School plan 2015 – 2017 … · GoAnimate, Telegarmi, Voki, Bubble Mindmapping, Sumdog) Staff: Staff development on student goal setting and learning intentions Develop staff understanding

[May 2015]

School plan 2015 – 2017

4011 Lake Heights Public School

Lake Heights Public School 4011

Page 1 Planning template – V2.0 [May 2015]

School background 2015 - 2017

SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS

Lake Heights Public School values and nurtures the talents, qualities and interests of its students and provides programs and experiences that ensure every child has the opportunity to reach their potential. We have high expectations of all our students and support them to understand, manage and enjoy their learning. As we look to the future, we aim to further personalise the curriculum to meet the specific needs of individual learners.

Lake Heights Public School (enrolment 140) is a small school providing first class learning opportunities and achieving enviable outcomes with students. The school supports programs in Reading Recovery, Language Learning and Literacy (L3), Accelerated Literacy (AL) and Targeted Early Numeracy (TEN).

There is a strong emphasis on student wellbeing, technology and differentiated learning experiences to connect and engage all learners.

The school community is comprised of students from a range of social and cultural backgrounds. We embrace the diversity that this brings to our learning environment.

The school’s Parents and Citizens group works collaboratively to support the directions the school is moving towards.

Over the years, a range of welfare measures has vastly improved the climate of the school and community attitudes towards the importance of education. We continue to work with parents and the wider community to improve attendance in order to enable students to reach their full potential.

Conduct a situational analysis to determine the educational landscape.

Review 2014 school plan and make notes.

Revise our vision statement and examine the school context with staff and school community.

Collect data from students about attendance.

Gather school and NAPLAN data for all areas to determine future areas of need.

Analyse all data and determine areas of change or progress and validate the conclusions.

Communicate findings and recommendations to develop the school’s strategic directions for the coming three years.



School strategic directions 2015 – 2017

Data indicates that attendance levels are consistently below the state average.

This impacts on student learning and social confidence, resulting in a lack of continuity in students’ education.

Regular attendance will enable students to bridge gaps in their knowledge and provide them with the opportunities to achieve their full potential.

School and NAPLAN data shows that while there is now growth occurring between years 3 and 5, the school is still under-represented in the proficient bands.

Spelling, writing, grammar and punctuation have been identified as areas of greatest need.

Proficient skills in all areas of literacy will enable students to access all curriculum areas.

Implementation of the NSW Syllabus for the Australian Curriculum in Mathematics began in 2014. A revised school scope and sequence plan will ensure that all aspects are covered effectively from 2015

The implementation of the new Science and History curricula has the potential to reinvigorate these areas and enhance student engagement.

Collaborative professional development and resource acquisition will assist the school with full implementation of the Australian Curriculum

STRATEGIC DIRECTION 1

Attendance


Literacy


Australian Curriculum



Strategic direction 1: Attendance

PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES

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

Data indicates that attendance levels are consistently below the state average.

This impacts on student learning and social confidence, resulting in a lack of continuity in students’ education.

Regular attendance will enable students to bridge gaps in their knowledge and provide them with the opportunities to achieve their full potential.

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

Students:

Students will need regular reminding that coming to school matters for their academic and social development.

Staff:

Staff need

• familiarity with the processes the school has in place to lift attendance

• to maintain communication between the attendance co-ordinator and families

Parents:

Parents need to know that coming to school matters for their child’s academic and social development as well as their future life prospects.

Every day missed is a lost opportunity.

Community partners:

Barnardos needs to be aware that attendance is a focus at our school and the school needs to be made aware of any issues that they know of that could impact attendance.

Leaders:

Learning and Support team will need ongoing development with interpreting attendance data and knowledge of the status of referrals to the HSLO program.

How do we do it and how will we know?

Attendance Co-ordinator with the Principal:

• Follows up and raises whole school awareness of the importance and benefits of attendance and punctuality (phone calls, letters, campaigns, morning broadcast, newsletter, school sign, posters, individual score cards)

• Recognises targeted students who show improvement with incentives

• Makes use of inter agency support • Alerts Learning and Support team of

concerns • Pre-empts absences by letting

students know that as close as possible to 100% attendance is important – the odd absence every other week adds up and impacts learning success

Student wellbeing:

• Kids Matter – Australian primary schools mental health initiative

• Growing Respect community based initiative led by “Beyond Empathy”

• A nutrition program in the first semester for Early Stage one classes to ensure students are beginning their day in the best possible way.

Evaluation plan:

Monitoring of attendance data and the impact of each of the processes (above) by Learning and Support team.

What is achieved and how do we know?

Products:

More than 90% of students attending school regularly and achieving their full potential.

Improved student social skills will lead to a greater number of students achieving the highest levels on the school’s student welfare award schemes

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

Practices:

Daily follow-up of attendance issues

Highlight attendance with the community through the newsletter, school sign and P&C meetings

Make connections with families through an Attendance Officer

Make use of agencies such as Barnardos, Myimbar and Home School Liaison Officer who also work with families in our community.

Monthly attendance certificates and an additional class award scheme stamp to students who attend over the target number of days.

IMPROVEMENT MEASURE/S

More than 90% of students attending school regularly and achieving their full potential.

Improved student social skills will lead to a greater number of students achieving the highest levels on the school’s student welfare award schemes

Aboriginal student attendance is equal to or better than the whole school population.



Strategic direction 2: Literacy



School and NAPLAN data shows that while there is now growth occurring between years 3 and 5, the school is still under-represented in the proficient bands.

Spelling, writing, grammar and punctuation were identified as areas of greatest need.

Proficient literacy skills enable students to access all curriculum areas.


Students:

Use a variety of digital tools for writing that will meet various learning styles (eg GoAnimate, Telegarmi, Voki, Bubble Mindmapping, Sumdog)

Staff:

Staff development on student goal setting and learning intentions

Develop staff understanding of how to use PLAN data to inform their teaching

Staff development in spelling, technology and pedagogies

Parents:

Provide parents with ongoing information and knowledge that will engage parents with their children’s learning.

Community partners:

Develop the means by which the Bundaleer Homework and Community centre workers have a knowledge of the learning that students are involved in.

Leaders:

Class free Principal to ensure that all processes and practices are on track.


Collaborative practices:

• Use Library time to provide a second teacher in classes to support writing

• Timetable teacher release time so that teachers on each stage are able to work and plan together and share effective practices

• Provide opportunities for teachers with expertise in spelling, writing, grammar and punctuation and the use of digital tools to share and mentor other teachers

• Give teachers opportunities to observe best practice first hand

• Employ a School Learning and Support Teacher to work in each class one hour per week for writing

21st Century learners:

• Incorporate an extensive range of writing tools to cater for all learning styles

Pedagogies:

• Support the implementation of L3 (Language, Learning and Literacy) Accelerated Literacy pedagogies and Focus on Reading (post 2015)

Evaluation plan:

Timetabled reviews to ensure we are staying on track and working towards increasing proficiency in spelling, writing, grammar and punctuation.

PLAN data will be entered each term K-6 providing base line data and ongoing measures to compare growth.


Products:

Each year, NAPLAN and class assessment data will show a higher number of students in the proficient bands for spelling, writing, grammar and punctuation


Practices:

Teachers are using assessment data obtained from PLAN software and NAPLAN to inform their teaching

A whole school spelling program implemented.

The continued implementation of Language, Literacy and Learning (L3) and Accelerated Literacy (AL) and Focus on Reading (from 2016)

Double the school’s Reading Recovery allocation to support a greater cohort of students coming into Year 1.


PLAN data will show that students are moving along the Literacy Continuum at an optimal rate

NAPLAN data will show an increased percentage of students in the proficient bands for spelling, writing, grammar and punctuation.

Aboriginal students will be equally represented in the proficient bands and along the continuum.



Strategic direction 3: Australian Curriculum



Implementation of the NSW Syllabus for the Australian Curriculum in Mathematics began in 2014. A revised school scope and sequence plan will ensure that all aspects are covered effectively from 2015

The implementation of the new Science and History curricula has the potential to reinvigorate these areas and enhance student engagement.

Collaborative professional development and resource acquisition will assist the school with full implementation of the Australian Curriculum


Students:

Ensure that learning engages students and that learning is relevant

Staff:

Staff has a good understanding of each syllabus acquired through well planned professional learning.

Staff need to have ownership through involvement in the development of scope and sequence plans, collaborative planning and awareness building of suitable resources

Parents:

Provide parents with ongoing information and knowledge that will engage parents with their children’s learning.

Community partners:

Work with the Community of Schools to engage in shared training led by the High School and curriculum leaders.

Develop the means by which the Bundaleer Homework and Community centre workers have a knowledge of the learning that students are involved in.

Leaders: Time is scheduled and allocated for the ongoing development of teachers.


Curriculum knowledge:

• Provide time for discussion and sharing of how to use the Australian Curriculum in Science, History and Mathematics.

• Provide programming support in Mathematics and re-develop the school scope and sequence plans that tailor learning experiences to our students

• Review and adjust school reports to take account of changes in the curriculum.

Resources:

• Trial Primary Connections teaching and learning materials for Science

• Continue to acquire suitable resources to support syllabus implementation.

Evaluation plan:

Evidence of our progress will be sourced from the everyday work of teachers, their programs, class displays, assessment data and other products of student learning.


Products:

Teachers’ programs and classrooms show evidence that they are following the NSW Syllabus for the Australian Curriculum in English, Mathematics and Science by the end of 2015 and History by the end of 2016.


Practices:

Staff are following the school’s newly developed scope and sequence


Teachers’ programs and classrooms show evidence that they are following the NSW Syllabus for the Australian Curriculum in English, Mathematics and Science by the end of 2015

Staff are following the school’s newly developed scope and sequence

Documents

School plan 2015 – 2017 … · GoAnimate, Telegarmi, Voki, Bubble Mindmapping, Sumdog) Staff: Staff development on student goal setting and learning intentions Develop staff understanding