School plan 2015 2017
School background 2015-2017 School vision statement School context School planning process To provide all students with the skills to succeed in a complex, changing world. We aim in partnership with our school community to deliver a quality education that enables all students to reach their emotional, social and academic potential within a caring, secure environment. Our vision is reflective of the principles embedded within the Melbourne Declaration on Education Goals for Young Australians (December 2008), in which it is acknowledged that schools play a vital role in the promotion of intellectual, physical, social, emotional, spiritual and aesthetic development and well being of young Australians. With this in mind, Bateau Bay Public School shares this responsibility with students, parents, carers and the school community. Our vision is further underpinned by five core values; 1. Respect for ourselves 2. Respect for others 3. Responsibility for our learning 4. Responsibility for our behaviour 5. Strive to reach our personal best Bateau Bay Public School was established in 1980. It is a coastal community located in the Wyong Shire of NSW. Bateau Bay lies in the area known as Darkinjung to Indigenous Australians. Our school has a population of over 700 students and 40 staff. Approximately 5% of students have a Non-English speaking background and 6% are proud to acknowledge their Aboriginal cultural heritage. Parents and community members play an active role in school life. Staff and parents hold high expectations and this is reflected in student achievement, attitudes and behaviour. The school is a proud partner of the Tuggerah Lakes Learning Community. Our school has 36 permanent teacher positions, including; class teachers, Learning and Support Teachers, Teacher Librarian and computer teacher. All teaching staff meet the professional requirements for teaching in NSW public schools. The school continues to focus on the quality of student outcomes in English and Mathematics and caters for a broad range of abilities. Our school provides enriched programs supporting performing arts, cultural, leadership, sporting and academic pursuits. All staff strive to provide students with the skills, knowledge and values necessary for them to succeed in a complex and changing world. Our teachers continue to implement the L3 and Focus on Reading programs; is a member of the Dare to Lead coalition of schools; and a member of the Kuriwa Aboriginal Educational Consultative Group (AECG). Our school motto is En Avant which means go forward. The school works closely with its community to develop the potential of every child. In developing the 2015-17 school plan, the following internal and external data was collected by the school selfevaluation team for analysis. Processes included: Voluntary surveys were conducted in Literacy and Numeracy Focus groups were held with students, staff, the P&C and AECG Evaluation of the 2012-14 school plan by students, staff and parents Analysis of policies and programs, plans, budgets, meeting minutes, assessment information and other documents seen by the school as informing the school self-evaluation. Formal and informal classroom lesson observations by executive staff as a part of TARs and EARs processes. Analysis of student achievement in Years 3, 5 and 7 using NAPLAN data. Analysis of student achievement across K-2 including data from Best Start, L3 and Reading Levels Synthesis of data gathered from surveys and input from groups to develop the Strategic Directions Our school plan was also shaped by our consideration of key DEC reforms including Great Teaching Inspired Learning; Local School Local Decisions; Every School Every Students; Rural and Remote; Early Action for Success and the Melbourne Declaration. Page 2
School strategic directions 2015-2017 STRATEGIC DIRECTION 1 Ensure every student has the capabilities to achieve in a complex changing world. STRATEGIC DIRECTION 2 Ensure all staff have the skills and knowledge to provide students with the capabilities to achieve their potential in a complex, changing world. STRATEGIC DIRECTION 3 Engage all members of the school community to enhance our dynamic learning environment. Purpose: Students are learning partners who have the opportunities to be creative, innovative, resourceful and independent thinkers who can collaborate with others, communicate and problem-solve. Purpose: All teachers have the capacity to implement a curriculum that is rigorous, flexible and engaging to meet the needs of students. Teachers engage in individualised, team and shared professional learning to enhance all students learning experiences through explicit quality teaching practices and the implementation of the National Standards. All teachers are encouraged and enabled to seek opportunities for leadership at all levels. Purpose: To build inclusive collaborative teams and school networks, developing quality community partnerships to contribute to and enhance school programs, student engagement and well being; strengthening core learning and reflecting the school s values. Page 3
Strategic Direction 1: Ensure every student has the capabilities to achieve in a complex changing world. Purpose People Processes Products and Practices Students are learning partners who have the opportunities to be creative, innovative, resourceful and independent thinkers who can collaborate with others, communicate and problem-solve. Improvement Measures * 100% of students will demonstrate improvement against individual benchmark expectations. * Greater than 80% of Year 5 and Year 7 students achieving at or above expected growth in literacy and numeracy. * Greater than 80% of students express satisfaction in their learning. (Information gathered from Tell Them From Me Surveys). Premier s Priorities: Increase the proportion of Aboriginal and Torres Strait Islander students in the top two NAPLAN bands for reading and numeracy by 30%. Increase the proportion on NSW students in the top two NAPLAN bands by 8%. Greater than 45% of Yr 3 and 40% of Yr 5 students are in the top two bands. Students: Students understand active engagement in explicit learning will lead to highly developed literacy and numeracy skills. Students engage in problem-solving and understand that collaboration and working in teams leads to improved student outcomes and personal growth. Students in Years 3 to 6 will engage in the Focus on Reading (FoR) metacognitive strategies to improve comprehension, vocabulary and reading. Staff: Staff apply professional learning supported by mentoring, coaching and collaboration processes to design targeted learning for use in classroom practice which improved students outcomes. Staff understand the use of data analysis to develop as a reflective practitioner. Staff engage in professional learning which leads to an increased understanding and effective implementation of strategies leading to improved student outcomes. Parents/Carers: Parents have an understanding of the need for productive partnerships between home and school which will lead to improved student outcomes. Community Partners: School support networks to provide cultural and real world learning opportunities and experiences for students. Best Practice: Build staff capacity to collaboratively plan and differentiate programming and pedagogy using the Quality Teaching elements, the Teaching Standards and the pedagogy of FoR and L3 to create school-wide systems and structures to support differentiation. All staff K-2 will be trained in L3 and all staff 3-6 will be trained in the FoR pedagogy. Adjustments are implemented based on the NCCD collection and analysis. Personalised Learning Plans are developed in consultation with students, parents and staff for every Aboriginal student. Student Voice: Tell Them From Me students, parents, staff complete the selfevaluation tool Tell Them From Me survey. Findings from the survey report identify strengths and areas of development and lead to areas of focus. Evaluate current student leadership opportunities and provide experiences aimed at developing skills of students, resulting in increased opportunities for students to demonstrate creative and innovative qualities. Consistent Teacher Judgement: Whole school approach to scope and continuum, planning and assessing. Streamline the scope and continuum in English and Mathematics, develop assessment, planning, programing and teaching models from K-6 to provide consistency for students and teachers. Quality Teaching: Further develop staff understanding and quality pedagogy in all mandatory syllabus documents. Evaluation Plan: Staff surveys, regular reporting against the milestones, focus group sessions. Products: 100% of students will demonstrate improvement against individual benchmark expectations. >80% of Year 5 and Year 7 students achieving at or above expected growth in literacy and numeracy. Aboriginal and Torres Strait Islander (ATSI) student performance is equal to or greater than their cohort. >80% of students express satisfaction in their learning. (Information gathered from Tell Them From Me Surveys). Practice: Students demonstrate confidence as learners and map their progress against personalized learning goals and school values. Teaching and learning across the school will be driven by assessment data and differentiated practices to meet the needs of all students. Effective assessment, purposeful tracking and student analysis systems will be implemented to ensure consistent teacher judgement and fluid, dynamic, effective programming and teaching. Teachers have a greater understanding of the skills and knowledge that is required by 21st century learners evidenced in teaching programs. Page 4
Strategic Direction 2: Ensure all staff have the skills and knowledge to provide students with the capabilities to achieve their potential in a complex, changing world. Purpose People Processes Products and Practices All teachers have the capacity to implement a curriculum that is rigorous, flexible and engaging to meet the needs of students. Teachers engage in individualised, team and shared professional learning to enhance all students learning experiences through explicit quality teaching practices and the implementation of the National Standards. All teachers are encouraged and enabled to seek opportunities for leadership at all levels. Improvement Measures Students: Students are actively engaged in explicit learning where they utilise highly developed literacy and numeracy skills. Staff: Staff engage in professional learning which leads to an increased understanding and effective implementation of strategies leading to improved student outcomes. Staff apply professional learning supported by mentoring, coaching and collaboration processes to design targeted learning for use in classroom practice which improves student outcomes. Professional Learning: Teachers develop their own Professional Development Plan and engage in individualised, team and shared professional learning to develop capacity to cater for diverse learning needs and new curriculum changes. Access the DEC educational services team in the delivery of targeted teacher training. Syllabus Implementation: Whole school approach to scope and continuum, planning and assessing. Collegial planning for effective implementation of new syllabus documents. Teacher Quality: Appropriate induction for new staff members. Develop support structures to assist beginning teachers and teachers newly appointed to BBPS. Products: 100% of teaching programs show evidence of current curriculum implementation. 100% teachers have their professional learning plans aligned to the National Teaching Standards. 100% of teachers engage in Professional Learning to implement new curriculum as evidenced by classroom practices and programs. Opportunities have been provided for staff to achieve Proficient, Highly Accomplished and Lead Teacher levels in the Professional Teaching Standards. 100% of teaching programs show evidence of current curriculum implementation. 100% of teachers have their professional learning plans aligned to the National Teaching Standards. Opportunities have been provided for staff to achieve Proficient, Highly Accomplished and Lead Teacher levels in the Professional Teaching Standards. 100% of teachers engage in Professional Learning to implement new curriculum as evidence by classroom practices and programs. Staff understand use of data analysis to develop as reflective practitioners. Parents/Carers: Parents understand the importance in becoming active participants in school partnership opportunities, resulting in a sharing of expertise and community knowledge with all stakeholders. Community Partners: Establish effective learning alliances with other schools and community members and organisations to deliver innovative, educational programs. Leaders: Staff identify with accreditation pathways and engage in processes leading to Proficient, Highly Accomplished and Lead Teacher. Deliver staff professional learning and participation in networks focusing on teaching standards and unpacking elements of higher levels of accreditation. Administrative Practices: Streamlining administrative, financial, communication and organisation workflows through the introduction of Business Intelligence, Business Reforms and Work Health & Safety requirements. Evaluation Plan Executive Support will provide effective feedback aligned to the Performance Development Framework and Excellence Framework Policy in order to determine future goals. Practice: Quality teaching and learning practices across the school are demonstrated through reflection, differentiated lessons and assessments leading to improved student achievement. Professional learning across curriculum learning areas and stages is focused on evidenced based practice and data analysis which leads to consistent quality teaching. Constructive feedback, collaboration, peer instruction and reflection leads to improved teaching practice. Page 5
Strategic Direction 3: Engage all members of the school community to enhance our dynamic learning environment. Purpose People Processes Products and Practices To build inclusive collaborative teams and school networks through quality community partnerships which has students engagement, learning and wellbeing as a central focus; and builds relevant knowledge and skills which are reflective and adaptable to changing needs. Improvement Measures Sustained high levels of positive student, staff and parent satisfaction levels with school learning culture and environment being greater that 85%. 100% of Aboriginal students actively work towards achieving their goals as set out in their PLPs. At least >80% of strategic community learning partnerships and school networks value the contributions of positive working relationships towards the enhancement of student learning outcomes. Students: Engage students in Positive Behaviour Learning skills to improve and embed emotional resilience, social intelligence, confidence and proactive leadership behaviours. Staff: Develop staff capacity to build stronger community relations with parents and to improve models of positive high level and regular two-way communication and consultation. Parents/Carers: Parents understand the value of a collaborative learning community for students, parents and teachers to support student engagement, learning and well-being. Community Partners: Strengthen learning alliances within and beyond our school to support school programs including; Indigenous; creative arts; enrichment; environmental, sporting and transition. Communication and Consultative Decision Making: To create two-way communication processes and opportunities which support active, frequent and culturally sensitive collaboration between school and community. Participation and Community Learning: To increase the number of parents engaging in community learning sessions, P&C events and opportunities. Building upon educational links with external educational leaders including the University of Newcastle and online learning institutions. Tuggerah Lakes Learning Community (TLLC) Partnership: To create jointly planned professional learning activities for staff, students and parents across the TLLC. Cultural Partnerships: Staff representation on Kuriwa AECG engaging parents in developing strong, authentic relationships to improve educational outcomes for ASTI students. Evaluation Plan: Annual school survey measurement of school culture; quality learning environment; and satisfaction levels with randomly selected students, staff and parents. Products: Sustained high levels of positive student, staff and parent satisfaction levels with school learning culture and environment being greater than 85%. At least >80% of strategic community learning partnerships and school networks value the contributions of positive working relationships towards the enhancement of student learning outcomes. 100% of Aboriginal students actively work towards achieving their goals as set out in their PLPs. Practice: The school community will work together with respect and understanding to develop and maintain positive relationships, a high school profile and a dynamic learning environment for all. Regular TLLC professional learning and capacity building meetings and networks for leaders, students, teachers and parents impacts on teaching and learning practice. Quality early intervention and Year 6 to 7 transition programs operating within our community partnerships. Page 6