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School plan 2018-2020Yeo Park Infants School 5120

Printed on: 12 April, 2018 of 15 Yeo Park Infants School 5120 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

Yeo Park Infants School has the unique capacity to focuson early childhood quality education. The school embracesthe diversity of each student and strives to ensure thedevelopment ofthe whole child through excellence inparticipation and learning. Students have opportunities tomake meaningful connections with others and the worldaround them.

Students are given opportunities to explore, experiencesuccess, have a go and learn that mistakes help us learn,be challenged and develop a love of lifelong learning in asafe, calm, respectful environment where learning is fun.

There is a strong focus on literacy and numeracy and theuse of innovative practice to ensure success for allstudents. The school consistently achieves excellentresults in these areas. Additionally, staff engage withconcrete and real learning experiences and ensure theintegration of 21st century learning techniques andtechnologies.

Rich learning experiences for students are supported bythe development of quality teaching and leadership,facilitated by ongoing professional development, tailored tosuit individual staff needs.

We foster and value productive school, community andglobal partnerships.

Yeo Park Infants School is a separate infants’ school whichcaters for the first three years of schooling. The schoolmaintains a strong emphasis on providing quality earlychildhood education, fostering independent andresponsible learners and ensuring a happy and safelearning environment. It is situated within a beautiful parkwhich provides areas for playing and an outdoor learningenvironment. The school has a friendly family atmosphereand is highly regarded and supported by the whole schoolcommunity.

The school’s motto is “Learning and Growing Together”,which encapsulates the school’s ethos of valuing andpromoting a sense of belonging, self–worth, respect andresponsibility. The excellence of education at Yeo parkInfants School is a reflection of the outstanding work ofstaff, parents and students, all sharing a common vision.

The school works within a restorative framework whilstpromoting resilience, self–regulation, integrity, participationand cooperation. Students are encouraged to strive toachieve their best and are supported to do so with inclusiveand differentiated programs. Individual success iscelebrated and intrinsic motivation is encouraged.

A series of consultations for the 2018–2020 school planwere conducted throughout Term 3 and 4 2017 withopportunities for the whole school community to have a sayand participate in school direction.

Highly collaborative processes and discussions were led bythe Principal so that staff could reflect on the current plan.A focus on analysis of data including observational dataensured these discussions were evidenced.

Community consultation included P&C meetings,community forums, surveys, newsletters and staffmeetings.

The community identified the following areas as important:

WELLBEING

• The ability to make and retain friendships

• The ability to problem solve when things go wrong orwhen confronted with a challenge

• The understanding of the importance of resolvingconflict promptly, fairly and calmly

• Persistence and resilience

• My child feels safe expressing themselves as anindividual

• My child had fun at school and loved learning

LEARNING

• My child has competence or above in Maths andLiteracy

• My child has competence or above in all Key LearningAreas

• My child was exposed to a range of experiences andextra curricula opportunities

• My child understands the importance of askingquestions and feels confident to ask questions

• My child knows how to investigate and inquire




• My child is able to think critically and creatively

• My child has a deep understanding of the importanceof looking after our environment and knows how to dothis

• My child experienced an innovative, quality educationthat was based on research and up to date practices

• My child understands their goals andwhat they can dowell and what they need to work on

BELONGING

• My child has fond memories of YPIS

• My child understands and appreciates the value of adiverse community

• My child knows that our family was always welcomeand considered special

Staff identified:

• 21st century learning skills

• wellbeing and learning underpinned by RestorativeJustice

• improved collection and analysis of data

• target on writing

• target reversals and fine motor issues

• target whole number in ES1 and addition andsubtraction in S1

• Extra curricula opportunities and extensionopportunities such as Yeo Park Live On Stage, music,athletics carnivals and robotics

• Improved Aboriginal connections and education

• Improved use of the park surrounds and sustainabilityeducation

Our strategic directions were collaboratively written and willform the basis for funding, professional learning and schooldirection.




We are very proud of this school plan and the collaborativeprocesses utilised to create the plan.

The School Plan was ratified by P&C in the February 2018meeting.


School strategic directions 2018–2020

STRATEGICDIRECTION 1

21st Century learnersexperiencing individualised

success who understand theirresponsibility for their own

wellbeing.


Motivated and highly skilledteachers and educational

leaders providing differentiatedand purposeful teaching and

learning experiences.


A connected community with asense of belonging throughproductive and supportive

networks.

Purpose:

Each student is able to think about what the future will looklike and will leave Yeo Park with the skills and knowledgethey will need to be successful people in a 21st Centuryworld.

Each individual child’s strength will be enhanced and areasfor improvement will be targeted.

Relationships are the killer app of learning – and this iswhat we foster!

Human–centric skills such as collaboration,communication, humility, curiosity, empathy, an ability toaccept and give feedback, think creatively and critically,take responsibility for learning, form and restorerelationships and an agility in terms of learning whichmeans they can learn in any circumstance and transferknowledge into any situation underpin all we do.

Technology is harnessed as appropriate to redefinelearning or tasks.

We are focused on the skills that matter to radiate lifesuccess.

Purpose:

For all members of staff to be viewed as leaders andlearners with a shared vision for quality teachingincorporating 21st Century innovative practices.

Staff actively engage in goal setting and the processtowards successful achievement of these goals.

Staff are motivated to continuously professionally developtheir practice, skill and understanding, taking ownership oftheir own professional learning.

Staff have a clear understanding of the National TeachingStandards, accreditation processes and The QualityTeaching Framework.

Staff provide differentiated and purposeful teaching andlearning experiences to support the social, academic,emotional and psychological development of all students.

Purpose:

A connected community, where all members feel strongbelonging, who work togetherto achieve a shared vision,common goals and understanding.

This s achieved through

• Open, respectful and timely communication

• Support of one another

• Tolerance and respect

• Celebration of differences

• Encouragement of wider connections and activeparticipation in connections such as Community ofSchools, Principal Networks, beginning teachernetworks, ICT and specialised teaching networks,curriculum networks, local schools networks.

• Positive promotion of our school in and amongst thecommunity and wider community


Strategic Direction 1: 21st Century learners experiencing individualised successwho understand their responsibility for their own wellbeing.

Purpose

Each student is able to think about what thefuture will look like and will leave Yeo Parkwith the skills and knowledge they will needto be successful people in a 21st Centuryworld.

Each individual child’s strength will beenhanced and areas for improvement willbe targeted.

Relationships are the killer app of learning– and this is what we foster!

Human–centric skills such as collaboration,communication, humility, curiosity,empathy, an ability to accept and givefeedback, think creatively and critically,take responsibility for learning, form andrestore relationships and an agility in termsof learning which means they can learn inany circumstance and transfer knowledgeinto any situation underpin all we do.

Technology is harnessed as appropriate toredefine learning or tasks.

We are focused on the skills that matter toradiate life success.

Improvement Measures

Data is collected at the beginning and endof year to demonstrate growth in21stcentury skills such as engaging inproblem solving and creative pursuits,ability to collaborate, ability to posequestions and communication and reflectsgrowth in all measured areas for allindividual students compared to 2018baseline data.

Students are spelling at or above expectedlevel (measured using standardised testing

People

Students

Students: take responsibility forrelationships and restoring relationshipsand demonstrate responsibility for ownbehaviour, belongings and organisation.

Students: are active participants in theirlearning. They collaborate with teachers,parents and peers and useself–assessment and reflection to setlearning goals and demonstrate positivework habits.

Students: are active participants in theirlearning. They collaborate with teachers,parents and peers and useself–assessment and reflection to setlearning goals.

Students: prioritise own health and fitnessin mind and body and demonstrate positivechoices for selves.

Staff

Staff: prioritise own health and fitness inmind and body and demonstrate positivechoices for selves.

Staff: recognise that in order to extend andenrich all learners, then content, process,product and outcomes need to bedifferentiated.

Staff: use innovative practices with a focuson investigation, inquiry and 21st centurylearning skills in programming.

Processes

RESTORATIVE JUSTICE

Restorative Practices and the RestorativeJustice questions are fully implementedand a common language andunderstanding is evident in terms ofwellbeing.

How do we do it and how will we know?

INQUIRY BASED TEACHING ANDLEARNING

Continued implementation of Investigationsand inquiry based teaching, learning andassessment in classrooms andprogramming with technology embedded indaily programing to redefine learning.Students use feedback and reflection onassessment and reporting processes topursue challenging goals in all aspects oftheir education (Assessment as learning)

DIFFERENTIATION

School and teacher programs reflect;

• syllabus requirements

• a strong focus on quality teaching andlearning programs and practices inliteracy and numeracy

• embed technology

• demonstrate effective differentiation tomeet the needs of all students,addressing the needs of identifiedstudent groups, such as Aboriginalstudents, EALD students, gifted andtalented students, and students with adisability.

Staff set high expectations for all studentsand continuously “raise the bar”.

Practices and Products

Practices

What are our newly embedded practicesand how are they integrated and in syncwith our purpose?

Practice:

Wellbeing underpins all decisions withreflective and restorative practices forminga common language. Staff use behaviouras learning experiences.

Practice: social and emotional skills suchas resilience, collaboration, responsibilityand communication are explicitly taughtthrough Bounce Back and in every daypractice and observational data is collectedat the beginning and end of year to mapprogress.

Practice: Investigative, highlydifferentiated and inquiry based teachingand learning experiences are prioritised.

Practice: Quality teaching cycle isevidenced in programs with teacherssetting high expectations. Collegial,reflective conversations ensure qualityprograms are maintained.

Practice: students are explicitly taughthow to reflect on their own learning and setgoals for improvement. Teacherscollaborate in every lesson with students toset learning intentions and regularly reviewlearning with individual students to ensurethey have a clear understanding of how toimprove learning. Teachers ensuresuccess criteria are explicit (group andindividual).

Practice: MAPPEN purchased and utilisedto assist in differentiated teaching, learning




such as SA spelling test) compared to 2018baseline data.

Students are writing texts that are atexpected or above level in termsof structure and length and are usinggrammatically correct sentences comparedto 2018 baseline data.

Students in Kindergarten are at or aboveexpected level in whole number andstudents in Stage 1 are at or aboveexpected level in addition and subtractioncompared to 2018 baseline data.

The language of Restorative Practices andthe Restorative Questions are evident indaily conversations and relationships and isdemonstrated in SENTRAL documentation.

People

Staff: use descriptive feedback, matchedagainst explicit learning criteria to set futureteaching and learning goals.

Staff: collect and use data effectively indaily programing and as part of theteaching and learning cycle.

Parents/Carers

Parents/Carers: partner with staff toengage in activities at home that willenhance learning outcomes for students. Inparticular, parents and carers activelyengage with the PLAN feedback letters andutilise the suggestions, ensure children arereading at home most nights of the weekand in particular are following homereading directives and take on any othersuggestions teachers make to furtherenhance learning for students eg. Sightwords tasks, times tables or other hometasks.

Parents/Carers: are proactively engagedin their child’s education through a diverserange of training sessions, an active P & Cand both informal and formal reporting andfeedback meetings.

Parents/Carers: encourage their child todevelop independence skills, self regulationand organisational skills.

ProcessesEvaluation Plan

Evaluation Plan

Internal

• Strategic data, observational data andwork samples are collected andanalysed as a team and as individualclass teachers to assess practice andplan for future direction.

• Teacher programs and data reflectimplementation of assessment,programming, teaching and learningand assessment continuous cycle.

• Student self–assessment languageevident in the classroom

• Programs reflect QT model andincorporate differentiation to meet thelearning needs of all students. Teacherprograms are analysed with supervisorand teacher engaging in criticalfeedback to ensure continuousimprovement in programming.

External

• PLAN data

• Standardised data such as SA spellingtest, SENA, Benchmarks andWaddingtons.

• External Validation process.


and assessment and programming and toprovide a wealth of professional learning.

Practice: All teachers map studentprogress via PLAN every five weeks andsend home the Feedback letters to parentsevery term. Parents are encourage toengage with the activities.

Practice: a policy is written to reflect thecollection and storage of assessment dataand all staff ensure data is collected anduploaded into the faculty drive spreadsheets. SENA tests and writingassessments are scanned and loaded intothe shared drive to ensure individualstudent progress is mapped.

Practice: Term one Parent Teacherinterviews engage students to ensure goalsetting incorporates the student.

Practice: Learning and Support Teamensures regular meetings are held, minutesmaintained, Individual Learning andBehaviour Plans are maintained andtargeted student progress is monitored.

Practice: forums for parents in how toassist children at home with learning andwith building resilience, organisation andindependence.

Practice: all staff ensure positive andnegative incidents are recorded inSENTRAL in a timely manner.

Practice: diversity is celebrated in dailyteaching and on special days such asHarmony Day and NAIDOC week. Crosscurriculum priorities are reflected acrossKLA’s and evidenced in programs.Resources are purchased to enhanceteaching of cross curriculum priorities.



People

Parents and Carers: engage in and withRestorative Practices and utilise thequestions at home to further enhance therelationship skills of their child.


Practice: Loose Parts program isexpanded with more resources purchased.

Practice: A scope and sequence is writtenfor technology.

Practice: All staff are using technology toredefine tasks and learning to enhancehigher order learning and this is reflected inprograms.

Practice: Excursions and incursions aretargeted to improve inquiry, diversityeducation and 21st century learning skills.

Products

Product: Well resourced Investigationsand inquiry based teaching including arange of play based equipment,provocations, rich and engaging texts andtechnology with a focus on literacy andnumeracy.

Product: Assessments, formalassessments, data spread sheets, rubricsand moderated assessment tasks inshared data and assessment file in Faculty.

Product: Cross curriculum priorities,Aboriginal education, Asian cultures andsustainability are evident in scope andsequences, programming and areprioritised in teaching and learning.

Product: all stakeholders are trained inRestorative Justice and the language andpractices of Restorative Practices everyyear leading to a common understanding ofwellbeing.

Product: engage students in thedevelopment of their own leadershipcapabilities which integrate the skills and




learning experiences of 21st century skillsand Restorative Justice. In particular theYear 2 leadership / Eco Warrior programsincluding the Year 1 Peer Support Training.

Product: students are setting learningintentions and can articulate their strengthsand weaknesses, and are able to usesuccess criteria for self improvement.


Strategic Direction 2: Motivated and highly skilled teachers and educationalleaders providing differentiated and purposeful teaching and learningexperiences.

Purpose

For all members of staff to be viewed asleaders and learners with a shared visionfor quality teaching incorporating 21stCentury innovative practices.

Staff actively engage in goal setting and theprocess towards successful achievement ofthese goals.

Staff are motivated to continuouslyprofessionally develop their practice, skilland understanding, taking ownership oftheir own professional learning.

Staff have a clear understanding of theNational Teaching Standards, accreditationprocesses and The Quality TeachingFramework.

Staff provide differentiated and purposefulteaching and learning experiences tosupport the social, academic, emotionaland psychological development of allstudents.


Teacher programs demonstrate a widerange of innovative practice, clearlydemonstrate how students are beingdifferentiated and catered for and are richlydiverse in quality teaching and learningpractices.

All teaching staff collect quality data andstore this centrally on faculty to reflectgrowth and areas to target for individualstudents.

People

Staff

Staff: engage all staff in personalisedprofessional development through a rangeof strategies that focus on feedback,self–evaluation and a sharing ofprofessional practice in order to meet theneeds of the 21st Century Learner at YeoPark Infants School.

Staff

Staff: regularly engage in professionaldialogue aimed at improving knowledgeand practices

Staff

Staff: all staff engage in meaningfulobservational cycles of conversation andgoal setting, observation, critical feedback,and goal setting in order to set targets andgoals for self improvement. Teaching staffdecide what they would like to improve inand arrange observations accordingly.

Staff

Staff: are professionally developed to useinnovative technology in meaningfullearning experiences at the redefining level,and feel confident to experiment, exploreand trouble shoot.

Staff

Staff: work towards accreditation asrequired and are supported to take onaccreditation at higher levels if desired.

Leaders

Processes

PROGRAMMING

Curriculum programs and teachingpractices effectively develop theknowledge, understanding and skills of allindividual students, using evidence basedteaching practices to drive innovation.

• Investigations

• Bounce Back

• Circles and restorative conversations

• Yeo Park Live On Stage

• Spelling scope and sequence

• PLAN data analysis

DATA AND STUDENT PROGRESS

• Thorough collection of data includingformative assessment, observations andstandardised tests. These will becollected and stored centrally

• Evidence in programs of differentiation

• Effective Learning Support Teamensuring all students progress ismonitored.

• Developing a deeper, sharedunderstanding of quality teaching, withparticular emphasis on assessment ofand for learning.

Evaluation Plan

• PDP goals and annual review

• Evidence of accreditation

• Staff engaging in professionaldevelopment externally


Practices

a culture of collaborative professionallearning and dialogue that is valued withtime given in staff meetings andprofessional learning meetings for sharingof ideas, readings and experience.

staff engage in peer observation,professional dialogue and modelling todrive and sustain ongoing, school wideimprovement in student outcomes andteaching practice.

Mathematics and Literacy provocations forInvestigations target learning intentions andschool plan strategic directions.

MAPPEN is purchased and utilised as adifferentiated programming tool for Historyand Geography.

teaching staff utilise MAPPEN professionallearning and log hours in PL diaries.

all teachers reflect on their own practiceand are supported in creating professionallearning goals (PDP)

ongoing professional learning external andinternal in strategic areas of Mathematicsand Literacy, 21st century learning,differentiation, GaTs,

equitable management and allocation ofresources

all staff to use a centralised drive, in orderto collaborate /share quality strategic data.

all teachers undertaking accreditation aresupported and successful in gaining andmaintaining their accreditation.



People

Leadership: distributes lead roles andencourages staff to develop expertise in avariety of lead roles.

Processes

• Staff engaging in professional learningand dialogue internally and loggingthese hours

• Staff engaging in professional readingand keeping a journal of professionalreading

• Staff using MAPPEN professionallearning opportunities

• staff utilise individual talents,knowledge, expertise and skills withinthe staff. This is evidenced throughobservational cycles and throughprofessional learning dialogue.


technology is used meaningfully toenhance higher order learning.

All teaching staff are participating inobservational cycles for reflective practice.

Products

the school learning environment,resources, technology infrastructure andhardware and professional learningopportunities support innovative21stcentury learning practices.

all staff have individual ProfessionalDevelopment Plans which are designedcollaboratively and supported by thePrincipal and are actively engaging incontinuous self improvement through PD(external and internal), professionalreadings and observational cycles.

teachers and executive identifying personallearning goals and using the nationalstandards as a tool to reflect on and refinepractice.

all staff design differentiated teaching andlearning programs using the QT teachingand learning cycle, that reflect the schoolpriorities in Mathematics(Whole Number Addition and Subtraction)and English(spelling, writing and grammar) and inquirylearning.

Leadership is distributed with all teachingstaff and SAM leading important areas ofschool improvement.

Mathematics, Literacy and 21st centurylearning skills data is stored centrally onfaculty and utilised to target areas forimprovement, LST funds and time and




teaching and learning programs. This datawill also assist in yearly hand over ofstudents.

All staff participate in the external validationprocess and reflective practice. Theleadership of collection and annotation ofevidence has been shared amongst staff.


Strategic Direction 3: A connected community with a sense of belonging throughproductive and supportive networks.

Purpose

A connected community, where allmembers feel strong belonging, who worktogetherto achieve a shared vision,common goals and understanding.

This s achieved through

• Open, respectful and timelycommunication

• Support of one another

• Tolerance and respect

• Celebration of differences

• Encouragement of wider connectionsand active participation in connectionssuch as Community of Schools,Principal Networks, beginning teachernetworks, ICT and specialised teachingnetworks, curriculum networks, localschools networks.

• Positive promotion of our school in andamongst the community and widercommunity


Students have a broader range ofopportunities for student leadership and agreater voice across the school.

Staff are actively involved in Professionalnetworks within the school and externally.

There is increased parent and carersatisfaction and involvement in a variety ofareas across the school.

People

Students

Year 1 students who will remain at YPISare trained in leadership skills.

Students

are engaged in Bounce Back and otherteaching and learning programs whichreflect on core values of belonging, respect,tolerance, fairness and honesty.

Students

are engaged in learning about andcelebrating the diversity of our school,local, Australian and global community inclasses.

Students

learn about their role in our globalcommunity as responsible citizens of theworld, including tolerance, sustainability,collaboration and utilising technologysafely.

Processes

STUDENT CONNECTIVITY PROJECT

Leadership

Design and implement a strong Year 2leadership program with multipleopportunities to learn about leadership andextend leadership skills.

Student connection

Teaching and learning programs in classesand whole school utilise literature andresources that embrace diversity and globalconnection. Technology is harnessed toconnect globally with students taught aboutinternet safety.

STAFF CONNECTIVITY PROJECT

Networks and connection

Continue to build our Community ofSchools (COS) initiatives and professionalnetworks.

Professional Dialogue

Facilitation and encouragement of stagebased and across stage professionaldialogue and sharing of quality teachingand assessment practices.

PARENT, CARER AND COMMUNITYCONNECTIVITY PROJECT

Parent Engagement and Involvement

Opportunities for parents to be involved in avariety of activities and learningexperiences at the school and opportunities


Practices

all community stakeholders feel acceptedand that they belong through usingRestorative Practices and Justice,respectful, tolerant behaviour and open andrespectful communication.

regular forums and learning activities areheld to give parents and carers anopportunity to learn about a variety ofparenting issues and techniques and aboutacademic areas including Investigations,Restorative justice, numeracy, PLANfeedback letters, home reading andspelling and writing.

Feedback is sought after all forums andlearning experiences and regularly soughtat other opportunities via end year surveysand Schools Excellence Forum.

Maintenance of Skoolbag, website,Facebook, Newsletter, classcommunication and printed notes asmultiple sources of communication.

Staff participate in Professional networks,PPA, COS, technology, LST and beginningteachers.

Kindergarten Transition includes 3 visitsinto school, and information night, morningtea for parents and 4 extra opportunities fornew students to experience life and fun atYPIS via “Stepping Stones”. Best Startinterviews are included as part of theimportant transition to school with feedbackinterviews as part of parent teacherinterview in term 1.

Year 2 transition program include 3 visitswhere possible. Principal liaises with localschools to arrange this and share



Processes

to share their expertise and skill withstudents.

Workshops offered to parents to enhancetheir understanding and learning in regardsto a range of areas such as gifted andtalented education, helping students withmaths or reading at home and restorativepractices.

Communication

Further refinement of communicationsystems as necessary to ensureengagement with all members of the schoolcommunity and equity of engagement andto enhance communication with thebroader community.

Community Partnerships

Facilitate links between local pre–schoolsand schools. Seek P&C and parentpartnerships to further enhance the profileof the school externally.

Raise school profile through local media,involvement in community events andvisiting community organisations.

Evaluation Plan

Survey students, staff and parents

Conduct focused feedback sessions withthe P&C and within the community.


information about student attainment,special needs and any importantinformation.

Where possible, opportunities to work withlocal businesses, TAFE NSW and localpreschools are sought.

Attendance at forums and learning eventsis taken to monitor levels of attendance.

Where possible teachers engage withparents and carers for assistance inclassrooms such as group work, excursionhelpers, library assistants, help withresources, gardening and to visit for specialevents such as Living History Museum,grandparents day, NAIDOC week,Harmony Day etc.

Eco Warrior role introduced and Buddiesprogram formalised with a Year 2leadership role statement.

Products

Student leadership program is expandedand a Year 2 leadership role statement iswritten with Eco Warrior leadership role andBuddies program prioritised andcelebrated.

Whole community ownership of newgarden with all stakeholders involved in upkeep and renewal.

A variety of communication systems meetthe needs of our whole school communityand the wider community.

A productive in school staff network sharesideas, expertise and the work load with allstaff given leadership opportunities.



Processes

Monitor attendance at events.


school plan 2018-2020 - amazon s3€¦ · • positive promotion of our school in and amongst the...

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