School plan 2018-2020Rydalmere East Public School 4123

Printed on: 10 April, 2018Page 1 of 7 Rydalmere East Public School 4123 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

Inspiring lifelong learners through a nurturing andinnovative environment

Rydalmere East PS (REPS) is a small school with a cultureof high expectations and inclusivity. We actively promotethe values of honesty, resilience, responsibility, empathyand respect for others.

Our school promotes equity and excellence, deliveringquality programs in our preschool, support classes forstudents with autism and mainstream K–6 classes. 

The dedicated staff at REPS make a strong team, whowork collaboratively to provide quality learning experiencesthat contribute to and support each child’s cognitive,physical, social and emotional wellbeing.  

We pride ourselves on the ability to address the complexityof changing demographics and a diverse community. 

REPS is a one laptop per child school for Preschool – Year6. Our recognised Highly Accomplished ICT Educator leadsthe innovative use and integration of various forms oftechnology in classrooms.  

Our active P&C support the school and staff in many ways,including fundraising for school resources, supportingschool initiatives and programs and working to ensureschool grounds are welcoming for visitors and stimulatingand inviting for the students. 

Our school is a member of the Cumberland CommunityConnection (CCC), working with other local primary andhigh schools to share expertise and resources and connectstudents to the wider community.

Authentic collaboration and consultation was undertakenwith all Rydalmere East Public School communitystakeholders

The consultation process included:

• Whole school community review of 2017 ExternalValidation

• Parent surveys on teaching and culture

• Student surveys

• Staff SWOT Analysis

• Analysis of internal and external data by staff andreported to community

• Staff reflection on current school plan

• Contributing to shared vision

• Collaboration with our community of schools

• Consultation, Professional Learning and support fromPrincipal School Leadership 

Trends from stakeholders consultation indicate continuedfocus on:

• strong literacy and numeracy foundations

• igniting and sustaining a passion for learning

• a nurturing and supportive environment

• 21st century learning (4 Cs)

• quality teaching 

The draft document was taken to staff and parents forfurther development and consultation and input at variousstages throughout the planning process

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Wellbeing

STRATEGICDIRECTION 2

Literacy and NumeracyAchievement

STRATEGICDIRECTION 3

Producing SuccessfulInnovative Global Citizens

Purpose:

To create an environment where every student is known,valued and cared for.

Purpose:

All students continue to develop their literacy andnumeracy skills to reach their individual learning potential.

Purpose:

To engage students in developing their understanding ofan evolving world through innovative pedagogies andstrong community connections.

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Strategic Direction 1: Wellbeing

Purpose

To create an environment where everystudent is known, valued and cared for.

Improvement Measures

The school demonstrates an increase of atleast 10% each year in annual PBLBenchmarks of Quality Survey, with a viewto achieve at or above 90% at the end ofthe 3–year plan.

All staff demonstrate an understanding ofidentifying and referring students to schoolbased structures for learning and support.

Parent feedback demonstrates growth incommunity connectedness with anunderstanding of school wellbeingpractices. 

People

Leaders

School leaders promote evidence–basedwellbeing practices through positiveinteractions and targeted professionallearning. 

Staff

All school staff are empowered to supportthe social and emotional wellbeing of allstudents and positively respond whenadditional support is required.

Students

Students continually build their capacity tobe resilient, self aware citizens whiledeveloping positive relationships across theschool community. 

Community Partners

All members of the school community areactively involved in all school eventsthrough partnerships and high–levelcommunication with school staff. 

Parents/Carers

Parents and carers are active and positivecontributors to the school and experience asense of belonging to their school andcommunity through planned and proactiveinteractions with school staff. 

Processes

Positive Behaviour for Learning (PBL)embedded throughout school practice. 

Proactive and responsive learning andsupport team targeting student wellbeingand learning outcomes. 

Engaging activities to support studentneeds including with the Defence SchoolTransition Aide. 

Providing an engaging and inclusiveenvironment for all members of the schoolcommunity. 

Evaluation Plan

Process will be monitored through: 

– On–going assessment of PBL data 

– Tell them from Me and school developedsurveys (students, parents, staff and thecommunity) 

– Monitoring and tracking of students usingPLAN data

– Monitoring and tracking of students usingthe learning progressions. 

– Staff uptake and implementation ofevidence–based wellbeing practices 

– PBL Benchmarks of Quality 

PBL surveys 

Practices and Products

Practices

1. Wellbeing initiatives are promotedthroughout the school to students, staff,parents and the community.

2. The individual needs of all students P–6are met through evidence–basedinterventions and programs.

3. Parents and the community are valuedas stakeholders within the school and makevaluable contributions.

Products

1. Positive and respectful relationships areevident and widespread among students,staff and the community.  

2. Student learning and wellbeing goals areinformed by analysis of internal andexternal student progress and assessmentdata.

3. The school is recognised as responsiveby the community and caters to equityissues.

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Strategic Direction 2: Literacy and Numeracy Achievement

Purpose

All students continue to develop theirliteracy and numeracy skills to reach theirindividual learning potential.

Improvement Measures

Students achieve a year's worth of growthfor a year's worth of instruction.

8% increase of students in the top twoNAPLAN bands.

8% increase of students achieving at orabove minimum benchmarks in literacy andnumeracy.

Teacher capacity builtthrough personalised performance anddevelopment goals consistent with theprofessional teaching standards andschool's strategic directions.

People

Students

Students are supported in their literacy andnumeracy learning and achieve to their fullpotential. 

Students are provided with appropriateskills to assess their own learning througheffective feedback.

Staff

Staff are involved and engaged in targetedprofessional learning delivered by internaland external staff, with a focus onclassroom based professional learning. 

Teachers provide highly personalised anddifferentiated learning experiences in theirclassrooms. 

Teachers provide appropriate interventionsfor students who require additional supportin literacy and numeracy.

Leaders

School Leaders work shoulder to shoulderwith classroom teachers and are activelyengaged in their professional learning.

Parents/Carers

Parents and carers will have opportunitiesto develop their knowledge of classroombased practices and intervention programsthrough P&C meetings and othercommunication channels. 

They understand what is required forlearning success and how they can helptheir child at home. 

Processes

Implementation of evidence–baseddifferentiated teaching practices in bothliteracy and numeracy.

Targeted and responsive, individual andwhole–school professional learningopportunities to build teacher capacity andoffer leadership opportunities to all staff.

Consistent collection and analysis of qualitydata to inform teaching practice and trackstudent achievement.

Evaluation Plan

Ongoing whole school data collection andanalysis in the following areas will be usedto monitor student achievement:

– Eight targeted Literacy and NumeracyProgressions

– Student reading levels.

– Spelling skills.

– Best Start and NAPLAN results.

– PLAN data.

– Ongoing formative assessment strategies

Practices and Products

Practices

1. Ongoing consistent collection of studentachievement data across literacy andnumeracy

2. Ongoing professional learning aroundevidence–based practices relating todifferentiation and embedded formativeassessment

3. Modelling instructional leadership andsupporting a culture of high expectations.

Products

1. Teachers respond to trends in studentachievement, at individual, group andwhole school level. to drive differentiatedteaching and learning.

2. Staff value ongoing professionallearning, collaboration and feedback.

3. Evidence of distributed instructionalleadership.

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Strategic Direction 2: Literacy and Numeracy Achievement

People

Parents and carers are given opportunitiesto celebrate their child's successes inliteracy and numeracy.

Community Partners

Collaborative partnerships exist from allschool stakeholders within our communityof schools where expertise is shared andvalued.

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Strategic Direction 3: Producing Successful Innovative Global Citizens

Purpose

To engage students in developing theirunderstanding of an evolving world throughinnovative pedagogies and strongcommunity connections.

Improvement Measures

Increase in student engagement andsatisfaction.

Increase in parent and communityinvolvement in student learning and wholeschool planning.

Partnerships between the school and widereducational community continue tostrengthen to connect relevant andmeaningful student and staff learning.

Internal survey data demonstrates a regularincrease in staff confidence and ability to:

– Integrate effective use of technology intoregular  classroom practice

– Incorporate effective inquiry basedapproaches to student learning

– Incorporate effective future focusedlearning environments that foster creative,critical thinkers, collaborative workers andeffective communicators.

People

Students

Students build skills to become creative,critical thinkers, collaborative workers andeffective communicators who use ICT asan integrated accessible tool.  They engagewith the wider education community toenhance their educational experiences.

Staff

Staff develop a growth mindset towardsimprovement and transformational change.They develop their skills and knowledge offuture ready learners. Staff have highexpectations of student learning. 

Leaders

Leaders explore current research thatsupports bringing a culture of effectiveinnovation and change, leading to collegialwhole school transformation.

Parents/Carers

Create a shared understanding of theimportance of innovative whole schoolchange and transformation and its impacton student learning.

Community Partners

Community Partnerships strengthened toprovide real world learning opportunitiesand experiences for students throughmutually beneficial programs and initiatives.We continue an active role in ourCommunity of Schools to enable sharing ofexpertise across different school contexts. 

Processes

Professional learning opportunities toimprove teachers' knowledge of and skillsin managing future focused learningenvironments and innovative pedagogy. 

Students engaged in differentiated, explicitlearning experiences fosteringcollaboration, visible learning, growthmindset and formative assessmentstrategies across all KLAs.

Develop communities of practice that thesupport the implementation of futurefocused learning environments, inquirybased learning and the effective use ofintegrated technology.

Evaluation Plan

• Evidence of professional learningreflected in staff PDPs.

• Classroom observation tools completedby teachers.

• TTFM survey results 

• Personal Learning Pathways andIndividual Education Plans includestudent goals. 

• Student worksamples (including digital)

• Teaching and Learning programs. 

• Student evaluation of own learningthrough future–focused classrooms.

Practices and Products

Practices

1. School culture is strongly committed tofuture focused learning and the building ofeducational aspiration throughout theschool community

2. Teachers demonstrate and share theirexpertise within our school and widereducational community, and trialresearch–based innovative practice thatsupports students, staff and community

3. Technology that supports learning isexpertly integrated into lessons across allKLAs by teachers.

Products

1. Students are capable collaborators andpersonal goal setters.

2. Class and Whole School programsembed innovative, current andevidence–based teaching practices.

3. Students are capable users oftechnology.

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