rostrata primary school · our vision rostrata primary school is a caring, inclusive, enterprising...

ROSTRATA PRIMARY SCHOOL

AN INDEPENDENT PUBLIC SCHOOL

BUSINESS PLAN 2016 – 2018

CO-OPERATION – ACHIEVEMENT – RESPECT – ENDEAVOUR

WELCOME TO ROSTRATA PRIMARY SCHOOL Rostrata Primary School places a significant emphasis on academic achievement and values the social, emotional and physical development of our students. Rostrata students are taught and practise the skills necessary to meet the challenges of the future through a variety of opportunities tailored to develop the whole child.

What you will see: Enthusiastic, responsible students engaged in learning programs throughout the school. Our high-performing, committed staff provide rich learning opportunities that integrate technology, contemporary teaching practice and initiatives, including our highly acclaimed kitchen garden program. Also apparent will be our motivated, inquisitive students who live our C.A.R.E motto and show co-operation, leadership, positive behaviour and pride in their school. All of this takes place in our spacious grounds, vibrant classroom clusters, purpose-built STEM lab, well-resourced library, music and other specialist rooms.

What you will hear: Friendly chatter, politeness and good manners will be heard in all parts of the school. Underpinning all of this is a welcoming and relaxed tone and a sense of belonging. You will hear the exchange of positive language, encouragement and praise between all people in our school community.

What you will feel: A productive and engaged atmosphere is clear as students enjoy their learning. There is a strong feeling of belonging and contentment as they experience personal challenges and success. Students display a sense of self-worth and feel supported, listened to, valued and safe at school. Parents feel they have made the right decision for their children, as this is a great school. We help achieve this through:

o Providing committed, professional and innovative staff who embrace contemporary practices. o Articulating clear aspirations for students and staff. o Maintaining a safe and supportive learning environment for all students. o Using evidence from our monitoring to ensure learning needs are met and informed plans and

instruction follow.

The strong sense of community is evident with after school clubs and parents involved at many levels, making our school a great place to be.


EXCELLENCE AND EQUITY

OUR VISION

Rostrata Primary School is a caring, inclusive, enterprising and innovative learning community that empowers students to reach their potential and

become resilient, independent, lifelong learners.

SUCCESS FOR ALL STUDENTS

At Rostrata Primary we believe in providing a high quality education that enables all students to achieve their potential academically, socially and emotionally. We are therefore committed to:

o Maintain and further improve our high standards

of student engagement and achievement.

o Demonstrating high quality teaching and

leadership.

o Building a school culture that is innovative,

inclusive and accountable.

OUR BELIEFS

Our school ethos is embodied in our school motto of C.A.R.E: Co-operation, Achievement,

Respect and Endeavour. Co-operation We treat all individuals with care. We recognise the value of working in partnerships with parents and the wider community in providing quality education for all our students. Our relationships are based on trust, mutual respect and accepting of responsibility.

Achievement We have a positive approach to learning and encourage this in our students, parents and staff. We enhance students’ learning based on our belief that all students have the capacity to learn.

Respect We recognise the differing circumstances and needs of our students and are dedicated to achieving the best possible outcomes for all. We strive to create a workplace and learning environment that embraces diversity and is safe for the Rostrata school community.

Endeavour We have high expectations of our staff and students. We set standards of excellence and strive to achieve them. These standards and expectations challenge the whole school community to give their best.


STUDENT PHYSICAL, SOCIAL AND EMOTIONAL DEVELOPMENT

High priority is given to building and maintaining positive and caring relationships between

staff, students and parents.

Target: To improve the positive emotions of Years 3 to 6 students throughout the

2016-2018 periods.

OPERATIONAL AREA

STRATEGIES FOR SUCCESS

POSITIVE BEHAVIOUR

SUPPORT SCHOOL (PBS)

Progress our PBS Action Plan to achieve full implementation within the next three years.

C.A.R.E Embed our school motto in all aspects of daily school life, visibly promoted within PBS strategies and complemented by Project C.A.R.E.

CHAPLAINCY Develop initiatives to promote a culture that values relationships, engagement, support and respect.

RAINBOWS Support for children who have experienced significant loss or change in their lives, through this grief management program.

STUDENT LEADERSHIP

Provide roles for senior students that develop leadership skills through: o School Captains, House Captains, Peer Mediators and Library Monitors. o Interaction with community groups including RSL and senior citizens groups. o The annual Year 6 leadership camp to Point Peron. o The annual leadership trip to Canberra for School Captains.

A CULTURE THAT PROMOTES

LEARNING

Promote high expectations of success for every student by: o Implementing activities that demonstrate the school appreciates and values the

diverse cultural backgrounds of our students. o Creating an attractive and stimulating physical environment that supports and

encourages learning. o Continuing to promote a culture of innovation and inquiry, where creativity and

independent learning is valued. o Establishing high expectations for every student to succeed and accomplish their

personal best.


STUDENT ACADEMIC DEVELOPMENT

Targets over the 2016 – 2018 period:

o Increase the percentage of Year 5 students who achieve performance band 7-10 in writing.

o Improve student performance on standardised science testing compared to 2016 performance.

Relative to our 2015 performance:

o Maintain the percentage of Year 3 students achieving in performance bands 5-10 for writing.

o Increase the number of Year 5 students achieving in the top performance band for reading.

o Maintain the percentage of students achieving in the top three proficiency bands for numeracy.

OPERATIONAL AREA


NUMERACY Set year level aspirational targets using School Curriculum and Standards Authority (SCSA) and evidence on student performance.

Ongoing moderation in all year levels to monitor progress towards targets.

Establish a numeracy leader to coordinate the implementation of our operational plan.

Whole school focus to explicitly teach problem solving strategies.

Continue to use Mathletics and seek other appropriate online resources.

Develop and implement whole school common mathematical language.

LITERACY Set year level aspirational targets in writing using SCSA and evidence on student performance.

Ongoing moderation in all year levels to monitor progress towards targets.

Develop a whole school focus and approach to teaching editing skills.

Continue to focus on best practice in whole school approaches to teaching reading e.g. shared, modelled and guided reading and explicit teaching of comprehension strategies.

Implement an evidence based whole of K-2 approach to synthetic phonics.

Continue to integrate technology in the teaching of literacy, especially Reading Eggs/Eggspress.


OPERATIONAL AREA


HUMANITIES AND SOCIAL SCIENCES

(HASS)

Develop a scope and sequence using SCSA for all year levels.

Set year level focus areas for shared planning and moderation tasks incorporating higher order thinking and inquiry questioning.

Ongoing collaboration and sharing of resources between staff to support and enrich programs.

INFORMATION AND COMMUNICATIONS

TECHNOLOGY (ICT)

INTEGRATION

Employ a range of learner-centred strategies to engage students in enriched, authentic, multidisciplinary ICT learning programs.

Provide leadership to the education community through the ICT Coordinator.

Continue innovative application of ICT in teaching, learning and assessment e.g. National Assessment Program – Literacy and Numeracy (NAPLAN) online and Australian Council for Educational Research (ACER) assessments.

Develop sustainable in-school and online partnerships with students, parents and colleagues e.g. Coder Dojo; Science, Technology, Engineering and Maths (STEM); and Primary Extension And Challenge (PEAC).

Provide professional learning in the use and application of a diverse range of ICT productivity, collaboration and publishing tools.

GIFTED AND TALENTED

Place a priority on learning that is accessible, engaging and challenging.

Challenge high-achieving students through classroom teaching programs that offer adequate differentiation and extension.

Develop and offer a range of enrichment opportunities for students that extend their critical and creative thinking.

PEAC Participate in the PEAC initiative delivered by the Roe Network at Rostrata.

ENGLISH AS AN ADDITIONAL LANGUAGE/

DIALECT (EAL/D)

EAL/D teacher to work closely with classroom teachers to: o Moderate and case manage programs for individual students to provide contextually

appropriate in-class support. o Share teaching and learning adjustments and assess collaboratively with class teacher

to maximise accuracy in reporting. o Conduct regular reviews of the EAL/D program in response to changing student cohort

and community profile. o Monitor student progress using EAL/D progress maps.

AN EXPLICIT IMPROVEMENT

AGENDA

Schedule regular moderation sessions aimed at curriculum improvement targets, such as student writing and numeracy.

Develop a schedule to systematically monitor the progress of students towards achieving learning area targets within our business and operational plans.

Report regularly to the School Board on progress towards our targets.


OUTWARDLY FOCUSED SCHOOL

“….families and communities are becoming more involved, active and engaged in their schools and their

children’s learning.” Strategic Plan for WA Public Schools 2016 – 2019

OPERATIONAL AREA STRATEGIES FOR SUCCESS

TEACHER DEVELOPMENT

SCHOOL (TDS) STEM

As a TDS in STEM, Rostrata will provide opportunities for: o Staff from other schools to observe and discuss the learning programs in STEM. o Professional learning sessions. o Ongoing advice, support and motivation for teachers throughout the state via

Connect, email and the Rostrata STEM website.

TDS STEM INNOVATION

PARTNERSHIP

The STEM team to develop and implement innovative strategies to integrate STEM into classrooms.

Maintain and develop collaborative partnerships and learning opportunities with industry and business: o CSIRO, Scitech and Gravity Discovery Centre. o Contacts made by individual STEM team members.

STEPHANIE ALEXANDER

KITCHEN GARDEN (SAKG)

Engage our wider school community in all facets of the program, e.g. home and school care of chickens, university volunteer programs and parent support with gardening and cooking programs.

Detailed SAKG updates communicated via school newsletter.


OPERATIONAL AREA


ROE NETWORK Executive Officer (based at Rostrata) to attend network Principals’ meetings to disseminate information, organise and coordinate school wide professional learning and conferences.

Professional learning community presentations each term within the Willetton cell.

UNIVERSITY PARTNERSHIPS

Maintain partnerships with Curtin, University of Western Australia (UWA) and Murdoch academic staff for contemporary practice and research opportunities.

Continue to host student teachers, with a view to identifying future potential staff.

Staff engage in professional learning opportunities hosted by university (e.g. Twilight Seminars).

Incorporate action learning and research to complement school development goals.

NEIGHBOURING SENIOR HIGH

SCHOOLS (SHS)

Reciprocal student/teacher visits to maximise mutual sharing of expertise.

Continue to host workplace learning students from Willetton and Rossmoyne SHSs, assisting those students to obtain Certificate III qualifications.

COMMUNITY PARTNERSHIPS

Seek new community partnerships e.g. Fathering Project.

Implement activities that promote the view that parents are partners with teachers in student learning e.g. SAKG Program, Young ICT Explorers, Coder Dojo and Fathering Project.


EFFECTIVE LEADERSHIP AND HIGH QUALITY TEACHING

“As the impact of highly effective teaching is cumulative, even relatively modest increases in effectiveness

can make a big difference to students’ learning.” Strategic Plan for WA Public Schools 2016-2019

OPERATIONAL AREA


A FOCUS ON RETAINING AND

DEVELOPING OUR TEACHERS

Implement wellbeing strategies to focus on social and mental health of staff.

Increase staff collaboration and engagement with professional self-reflection through triad observation and peer discussion groups.

CLASSROOM OBSERVATION,

REFLECTION AND FEEDBACK

Provide staff with professional learning of reflective practices and engage in this with colleagues.

Develop learning teams to support professional growth.

Provide staff with professional learning in using Swivl camera technology for implementation as a reflective practice strategy.

DISTRIBUTED LEADERSHIP

Key teachers to lead the development and implementation of teaching improvements across all curriculum areas.

Leaders will coordinate the implementation, monitoring and reporting on the progress in student outcomes.

PROFESSIONAL LEARNING

Staff professional learning needs are matched to key learning strategies, programs and school or system initiatives.

CONSISTENT AND SYSTEMATIC

CURRICULUM DELIVERY

Whole school curriculum approaches will be researched, developed and implemented e.g. K-2 synthetic phonics, STEM programs into classrooms.

NETWORKING Key teachers to be networked across the school and with outside agencies e.g. universities, teacher development schools, state-wide services.

SYSTEMATIC COLLECTION AND

ANALYSIS OF DATA

Timely collection of student performance data will enable staff to respond quickly to address learning needs as they arise. Introduce more online assessments utilising: o NAPLAN online trials. o ACER Progressive Achievement Tests (PAT). o Mathletics and Reading Eggs.

DIFFERENTIATED TEACHING AND

LEARNING

Timely diagnostic assessments of students to facilitate targeted implementation of programs in MiniLit/MultiLit and EAL/D and any requiring teaching and learning adjustments.


ROSTRATA PRIMARY SCHOOL AN INDEPENDENT PUBLIC SCHOOL

Rostrata Avenue

Willetton WA 6155

Telephone: 9457 9455 Fax: 9354 3922

[email protected]


mailto:[email protected]

rostrata primary school · our vision rostrata primary school is a caring, inclusive, enterprising...

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