School plan 2018-2020Kingswood Public School 2312

Printed on: 12 April, 2018Page 1 of 6 Kingswood Public School 2312 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

At Kingswood Public School we believe in a schoolcommunity where everyone can learn in a safe, stimulatingand collaborative environment as we strive to reach our fullpotential.

Kingswood Public School approaches education from  aninclusive and stimulating learning environment. Thechallenge for its community is to build upon the values andabilities of all students while extending those who excel.Our school curriculum, therefore, aims to provide avenuesfor all students to extend their skills through classroom andtargeted extra curricula activities.

The school has served the community since 1892 andcurrently caters for 438 students. It is located in spaciousgrounds adjacent to the Western Sydney University,Kingswood campus. The community is composed offamilies with a non–English speaking background,Aboriginal students and students whose parents aretemporary residents of Australia. The school has 17 stagedclasses from Early Stage 1 to Stage 3. This includes twoStage 3 Opportunity Classes which caters for identifiedgifted and talented students.

The staff at Kingswood Public School consists ofexperienced and beginning teachers, support andadministrative staff who are dedicated professionals whowork with the school community to ensure quality teachingand learning practices and improved learning outcomes forall students. Enrichment programs enhance this learning,with the university playing a pivotal role in the teaching andlearning programs of these students.

The annual school evaluation process determined bestpractice through the use of both qualitative and quantitativepractices. This material assisted staff as they redefined thevision statement and strategic plan for 2018–2020.

The consultation process included:

• Staff completing the SEF Self– Assessment Survey,which allows for self assessment using the elementsof the school excellence framework across thedomains of learning, teaching and leading. This criticalreflection allows for school improvement and informsdecision making process for future directions. 

• Staff participated in reflective sessions based on the2015–2017 school plan. An analysis of progresstowards targets was conducted, this contributed tothe continuing inclusion of some strategies from theprevious plan.

• Parents and Students completed the Tell Them fromMe surveys, the data gained from these surveysaligned with staff reflections and contributed to theoverall future directions of the school. 

The staff examined this data to define three strategicdirections for the school planning process, 2018–2020.This was subsequently endorsed by the school community.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Quality Teaching and Learning

STRATEGICDIRECTION 2

Learning Culture

STRATEGICDIRECTION 3

Wellbeing

Purpose:

To enhance the professional practice of all staff by:

• Setting high expectations for student learning andengagement.

• Using best practice to drive teaching and learningprograms.

• Increasing collaborative practice.

• Improving learning outcomes for all students.

Purpose:

To create a school community where:

• Students, staff and parents are recognised as lifelonglearners.

• Learning alliances within and beyond our school areaccessed to support school programs.

• Parents and families are encouraged to take agenuine interest in the work of the school.

• Diversity is embraced and celebrated.

Purpose:

To improve the wellbeing of all stakeholders through:

• Regular opportunities for staff collaboration andconnectedness.

• Deepening students, staff and parents understandingof wellbeing.

• Promoting positive relationships across the school.

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Strategic Direction 1: Quality Teaching and Learning

Purpose

To enhance the professional practice of allstaff by:

• Setting high expectations for studentlearning and engagement.

• Using best practice to drive teachingand learning programs.

• Increasing collaborative practice.

• Improving learning outcomes for allstudents.

Improvement Measures

All teachers have high expectations forstudent learning, through the use oflearning intentions, student goals andsuccess criteria.

All teachers working collaboratively on aregular basis to improve student learningoutcomes.

Increase the number of studentsachieving in the top two NAPLAN bandsby 8% for reading and numeracy.

Increased proportion of Aboriginalstudents in the top two NAPLAN bandsby 8% for reading and numeracy.

People

Staff

Increase teachers understanding of PLAN2, the Literacy and Numeracy Progressionsto inform teaching and learning practices.

Improve teachers knowledge of GrowthMindset and Visible Learning strategiesbased on current research.

Develop shared practice between staff, witha major focus on evidence basedcollaborative inquiry (Spirals of Inquiry).

Develop teachers understanding ofproviding effective feedback, derived fromthe various forms of quality assessment(formative assessment).

Students

Increase students ability to give andreceive quality feedback through explicitmodelling by all teachers (formativeassessment).

Improve students understanding of thevarious assessment forms and theimportance that they have in the classroom.

Develop the ability of all students to setclear goals related to their tasks.

Parents/Carers

Increase parental awareness of the variousforms that quality assessment takes.

Improve parental knowledge of currentresearch and best practice in teaching andlearning to strengthen the home–schoolpartnership.

Processes

Collaborative Practice

Embed collaborative teaching practicesacross the school by engaging inCollaborative Planning Sessions, DataTalks and Lesson Observations.

Data

Through the use of a Deputy PrincipalInstructional Leader and the self fundedEAfS program, teachers will use data todrive their teaching and learningpractices. A major focus will be on theLiteracy and Numeracy Progressions andPLAN 2.

Assessment Practices

Embed consistent assessment practices ata stage and whole school level. Focusingon Visible Learning strategies with abalance of formative and summativeassessment practices.

Evaluation Plan

Data to measure impact will be gatheredfrom the following sources:

• Teacher Professional Learning Logs.

• Evidence based collaborative inquirysessions (Spirals of Inquiry).

• PLAN 2, NAPLAN.

• Teaching and Learning Programs.

• Parental & Student Forums / Surveydata.

Practices and Products

Practices

Teachers and students using best practice,based on current research, such as:learning intentions, goal setting and growthmindset.

Teachers participating in collaborativepractices across each term. With a majorfocus on evidence based collaborativeinquiry (Spirals of Inquiry).

Teachers monitoring student progressthough the use of the Literacy andNumeracy Progressions and PLAN 2 toinform their teaching and learningprograms.

Products

Through ongoing collaboration, create acentral storage/database for collaborativeunits to be accessed by all staff.

Evidence of data analysis and the plottingof students on the Literacy and NumeracyProgressions in teaching and learningprograms.

Develop a consistent whole schoolassessment overview, outliningthe formative and summative assessmentpractices for each stage.

Stage teams participate in regular evidencebased collaborative inquiry sessions, usingSpirals of Inquiry as a framework.

As a results of collaborative practicesstudents outcomes in Literacy andNumeracy will improve.

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Strategic Direction 2: Learning Culture

Purpose

To create a school community where:

• Students, staff and parents arerecognised as lifelong learners.

• Learning alliances within and beyondour school are accessed to supportschool programs.

• Parents and families are encouraged totake a genuine interest in the work ofthe school.

• Diversity is embraced and celebrated.

Improvement Measures

Increase the number of opportunities forstaff to lead/mentor across all areas ofresponsibility.

Increase parental involvement across theschool through engagement opportunities.

Strengthen links with learning alliancesbeyond our school, including WesternSydney University.

Increased number of teachersaccredited at the Highly Accomplishedand Lead Teacher levels.

People

Staff

Strengthen teaching and learning practicesthrough ongoing reflection and professionallearning through collaborative inquiry(Spirals of Inquiry).

All leaders and staff will embracedifferences in people and their practices toensure all students will learn successfully.

Raise the knowledge and understanding ofAboriginal Education in all leaders andstaff.

Build upon school based and interschoolopportunities for professional learningcommunities, including Western SydneyUniversity.

Provide professional learning opportunitiesfor staff that foster collaborative practiceand support teachers as lifelong learners.

Parents/Carers

Increase opportunities for meaningfulpartnerships between parents, staff andstudents.

Increase learning opportunities for parentsto develop their skills to support theirchildren as lifelong learners.

Students

Strengthen the respectful and caringrelationships between students andbetween students and staff.

Increase the expectation of engagementlevels where all students are expected tobe successful in their learning journey.

Processes

Culture of Lifelong Learning

Teachers, students and parents reflect aschool wide commitment to purposeful,successful learning. Global perspectivesare taught through connected curriculumlinks. Teachers embedding teaching andlearning opportunities across all KeyLearning Areas.

Learning Alliance Links

Develop links with professional learningcommunities around cultural diversity inschools and Aboriginal Education. Buildopportunities to promote learning culturethrough the parental forums, school eventsand the school website.

Celebrating Cultural Diversity

Strengthen opportunities for culturaldiversity to be celebrated through schoolevents, by creating authentic links to thecultural backgrounds of ourstudents through syllabus documents.Focus on Aboriginal Education teaching (8ways of learning) and embedding it in ourteaching and learning.

Evaluation Plan

Data to measure impact will be gatheredfrom the following sources:

• School website access results.

• Parent involvement in workshops.

• Staff, student and parent participation inlearning community events.

• Teaching and learning Programs.

Practices and Products

Practices

Teachers and students provideopportunities for meaningful parentalinvolvement in students learning and atschool events. 

All interactions between staff, students andparents are caring, polite and inclusive.

Teaching and learning programs reflectcultural diversity and include opportunitiesfor deep, cross Key Learning Areaintegration.

Products

All students and staff have sense ofbelonging, all parents are welcomed and allstaff, students and parents speak highly ofthe school.

The staff view parents and families asintegral members of the school communityand partners in students learning resultingin improved learning outcomes forstudents.

The school appreciates and valuesstudents varying cultural backgrounds andworks to build the cultural competence ofall school staff. 

The staff work together in a positive,supportive way for the benefit of staff,students and families.

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Strategic Direction 3: Wellbeing

Purpose

To improve the wellbeing of allstakeholders through:

• Regular opportunities for staffcollaboration and connectedness.

• Deepening students, staff and parentsunderstanding of wellbeing.

• Promoting positive relationships acrossthe school.

Improvement Measures

Implementation of new PD/H/PE syllabusesand update scope and sequence to reflectthe new syllabus and the current wellbeingneeds of our community.

All staff participate in regular opportunitiesto work collaboratively and displayconnectedness.

Increased proportion of studentsreporting a sense of belonging,expectations for success and advocacyat school.

Improved staff engagement results inthe People Matter Employee Survey.

People

Staff

Increase opportunities for staff to nurtureprofessional relationships which are safe,respectful and supportive.

Increase the capacity of teachersto contribute to environments which allowstudents to thrive by delivering high qualityteaching and learning experiences.

Improve staff knowledge andunderstanding of 'The WellbeingFramework For Schools' to ensure itunderpins our daily practices.

Leaders

A high importance is placed on professionalpractice. It is valued and there is acommitment to ongoing improvementof staff and student wellbeing.

Students

Improve students opportunities toexperience a sense of belonging andconnectedness between teachers andother students.

Students develop strong positive charactertraits that are reflected in their behaviour,decision making and relationships. 

Parents/Carers

Increase opportunities for parents and thebroader school community to activelyparticipate in supporting and reinforcingstudents learning.

Processes

Review and Refine PD/H/PE programs

Whole school approaches to physicalhealth and fitness, social skills andfriendship, empathy and resilience, peersupport and mentoring, student leadership,citizenship and community engagementcontribute to the growth of individual andcollective wellbeing.

Staff Collaboration and Connectedness

Opportunities for staff collaboration andconnectedness are valued and occur on aregular basis through informal meetingsand a formal framework of inquiry basedcollaborative professional learning (Spiralsof Inquiry).

Understanding of Wellbeing

All stakeholders are up skilled in theirunderstanding of wellbeing and theimportant role it plays in fostering lifelonglearning. Shared knowledge is contextuallyrelevant to the audience, whether it is staff,students or parents.

Evaluation Plan

Data to measure impact will be gatheredfrom the following sources:

• Teaching and Learning Programs.

• Behaviour data (White Slips).

• Tell Them from Me survey data.

• Revised PD/H/PE Scope andSequence.

• Participation in Parent Forums.

• Implementation of new PDHPEsyllabus.

Practices and Products

Practices

Students, staff and members of the widercommunity have a shared understanding ofthe behaviours, attitudes and expectationsthat enhance wellbeing and lead toimproved student outcomes.

Individual students care for self, andcontribute to the wellbeing of others.

Staff enable success by contributing to apositive, supportive and encouraginglearning environment.

Products

Quality teaching and effective professionalpractice are evident in every learningenvironment.

Collaborative partnerships are built withstudents, staff and families to develop thewhole child.

Teaching and learning occurs in safe,secure environments that recognisedifference and diversity.

Staff collaboration and connectedness isdeep and has a positive impact acrossareas of school life.

Every student is known, valued and caredfor in our school.

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