strategic plan - braeside primary...

Braeside Primary School – Strategic Plan

Strategic Plan 2016-2019


Our Vision, Values and Beliefs

Braeside Primary School has established values and objectives that will guide our school over the next 3 years and beyond.

OUR VISION At Braeside Primary School we aim to create a learning environment where all students feel safe, happy and included. We understand that students have a range of skills and abilities, catering for individual needs through curriculum that is both differentiated and inclusive. All students are encouraged to achieve their personal best. Parents are valued as partners in their child’s education and work together with staff to ensure that all students are successful. Literacy and Numeracy are specifically targeted, with 50% of teaching time devoted to best practice teaching and learning programs and emphasis on a whole school approach to planning and learning. Braeside staff are dedicated and professional. We expect high standards from staff and students and constantly strive for higher levels of achievement. OUR BELIEFS Staff at Braeside Primary School believe students are more likely to reach their potential when:

Braeside staff work collaboratively to engage students in purposeful, meaningful learning experiences that enable students to reach their full potential

Staff know the students, their likes and interests, strengths and weaknesses.

Teachers demonstrate their knowledge of the content and use evidence based on whole school pedagogy.

We believe students should feel safe, encouraged and respected within the school environment.

Staff at Braeside take a holistic approach to meet the needs of individual students

The diversity within the student population and the range of cultures are acknowledged and valued at Braeside Primary School.

OUR VALUES

Our values provide a foundation for building social responsibility and a sense of belonging through collaboration between students, family, school and the wider community. We demonstrate our values through:

Honour o We demonstrate our values through having the courage to be open, honest, respectful and

trustworthy

Pride o Showing pride in your school and yourself by your actions and your appearance o Showing belief, care and respect for ourselves and others

Achievement o Striving to do your personal best and fulfilling your potential


Our Key Goals

Braeside primary School has in place Student Achievement Targets centred around 4 Strategic Goals. STRATEGIC AREAS: In achieving our school vision and development of student values our strategic plan will focus on the following four key objectives. These goals align with the “High Performance High Care” priorities for 2016-2019.

1

High Levels Of Student Achievement At Braeside Primary School we will foster a learning environment that supports our students to achieve to their full potential and enables them to contribute positively to their community. High Performance High Care - Department Of Education - Priority 1: Success For All Students

2

Quality Teaching And Leadership Teaching and learning at Braeside Primary School will be supported by quality educational leadership and the provision of an environment which encourages, supports and builds staff capacity for teaching excellence. High Performance High Care - Department Of Education - Priority 2 & 3: High Quality Teaching & Effective Leadership

3

Improving Engagement And Attendance Braeside Primary School will foster and develop positive involvement, connections and collaboration with our school community. These positive partnerships enable our distinctive school to build on our excellent reputation in the local community. High Performance High Care - Department Of Education - Priority 1: Success For All Students

4

A Capable And Responsive School Braeside Primary School will provide vibrant, distinctive and motivating learning spaces and opportunities for students learning and well-being. High Performance High Care - Department Of Education - Priority 4: Strong Governance & Support

OUR SELF ASSESSMENT Strong self assessment processes are a fundamental part of Braeside Primary School’s planning and improvement cycle with a well coordinated, consistent and collaborative approach being maintained. All teachers participate in the collection, analysis and ongoing review of school data and contribute to planning for improvement processes – both academic and non academic. Targets for attainment are set for each year level in key focus areas. Learning and teaching reflective reviews and curriculum reviews are also conducted with staff and the school council as part of self assessment processes. Community, Staff and Student Surveys are conducted on a cyclical basis to provide feedback to the school. All staff contribute to the School Self Assessment procedures established within the school.


Key Goal 1 - High Levels Of Student Achievement

At Braeside Primary School we will foster a learning environment that supports our students to achieve to their full potential and enables them to contribute positively to their community.

ASPIRATION STRATEGIES MILESTONES All students receive learning opportunities that are at their level of need

Whole school Literacy Interventions Mini-Lit and Fountas and Pinell Levelled Literacy Intervention

Synthetic Phonics

Use of EALD Progress Maps and data assessment schedules

IEP’s that utilise SSEN Planning for at risk students

Extension opportunities in Literature/ICT for extension students

IEP students have targets strategies in place and IEP’s have been reviewed by parents, submitted and regularly reviewed

School wide early intervention testing and programs

Kindergarten oral language program and 3 year old Kindergarten

On Entry Testing PP–2 February and December

Classroom based interventions for Literacy (Mini-Lit)

Continued increasing enrolment in junior years

Whole school operational plans are aligned to data and develop consistent whole school pedagogy

Whole School Literacy/Numeracy Program P-6

Continue to embed Literacy Practices PP-6 including guided reading, words their way, home reading expectations, lexile programs, vocabulary expectations, daily warm up and the Big 6 in Reading

Continue to review yearly and embed Numeracy Fluency (NFA) and Mental maths strategies PP-6

Review the teaching of writing across the school and develop an effective teaching and learning model

Conduct annual Staff Audit, including observation, to determine individual staff needs for the planning and implementation of Literacy and Numeracy Block elements and warm up development

Review and revise effective planning and assessment strategies

Develop planning templates and trial of templates for weekly planning, unit planning and planning for teaching of strategies

Develop a shared understanding of what differentiation is and identify and establish appropriate teaching and learning strategies that foster differentiation

Learning intentions and success criteria in place for each lesson

Differentiated student groupings in place

Whole school Maths and Literacy expectations

Literacy and Numeracy Block reflects current practice in classroom and best practice based on research


Student Achievement Targets 2016 - 2019

In establishing Student Achievement Improvement Targets for Literacy and Numeracy, academic performance is measured by a cohort’s growth (total in year level) through the National Assessment Program Literacy and Numeracy (NAPLAN) only. For a rigorous analysis of student achievement to occur, processes are in place and well established to determine learning area focuses in order to assist every student to reach their potential. Strategically targeted programs and ongoing assessments indicate every student’s growth towards their individual target. In addition to NAPLAN, the school’s Assessment Policy and Framework clearly articulates the range of assessments that are used to monitor individual achievement in all academic and non-academic areas throughout the year. ATTAINMENT Targeted achievement for students performing below Australian Minimum Standard (AMS). By 2019 there will be a decrease in the % of students achieving at Bands 1 and 2 (Year 3) and Bands 3 and 4 (Year 5) in NAPLAN. This will be calibrated and aligned with a reduction in D and E grades across the school.

Domain 2015

(%)

2016

(%)

2017

(%)

2018

(%)

Year 3 - % achieving at Bands 1 & 2 Gram & P 28 15 12 10

Numeracy 26 15 12 10

Reading 20 15 8 8

Spelling 28 20 15 10

Writing 16 13 8 8

Year 5 - % achieving at Bands 3 & 4

Gram & P 38 20 15 10


Reading 39 25 20 15


Writing 41 25 20 10

D and E Grades

2015

(%)

2016

(%)

2017

(%)

2018

(%)

English 63 45 40 35

Maths 41 35 30 25

Science

33 20 15 10

HASS 34 20 15 10

TOWARDS EXCELLENCE Targeted achievement for high performing students. Increased % of students in higher bands of NAPLAN.

By 2019 there will be an increase

in the % of students achieving at

Bands 5 & 6 (Year 3) and Bands 7

& 8 (Year 5) in NAPLAN. This will

be consistent across year level

due to consistent classroom

practices and not fluctuate with

the cohort.

Domain 2015

(%)

2016

(%)

2017

(%)

2018

(%)

Year 3 - % achieving at Bands 5 & 6 Gram & P 24 30 35 40

Numeracy 8 27 32 35

Reading 20 25 30 33


Writing 24 30 33 37

Year 5 - % achieving at Bands 7 & 8

Gram & P 9 30 35 40


Reading 13 25 30 33


Writing 6 20 25 30

By 2019, there will be an

increase in the % of students

performing above the expected

standard in on entry assessment

in Pre-Primary.

The expected standard being a

score of 1 in testing at the end of

the year testing cycle.

On Entry 2015

(%)

2016

(%)

2017

(%)

2018

(%)

Speaking 24 45 60 65

Reading 52 80 90 95

Writing 33 80 90 95

Numeracy 95 100 100 100

GROWTH TARGETS By 2019 there will be an increase

in the % of students

demonstrating high or very high

relative growth in NAPLAN from

Year 3-5

Domain 2015

(%)

2016

(%)

2017

(%)

2018

(%)

Gram & P 21 24 29 40


Reading 40 40 45 48


Writing 23 26 33 37


Key Goal 2 – Quality Teaching And Leadership

Teaching and learning at Braeside Primary School will be supported by quality educational leadership and the provision of an environment which encourages, supports and builds staff capacity for teaching excellence.

As a collaborative learning community we continually enhance the quality of teaching and leadership practices through professional learning, observation, mentoring and coaching. ASPIRATION STRATEGIES MILESTONES Reinforce School Wide Pedagogy approach to quality teaching and learning, so that teachers are instructionally intelligent, resulting in improved student outcomes

Use of observations, assessment data and surveys to inform planning and practice

Staff collaborate in a variety of structural teams to plan for the ongoing sequential implementation of the Australian Curriculum

Ongoing professional learning will maximise the capacity of the teaching team to fully implement the breadth and depth of the Australian Curriculum

Professional learning is directly connected to teacher’s practice, affects instructional change in the classroom and is tailored to improve student learning

School wide pedagogy is a whole school approach placing an emphasis on common shared language

Strategies based on research will inform best and wise practice

School wide pedagogy will be evident

Explicit teaching and high expectations will provide clear and transparent intentions for learning and engagement

Analysis of teaching practice will occur through collaborative planning, observation and feedback

Strengthen digital fluency across all year levels and learning areas, as appropriate

Develop and implement a comprehensive ICT strategy, school policy and whole school plan

Incorporate ICT into the curriculum supporting with resourcing

Teacher PL to integrate innovative ICT practices in school wide pedagogy

Management of student interfaces through Connect

Increased student access to and availability of ICT

A contemporary, high quality Early Years Education program that reflects NQS

Implement educational programs and audit findings from the National Quality Standards

Leadership opportunities, via a distributed leadership model for staff and students

Encourage and support Staff Leadership aspirations

Provide all staff with high quality Professional Learning opportunities

Highlight and celebrate staff achievements and work

Collaborative mentoring for aspirant leaders, Level 3 and Senior Teacher roles


Key Goal 2 – Quality Teaching And Leadership (continued)

ASPIRATION STRATEGIES MILESTONES Build high level teacher knowledge of the AITSL teacher standards to ensure it both informs and drives the content of teaching and learning at the school, including PM processes

Build a culture of self reflection for student learning outcomes

Use of a whole school approach to observation and peer observation for teachers

Use of Teacher and Principal standards as a basis for Performance Management and self reflection

Provide a supportive and collaborative professional environment in which performance management is viewed as ongoing self development and feedback is provided to acknowledge strengths and support needs

Teachers provide high quality learning opportunities where students are fully engaged

Assessment literacy will continually validate appropriate and authentic tools to monitor and evaluate learning and progress

A differentiated curriculum will cater for the needs of all students

Results of Staff Survey increase on the Likert scale in subsequent years


Key Goal 3 - Improving Engagement And Attendance

Braeside Primary School will foster and develop positive involvement, connections and collaboration with our school community. These positive partnerships enable our distinctive school to build on our excellent reputation in the local community.

ASPIRATION STRATEGIES MILESTONES Students express a high level of engagement and well being

Conduct survey yearly in Year 3-6

School Council and Staff analyse data yearly and develop targets and action plans

Consolidate student involvement in their learning

Professional learning on routines and strategies for greater engagement

Regular student goal setting, peer and self assessment

Engagement of students in IEP process

Feedback into teacher goals through engagement and wellbeing student survey

Enhance transitions from and to other schools

Involvement in review of Year 6-7 transition, related to pedagogy, attendance, support of at risk students

Clear induction guidelines for new students, book, pamphlets, welcomes

System for passing on student data at point of transition

Attendance levels maintained at High School

Continuing enrolment of new students

Improve attendance Detailed attendance plan yearly

Review and improve strategies for improving attendance

Personalised attendance plans and documentation

Educative program

Attendance rates to improve to align with state school averages

Commitment of whole school approach to well being priorities

Positive Behaviour Support program implemented

Friendly School Plus program

Review and refine Behaviour Management Policy and guidelines, included related documents

Awards programs at class and school level, eg: Goldies, Dojos and Good Standing Day

Involvement in Department of Education well being programs

IBP’s that focus on a range of strategies and outside providers that relate to improving wellbeing

Staff capacity building in relation to student disabilities and student behaviour, through Professional Learning, observation and case management release time

Disability and Inclusion policy, operational plan and team to be established

Parent and student survey results in relation to student behaviour improve on the Likert scale

Suspension rates decrease


Key Goal 4 - A Capable And Responsive School

Braeside Primary School will provide vibrant, distinctive and motivating learning spaces and opportunities for students learning and well-being.

ASPIRATION STRATEGIES MILESTONES Foster genuine community involvement in school decision making via School Council & P&C

A strong and proactive School Council

All stake holders to review relevant policies

The updating of the school website and input process for the school newsletter and school magazine

An annual improvement plan for Council

Ensure effective school governance through a high functioning School Council

Engage our local community

Enhanced environments where parents and other community members can develop knowledge and support the implementation of the school’s learning environment

Promote parental involvement in the learning process

o At school – through Literacy and Numeracy Week, Book Week, Parent Interviews

o At home (eg home reading, counting games etc)

o By providing annual Parent Awareness Workshops on school initiatives such as speech Positive Parenting Programs, Letters and Sounds and ICT

In accordance with our self assessment framework, conduct surveys to determine community satisfaction levels

The school community engaging with and participating in the school

A responsive flow of communication, illustrating positive and productive relationships throughout the community

Manage resources effectively for the future

Develop a Grounds Committee that has regular input into planning

Assets and Replacement Schedule aligned to school priorities and DET direction

Systematic approaches to facilities maintenance

All facilities maintained to highest level

Reserve accounts consolidated and aligned

Support for future of the school and succession planning

Development of a Workforce Plan

IPS involvement

Structure partnerships with Universities and TAFE supporting pre-service teachers and education assistants

Principal or delegate attend the network meetings to support and seek out networking opportunities

Foster inter-agency partnerships supporting student learning through the Student Services portfolio

Corporate Services Manager and Deputy Principals to access networking, mentoring and leadership opportunities

Staffing profile reflects commitment to quality recruitment


School Culture

SCHOOL CULTURE – WHOLE SCHOOL APPROACH The staff at Braeside Primary use a whole school approach to curriculum delivery and teaching and learning programs. We believe that a whole school approach ensures a cohesive response to the diverse learning needs of students. Our culture is one of high expectations, monitoring student progress and achievement and school-wide analysis to support student learning. Quality teaching focuses on improving the achievement of every student. Our whole school approach is cohesive, collaborative and strategically designed to improve student learning, behaviour and wellbeing. The adjacent diagram identifies the six main elements of our whole school approach to develop quality teaching and learning in our school. We believe that every student has the ability to learn and should demonstrate progress in their learning. A whole school approach is taken towards curriculum provision, using a network of support or behaviour support; those who have education support needs arising from disability; those who are gifted and talented; and those learning English as an additional language or dialect (EAL/D), or a combination of these. Cultural and linguistic background and socio-economic status contributes to the diversity and complexity of student learning needs at our school.

WE WILL SHAPE THE FUTURE BY DEVELOPING AND ENHANCING THE FOUR FOCUS AREAS

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