Lockridge Primary School BUSINESS PLAN 2018 2020-1 -
INDEX Our Vision, Our Mission Page 3 Objectives, Values, Long Term Improvement Targets, Priorities Resources, Major Strategies, Evaluation Measures, Timeframe Page 4 Page 5 Elements of our Plan Page 6 Spotlight Page 7 Teaching Excellence in Teaching Page 8 Learning Maximising Student Achievement Page 9 Relationships Page 10 Leadership committed and Innovative Page 11 Environment Safe, Supportive and Values Oriented Page 12 Resources Resource Rich and Capacity Building Page 13 Academic Improvement Targets - Literacy Page 14 Student Improvement Target - Numeracy Page 15 Non Academic Targets Page 16 Photos Page 17-2 -
OUR VISION At Lockridge Primary School we are committed to providing a Strong Foundation, for Future Success. Strong Foundation, Future Success. We aim to connect create collaborate with our students, staff, parents & wider community. OUR MISSION To enable all students access to high quality learning opportunities through the provision of: Highly effective teachers, focussed on improving student outcome, through their commitment to ongoing professional development, quality teaching, evidence based practice, coaching, mentoring and collaboration. Differentiated, in depth and cohesive learning program aligned to the content and achievement outlined by the School Curriculum and Standards Authority Teachers planning assessing an working in teams to enhance curriculum consistency and continuity, and the social emotional needs of students A learning environment that is orderly, safe, inviting and stimulating A school leadership that is supportive, encouraging and innovative The provision of excellent resources for students and staff in order to provide effective learning experiences in an ever evolving age Developing and maintaining relationships with our parent community and other partnerships with the wider community to further support student learning opportunities 3
OBJECTIVES At Lockridge Primary School we strive to: 1. Establish a learning environment that is safe, caring and inclusive. 2. Establish realistic targets and set high expectations, academic and non-academic, for our students. 3. Engage all staff in a systematic, continuous and comprehensive self-assessment process related to student achievement and school operations. 4. Deliver high quality learning and teaching programs with pedagogical practices aligned to learning, teaching and assessment principles. 5. Expand the quality of teaching through utilising expert teachers to operate collaboratively sharing their skills and understandings. 6. Target resources, including School Support Program Resource Allocation and through school improvement planning, to maximise student achievement. 7. Build strong internal and external relationships including positive interactions between the school and its immediate and wider community. LONG TERM IMPROVEMENT TARGETS Improve attendance elements increase regular attendance, decrease unauthorized attendance. Increase the number of students at or above the NMS across Literacy & Numeracy in 2018/19. Consistently perform at or above like school level in all NAPLAN elements. VALUES At Lockridge Primary School we are guided by the following four core values: 1. We have a positive approach to learning and encourage it in others; we advance student learning based on our belief that all students have the capacity to learn. 2. We have high expectations of our students and ourselves. We set standards of excellence and strive to achieve them. The standards and expectation challenge all of us to give our best. 3. We recognise the differing circumstances and needs of our students and are dedicated to achieving the best possible outcomes for all through equity. We strive to create workplaces and learning environment that are free of discrimination, abuse and exploitation. 4. We treat all individuals with care. Our relationships are based on trust, mutual respect and the acceptance of responsibility. We recognise the value of working in partnership with parents/carers and the wider community in providing a quality education for our students. PRIORITIES 2018-2020 Improve the Literacy & Numeracy performance of our students. Develop a consistent and effective approach to promote and enhance the social skills of our students. Continue to enhance the pedagogical skills of our staff to better meet the needs of our students. Develop the Social and Emotional well-being of our school. Develop and enhance a professional learning community culture that supports the work of teachers to be the best professionals that they can be. Promote and embed the Professional Learning Community concept with all of our staff in order to evolve professional collaboration, curriculum consistency and continuity. 4
RESOURCES Lockridge PS is a well-resourced school. The Student Centred Funding Model [SCFM] is based on student enrolment and characteristics pertinent to the school. The One Line Budget allows the school to distribute the funds as it sees fit, to meet identified priorities. All Funding resources will be targeted to support the schools priorities over the next 3 years. MAJOR STRATEGIES Lockridge PS will implement strategies that are whole school. A whole school approach to Behaviour Management, Social Skills, Pastoral Care, Literacy and Numeracy will be developed, enhanced and implemented over the life span of this plan. Our implementation of a Professional Learning Community (PLC) will enhance teacher collaboration, team planning, assessment and review. EVALUATION MEASURES The School Improvement and Accountability Policy require that classroom planning be aligned to school planning and that this is monitored through performance management. The school s self-assessment framework developed at Lockridge PS will define for teachers what they are expected to do and it will also provide a mechanism to monitor alignment between school and classroom planning. The success of this plan will be measured by the level of achievement in the targets set over the life span of the plan. Mid-level targets and milestones will be set in the School s Operational Plans: operational targets and milestones will specify progress towards the strategic target in a given school year. TIMEFRAME (PROVISION FOR ANNUAL REVIEW) An annual review of progress towards the achievement of objectives and/or improvement targets will be performed. 5
School Curriculum & Standards Authority Australian Curriculum Plan for Public Schools Focus Direction for Schools The School Improvement & Accountability Framework Lockridge Primary School Business Plan Focus Areas High Quality Teaching /Successful Students Teaching excellence in teaching Learning optimizing student achievement Relationships positive relationships Environment safe, supportive & values oriented Resources resource rich & capacity building Operational plans Workplace Plans Learning Area Plans Classroom Plans Reporting & Assessment Plan 6
Literacy Numeracy Professional Learning Communities Pedagogy Development Social Skills Spotlight 2018 7
Teaching Excellence in Teaching The professional environment is one of collaboration with specific management strategies employed to maintain and support a culture in which excellence in teaching is pursued and accountability is visible. A commitment to ongoing planned professional development for all staff adds depth and expertise to the capacity, experience and knowledge of the team. This continues to ensure the quality and rigour of curriculum development and the teaching programs. Keeping abreast of current research will challenge and continually improve whole school planning and the ability to focus teaching on the individual child. Focus Area Milestones Sound pedagogical consistency and depth of curriculum knowledge Research based strategies Authentic assessment, evaluation and moderation Differentiated curriculum and explicit teaching EAL, special needs and SAER Embedded ICT Staff development targeted professional learning and reflective practice Sharing expertise, experience and knowledge Collaborative and cooperative teaching Implementation of National Quality Standards K-2 Making Learning Visible EYLF Use of quality information to inform planning and practice Staff collaborate in a variety of structural teams to plan for the ongoing sequential implementation of the SCSA Regular and rigorous analysis of data (system and school level) to make appropriate judgements about the standard and progress of achievement Strategies based on research will inform best and wise practice School wide pedagogy will be evident within teams 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 Collaborative teaching and learning strategies will enhance social skills and maximise learning opportunities Explicit teaching and high expectations will provide clear and transparent intentions for learning and engagement Students and teachers will have appropriate access to ICT as a tool for learning Ongoing self-assessment processes from individual to whole school supporting high standards of professionalism and student achievement Analysis of teaching practice will occur through collaborative planning, coaching, observation and feedback Professional learning is directly connected to teacher s practice, affects instructional change in the classroom and is tailored to improve student learning Building and sharing knowledge and expertise through PLC Collaborative mentoring for aspirant leaders, Level 3 and Senior Teacher roles Ongoing professional learning will maximise the capacity of the teaching team to fully implement the breadth and depth of the SCSA Provide resources necessary for teachers to use innovative technology as a tool for learning and with a high level of access Provide a supportive and collaborative professional environment in which performance management is viewed as ongoing selfdevelopment and feedback is provided to acknowledge strengths and support needs Implementation and ongoing monitoring of program quality across the early years Develop and support the implementation of a Professional Learning Community (PLC) 8
Learning Maximising Student Achievement Targeted achievement levels are attainable for every student through the opportunities provided in the innovative and challenging teaching and learning program delivered by all teachers at Lockridge Primary. A strong focus on the needs of the individual child ensures success for all. Fundamental to the whole school pedagogy is the belief that successful student achievement occurs when the curriculum addresses a student s academic and non-academic needs. Strategies to motivate student learning focus on high expectations and positive engagement. Learning and achievement are evaluated, monitored and reported to ensure programs are catering for areas of need and parents/carers are informed partners in this process. Focus Area Milestones Depth of learning and positive dispositions towards learning. Student Learning and Engagement Responsibility, participation and motivation Application, aspiration and challenge Goal oriented Student self assessment, self efficacy Academic and Non-Academic Development School Curriculum & Standards Authority - WA Curriculum Outline Social Emotional Well Being Physical Well Being Social Skills Fitness Nutrition Learning Environment Factors Inclusive and supportive High expectations Motivating and challenging Attendance Non- Academic Attendance BMIS Participation in extra - curricula Teaching and learning programs cater for student interests and needs A commitment to doing one s best is modelled through consistently high expectations and strategies that support and encourage the achievement of individual potential Identification of target groups through detailed analysis of data collection and evidence with a focus on EAL, those performing above and below expected levels, stable cohort and those with attendance concerns The tracking of target group progress and achievement will continue to indicate the effectiveness of learning programs and interventions Ongoing data collection K-2 informs early intervention programs and composition of target groups. This will include On Entry system level data and school based literacy screening Pastoral care programs support the individual wellbeing of students Academic and non-academic data and evidence is strengthened Individual attendance is targeted to maximise learning Parents, teachers and students share school vision, beliefs and learning goals Transparent learning intentions are clearly articulated to students Visible success criteria High expectations and feedback assist goal setting, motivation and achievement A differentiated curriculum is inclusive and challenging Student responsibility and independence is evident Factors impacting on student s ability to achieve potential will be monitored using whole school data base Individual education plans will be developed for the full range of students at educational risk, including behaviour management and attendance EAL student needs will be determined on enrolment and appropriate resources and monitoring will be implemented Promote the importance of attendance with the school community 9
Relationships The positive tone and culture of Lockridge Primary is underpinned by a strong values foundation and a behaviour management program that focuses on motivation student dispositions towards learning. This is embedded in the belief structure of the school and is demonstrated through all interactions and communications. Mutual respect and a positive attitude are fundamental prerequisites upon which other skills are built. The pastoral care programs of the school provide for the needs of students, parents and staff on many levels and aspire to maximising learning and well being for all. Focus Area Milestones Pastoral Care Student/Family Well Being Shared Values/Goals Need more promotion for understanding Partnerships/internal and external School Council and P&C Association Community Focused Work with agencies CLAN, United Way, Smith Family, Anglican Church, B Kind, Shalom House and Foodbank Home School Communications Internet, newsletters, social media in language parents understand Inclusion on website Policies, scope & sequence etc SAER give parents and understanding on IEP s/gep s/ibmp perhaps a letter of explanation that goes home with the IEP s/gep s for signing Parent Education Families & Schools Together (FAST), Happy Healthy Family, Ready Boost The social and emotional wellbeing of students is monitored and supported by a range of programs and processes. Pastoral care is provided through a range of school services, programs and policies. Parents, students and teachers share school vision, beliefs and values. The values of the school are embedded in all contexts, policies and programs. Staff need to be on the same page with common understanding/goals etc. Student learning and well-being is enhanced by effective school and community partnerships. Staff well-being is monitored and surveyed to maximise teaching and learning. Inter-agency support and expertise enhances the school s ability to cater for student s needs. Partnerships and shared goals with P&C provide additional support and resources for the students. Community feedback, via survey and discussion groups, informs planning, policy direction and procedures. Establish links with educational institutions teacher training and the development of two way partnerships. Parent education opportunities and communication processes support home school partnerships. The school provides layers of easily accessible information for its community. Information dissemination is inclusive. The programs and policies of the school are shared with the community. Pre-Kindergarten school information and communication supports early learning opportunities. The relationship with the School Council has a positive impact on school effectiveness, strategic planning and accountability processes. Maintenance of Quality intra-school Communications 10
Leadership Committed and Innovative Strategic leadership management empowers staff to share their strengths and abilities, enhancing the professional environment, the teaching and learning programs and whole school focus areas. Professional learning and development is valued and supported and the sharing of professional knowledge, experience and expertise is promoted. Leadership opportunities are strategically planned and acknowledge the strengths and attributes of staff alongside student needs and school priorities. Participation in policy development, curriculum implementation, accountability processes and decision making develops and maintains ownership and commitment of staff: Leadership opportunities are also extended to the student group as well as parents in a variety of roles and capacities. Focus Area Milestones Staff Capacity building Collaborative and team oriented Strategic and transparent decision making Reflective self-assessment and development Staff aspirations and opportunity School Council Governance and accountability Participation and consultation Advocacy and representation Student Leadership Role models Leadership development and opportunities The leadership team promotes and ensures the shared vision and beliefs of the school All staff in leadership roles model a strategically planned approach and place a high level of importance on being well informed in their area of responsibility and leadership The interests, expertise and experience of staff are valued and deployed to enhance the capacity of the team Leadership opportunities are evident throughout the school Decision making processes are inclusive and process oriented Student leaders model appropriate behaviour and values Student leaders are provided with opportunities to develop qualities and characteristics of positive young leaders and role models Professional learning is targeted to consider leadership and career development Planned collaborative time creates opportunities to share professional learning and expertise The School Council effectively represents the wider community and has an advisory role in the accountability processes of the school 11
Environment Safe, Supportive and Values Oriented The environment has a strong impact on both the hidden curriculum and the sense of belonging for all. The ability to plan for facilities improvements and to improve the future development and maintenance of the school campus according to the needs of the school is seen as a positive message about how we value our environment and the pride we have in it. The learning environment at Lockridge Primary is characterised by high level of engagement, a direct result of students being challenged at their level by a rich and stimulating teaching and learning program. Focus Area Milestones Work Environment Safe, caring and supportive Collaborative and team oriented Staff well being Professional positive and motivating Learning Environment Calm and orderly Well resourced Student focused, flexible and inclusive Physical Environment Well maintained Aesthetically pleasing Enhances teaching and learning Shared facilities and services Nature playground, gardens The environment reflects the beliefs and values of the school and the desired learning culture the school has established A calm and orderly environment promotes a positive school tone and intentional strategies explicitly reinforce this Staff well-being is monitored and surveyed to enhance the adult workplace and maximise teaching and learning An inclusive and enriched learning environment motivates and engages learners The physical environment is well maintained and provides learning opportunities beyond the classroom as well as encouraging pride in the school Improvements to the grounds and environment are planned and enhance teaching and learning programs throughout the school The work environment for staff is team oriented and supportive Engagement and time on task is a priority supported by structures that minimize interruptions and allow for optimum focus A commitment to doing one s best is modelled through consistently high expectations and strategies that support and encourage the achievement of individual potential Hidden Curriculum Culture and tone Embedded values Code of conduct High expectations academic and non-academic standards 12
Resources Resources Resource Rich and Capacity building Resources and the physical environment are critical in providing the context which supports all teaching and learning opportunities. The ongoing renewal of resources and assets will ensure the most up to date opportunities for students. Focus Area Targeted resources management Strategic and well researched Capacity building Equitable breadth and depth Well maintained Enhance curriculum content and implementation To continue mini Lit/multi Lit Well managed deployment of staff to enhance teaching and learning Maintain high standard of grounds and buildings Milestones Resource management is accountable and equitable Resources are aligned to as and when required school priorities and planning with a focus on sustainability and renewal Resources enable innovative and creative teaching and a differentiated curriculum to be implemented Resources support the academic and non-academic needs of students Resources enable current technology to be a learning tool 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 13
Academic Improvement Targets for Literacy & Numeracy 2017-2019 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). 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. Student Achievement Improvement Literacy Targets 2017-2019 Reading *Comprehension Teaching and Learning Focus Students growth reflects program effectiveness. Literature and context Interpreting, analysing, evaluating Expected Cohort Attainment Targeted achievement levels for all students 2016-2018: Yr. 3-5 80% of students will be above the National Minimum Standard (NMS) 2017-2019: Yr. 3-5 85% of students will be above the NMS Individual Targets Every child s growth a target 2016-2018: Yr 3-5 3-4 band growth for 6 students 5-6 band growth for 8 students 2017-2019: Yr 3-5 6-8 band growth for 6 students 5-7 band growth for 6 students students Writing *Audience *Ideas *Cohesion Creating texts and literature 2016-2018: Yr 3-5 80% of students will be above the NMS 2017-2019: Yr 3-5 85% of students will be above the NMS Whilst there are individual targets and growth expected for all students across the writing categories, these are not determined in the same way due to the genre of the test changing each year. Grammar & Punctuation *Grammar Text structure Expressing and developing ideas 2016-2018: Yr 3-5 80% of students will be above the NMS 2017-2019: Yr 3-5 85% of students will be above the NMS 2016-2018: Yr 3-5 6-8 band growth for 6 students 4-6 band growth for 4 students 2017-2019: Yr 3-5 6-8 band growth for 6 students 5-7 band growth for 6 students 4/5-6 band growth for 6 students Spelling *Spelling Strategies *High Frequency words Expressing and developing ideas 2016-2018: Yr 3-5 80% of students will be above the NMS 2017-2019: Yr 3-5 85% of students will be above the NMS 2016-20148 Yr 3-5 6-8 band growth for 5 students 4-5/6 band growth for 5 students 2017-2019: Yr 3-5 5-6/7 band growth for 8 students 4/5-6 band growth for 6 students 14
Student Achievement Improvement Numeracy Targets 2018-2020 *Number and Algebra *Measurement and Geometry *Statistics and Probability Fractions and decimals Patterns and Algebra Using units of measurement Geometric reason Shape Chance Number 2016-2018: Yr. 3-5 80% of students will be above the AMS. 2017-2019: Yr. 3-5 85% of students will be above the AMS. 2016-2018: Yr. 3-5 3-5 band growth for 7 students 5-7 band growth for 6 students 2017-2019: Yr 3-5 3/4 to above like school. mean band growth for 5 students 4/5-6 band growth for 6 students 5-7 band growth for 6 students The cohorts mean to be equal or better than like schools. 15
Non Academic Targets Attendance Targets Every Day Counts, Every Lesson Counts Consistent attendance and participation at school are essential factors in achieving social and academic learning outcomes. Student attendance of less than 90% will have an impact on the child s opportunity to achieve their potential. Attendance will be monitored on an individual basis and partnerships with parents developed to improve attendance rates where required. In addition to overall attendance, the number of unapproved absences is targeted for improvement. Focus Areas 2017-2019 Overall school attendance Increase from 90% to 92% Overall Regular Attendance Increase from 69% 71% At Risk students 0-9% Reduce to < 1% All Year Level cohorts To have all cohorts at a minimum of 90% attendance Other At Risk students Reduce from 28% to 20% Students with unapproved absence Reduce from 68 to 50% Attitude, Behaviour, Effort Self-assessment and review processes indicate that student s commitment to applying knowledge and skills is in need of improvement in order for them to reach their true potential. Raising expectations which require students to apply their best effort is a key Focus Area in Learning. The Value of Commitment has been added to the school set of Values in an effort to provide added focus and community awareness to this shared expectation. There are eight attributes for Attitude, Behaviour and Effort on Semester Reports. How a student demonstrates these is indicated on a four point scale consistently, often, sometimes or seldom. Current Attitude, Behaviour and Effort attributes as described on Semester Reports will be an indication of the level of a student s commitment to their learning: Works to the best of his/her ability Is enthusiastic about learning Sets goals and works towards these with perseverance Improvement Target 2017-2019 The above three attributes will be indicated as consistently or often on Semester Reports for at least 75% of the students throughout the school. 16
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