STRATEGIC PLAN

Transcription

1 STRATEGIC PLAN STRATEGIC PLAN

2 TEACHING Excellence in Teaching LEARNING Maximising Student Achievement RESOURCES Resource Rich and Capacity Building OUR MOTTO: GROW OUR MISSION: To deliver a studentcentred standard of education which promotes GROWTH RESPECT OPPORTUNITY WORTH Safe, Supportive and Values Oriented ENVIRONMENT Positive Partnerships PARTNERSHIPS Committed and Innovative LEADERSHIP 2 THORNLIE PRIMARY SCHOOL

3 THORNLIE PRIMARY SCHOOL STRATEGIC PLAN SCHOOL CONTEXT Thornlie Primary School was the first primary school to be established within the suburb of Thornlie in Currently, with an enrolment of over 360 students in years K-6, Thornlie Primary School is a level 5 school with an ICSEA of 893. Our school serves a culturally diverse population and has both a Mainstream and Intensive English Centre on site. Currently 10% of our students are from an Indigenous background and 66% have English as an additional language. Over 30% of our current population is enrolled in the Intensive English (IEC) program. OUR PLAN Our Strategic Plan outlines the direction of Thornlie Primary School, in broad terms, for the next three years, describing key focus areas of development which are intended to have maximum impact on overall school performance. Our Strategic Plan is predicated on the Strategic Plan for WA Public Schools : High Performance-High Care to ensure our school priorities align with the commitments made in Classroom First. This plan guides all decisions, structures, profiles and resources at Thornlie Primary School to ensure a strategic approach toward school improvement in both academic and nonacademic contexts. OUR VISION Thornlie Primary School is committed to providing an inclusive educational environment that fosters individual strengths, accomplishments and values for each and every student. Staff are committed to delivering a high quality education, building the capacity of all students and ensuring adherence to high quality academic, ethical and behavioural standards. OUR MOTTO Our school motto is GROW: As a school community, our mission is to deliver a high quality, studentcentred education which promotes GROWTH RESPECT OPPORTUNITY WORTH. PRIORITY AREAS At Thornlie Primary we are dedicated to improving the opportunities and outcomes available to all students. In doing so, we endeavour to achieve excellence through high expectations and thus maximise our students learning. Six priority areas are described in our Strategic Plan. These focus areas build upon the key drivers to attaining and sustaining school improvement in the work of Marzano and others (2015), Zbar, Kimber and Marshall (2009). PRIORITY 1. TEACHING PRIORITY 2. LEARNING PRIORITY 3. ENVIRONMENT PRIORITY 4. LEADERSHIP PRIORITY 5. PARTNERSHIPS PRIORITY 6. RESOURCES Excellence in Teaching Maximising Student Achievement Safe, Supportive and Values Oriented Committed and Innovative Positive Partnerships Resource Rich and Capacity Building STRATEGIC PLAN

4 PRIORITY AREA ONE TEACHING EXCELLENCE IN TEACHING Thornlie Primary School promotes a culture of sharing and collaboration, continually seeking to support and build staff expertise through our commitment to ongoing planned professional learning, development, management and support. Staff at Thornlie Primary School are committed to excellence in teaching and in doing so, use evidence-based research together with data to drive improvement and structure relevant and motivating educational experiences to ensure all students are engaged in learning and experiencing success. FOCUS AREAS What is our focus area? Strategies to achieve this? All teachers will strive for School wide pedagogical consistency and depth of curriculum knowledge. This will result in low variation teaching between classrooms and year groups. All teachers will pursue and share evidence-based research, expertise, experience and knowledge in their active engagement in professional learning communities (PLC), Collaborative DOTT and Professional Learning sessions (PL). Together with quality data analysis, this knowledge will be used to inform planning and the choice of key strategies within priority areas. PERFORMANCE INDICATORS Measurements of Success All staff display an understanding and use common language for teaching, learning and assessment in conversations and practices, both formal and informal. The Implementation of PL knowledge and practices, along with the use of evidence-based, whole school strategies is evident in the classroom teaching learning and assessment practices. Between-class consistency is evident during classroom observations and walk-throughs, indicating a low variation in teaching. Teachers will actively engage in a disciplined dialogue during Professional Learning Communities, collaborative DOTT and weekly Professional Learning sessions. Teachers will collaborate with colleagues to improve professional practice and instructional quality. Furthermore, timetable structures are maintained to ensure continued collaboration throughout the year. 4 THORNLIE PRIMARY SCHOOL

5 All teachers will collaboratively plan, sequence and structure high quality approaches to lessons using the Western Australian Curriculum, TPS Curriculum Documents and IEC Curriculum Documents to reduce variation between classes. Whole school curriculum priorities and agreed approaches to teaching, learning and assessment will feature in medium term plans and all classroom teaching and learning experiences. In addition IEC teachers will target English language acquisition across the curriculum. Teachers will structure lesson delivery to ensure high expectations, transparent goals, learning intentions and feedback using the istar model and building the field strategies (IEC). Teachers will provide a differentiated curriculum to meet the needs of all students through appropriate teaching and learning adjustments All teachers will ensure the regular and rigorous analysis of data, at a systemic, school and classroom level, in order to make appropriate judgements about the standard and progress of achievement that is used to inform teaching and learning. Staff will collaboratively moderate to ensure the making of consistent judgements in the assessment and reporting of learning areas. Early childhood staff will continue to implement and monitor quality programs across the early years. Ongoing analysis of On-Entry and National Quality Standards data K-2 will continue ensuring staff are making consistent judgements about student progress and achievement. Teachers take responsibility for and display evidence of sequenced and structured lessons and curriculum delivery using the Western Australian Curriculum, TPS and IEC Curriculum Documents. Teachers will actively seek and act on feedback through the Performance Management and Development process, including classroom observations and feedback by line managers and peers. Self-reflection is also key to informing best practice. Teachers will employ explicit and visible teaching and learning strategies. In particular, staff will employ the istar and Building The Field lesson delivery models Evidence of planned differentiation in classrooms is evident. Staff implement use of whole-school SAER policy and approaches, including the development and use of documented plans to ensure students needs are being met through appropriate adjustments. Staff use a common process when seeking support with students at educational risk. Staff engage in the regular and rigorous analysis and use of data to support and inform teaching and learning. Staff use data, both quantitative and qualitative, to develop learning goals and directions for students as well as explaining the evidence behind teaching and learning programs and approaches. Staff use On-Entry and annual NQS audit data to reflect and build upon teaching and learning practices both within class and whole school, aspiring to school readiness in line with like schools. STRATEGIC PLAN

6 PRIORITY AREA TWO LEARNING MAXIMISING STUDENT ACHIEVEMENT At Thornlie Primary School there are high expectations for all students and a feeling amongst staff that they have the capacity to make a difference for the students they teach. Thornlie Primary School teaching and learning programs focus on what matters most. Learning is structured and teaching targeted through the use of evidence-based research and current data to continually drive improvement and hold expectations high. A culture of shared responsibility is fostered and promoted across the school with staff collaborating and reflecting at all stages of the plan, teach, assess cycle. Academic and non-academic objectives and targets are transparent and progress shared with students and parents throughout the learning journey. FOCUS AREAS What is our focus area? Strategies to achieve this? All staff will hold high expectations for all students. In doing so, students will be: actively engaged in setting learning goals based on identified strengths and weaknesses; encouraged to be punctual and attend regularly; supported to form positive relationships with classmates and staff; and strive for ongoing personal growth. As a whole school, we will emphasise consistency in instruction and lesson delivery in Literacy, Numeracy and English Language Development (IEC) across the school and year groups. Teachers will identify, plan for and implement specific programs and approaches to support academic achievement and consistency in delivery in these areas and will inform students of the goals, purpose, expectations, and success criteria to achieve the intended outcomes, using the istar and Building the Field models. PERFORMANCE INDICATORS Measurements of Success Students will be actively engaged in lessons throughout the day. Students will develop high levels of responsibility, resiliency and independence through the classroom and whole school BMIS & SAER policy and processes. Research and implementation of a whole school health and well-being framework. Students will be able to clearly articulate the explicit learning intentions goals and success criteria in all lessons. Students will transition between classes and lessons with ease as they are made known the explicit steps and processes of each lesson structure. Student survey NSOS 2018 results will indicate a satisfaction in this area. 6 THORNLIE PRIMARY SCHOOL

7 All teachers will identify target groups through detailed analysis of data and evidence with a focus on Literacy, Numeracy and English Language Acquisition. Those performing above and below expected levels, stable cohort and those with attendance concerns will be grouped accordingly and a differentiated and inclusive curriculum will be developed. All staff will endeavour to maximise student achievement using data to drive improvement. Staff will provide multiple & varied opportunities for student assessment based on individual and group needs. All teachers will undertake comprehensive analysis of whole school data, including NQS, On-Entry, NAPLAN and the EAL/D Progress Map. Students will be provided with effective feedback on their individual learning goals/targets and strategies for further progress and development. All teachers will develop documented plans for the full range of students deemed to be at educational risk in partnership with parents & the relevant external agencies. A regular and rigorous analysis of data is evident to review and modify target groups. Students and families will receive regular feedback regarding both academic and non-academic progress and achievement. Staff will consistently use the whole school scheduled cycle of data collection, collation and analysis to plan, teach and assess effectively. Students will have multiple opportunities to demonstrate learning progress and achievement. Students will be aware of and use individual academic progress and achievement goals and targets in all curriculum areas. Students will be able to articulate the goals they are working towards and the steps they will take for improvement. Parents too will be aware of and able to articulate the priorities and learning goals of their child. STRATEGIC PLAN

8 PRIORITY AREA THREE ENVIRONMENT - SAFE, SUPPORTIVE AND VALUES ORIENTED Thornlie Primary School prides itself on providing an engaging learning environment for all students that promotes learning and development. Staff at Thornlie Primary School are committed to ensuring a safe, supportive and orderly learning environment where students are well known. Behaviour in the learning environment is established through positive means and there is teacher consistency about how behaviour is managed through the behaviour management policy. Planning for and carrying out our school grounds and classroom improvement and maintenance is seen as a positive message about how we value about our environment and the pride we have for our school. It also supports our ability to meet the NQS standards. FOCUS AREAS What is our focus area? Strategies to achieve this? All staff will maintain and monitor a high standard of student behaviour in line with the whole school BMIS policy and procedures. In doing so, all staff will ensure a calm, orderly, safe and respectful learning environment, centred on student well-being. PERFORMANCE INDICATORS Measurements of Success Staff will provide a safe, caring and supportive learning environment for students. Whole school BMIS strategies are used consistently across the school and classrooms. Students and families are able to articulate the expectations and processes within the BMIS policy. Records of positive and negative behaviours are kept and easily accessible using SIS software. Collaborative review of the BMIS Policy and procedures is carried out to ensure all staff and students are supported in this process. 8 THORNLIE PRIMARY SCHOOL

9 The learning environment is well resourced, student centred, flexible and inclusive. In a coordinated & collaborative manner, SAER policies and procedures address the individual student need or group at educational risk at both ends of the academic scale. Parents are partners in this process with the contribution from outside agencies received as a valuable support. Staff are committed to optimizing the classroom learning environment & school facilities to support learning (internal & external). Whole school agreements are followed in the organisation of the classroom environment. Staff work collaboratively to plan, teach and assess in line with whole school priorities and procedures. The work environment for staff is professional, positive and motivating, enabling a focus on a collaborative and team-oriented approach across all curriculum areas. The physical environment of the school is well maintained, aesthetically pleasing and supports a shared use of facilities and services. The physical environment enhances teaching, learning and child development across the curriculum. The learning environment is well resourced, student centred, flexible and inclusive. In a coordinated & collaborative manner, SAER policies and procedures address the individual student need or group at educational risk at both ends of the academic scale. Parents are partners in this process with the contribution from outside agencies received as a valuable support. Collaborative review of the SAER Policy and procedures is carried out to ensure all staff and students are supported in this process. Learning environments are organised and conducive to learning. Students are provided with easy access to resources to support their varying needs and abilities. Classrooms are set up in line with the Literacy and Numeracy Practices Guide: Environment. Student progress and achievements are visible and on display. Word walls are used in every classroom and workbooks and hands-on equipment is readily available. Staff collaborative work environments continue to be well maintained in order for staff to engage in successful planning and collaboration in the plan, teach, and assess cycle. The work environment for staff is further developed and expanded to ensure a professionally positive and motivating work space, enabling a focus on a collaborative and team oriented approach across all curriculum areas. Furthermore, timetable structures are maintained to ensure continued collaboration throughout the year. The implementation of strategies as developed in the Grounds and Buildings Operation Plan is carried out in an orderly fashion to ensure that the buildings and facilities meet the current and future needs of the school The yearly NQS audit by reflects the positive change in the area of QA3 Physical Environment. STRATEGIC PLAN

10 PRIORITY AREA FOUR LEADERSHIP - COMMITTED AND INNOVATIVE Thornlie Primary School is committed to building capacity and expertise in staff, students and community. Staff are committed to strong leadership that is shared. There is a clear, shared vision and direction for the school and a high degree of leadership stability over time. This shared vision drives professional development, productive collaboration and performance management and development among staff. All staff at Thornlie Primary School are considered as leaders in education and as such are self-reflective and active participants in the school improvement planning process. Leadership opportunities are strategically planned in accordance with the strengths and attributes of the school staff alongside the student needs and school priorities. FOCUS AREAS What is our focus area? Strategies to achieve this? The leadership team is committed to the values of public education in all decision making. The leadership team holds high performance expectations of all staff, leading innovation and fostering interaction and shared learning. PERFORMANCE INDICATORS Measurements of Success The Strategic Plan for WA Public Schools : High Performance-High Care, Classroom First and Focus documents are reflected within TPS strategic and operational plans. Development and implementation of a detailed induction program for new and returning staff is carried out. Ongoing Performance Development and Management as per policy documents. 10 THORNLIE PRIMARY SCHOOL

11 Implementation and maintenance of the agreed whole school expectations and approaches to teaching, learning & assessment and evaluate their ongoing impact through the performance management and development process. Teacher leaders, peer mentors, line managers and collaborative collegiate groups support in this process. The leadership team is committed to leading teacher development, building purposeful collaboration & trust. The leadership team is strategic and transparent in their decision making and the development of opportunities created within the school. The capacity of staff at TPS is developed by the leadership team through the Performance Development and Management process. It is through this reflective practice and subsequent targeted professional learning, collaboration and mentoring that professional capital is maximised. Aspirations are recognised and opportunities for teacher leaders are embraced in line with the school priorities and the Performance Development and Management processes. Leadership opportunities are strategically planned in accordance with the strengths and attributes of the school staff alongside the student needs and school priorities. A distributed leadership approach is promoted and professional accountability held for all staff through the active encouragement and support of staff to engage in and contribute to the strategic initiatives throughout the school, including the ongoing professional learning processes and structures embedded within the school. The Performance Development and Management processes direct leadership opportunities within the distributed leadership approach adopted by the Leadership team. Staff are assisted and mentored, to implement the schools strategic priorities, as part of the ongoing performance management and development process. Staff success is celebrated. Planned collaborative time creates opportunities to share professional learning and expertise. Timetable structures continue to support the availability of this collaborative time. The leadership team participates in ongoing professional learning and development, DoE PL and participation in the Fogarty Foundation support the development, strategic direction and purposeful collaboration within the leadership team. Leadership effectiveness is evaluated and reviewed as part of whole school review processes through the TTFM and NSOS surveys and the AITSL 360 Reflection Tool. Building and sharing knowledge and expertise by providing structures and processes for sharing professional learning and expertise is evident. Professional learning is targeted to consider leadership and career development. A supportive and collaborative professional environment is maintained in which performance management is viewed as ongoing self-development and feedback is provided to acknowledge strengths and support needs. The TTFM and NSOS 2018 Staff surveys indicate a high level of staff satisfaction with staff being committed and accountable, having a collective responsibility for the direction of the school and the education of the students. Staff demonstrate a collaborative and team oriented approach in lesson planning and assessment. Structures for the collaboration of staff remain within the school. Leadership opportunities are evident throughout the school. Opportunities for key staff to develop leadership skills towards gaining Senior Teacher and Level 3 Teacher status are provided. Collaborative mentoring for aspirant leaders, Level 3 and Senior Teacher roles is evident within the school. Best practice models for supporting and managing the performance and development of staff are maintained, reviewed and developed resulting in inclusive and process oriented decision making within the school, particularly in the area of distributed leadership. STRATEGIC PLAN

12 FOCUS AREAS What is our focus area? Strategies to achieve this? The Aboriginal Cultural Standards Framework are implemented within the school, reflecting upon the actual and expected practices and behaviour and using these to develop a strategic approach to Aboriginal Education and assist in improvement planning, particularly in the area of Aboriginal student attendance, achievement and communication with families. The role of the School Council is to be strengthened within the school. The School Council effectively represents the wider community and has a leadership role in the planning processes of the school. Student Leadership groups continue to be recognised as role models within the school. With high expectations, students are provided with leadership development opportunities. PERFORMANCE INDICATORS Measurements of Success Staff are engaged in Professional Learning and collaborative planning to develop a strategic approach to Aboriginal Education. Aboriginal student attendance, achievement and communication with families improve in a positive direction. Parents communicate more readily with the school and attend Aboriginal cultural events and activities organised within the school by the Aboriginal Education Teacher. The School Council is supported in order to develop greater participation, consultation, advocacy and representation of the wider school community. Furthermore the engagement of greater expertise in the field of education in order to support and promote an increased depth and breadth of School Council membership. Decision making processes are inclusive and process oriented. Discussion during council meetings is centred around student progress and achievement and the use of data to inform the deployment of resources and educational initiatives within the school. Student leaders model appropriate behaviour and values throughout the school. Student leaders are provided with opportunities to develop qualities and characteristics of positive young leaders and role models. Student leadership satisfaction is reflected in the student NSOS survey THORNLIE PRIMARY SCHOOL

13 STRATEGIC PLAN

14 PRIORITY AREA FIVE PARTNERSHIPS - POSITIVE PARTNERSHIPS Thornlie Primary school will continue to build and sustain quality relationships and partnerships with the school community to ensure the promotion of a culture of shared responsibility in the education of its students. Families at Thornlie Primary School are welcomed and encouraged to become more involved, active and engaged in their school and their children s learning. Growth, respect, opportunity and worth are fundamental in all partnerships and are demonstrated through all interactions and communications. FOCUS AREAS What is our focus area? Strategies to achieve this? Building and sustaining quality relationships and partnerships with the parents and families of students at Thornlie Primary School is central in all communications between home and school. Parents are encouraged to share the school vision, beliefs and values with students and staff. All staff promote the importance of daily student attendance by setting high expectations with students, parents and families. Regular communication between the home and school supports the development of a culture of shared responsibility. PERFORMANCE INDICATORS Measurements of Success Community feedback, via surveys and discussion groups, informs planning, policy direction and procedures. TPS continues to administer the NSOS 2018 Survey and use the results to reflect upon the strength of relationships and inclusive communication with the families of students at TPS. Attendance Policies and Procedures are followed by all staff and regular engagement is made with families of children at risk of not meeting attendance targets. Reward programs continue to promote whole school attendance levels at expected percentages as compared with state and like school averages. 14 THORNLIE PRIMARY SCHOOL

15 Thornlie Primary School provides layers of easily accessible information for its community. The staff continue to communicate the successes of our school through various means including, class and school newsletters, the school website, face to face meetings, parent involvement in classrooms, P&C committee meetings, School Council involvement, family picnic days, open days, art shows, assemblies, classroom meetings and SMS. The regular communication with parents through these means is continually reviewed and evaluated in order for improvement with inclusive communication between home and school. Pastoral Care is provided to students and families through a range of school services, programs and policies. Staff show a commitment to building relationships with students and families relationships. Staff effectively communicate student progress and achievement in both academic and non-academic areas. Staff work collaboratively to ensure consistency between staff and classrooms in terms of expectations and communications. Community feedback, via surveys and discussion groups, informs planning, policy direction and procedures. TPS continues to administer the NSOS 2018 Survey and use the results to reflect upon the strength of relationships and inclusive communication with the families of students at TPS. The social and emotional well-being of students is monitored through the demand for and access to pastoral care resources and services. Staff well-being is monitored, surveyed with use of the NSOS 2018 Survey and results of previous TTFM Survey as well as the Performance Management and Development process. Results are used to support and maximise teaching and learning through formal and informal means, including staff collaboration and the Performance Development and Management. STRATEGIC PLAN

16 PRIORITY AREA SIX RESOURCES - RESOURCE RICH AND CAPACITY BUILDING Resources at Thornlie Primary School are strategically deployed to benefit all students and support staff in the provision of appropriate teaching and learning opportunities in line with the school focus areas. The ongoing monitoring of resource suitability and availability ensures the most up to date opportunities are provided for students. FOCUS AREAS What is our focus area? Strategies to achieve this? Resource management at Thornlie Primary school is targeted, accountable and equitable. Research purchase and deployment is wellresearched and strategic with the aims of equity, capacity building and curriculum enhancement at the centre of resource prioritisation. Resources enable innovative and creative teaching and a differentiated curriculum to be implemented. The deployment of staff to support teaching and learning is well managed and decided upon as a result of school priorities, data analysis and the performance development and management process. PERFORMANCE INDICATORS Measurements of Success Resources are purchased and deployed in line with whole school priorities and planning with a focus on sustainability and renewal. Resources are organised, well maintained and accessible, enabling enhanced curriculum content and implementation. Resources support the academic and non-academic needs of students and are used effectively in classroom, particularly in the area of Literacy, Numeracy and English Language Acquisition. Resources enable current technology to be employed as a learning tool, as and when required. Shared projects with the P&C Association enhance the school s capacity to maintain a resource rich environment. A workforce management plan is in place and supports all other operational and learning area plans as well as student needs. Priorities in the purchase and deployment of resources are in line with gap analyses show within whole school data, including NQS, On-Entry, NAPLAN and EAL/D Progress Map. 16 THORNLIE PRIMARY SCHOOL

17 STRATEGIC PLAN

18 ACCOUNTABILITY AND SELF-ASSESSMENT There is a commitment amongst all staff to continue to maintain and improve the excellent progress and achievement we have seen in recent times. To do so, Thornlie Primary School continues to collect a range of data to assess school performance and operations. Evidence-based research, together with continual data collection and analysis, continues to inform future planning and in doing so, reviews and identifies the key priority areas for whole school focus. 18 THORNLIE PRIMARY SCHOOL

19 TARGETS ON ENTRY NAPLAN NQS ATTENDANCE IEC ATTITUDE BEHAVIOUR EFFORT STAFF PARENT & COMMUNITY Increase the percentage of Pre-primary Year 2 students reaching recommended end of year points in both Literacy and Numeracy (PP-1.0, YR1-1.5, and YR2-2.0) Increase the percentage of Pre-primary Year 2 students reaching results comparable with the state wide group Increase the percentage of students progressing 0.5 Progression Points in the school year Students at Thornlie Primary School will achieve equal or better results than the Like Schools in the areas of Numeracy, Reading, Writing, Spelling, and Punctuation and Grammar Year 3 - Numeracy, Reading, Writing, Spelling, and Punctuation & Grammar - Maintain the percentage of students achieving Band 3 or above in line with like schools Year 5 - Numeracy, Reading, Spelling, and Punctuation & Grammar - Maintain the percentage of students achieving Band 5 or above in line with like schools Year 5 - Writing - Maintain the percentage of students achieving Band 4 or above in line with like schools Staff survey rates show Meeting for all seven quality areas within the National Quality Standard across mainstream and IEC settings Maintain high levels at or above like schools Increase the number of students attending the Attendance Reward Activities (Minimum rates 85%) Attendance rates are maintained at an overall level of 92% Students with Prior Schooling - Early Childhood students will achieve EAL/D EC Progress Map Level 4 within 12 months - Middle and Senior students will achieve EAL/D Middle Childhood Progress Map Level 4 within 12 months Students with Limited Schooling Backgrounds - Early Childhood students will achieve EAL/D EC Progress Map Level 3 within 24 months - Middle and Senior students will achieve EAL/D Middle Childhood Progress Map Level 3 within 24 months Data relating to student behaviour reflects positive and pro-active strategies Decreases in the percentage of students receiving negative behaviour consequences as part of the BMP Increase percentage of students achieving Consistently or Often across all eight reporting ABE descriptors on the Semester Reports for all students Staff satisfaction survey data reflects a rise in work satisfaction Staff engage in whole school teaching and learning practices as indicated in Classroom Observations and Walk-throughs The number of staff undertaking leadership roles and delivering PL increases within the school Maintain positive parent satisfaction data as indicated in the TTFM and NSOS 2018 surveys in relation to the school s capacity to effectively meet the academic needs of their child Parent attendance at whole school events increases STRATEGIC PLAN

20 Thornlie Primary School 86 Thornlie Ave, Thornlie WA 6108 Phone: Fax: Web: thornlieps.wa.edu.au