business plan 2019 - 2021

Business Plan 2019 - 2021Business Plan 2019 - 2021Business Plan 2019 - 2021Business Plan 2019 - 2021Business Plan 2019 - 2021 Primary School

This Business Plan provides the school community with information on the identifi ed priorities and targets that the school will focus on over the next three years. The plan was developed as part of the school review process in consultation with staff and the School Board. Learning programs, staffi ng and resourcing will all be guided by the targets outlined in the Business Plan.As an Independent Public School, Madeley Primary operates under this Business Plan as well as a Delivery and Performance Agreement (DPA) with the Director General of Education. Operational Planning, Workforce Planning and Financial Planning over the next three years will refl ect the priorities and focus areas outlined in this Business Plan. The Business Plan and DPA will be endorsed by the School Board.

Our ValuesRESPECT: for self, others, community, environment

RESPONSIBILITY: for behaviour of self and others, and for learning RESILIENCE: in relationships, in learning, being able to bounce-back, learn from failures, take risks and self-refl ect

Our BeliefsAt Madeley Primary School we believe:

● parents and families are integral members of the school community and partners in student learning.● excellence in teaching is supported by current research and evidence-based methodologies.● in creating learning environments in which all students are engaged, challenged, supported to learn and feel safe to take risks.● in differentiated teaching as a strategy for ensuring that every student is engaged and learning successfully.● positive behaviour is best learnt through respectful relationships and self refl ection.● that consistent high expectations will promote excellence in the form of challenging learning goals which improve educational outcomes.● in actively supporting our students to positively manage their own mental and physical health, well being and behaviour.● In promoting learning as a lifelong pursuit and encouraging all members of the school community to be refl ective, collaborative and respectful.

Priority AreasAreas of Literacy, Numeracy and STEM have been identifi ed as priorities in this Business Plan.

Values, Beliefs, Priorities & Principles School Context

Our Vision: Madeley Primary School will nurture and promote life-long

learners within a positive school community where independence, excellence and respect are highly

valued and expected.

Madeley Primary School opened in January 2009. It has an excellent reputation within the community and was among the fi rst schools granted Independent Public School status in 2010. At the time that this plan was prepared there were 510 students enrolled from Kindergarten to Year 6.

The Index of Community Socio-Economic Advantage (ICSEA) of 1050 is higher than each of the other schools in the Ashdale Cluster. In 2019 29% of the students spoke English as their fi rst language. There are over 30 different language backgrounds represented by students at Madeley Primary School. Attendance rates at the school are above the state average.

The school has developed a strong community spirit with valuable support from parents and local businesses, who have contributed to improvements of the school grounds and buildings, and the purchase of valuable resources to enhance student learning.

Our professional and committed teaching and non-teaching staff have been merit selected. They are dedicated to building supportive and caring relationships with all students and the school community. A variety of specialist learning programs are offered, including Music, Visual Arts, Health and Physical Education, Science, Indonesian and Instrumental Music which promote and enhance student learning. Our students are developing 21st century skills and capabilities of communication, collaboration, creativity and critical thinking via access to computers, iPads, coding equipment and our One to One program.

in differentiated teaching as a strategy for ensuring that every student is engaged and learning

that consistent high expectations will promote excellence in the form of challenging learning goals which

in actively supporting our students to positively manage their own mental and physical health, well being

In promoting learning as a lifelong pursuit and encouraging all members of the school community to be

that consistent high expectations will promote excellence in the form of challenging learning goals which

in actively supporting our students to positively manage their own mental and physical health, well being

In promoting learning as a lifelong pursuit and encouraging all members of the school community to be

Student Achievement and ProgressAshdale Cluster

Madeley Primary School, Landsdale Primary School, Ashdale Primary School, Carneby Rise Primary School and Ashdale Secondary College seek to provide a learning environment focused on improving student achievement across the cluster. As a collaborative partnership we have developed a shared identity, assisted by geographical proximity and a strong sense of collegiality in an inclusive community. As a cluster we have a common purpose, a joint vision for the improvement, attainment, achievement and progression of young people.

Ashdale Cluster has identifi ed key strategies that each school will promote. These include:● effective pedagogical practices● the early years (0 – 5)● cluster leadership and community partnerships● common data collection and cluster professional development● Science, Technology, Engineering and Maths (STEM)

Benefi ts of working together as an IPS clusterThe autonomy and fl exibility provided by the IPS Initiative enable cluster schools to maximise standards and students’ performance. These benefi ts include:● a common approach and shared commitment to the learning development and well-being of all K – 12 students● pooling expertise and resources ensuring high quality programs and collaboration among students, staff and families● a focus on STEM learning across the cluster developing capabilities required by all students for jobs of the future● strong transition programs that cater for the needs of individual students moving between primary and secondary school

● Leadership team drives a strong improvement agenda grounded in evidence from research.

● Embed and consolidate whole school approaches to teaching Literacy and Numeracy.

● Incorporate lesson design structure into all lessons.

● Focus on explicit teaching and instruction in all classrooms and in all learning areas.

● Classroom planning linked to Business Plan and Operational Plans and is measured via self-reflection through performance and development meetings.

● Continuation and expansion of peer observation and feedback processes aligned to a pedagogical framework as a preferred method of staff development.

● Calculate improvement data● Teachers self reflect and set goals based on the

AITSL Standards● Collaborative teams set pedagogical

improvement targets based on school priorities

● First Cut Data shows growth of 2 bands or more between Year 3 to 5

● MacqLit and MultiLit data● PAT, On-Entry and SOCS data● School based moderation● Cluster POLT moderation

● School and system assessment data analysis, including NAPLAN, On-Entry, SOCS, PAT and ABE

● Business Plan Targets ● Performance Development● Closer alignment between grade allocation data

and NAPLAN● Collaborative team meetings with an explicit

agenda aligned to school priorities● Cluster Phase of Learning Teams● Literacy and Numeracy scope and sequence

documents

● Ongoing analysis of data to identify achievement, progress, strengths and weaknesses to personalise teaching and learning programs, e.g. catering for high and low achieving students.

● Teachers use a repertoire of teaching strategies to cater for the diverse learning needs of students, e.g. ability based groups, streaming, open ended tasks.

● A team approach and clear process are in place for early identification and support of Students at Educational Risk.

● Contextual implementation of the Aboriginal Cultural Standards Framework.

● Year and Phase Action Plans are in place with explicit improvement targets and strategies appropriate to each phase of learning.

● Collaborative planning, programming and assessment processes are in place to collectively enhance the achievement of common outcomes.

● Accountability and academic rigour are evident through a whole school assessment schedule, collaborative planning meetings, professional learning, peer observation processes, performance development and moderation processes.

● Professional development to build staff capacity in analysing and interpreting data is provided.

● Literacy and Numeracy leaders build capacity in staff to effectively teach Literacy and Numeracy.

FOC

US

EVID

ENC

EST

RAT

EGIE

S

Effective pedagogical practicesDifferentiated teaching and learningAn explicit improvement agenda

Ashdale Cluster

FOC

US

FOC

US

STR

ATEG

IES

EVID

ENC

E

Learning EnvironmentEV

IDEN

CE

STR

ATEG

IES

Teaching Quality

● All teachers and leaders are committed to identifying, understanding and implementing effective pedagogical practices, and a high priority is given to evidence-based teaching strategies. These include instructional strategies, Gradual Release of Responsibilities Model and whole school approaches to lesson design structure.

● Best practice in Early Childhood Education forms the foundation of the Early Years program, including a balanced approach between play based and more explicit teaching.

● Whole school approaches to teaching Literacy and Numeracy are embedded in classroom programs and are linked to Business and Operational Plans.

● Teachers use data effectively to inform planning and differentiation.

● P – 10 Scope and Sequence of Digital Technologies, articulating desired skills and support for each phase of school, is successfully implemented.

● A reliable, stable mix of personal, fixed and portable devices are utilised by students and staff.

● There is a continued focus on Design and Technology alongside Digital Technologies.

● Coding and robotics opportunities are explored and made available to students, with appropriate support and staff development.

● Provide professional learning around the Digital Technologies Curriculum, and opportunities for collaborative planning to build staff expertise.

● Accountability and academic rigour are evident through a whole school assessment schedule, collaborative meetings, professional learning and moderation process.

● There is a strong focus on high quality learning experiences, which show differentiation, and cater for the learning needs of all students.

● Teachers have high expectations of all students and set high standards in the quality of work expected.

● Build capacity of the Executive team to drive the School Improvement Agenda by enhancing their knowledge of contemporary research and best practice.

● Staff engages in professional learning around best practice teaching, learning and assessment strategies.

● Continuation and expansion of peer observation and feedback processes against a pedagogical framework as a method of staff development.

● Performance Development of teachers conducted on a biannual basis.

● Professional learning opportunities which highlight evidence based programs and best practice in teaching are provided.

● Curriculum leaders share their expertise with staff to build knowledge and capacity in priority curriculum areas.

● Performance Development process mapped against the AITSL Standards

● Staff Meeting agendas● Collaborative meetings with an

explicit agenda● Peer observations based on

evidence based whole school priorities

● Executive Team meeting agendas

● Collaborative meeting agendas● Performance development

meetings● Moderation at a year and cluster

level to support assessment and reporting

● National School Survey Data – parents, students & teachers

● Macbooks and iPads● Use of STEM digital resources● Interactive whiteboards in all

teaching areas

● Meet NQS requirements in Early Childhood

● Performance Development meetings

● Cluster Phase of Learning Team collaboration

● Link between Business and Operational Plans are evident in classroom planning

● Waste Wise School Accreditation● Waste audits● School garden● Edible garden● Sale of produce● Sustainability Captains & Green Teams● Successful grants● Recycling stations● Trash Free Tuesday● Worm farm● Compost station● Sustainability Day


● Nature playgrounds


● Year 5 National Engagement & Wellbeing Survey data

● Report ABE and attendance data● AEDC data● SAER Policy● School Chaplain & School Psychologist● Positive Education Policy● Buddy, Art, Robotics and Lego Clubs

● Sustainability practices and processes are implemented and evident throughout the school.

● A whole school approach is committed to reducing our negative impact on the environment.

● All classes are actively involved in sustainability initiatives.

● Sustainability Day is promoted to build knowledge and understanding of sustainability practices and initiatives to support our environment.

● The school promotes and maintains an environment reflective of its high expectation that all students will learn successfully.

● Teachers ensure that all students are engaged in challenging, meaningful learning experiences.

● Identify areas within the school which might be modified to achieve better outcomes for students and staff.

● Vigilance in Health and Safety is maintained across the site.

● Dedicated and integrated approach to support student health and well being.

● Embed evidence-based mental health programs, including Smiling Mind and You Can Do It.

● Structured, responsive and adaptable support by skilled professionals is provided to enhance the development of the whole child.

● Continued focus on the standards of respect and excellence with a whole school approach to behaviour support, social skills development, intervention and bullying prevention.

● Continue to support student leadership programs, including Cluster leadership, day camp and conference.

● Buddy clubs are provided at lunch times to support students to social and emotional needs.

Cultivate environmental sustainabilityPromote high expectations and challengesStudent health and wellbeing Effective pedagogical

practices ICT embedded within the

curriculumBuild a culture of high

standards and high expectations

Build staff capacity to meet the diverse and changing

needs of our students

EVID

ENC

EAshdale Cluster

STR

ATEG

IES

FOC

US

Leadership

● School Board and P&C minutes● The School Board endorses and reviews the

DPA and funding agreement


● NQS Audit● Mental Health initiative funding● Health & Wellbeing sanctuary● Nature Play Space● Loose parts play in Junior Primary● Art, Buddy, Robotic and Lego Clubs● STEM outdoor equipment

● School budget● Literacy and Numeracy Specialist Teachers● Mini / Maq Lit● Workforce plan● Asset replacement plan

● The Principal will ensure that annual finance and governance compliance measures are met.

● The school and School Board are committed to meeting the accountabilities within our Delivery and Performance Agreement and Annual Funding Agreement.

● A strong and effective School Board is maintained to support the school and cluster priorities.

● Dedicated indoor/outdoor learning spaces that develop and foster creativity, playfulness, mindfulness, critical thinking and ingenuity to enhance STEM learning.

● Investment in school facilities, fittings and grounds to create an environment that is welcoming and adaptable to the changing needs of the students.

● The school gives priority to initiatives aimed at improving outcomes for students and staff with clear links to Operational and Business Plans.

● There are school wide programs and approaches for students requiring additional or specialist support.

● Planning for the effective use of resources is based on the analysis of student performance data, Australian and State Government initiatives, systemic directions and contemporary research.

● The P&C group work in partnership with the Principal and School Board to ensure funds are used to provide resources and facilities that meet the school priorities.

FOC

US

EVID

ENC

EST

RAT

EGIE

S

Use of Resources

Targeted Use of Resources Physical Environment Compliance

● A high priority is placed on staff wellbeing by providing and promoting a range of opportunities to proactively promote positive health and wellbeing, including mindfulness sessions and the Sanctuary Room.

● A Workload Advisory Committee provides feedback to school administration on staff mental health and wellbeing.

● Staff innovation is nurtured and supported.

● Staff successes are celebrated through ‘Madeley Marvellous Mavericks Appreciation Board’, acknowledgement through staff memos and personal emails.

● Individual staff members are encouraged, and provided with opportunities to access additional support services as required.


● Workload Advisory Committee minutes

● Teachers are provided with open, honest and targeted feedback directly aligned to AITSL Standards for Teachers, school priorities and teacher impact.

● School leadership team keeps abreast of research on effective teaching practices and imparts this knowledge to staff to build capacity.

● School leaders create regular planned opportunities for teachers to work collaboratively in order to meet school priorities and build capacity in one another.

● Teachers and school leaders place a very high priority on the ongoing professional learning of all staff and on a school-wide, self-reflective culture which is focused on improving classroom teaching and student outcomes.

● Executive Team agenda● Annual professional learning

agenda● Collaborative meeting agenda

and minutes● Peer observations/coaching

● Executive team completes professional learning to further their understanding of how to lead school improvements.

● The Principal and other school leaders provide professional learning opportunities that support career/leadership development within the school and cluster.

● Teacher expertise is shared through collaborative meetings, mentoring and coaching to encourage ongoing staff development.

● Literacy and Numeracy leaders work shoulder to shoulder with teachers to build professional knowledge and understandings.

● Aspirant leaders are provided with leadership opportunities and support to meet the requirements of Senior Teacher and/or Level 3 Classroom Teacher.

● Executive Team agenda● Leadership Structures● Literacy and Numeracy

Operational Plans

● There is a high priority placed on developing and maintaining a professional culture characterised by mutual respect, a high level of trust, professional autonomy and personal accountability.

● The leadership team embeds a culture of continuous improvement, ensuring research, innovation and creativity are core characteristics of the school.

● The school leadership team provides opportunities to share expertise at a school and cluster level.

● Teachers and school leaders take personal and collective responsibility for improving student learning and wellbeing, working together and learning from each other’s practice.

● School Leadership Team establishes and communicates clear expectations that assessment data drives classroom planning, and is focused on improving student outcomes.

● Performance Development Process and AITSL Self Reflections


● Meeting norms● National Quality Standard

Framework

Staff wellbeingA culture of high standards

and continuous professional improvement

Leadership opportunities are created and distributed

Professional responsibility and conduct

FOC

US

EVID

ENC

EST

RAT

EGIE

SEnhance our positive public school image above and beyond the local

community

Boost and value the mutually benefi cial partnerships with wider

communityMaintain and strengthen positive school community relationships

Relationships and Partnerships

C

M

Business Plan Targets 2019-2021

Academic Targets

● Promotional and public relation events including:● Easter on the Green● Thank You Morning Tea● Open Night● Local Government Recognition● Book Week Grandparent’s Morning Tea● Sustainability Day● Harmony Day ● Playgroup● One Big Voice● Cluster Muster● Choir Performances● Assemblies● Year 6 Graduation● ANZAC Ceremony● Remembrance Day

● Cluster Strategic Plan● Cluster Phase of Learning Team Meetings● Promotional and public relation events

including:● Cancer Council Morning Tea● Tales of Time Past Incursion● Operation Christmas Child● Foodbank● Year 6 Graduation● ANZAC Ceremony● Easter on the Green

● School Board Minutes● National School Survey Data – parents,

students & teachers● School events e.g: ● Easter on the Green● Faction Carnival, Assemblies● Open Night● Graduation and Parent Information Sessions

● Celebrate school successes through articles published in local paper, website, Facebook page and school newsletter to acknowledge and celebrate school programs and successes.

● Informal opportunities for parents and community engagement through social events, community evenings and P&C initiatives.

● Build community and citizenship for students through engagement with local, national and global initiatives.

● Use a range of contemporary media to promote relevant class, school and community events.

● Stronger relationships are established with cluster schools and schools in other regions, in areas of expertise.

● Build on current partnership initiatives.● Actively encourage involvement with the local and

wider community in school events and programs. ● Increased opportunities for use of the school site

and facilities by community groups and offering extended services to children and families.

● Maintain and nurture existing partnerships with local daycare providers to support a seamless transition to Kindergarten.

● Maintain and nurture existing partnerships with Ashdale Secondary College to support a seamless transition from Primary School to Secondary School.

● Provision of information sessions to engage parents and community on topics relevant to school, youth and community needs.

● Parents are viewed and treated as partners in the promotion of students’ learning and wellbeing.

● A highly functional School Board is comprised of engaged, visible and committed members.

● The school identifies potential community partners on the basis of their capacity to contribute to improved student achievement and/or wellbeing.

● P&C work in partnership with the school to ensure funds raised are used to provide resources and facilities that meet the school’s priority needs.

● Use a range of contemporary media to communicate relevant class, school and community events.

● Event based opportunities that engage and celebrate our students and school are endorsed.

Reading● Annual student progress each October for Yr1 – 6,

in PAT Reading data will show that 85% of students will have expected growth in scaled score points as outlined below:

● By 2021, NAPLAN Reading results will be above the average student achievement of statistically similar schools.

● By 2021, 90% of students in the stable cohort in Yr 3 and Yr 5 will achieve ‘moderate to very high’ progress in NAPLAN Reading data.

● By 2021, 90% of Kindergarten students will be able to achieve the equivalent of a Reading Instructional Level 0.

● Annually, 80% of Pre Primary students will progress 4 reading levels.

Numeracy● By 2020, 85% of the stable cohort in year levels 2 – 6

will achieve within the ‘normal’ range of the Westwood One Minute Test.

● By 2021, NAPLAN Numeracy results will be above the average student achievement in statistically similar schools.

● By 2021, 90% of students in the stable cohort in Yr 3 and Yr 5 will achieve ‘moderate to very high’ progress in NAPLAN Numeracy data.

On Entry● By 2021, 85% of the stable cohort from Pre Primary

On Entry Assessment to Year 3 NAPLAN will achieve ‘moderate to very high’ progress in Reading and Numeracy.

Year Level Expected growth in scaled score points

1 132 113 94 85 66 3

Non- Academic TargetsWellBeingStudent Effort:On Semester Two reports, 93% of students in years P-6 will receive ‘consistently’ or ‘often’ grades in:● Key Areas 1 (works to the best of his/her ability),● Key Area 7 (sets goals and works towards them

with perseverance).Student Behaviour:On Semester Two reports, 93% of students in years P-6 will receive ‘consistently’ or ‘often’ grades in:● Key Area 3 (shows courtesy and respect for the

rights of others),● Key Area 5 (cooperates productively and builds

positive relationships with others),● Key Area 8 (shows confi dence in making positive

choices and decisions).Attendance● Our attendance rate will be at or above ‘like

schools’ each year.StaffThrough the annual National School Opinion Survey we will receive a positive response rate of:● At least 3.7/5 to the survey item “Student

behaviour is well managed at this school.”● At least 3.8/5 to the survey item “ Student‘s

learning needs are being met at this school.”● At least 4/5 to the survey item “Staff are well

supported at this school.”ParentsThrough the annual National School Opinion Survey we will receive a positive response rate of:● At least 3.7/5 to the survey item “Student

behaviour is well managed at this school.”● At least 4.2/5 to the survey item “My child feels

safe at this school.”● At least 4.2/5 to the survey item “Teachers at this

school expect my child to do their best.”● At least 4/5 to the survey item “My child’s learning

needs are being met.”

Primary School

Madeley Primary SchoolMartindale Avenue, Madeley

Email: [email protected]: 9306 6900

www.madeleyprimary.wa.edu.au

business plan 2019 - 2021

Documents