School plan 2015 2017

Planning template

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES www.dec.nsw.gov.au

V1.1 [26 August 2014]

School background 2015 - 2017

SCHOOL VISION STATEMENT

SCHOOL CONTEXT

SCHOOL PLANNING PROCESS

At Ferncourt students, parents and teachers work together sharing the responsibility for learning and behaviour in a nurturing environment where excellence, high achievement and creativity are fostered and students are inspired to achieve their best.

Ferncourt Public School is located in South Marrickville, alongside the Cooks River. Its heritage buildings have sweeping views across the city and out to Botany Bay. The school has approximately 420 students. We have a dedicated staff with a range of experiences who value collaborative decision making and staff participation.

The school and community have high expectations of students and value the provision of a wide variety of learning opportunities academic, social, sporting and in the performing and visual arts.

Ferncourt focuses on creating a learning environment that is engaging for students whilst continuing to build the capacity of staff.

Our goal is to continue to strengthen the culture of our school, one that is supportive, engaging and challenging for our students.

The school leaders at Ferncourt worked actively with their staff and school community to establish the school strategic directions and key educational improvements. The planning team consulted with the community and students through the use of the School Bag survey. The team facilitated staff involvement through the use of the Focus on Learning survey. This ensured that the educational priorities of the school reflected the goals and learning needs of students, staff and parents.

NAPLAN and survey data was analysed to assist in the planning process. The evaluation process included the need for training around the mandatory curriculum changes as well as changes linked to Local Management Business Reform (LBMR) implementation.

School strategic directions 2015 - 2017

Ferncourt Public School Strategic Directions

STRATEGIC DIRECTION 1

High quality educational practices and student achievement.

STRATEGIC DIRECTION 2

Quality Relationships

STRATEGIC DIRECTION 3

Fostering professional growth and leadership capacity

To improve student learning outcomes through the development and delivery of consistent high quality teaching practice and the systematic implementation of the NSW Syllabus for the Australian curriculum.

To improve the whole school organisational effectiveness in a positive school community. To improve students social and emotional well-being. To establish more effective partnerships with families and to foster social competencies.

To establish policies and practices to build leadership capacity for staff at all levels. To build stronger relationships as an educational community by leading and inspiring a culture of collaboration, engaged communication empowered leadership and organisational practices.

Strategic direction 1: High quality educational practices and student achievement.

PURPOSE

PEOPLE

PROCESSES

PRODUCTS AND PRACTICES

To improve student learning outcomes through the development and delivery of consistent high quality teaching practice and the systematic implementation of the NSW Syllabus for the Australian curriculum.

Students:

Students have an awareness of the progression of skills contained in the Literacy and numeracy continuums and can set personal learning goals.

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Staff: School

Staff will have a deep understanding of PLAN and have skills to use data to inform teaching and learning

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Parents:

Parents will have an understanding of the data contained in the PLAN program.

1. Whole School Approach to scope and sequencing, planning and assessing- Develop and implement whole school scope and sequences incorporating the new BOS syllabi (K-6); develop assessment and teaching practices aligned with the Quality Teaching model.

2. Differentiation- Build staff capacity to collaboratively plan and differentiate teaching and learning programs using the Quality Teaching elements.

3. Professional Learning-. Develop staff capacity to utilise PLAN and SMART data to drive teaching and learning programs.

Evaluation plan:

NAPLAN data analysed by all staff.

Evidence of teaching in identified Learning Areas each term

Analyses of student progression in PLAN each term.

Monitoring of student progress on Individual Learning Programs each semester.

Feedback from community via surveys and ILP meetings

Products:

To increase the number of students who demonstrate equal to or above expected growth between Year 3 and Year 5 NAPLAN (2015-2017) compared to SSG from

Reading 73% to 85%

Writing, Grammar and Punctuation and Spelling

68% to 75%

Numeracy from 46% to 65%

Practices:

Effective assessment, tracking and student analysis systems in place to ensure consistent teacher judgement, effective programming

All staff will plan teaching and learning programs aligned to whole school scope and sequence documents

Products:

Reading level data

80%of students to achieve school based reading benchmarks as assessed using PM Benchmark and TORCH assessment

Practices:

Effective assessment, tracking and student analysis systems in place to ensure consistent teacher judgement, effective programming and valuable reporting to parents.

IMPROVEMENT MEASURE/S

Increased number of students achieving above expected growth compared to SSG in Literacy and Numeracy in NAPLAN by at least 10%

80% of students achieving benchmarks in reading as measured by PM Benchmark and TORCH assessments.

Strategic direction 2: Quality Relationships

PURPOSE

PEOPLE

PROCESSES

PRODUCTS AND PRACTICES

To improve the whole school organisational effectiveness in a positive school community. To improve students social and emotional well-being. To establish more effective partnerships with families and to foster social competencies.

Students:

Children have skills to regulate their social and emotional well-being and the ability to manage their own behaviour and contribute to the well-being of others.

Staff:

Staff identify and value aspects of factors contributing to well-being in the delivery of teaching and learning

Parents:

Awareness of school well-being programs and initiatives and regularly access the websiteThe school community understands the behaviours, attitudes and expectations that enhance well-being and leads to improved student outcomes

1. Whole School Approach to student welfare and behaviour management- Implementation of the Positive Behaviour for Learning program to develop staff capacity to implement social and emotional teaching and learning programs and to enhance consistency in whole school approach to positive behaviour management.

2. Social and Emotional Leaning- consolidation of Bounce Back and Kidsmatter programs embedded throughout the curriculum and participate in Macquarie University research project PAVe (Preventing Anxiety and Victimisation through Education).

3. School Website Update school website to establish effective communication between all stakeholders around social competencies.

Evaluation Plan

Survey of use of online communication by parents.

Evaluation of PBL data as recorded in SENTRAL

Products:

Decrease in behaviour referrals measured by school referral

Classroom referral s from 32.5% to 20%

B Playground referrals from 23.35% to 10%

Physical infringements from32% to 10%

Rule infringements from 52% to 30%

Practices:

Students are taught to accept responsibility for their own behaviour

Products

Each Classroom teacher will implement 10 Social and Emotional learning lesson per term.

Practices

School consistently implements a whole school approach to well-being that has clearly defined behavioural expectations and creates a positive teaching and learning environment

Product

An increase in online communication with parents

Increase in use of the school website as measured by a paper survey baseline established in 2015

85% of school community subscribed to School ENEWS as measured by online data

Practices

Notes regularly uploaded to ENEWS and

IT team build and maintain school website

Practices

Decrease the incidence of anxiety and victimisation as a result of bullying.

Decrease incidences of depressive and anxiety symptoms from 15% 24% to 5% -14%.

Increase the pro-social responses to bullying from 57%-72% to 67%-82%

Product

Students from Years 4, 5 and 6 will participate in the PAVe project.

IMPROVEMENT MEASURE/S

Decrease in behaviour referrals (Baseline data established 2015)

10 social and emotional learning lessons administered each term

Increase regular online communication via school website and school enews from 75% to 95%

A decrease in student behaviour referrals as recorded using PBL system by at least 10%

Maintain the number of students achieving Silver Star level at 30%

Consistency in the awarding of School Medals at 20% of students from each stage.

Increase the use of protective strategies against bullying by 10%

Decrease the number of students with elevated levels of anxiety and depression by 10%

Strategic direction 3: Fostering professional growth and leadership capacity

PURPOSE

PEOPLE

PROCESSES

PRODUCTS AND PRACTICES

To establish policies and practices to build leadership capacity for staff at all levels. To build stronger relationships as an educational community by leading and inspiring a culture of collaboration, engaged communication empowered leadership and organisational practices.

practices.

Students:

Students are exposed to a variety of teaching and learning experiences which have been developed collaboratively by members of the school community.

[Enter a statement describing the learning skills, knowledge and capabilities that will be developed for students to support the achievement of this strategic direction ]

Staff:

Teachers work collaboratively to enhance teaching and learning outcomes for students.

[Enter a statement describing the learning skills, knowledge and professional capabilities that will be developed for staff to support the achievement of this strategic direction ]

Parents:

Parents work collaboratively with staff to enhance learning opportunities for students.

[Enter a statement describing the learning that will be facilitated for parents to ensure they can engage in activities and initiatives relating to this strategic direction]

1. Engaged communication of school procedures with all staff. Development and implementation of a staff induction policy and updates of school procedures through TPL.

2. Teacher Assessment Review schedule (TARS) AND Executive Assessment Review Schedule (EARS) Policies- Development of TARS and EARS policies to build leadership capacity and support teachers with BOSTES requirements.

3. Building a collaborative culture

Teachers work together to improve teaching and learning in their year groups, stages or for particular student groups.

Evaluation plan:

Record of implementation of Induction policy, learning plans and documentation of feedback given to teachers.

What is achieved and how do we know?

Products:

Teachers will receive feedback on teaching practice each term.

100% of staff developing professional learning goals as measured by data collected by executive team

Practices:

Teachers provide and receive planned constructive feedback from peers, school leaders and students to improve teaching practice.

Products :

100% of staff will work from individual professional learning plans.

Practices:

The school has effective professional learning for induction, teaching quality, leadership preparation and development.

Product:

All beginning teachers are provided with targeted support and mentoring.

Practices:

Beginning and early career teachers participate in targeted professional learning and a formal induction program.

IMPROVEMENT MEASURE/S

100% of teachers are working from professional learning plans.

100% of teachers receiving documented formal feedback four times a year.

Public Schools NSW | School plan 2015 2017 Ferncourt Public School

V1.1 [26 August 2014]

www.schools.nsw.edu.au

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