5 NMS 99.1% 97.3% 98.7% 99%

U2B 25% 33.6% 28.5% 30%