School plan 2015 2017 Oran Park Public School Public Schools NSW 2016 Updated School plan 2015-2017 Oran Park Public School www.schools.nsw.edu.au 01
School background 2015-2017 SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS Oran Park Public School community provides a love of learning in an inclusive, safe and supportive environment where students are valued as individuals. All children are engaged in quality differentiated and future focused learning. Staff work in partnership with families and the wider community to set high expectations for success, ensuring students achieve their full potential as lifelong learners. Innovative, engaging educational programs inspire and prepare students to become productive, organised and proud global citizens. Oran Park Public School provides quality teaching and learning programs. We have a strong academic focus with programs that challenge our students. A major emphasis is on the development of literacy and numeracy to ensure all students are provided with the skills for future success. We have excellent support programs for students with special needs. All students are provided with teaching and learning programs that encourage them to achieve their full potential. We have a strong student welfare approach, Positive Behaviour for Learning. Established in 2014, our school is positioned in a new fast growing suburb. The school and the local township are constantly evolving and exciting opportunities are regularly accessed. We are a welcoming and friendly school within a culturally diverse community. We promote a healthy, active lifestyle and encourage lifelong fitness through our innovative health and sport programs. Students compete regularly in a wide selection of local and state competitions. Our students enjoy participating in a range of extracurricular activities in performing arts, choir, public speaking and debating to develop their confidence and talents. Our school has worked strategically and collaboratively with teachers, students and parents to prepare our 2015 2017 School Plan. Community consultation was effectively established through communication in school newsletters, detailed school surveys and at P&C meetings. Data collection methods enabled the school to have input that reflected the thoughts and opinions of our parents about their values and expectations of their child s education. Parents were invited to participate in a school-planning forum and were invited to work in small groups to discuss school planning data and share their own views about our school s directions in the next three years. A combined group of teachers and parents worked collaboratively and productively to establish our school vision, establish our school directions, and guide and develop our 2015 2017 School Plan. Parents are actively involved in school programs and offer vital support within our classrooms. Our students enjoy additional benefits and support due to the fund raising and commitment of our very active Parents and Citizens committee who play an integral role and provide input into our school s decision making process. Our staff and students enjoy a supportive environment and a range of outstanding facilities and opportunities. Students learn in comfortable and well-resourced classrooms. They use state of the art technology to engage them in their learning. At Oran Park Public School, we promote A love of Learning. Public Schools NSW 2016 Updated School plan 2015-2017 Oran Park Public School www.schools.nsw.edu.au 0 2
School strategic directions 2015-2017 Quality Professional Creative, innovative Teaching and Learning Quality Leadership Professional Practice Strong Foundation Partnerships Quality teaching practices and creative, innovative learning experiences are embedded within an engaging curriculum. Individuals are encouraged to develop technological competencies and work collaboratively and creatively to achieve success. Teacher capabilities are strengthened through professional learning with a focus on building teacher expertise to deliver a differentiated and inspiring curriculum. Teacher capacity is developed through ongoing leadership opportunities to guide new and innovative practices. Positive school culture and strong foundation connections are developed through building community relationships, mutual responsibility, respect, trust and a shared vision. Community engagement is developed through establishing effective communication processes, and building supportive, collaborative partnerships to provide students with a quality learning environment. Public Schools NSW 2016 Updated School plan 2015-2017 Oran Park Public School www.schools.nsw.edu.au 0 3
Strategic direction 1: Creative, innovative Teaching and Learning PURPOSE PEOPLE PROCESSES PRODUCT AND PRACTICES Quality teaching practices and creative, innovative learning experiences are embedded within an engaging curriculum. Individuals are encouraged to develop technological competencies and work collaboratively and creatively to achieve success. IMPROVEMENT MEASURE/S Comprehensive school data will track and measure individual student performance and growth. Students will achieve growth in all key learning areas in school based assessments. Proficiency standard in NAPLAN Literacy will increase to 55% in Year 3 and 30% in Year 5 (2016). Proficiency standard in NAPLAN Numeracy will increase to 45% in Year 3 and 20% in Year 5 (2016). NAPLAN assessment data will provide significant comparisons to local and state student assessment results 70% of kindergarten students will attain the expected cluster level on the Early Literacy and Early Numeracy Continuums. 70% of Year 1 students will attain cluster 6 in Literacy and Numeracy. Staff and Students Teachers develop creative, innovative and quality literacy and numeracy lessons through the training in and the implementation of key school programs. To support the growth of improved learning outcomes for every student through the delivery of a differentiated and integrated curriculum, teachers are engaged in ongoing peer observation. Mentoring, reflection and team teaching to improve practice are a priority. Teachers are engaged in professional learning in quantitative and qualitative assessment practices through modelling and mentoring. Data is used to accurately inform the design of school programs. Teachers embed current and emerging technology practices within their teaching programs. Expert teachers are given pivotal roles to build the capacity of all staff in utilising technology to engage students. Teachers engage in the development of structured assessment and consistent tracking and reporting procedures. This will ensure accurate information is shared and there is an effective transition for every student. Community There is an inclusive and holistic approach to the design of teaching and welfare programs. There is a culture of shared responsibility for the progress and development of every student. Actively encourage parent participation to build community partnerships and to involve parents in the ongoing improvement of our educational practice. Student achievement and growth in literacy and numeracy will be achieved through a whole school commitment to Synthetic Phonics, Morning Routine and The Early Numeracy program (TEN). School leadership teams will build staff capacity to implement an integrated approach to the teaching of the new national curriculum. Professional learning will focus on the maintenance and sustainability of each program. Develop school wide assessment and reporting systems and support structures, to ensure consistent teacher judgment processes. Assessment and planning identifies every student s individual learning requirements. Learning needs are identified and catered for through the implementation of support, extension and enrichment programs. Implement teaching and learning programs that cater for individual success and growth. Prepare students for an evolving 21 st century future ensuring they identify as global citizens, by providing ongoing opportunities to engage with technology. Stage 3 and Stage 2 students develop enquiry based learning and critical thinking skills through a Genius Hour Learning Environment Evaluation Plan Ongoing evaluation of crosscurricular programs and K-6 continuum through data analysis and parent, student and staff surveys Review of all programs and scope and sequences across all stages to ensure a creative and differentiated approach across the school. Product Improved student achievement in literacy and numeracy reflects positive engagement in rich teaching and learning through an integrated approach and the implementation of Synthetic Phonics, Morning Routine and TEN. A differentiated curriculum caters for every student enabling them to engage positively in quality individual learning programs to achieve their personal learning goals. A culture of inclusivity and a shared responsibility in student achievement is developed and maintained through consultation and communication with teachers, students and parents. Practices Teaching and learning sequences are designed and implemented using an integrated approach, reflecting a comprehensive understanding of the Australian curriculum. All teachers will implement the new K-6 English, Mathematics, History and Science syllabus. In 2016 teachers will engage in familiarisation of the Geography curriculum in preparation for implementation in 2017. New and emerging technologies are embedded in all key learning areas to engage and support student learning. Stage based scheduled assessment and reporting practices, school data, ongoing program evaluation and consistent teacher judgment, drive teaching and learning. Public Schools NSW 2016 Updated School plan 2015-2017 Oran Park Public School www.schools.nsw.edu.au 0 4
Strategic direction 2: Quality Leadership and Professional Practice PURPOSE PEOPLE PROCESSES PRODUCT AND PRACTICES Teacher capabilities are strengthened through professional learning with a focus on building teacher expertise to deliver a differentiated and inspiring curriculum. Teacher capacity is developed through ongoing leadership opportunities to guide new and innovative practices. IMPROVEMENT MEASURE/S The successful implementation and ongoing maintenance of teachers professional learning portfolios will meet accreditation requirements of the Australian Teaching Standards by 2018. Participation in Mount Annan COS Classroom Observation and sharing sessions to improve teacher quality will be measured through feedback evidence. Work with an outside facilitator to improve the teaching of reading, comprehension and teacher differentiation practice. All PDP s are developed and implemented across the school. Staff and Students Executive will develop the leadership capabilities of staff to enable teachers to identify their own learning goals and reflect on their performance to develop quality programs across the school. Teachers are provided and supported with leadership, coaching and mentoring opportunities in their field of expertise. Ongoing professional development and reflection ensures the establishment of dynamic teams and networks. Stage groups will implement quality assessment practices and use performance based data to guide teaching and to inform reporting. The school leaders build collective capacity of teachers to evaluate the effectiveness of school programs and initiatives, informing the strategic directions of the school. Through quality teaching practices, students are given opportunities to take risks and to be creative and innovative. Community With the support of local Community of School colleagues and DEC support personnel, teachers will demonstrate instructional leadership, promoting and modeling effective, evidence based practice. Clear expectations are set though our application of the Performance and Development Framework and The Australian Professional Standards for Teachers. School leaders support teachers through a process of feedback, regular reflection time, classroom observation, modeling, professional dialogue, coaching and mentoring. School leaders provide ongoing opportunities for teacher consultation, sharing and planning through a coaching and mentoring process. All teachers are collating whole school data to drive areas of improvement in curriculum and assessment aligned with the School Excellence Framework. Teachers will reflect on their classroom practice with colleagues through this structured collaborative model. Teachers engage in quality professional learning with a focus on Positive Behaviour for Learning (PBL), Reading and Comprehension, Morning Routine, Synthetic Phonics, and Targeting Early Numeracy program (TEN). Evaluation Plan All teachers have a Performance and Development Plan (PDP), which is regularly reviewed and evaluated. Professional learning experiences are evaluated and linked to best practice strategies and increased teacher capacity. Ongoing professional reflection is evident across the school and teachers are confident and willing to take on leadership roles and responsibilities. Product Mandatory teacher professional learning plans (PDP), drive the delivery of quality educational programs. Teachers build systems to support students; they identify their own professional learning goals to achieve higher levels of accreditation and to align with school priorities. Literacy and numeracy success is achieved for every student through an understanding of student learning, development and behaviour. Differentiated teaching and learning programs are underpinned by the implementation of PBL, reading, comprehension, Synthetic Phonics, Morning Routine and TEN pedagogies. Learning communities share responsibility for collegial sharing and networking within our community of schools. There are established collaborative practices with colleagues and quality delivery of programs. Practices Embed the practice of scheduled release time for teachers to observe others teach, provide team teaching opportunities, have a regular showcase of programs and lessons with a focus on sharing lessons, resources and ideas. School assessment data drives teaching and learning and informs consistent reporting practices. This builds the capacity of teachers to assess students in a meaningful way and accurately inform parents. Teachers are inspired to build leadership capabilities and develop their knowledge, understanding, attitudes, skills and personal qualities. Public Schools NSW 2016 Updated School plan 2015-2017 Oran Park Public School www.schools.nsw.edu.au 0 5
Strategic direction 3: Strong Foundation Partnerships PURPOSE PEOPLE PROCESSES PRODUCT AND PRACTICES Positive school culture and strong foundation connections are developed through building community relationships, mutual responsibility, respect, trust and a shared vision. Community engagement is developed through establishing effective communication processes, and building supportive, collaborative partnerships to provide students with a quality learning environment. IMPROVEMENT MEASURE/S 2016 Tell Them From Me survey results will be analysed for future improvement and directions. Recommendations are investigated and actioned. There is evidence of teachers and parents sharing professional learning to support the development of strong partnerships between home and school. The school leadership team nurtures community relationships and encourages and values parent participation in extracurricular activities. 80% or more parents regularly participate authentically in school activities. Staff Parents participate in learning partnerships and collaborate with teachers to ensure transparency of school directions and priorities. Staff will work collaboratively with the parent community, to develop a broad understanding of school systems, directions and expectations improving student learning outcomes. The school leadership team nurtures community relationships and encourages and values parent participation in extracurricular activities. Community The school community, staff and parents will develop positive and respectful relationships that will underpin productive learning environments for our students and the development of collaborative decision making. Students and staff share school information, events and celebrations through various avenues of communication that are user friendly, personal, frequent and culturally appropriate. Teachers and parents share learning experiences and professional learning, which supports the development of strong partnerships between home and school. The school will provide ongoing opportunities for consultation and evaluation of strategic directions with parents and the wider school community, through P&C meetings, training workshops and discussion forums, such as Parent Café. Informal and formal opportunities, such as parent input in school welfare and finance committees, staff selection, program and policy reviews, assessment and reporting practices, Tell Them From Me and school surveys, encourage parents to become invested in and involved in school decision making. Written communication in newsletters, Skoolbag, school website and emails, will regularly inform parents of current events, teaching methods and share innovative ways of supporting their children s learning. Staff will actively encourage and invite parents to become involved in the life of the school. Early advice, structured events, and defined roles will ensure that parent input is valued. Teachers and parents will collaboratively plan, and engage in professional learning and skill sharing forums that will ensure a shared approach towards achieving quality educational outcomes for all students. Evaluation Plan Parent, staff and student surveys indicate an increased mutual respect and trust. There is evidence of ongoing and regular parent communication and consultation in school decision-making processes. Hits on Skoolbag/ website are monitored and evaluated. Product The community and school share responsibility for student learning and wellbeing through authentic participation in strong, collaborative partnerships. Oran Park Public School is a supportive learning community with a collective responsibility to strengthen parent capacity to support learning at home and actively improve communication. There is evidence of increased community participation in school activities with visible parent involvement in assisting teachers and the student community in school initiatives. Practices There is an inclusive approach to school decision-making and parental involvement. The school community is proud of its strong partnership with the school, creating a sense of shared responsibility among parents, community members, teachers and school leaders. School evaluation processes are valued as accurate measures of school and student performance providing opportunities for deep consultation with the whole school community. Our community is well informed on all school matters. School communication is maximized through improved technological systems in place to inform parents and update calendar events. There are clear learning connections between home and school. Positive partnerships, with a joint commitment to high expectations for learning outcomes exist. Public Schools NSW 2016 Updated School plan 2015-2017 Oran Park Public School www.schools.nsw.edu.au 0 6
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