Curran Public School Plan

Curran Public School Plan 2015 2017 Curran Public School Public Schools NSW School plan 2015-2017 Curran Public School www.schools.nsw.edu.au 01

School background 2015-2017 SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL GUIDING PRINCIPLES Our purpose is to provide quality education and equitable welfare for all, within a supportive learning community to create successful learners who are confident, creative, active and informed. Quality Education : We will provide all students with access to high-quality schooling that is free from discrimination, promote a culture of excellence and develop students capacity to learn and play an active role in their own learning through challenging and stimulating learning experiences. We will continuously seek improvement through effective evaluation, assessment and leadership. Welfare For All : We will promote lifelong learning within a safe and harmonious environment which develops a sense of self-worth, self-awareness and personal identity that enables them to manage their emotional, mental and physical well-being and reflects moral and ethical integrity which is built on dignity. Community: We will promote authentic positive partnerships with parents and the broader community to bring mutual benefits and maximise student engagement and achievement. Partnerships engender support for the development and well-being of young people and their families and provide opportunities for students' to connect with their communities, participate in civic life and develop a sense of responsible citizenship. Curran Public School is situated on the Macquarie Fields Public Housing Estate, south west of Sydney. Students come from a low socio-economic background and diverse cultural experiences which bring strength to the school; 90% of these students live in Department of Housing NSW homes. The school has a population of 270 students. The school has a population of 14% Aboriginal students and 38% of students are from language backgrounds other than English with Samoan and pacific island decent being the largest cultural background. The school has a strong focus on integrating technology into the curriculum. There is a Support Unit with four classes. These classes are comprised of two Autism classes, one Multi Categorical class and an IO class. Programs to promote diverse student achievement and to develop student leadership are an important aspect to the school curriculum. The parent community highly values education and are increasingly involved in school programs. The school has a Schools as a Community Centre program and has strong early transition programs for students entering kindergarten and high school. Curran Public School is a focus school for the Early Action for Success initiative and is part of a community of schools which include Guise Public School and James Meehan High School. SCHOOL PLANNING PROCESS The school s consultation process was thorough and detailed and followed a spiral of inquiry model, where all stakeholders were given opportunities to contribute, analyse and help form directions for the future. The consultation took on open parent forums, staff and student affinity diagrams, document evaluation, parent, staff and student survey and other analysis tools, The analysis of this data was supported by a leadership coach who facilitated a shared vision and guiding principles which will drive the school forward. Strategic directions emerged from the data analysis and were refined, at key points, by all staff. As we move into implementation we will focus on the learning that needs to take place to provide the necessary skills to take action and move forward. This is outlined in the specific areas of the following plan. We Believe: Students are taught within the quality teaching framework which encompasses intellectual quality, relevance and the learning environment. Students have the right to learn through recognisable stages of development in a non-threatening, nurturing and collaborative approach where they are valued and respected. Parents are actively involved as participants in the education of their child. Teachers, parents and students value their integral role in the learning process. In a collaborative and collective responsibility for all students from Kindergarten through to Year 6. We: Are committed to excellence and have high expectations for every student. Make learning relevant to students, make cultural connections and engage with the community in which the students live. Generate a love and passion for learning, and can excite and motivate students to share that passion. Are excellent communicators with students and parents. Have the patience, compassion and humour to help students deal with life s challenges and disappointments, and resilience to persevere when things are difficult. Have a passion for and deep understanding of our teaching content this makes for better teaching and models a passion for learning and discovery that we want young people to experience and value. Engage with and work within the local school and broader communities. Value ethical behaviour in ourselves and others. Take responsibility for our own professional learning and value and model opportunities to improve our teaching practice and learn from others. Are life long learners and instil this in others Public Schools NSW School plan 2015-2017 Curran Public School www.schools.nsw.edu.au 02

School Strategic Directions 2015-2017 STRATEGIC DIRECTION 2 Engagement for Learning Context Engage students, staff and community to become successful learners. STRATEGIC DIRECTION 1 Curriculum for Opportunity Context Consistent, high quality educational practices and opportunities across our school for all. STRATEGIC DIRECTION 3 Leading and Managing for Success Context Strengthen innovative practices and self efficacy, for leadership sustainability and success. Purpose: To provide the learning community with access to high quality learning that is free from discrimination and provides opportunities that put students and community on a pathway towards continued success. Purpose: To promote a culture of excellence by supporting, challenging and stimulating learning experiences in partnerships with our local community in order for our students to become active, informed citizens. Purpose: To develop a school culture in which the learning community strive for innovation and improvement that will enable advanced learning and translate new ideas into practical applications. Public Schools NSW School plan 2015-2017 Curran Public School www.schools.nsw.edu.au 03

Strategic direction 1: Curriculum for Opportunity PURPOSE PEOPLE PROCESSES PRODUCT AND PRACTICES To provide the learning community with access to high quality learning that is free from discrimination and provides opportunities that put students and community on a pathway towards continued success. IMPROVEMENT MEASURE/S 80% or more of students who have started Kindergarten at Curran Public School show equivalent or better than 1 year growth for 1 calendar year of teaching measured against school wide data analysis framework. 25% of year 3 students and 20% of year 5 students who have been tracked from Kindergarten achieve proficient standards in Literacy and Numeracy. ATSI and students at risk are meeting goals/targets/outcomes as set on their PLP s/iep s. EALD students are developing through the language learning progression accordingly to their phase of development. All staff embed authentic, future focussed learning into classroom practice. Students understand, use, and reflect on, lesson goals and success criteria. Staff A range of data is collected through observations, work samples, conversations, assess tasks, at critical checkpoints. Developing and implementing, in collaboration with students, lesson goals and success criteria. Provide opportunities for stage planning and reflection on practice using a spiral of inquiry model. Staff develop an understanding of quality pedagogy in planning for and teaching a differentiated curriculum. Parents / Community partners Strengthen partnerships with local agencies beyond DEC to design curriculum which meet the needs of students: SACC, AECG, Speech, etc. Leaders Support educational innovation and curriculum resourcing. Provide professional learning which aligns with staff goals and school direction and the funding to support implementation. Create a digital learning environment for students to engage in challenging learning opportunities that are significant and connected to their world. Implement and evaluate the effectiveness of open classroom learning environments and Project Based Learning beginning in Stage 3. Strengthen early intervention programs and services that meet the needs of targeted students. Monitor the impact of instructional practice on student learning and professional learning needs. Staff: Further develop staff understanding and quality pedagogy in planning for and teaching a differentiated curriculum including enrichment. Consistency of Teacher Judgement is developed through regular data and information collection at critical checkpoints. This is collaboratively used to gauge the impact of instructional practice on student learning and professional learning needs. Encourage, support and develop community understanding of 21 st Century learners by involving parents in learning experiences and providing information sessions. Evaluation plan: Track family and community participation in student learning and school events. AITSL classroom practice continuum forms the basis of self reflection for teaching practice. Department and school based data, e.g.: NAPLAN, PLAN, EA4S, used to track student progress and achievement. Product: Students will be 21 st century learners who are self- regulated, reflective, and critical thinkers. Evidence of cross curricular planning with a Literacy & Numeracy focus which supports high expectations of student achievement. This is in response to all students developmental needs, interests and abilities. Student achievement is evident for all students, including at risk students. This is clearly communicated and celebrated within the school and the community through a shared understanding and use of assessment for, as and of learning. Practices: Collaboration and inquiry are created for developing innovation and risk taking in the culture of the school with students and staff. Explicit teaching is differentiated to meet the needs of students through authentic learning experiences which are responsive to the school and global context. A variety of meaningful assessment opportunities are collaboratively designed to ensure clear understanding of student needs and achievements. Teachers consistently participate in professional learning to improve teaching and learning through the use of evidence based practice and research. Consistency of Teacher Judgement is developed through regular data and information collection at critical checkpoints. Public Schools NSW School plan 2015-2017 Curran Public School www.schools.nsw.edu.au 04

Strategic direction 2: Engagement for Learning PURPOSE PEOPLE PROCESSES PRODUCT AND PRACTICES To promote a culture of excellence by providing supportive, challenging and stimulating learning experiences in partnerships with our local community in order for our students to become active, informed citizens. IMPROVEMENT MEASURE/S Equal or better attendance rates for Aboriginal & Torres Strait Islander students with whole school attendance rates equal or better than state average. Decreased number of suspension by 20%. School universal behaviour and wellbeing practices support 85% or more of students as measured by school wide data. Improved community involvement as partners in learning. All students have improved skills in being able to regulate emotions, set personal goals and improve their own emotional wellbeing. Engage students in our PBL programs focusing on developing safe, respectful learners. Cater for the diverse needs and interests of students to promote resilience, responsibility, self-discipline and active citizenship. To engage students in authentic, diverse, challenging and stimulating learning experiences based around 21 st Century Learning Skills. Staff Develop staff capacity to build stronger community relations with all families. Provide professional development and support implement PBL Engage, encourage and support staff members as valuable and respected members of the Curran Public School learning community. Parents Communicate actively and frequently with parents and carers and provide different forums for parents to contact the school. Provide support, training and opportunities to increase parent capacity within and beyond the school. Community partners Strategically develop ongoing relationships with government and non-government organisations, community groups, businesses, agencies and other education providers. Leaders Provide professional training and support to leaders that allow them to support and engage with staff, families and community members. to Building positive community and school identity Work collaboratively with parents, students, staff, other schools, CLO, P&C, AECG, and community and outside agencies to develop strategies focusing on creating a welcoming, family friendly meeting space for parents and community to connect. Communication and Consultative Decision Making Create two-way communication processes that support active, frequent and culturally sensitive collaboration between the school and community. Student Engagement Provide an engaging and challenging learning environment allowing all students opportunity for success. Student Wellbeing Whole school implementation of PBL and inclusion of parents in engagement and wellbeing programs to encourage a joint home-school approach. Staff Wellbeing Meaningful and productive professional dialogue to build staff capacity and confidence. Supportive and inclusive school structures to promote staff welfare and sense of belonging. Participation and community learning To increase the numbers of parents engaging in community learning sessions/ parent workshops and attending school events. Evaluation Plan Closely monitor PBL data, student feedback and SRC surveys, parent attendance data and community survey information. The school will develop targeted programs and strategies to improve in these areas as required Products: Practices: Sustained and positive interactions between staff and students. School policies and practices, learning activities and community building initiatives have built a culture of welcome, inclusion and belonging that reflect and respect the diversity within the school community. Students are engaged in tasks during learning and participate in school decision making where they display resilience, responsibility, selfdiscipline and active citizenship. Effective communication between staff, students, parents and community and school/ community partners working collaboratively to support diverse and authentic learning opportunities Enhanced opportunities for students and families, with families and community members contributing to the life of the school in ways that reflect their interests, skills, experience and capacity. Whole school focus on positive behaviour and relationships to promote a culture of inclusivity and improvement. The school has active CLO, P&C, Aboriginal & Multicultural Education teams and strong ties to community agencies and bodies making it a welcoming, family friendly meeting space for parents and community to connect. The school provides supportive, challenging and stimulating learning experiences and promotes student empowerment and leadership. Opportunities for authentic learning experiences exist in all classrooms and programs. Public Schools NSW School plan 2015-2017 Curran Public School www.schools.nsw.edu.au 05

Strategic direction 3: Leading and Managing for Success PURPOSE PEOPLE PROCESSES PRODUCT AND PRACTICES To develop a school culture in which the learning community strive for innovation and improvement that will enable advanced learning and translate new ideas into practical applications. IMPROVEMENT MEASURE/S All students academic and wellbeing data is tracked and analysed regularly to strengthen leadership and differentiation of curriculum delivery and learning intentions. All staff have professional development plans and engage in a culture of ongoing professional learning that is child centred, relevant, collaborative and future focussed. Student leadership development incorporating an active student voice in whole school priorities and projects. Staff: Well informed skilled leaders to support staff learning to develop staff workforce capabilities by implementing and sustaining quality school wide systems and organisational structures. Strategic human resourcing that incorporate action research into stage planning. Professional learning on exemplary use of action research in teaching and leadership. Have quality research available and time to interrogate it in Curran s context. Familiarisation with new Professional Growth program including effective inductions for all. Embedded school vision into common practice and understand its efficacy. Parents: Establish a collaborative learning community by providing opportunities for parents and teachers to work together to improve the intellectual quality of educational programs in the school Community partners: Establish proactive learning alliances with other schools and community members to the delivery of educational innovation projects. Leaders: Coaching and mentoring training for school leaders. Student leadership Students provided with opportunities to express their voice and take on leadership within the school and wider community. Staff: Develop an explicit Performance and Development Framework that provide guidelines and timeframes of responsibilities and expectations to promote a positive school vision. Quality induction of staff to ensure successful transition to Curran Public School. Build leadership capacity in others. Organisational and Systems innovation Provide staff with professional learning on research into education and use of strategic resourcing to support organisational and educational innovations. School learning alliances: Build learning alliances and partnerships with a variety of schools, business and other agencies to support a dynamic learning environment. Evaluation plan: Executive surveys based on the AITSL leadership tool and attainment of professional leadership goals. Observations of how Exec leaders coordinate their teams and school projects. Culture survey for all staff to complete on the quality of the school leadership and management in 2014. Products: The school researches and shares new ideas and educational trends through action research and spiral of inquiry. When decisions are made the school routinely ensures that it is informed by broad understandings of issues and implications for students, the school and the system. All staff participates in enhanced Performance and Development Framework procedures which incorporate professional learning goals, reflective practices and coaching for improvement. Conditions are created that promote collaborative learning cultures. The school s vision is dynamic and responsive to changes in society that drives innovation and excellence. All staff and stakeholders collaborate to review and develop the school vision and purpose. These act as constant points of reference for the plans and, priorities of the school. Staff, students and parents know the school s vision. Access to expertise is provided in response to the range of student needs. Structures, processes and practices that have been collaboratively established at the school and school community are used. The school s approach to planning is systematic and strategic directed at school and system growth. Practices The collaborative instructional leadership which builds capacity to strengthen and enhance teaching and learning. Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and follows clear accountability structure which contributes to a culture of learning. School planning is reflective and displays a broad understanding of contemporary issues for students, the school and the system. The learning community promotes links within and beyond the school to exchange innovative ideas and resources to enhance learning opportunities. Public Schools NSW School plan 2015-2017 Curran Public School www.schools.nsw.edu.au 06