Royal Prince Alfred Hospital · Web viewHome school communication is carried out on an individual basis. [Enter the student, teaching or leadership learning activities and processes

RPA Hospital School plan 2015 – 2017

ROYAL PRINCE ALFRED HOSPITAL SCHOOL

Public Schools NSW | School plan 2015 - 2017 | Royal Prince Alfred Hospital School www.schools.nsw.edu.au 01

School background 2015 - 2017

SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS

It is the vision of Royal Prince Alfred Hospital School (RPAHS) to provide educational continuity, psychological wellbeing and welfare to all students, K- Year 12, who are hospitalised.

RPAHS currently inhabits two separate sites approximately two kilometres apart. The teaching and learning takes place within RPA Hospital on level six, near to the Children’s Ward. Enrolment features reflect the school’s high mobility rate. Students remain on the permanent rolls of the home schools. In 2014 the school provided an educational service to approximately 927 students.

There is one full-time teaching Principal, 0.152 casual teachers, 0.1 teacher librarian and 1.496 school administration and support officers.

The School culture is characterised by a strong welfare policy which recognises that all children have a right to education and the school has a duty to provide educational opportunities which are appropriate for children who are temporarily or permanently affected by ill health or disability. The school also recognises that illness and disability affect the whole family and student’s family members are consulted and included in programming and planning.

The school community has given feedback via surveys and meetings regarding the appropriateness of our service provision, equipment and strategic directions for the 2015-2017 school years.


School strategic directions 2015 - 2017

This page identifies the 2 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.

To increase high levels of interest and engagement of students through the development of staff expertise.

To build a culture of welfare and wellbeing in order to improve student engagement in a positive school environment.


STRATEGIC DIRECTION 1To develop essential skills in

literacy and numeracy including critical thinking skills and to be creative productive

users of technology

STRATEGIC DIRECTION 2To offer equitable provision of educational opportunities in

order to enable all students to be engaged in schooling

Strategic direction 1: To develop essential skills in literacy and numeracy including critical thinking skills and to be creative

productive users of technology

PURPOSE PEOPLE PROCESSES PRODUCT AND PRACTICES

Why do we need this particular strategic direction and why is it important?

To increase high levels of interest and engagement of students through the development of staff expertise.

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

Students: Through increasing engagement. Time spent either 1:1 with the teacher or working with technology will increase numeracy, literacy and technological skills Critical thinking skills will be improved via cues to elicit responses. Addition of STEM/ STEAM based activities should also increase engagement.Staff: Through increased engagement, the teacher is also engaged in the teaching/ learning continuum and gaining skills in turn. Additional STEM/ STEAM based professional learning should also encourage this.Parents: Communication between all parties is strengthened through consultation via surveys. Positive student engagement will show parents the value of school work.Community partners: Teaching and medical staff liaise on a daily basis. The HAS also collaborates to share ideas/ information.Leaders: Engage each other through professional dialogue at meetings and via the net.

How do we do it and how will we know?

*Development of technology infrastructure .e.g. wi-fi

LEGO We-Do/EV3*Professional learning for staff*Student engagement with programsEngagement is recorded on a daily basis through a day book and via surveys. Data from the day book will be collated to determine % increases.Training through the dealership and /or TPL. Opportunities to share with each other and /or through ICT.Through the addition of critical thinking cues recorded dailyThrough monitoring records from the day book.

Regular staff meetings to share lesson materials and give feedback.Through daily discussion and attendance at the termly meeting.Evaluation plan: The day book will be checked to elicit levels of engagement.

New LEGO / robotics and technology will be used to elicit high levels of interest and engagement.

What is achieved and how do we know?

90% of students respond at 4-5 on exit survey with regard to technology.

Ongoing records of engagement is kept in day book.

75% of students engage with the required work as measured by number of students receiving a school award.(up to 56% at end 2016)

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

The new daybook recording system outlines exactly what is involved in the teaching/ learning exchanges that occur on a daily basis.

Students and teachers are actively engaged through the use of technology. There will also be an increase in teacher designed lesson materials. This will include the development of critical thinking cues to increase responses and specific STEM/STEAM based lessons for LEGO WeDo/EV3.

IMPROVEMENT MEASURE/S

90% of students respond at 4-5 on exit survey with regard to technology.(baseline data to be determined in 2015)

75% of students engage with the required work as measured by number of students receiving a school award.


Strategic direction 2: To offer equitable provision of educational opportunities in order to enable all students to be engaged in

schooling

PURPOSE PEOPLE PROCESSES PRODUCT AND PRACTICES

Why do we need this particular strategic direction and why is it important?

To build a culture of welfare and wellbeing in order to improve student engagement in a positive school environment.

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

Students: Engagement will ensue when students interest levels are increased and they understand the value of the work provided .This interest should be increased post the use of STEM/STEAM based robotics lessons etc.Staff: Staff will extend their knowledge and skills in welfare related areas such as positive psychology.(also STEM/STEAM/robotics)Parents: Parents should understand the value of the work provided and encourage participation.Community partners: Home schools/ med teams/ HSA understand the hospital schools role in conjunction with their own.Leaders: All leaders may engage via meetings to discuss a positive school environment.

How do we do it and how will we know?

Our success will be measured through student engagement via the day book data.

Collection of data from day book and surveys.

Establishing baseline data at the end of semester 1 2015 and setting appropriate targets according to this data.Staff enthusiasm will be indicated through the use of surveys.

Staff professional development in areas such as positive psychology will be explored.Leaders and community partners: Discussion at meetings will include both levels of engagement and positive feedback.

Home school communication is carried out on an individual basis.Evaluation plan: Ongoing success will be monitored through the day book, surveys, meetings and professional discussion.*Explanation/ outline of the new syllabus via coded additons to the teaching/learning materials used.

*Refining data collection, record keeping and monitoring systems.

*Development of home school communication for long term students.

What is achieved and how do we know?

Positive feedback will be documented in the daybook. This will show an increase in the number of students completing set tasks.(Baseline data will be determined in semester 1 2015.)

90% of students will respond at 4/5 regarding the suitability of programs.

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

PracticesConstructive interactions will continue to develop between students, teachers and the home schools.

Teachers differentiate curriculum delivery to meet the needs of individual students.

IMPROVEMENT MEASURE/S

Positive feedback will be documented in the daybook. This will show an increase in the number of students completing set tasks.(Baseline data will be determined in semester 1 2015.) Data will continue to be monitored in 2016.

90% of students will respond at 4/5 regarding the suitability of programs.

Already at 100% (2016)

Continue records until end 2017 at least.



Documents

Royal Prince Alfred Hospital · Web viewHome school communication is carried out on an individual basis. [Enter the student, teaching or leadership learning activities and processes