KOONDOOLA PRIMARY SCHOOL BUSINESS PLAN 2017-2019
Our Vision To provide an inclusive and supporting learning community that strives for excellence and empowers students to become independent thinkers of the future.
Our School Community Koondoola Primary School is one of the most unique educational environments in Western Australia. It brings together children from a wide range of backgrounds, languages and cultures. Add to this the on-site Intensive English Centre and our close relationship with Burbridge School for children with Special Needs, and it becomes clear that celebrating inclusivity is a way of life for the Koondoola school community. Over 80% of our students have a language background other than English, making Koondoola the most culturally diverse school in the state. The school has ample play areas and is currently developing two new naturescape areas, meeting National Quality Standards (NQS), to provide play based learning opportunities for our students. The spacious grounds are attractive and shady offering a pleasant environment for staff and students. The school provides a happy nurturing environment in which, our data shows students progress at rates in excess of many of their peers in other schools. All staff provide supportive classroom atmospheres, offering innovative and flexible learning experiences that encourage children to develop and progress. There is a whole school approach to programming, with teaching practice to reflect a seamless approach to curriculum and staff actively focusing on leaving no student behind. Teachers at KPS are consolidating their use of Information Communications Technology (ICT) to enhance and engage the children's learning. There is an extensive and reliable computing network in the school, enhanced by the provision of Interactive Whiteboards (IWB) to provide increasing levels of complexity in the educational program on offer. Koondoola supports the artistic development of students through our performing arts program. Student s engage in Drama, Music and Art classes. The high calibre of our program is recognised throughout the community. Numerous community performances throughout the year showcase our students artistic talents and celebrate our cultural diversity All families are supported by the school and are encouraged to take an active part in their child's learning. We work with our local community, including our Aboriginal families. It is this strong link that encourages our Aboriginal community to be involved with the education process, resulting in a higher than average attendance rate at school. Koondoola PS takes pride in its flexible and engaging programs, and its multicultural environment, which continually strives to achieve excellence and balance in the academic, social, emotional, behavioural and sporting aspects of school life. We strive to build a High Performance High Care school culture.
Koondoola Primary School Self-Assessment The Koondoola Primary School Improvement Cycle consists of three essential components. Assess School performance data is regularly gathered and assessed to examine student and school performance. Plan Plans are developed in a range of school operational and curriculum areas in order to improve the standards of student achievement Act Actions are undertaken by staff to implement the planned strategies. Prerequisites for successful students include a positive learning environment and high performing teachers. Our school actively engages staff in a positive performance development culture with a focus on high expectations and high support through distributed leadership processes and staff professional development Enablers of successful students at our school include Relationships, Leadership and Resources. Fostering and promoting community partnerships and building a performance development culture are key focuses of this Business Plan. These strategies are designed to impact positively and promote successful students in our school. Consideration of the needs of our students guides the allocation of resources. At the core of our school self assessment cycle are successful students. All other elements drive our shared concern for creating conditions within our school that will impact positively on student progress and achievement. School self-assessment is an integral part of maintaining and improving the performance of Koondoola Primary School. This three-year Business Plan is driven and guided by our school selfreview cycle. The Business Plan is then translated into Learning Area Operational Plans that are monitored and reviewed each term. Each year school performance is assessed against the targets outlined in the Business Plan and published in the Annual Report.
1.0 Successful Students - Strive for personal excellence and prepare students to shape the future Targets 2017 2019 Literacy 1.1 Stable cohort student achievement in Year 3 and 5 Writing to be above like schools by 2019. 1.2 The percentage of Year 3 and 5 students in the middle proficiency bands to be above like schools in all areas by 2019. 1.3 Increase the 2016 Year 3 stable cohort Grammar and Punctuation results when tested as Year 5 students in 2018 by at least 15%. 1.4 The percentage of Year 3 and 5 students in the top Reading and Writing proficiency bands to increase annually over the course of the Business Plan. 1.5 By Semester 2 2018, the percentage of Year 3 grades in Writing not aligned to NAPLAN results will be reduced to a maximum of 15%. 1.6 80% of non-refugee students exiting the Intensive English Centre in Year 1 2 to achieve a C Grade standard in Reading one year after exiting the IEC. 1.7 An annual increase in the number of Pre-primary students achieving a term 4 on entry assessment score of 1.0 progression points in literacy over the course of the Business Plan. Numeracy 1.8 Stable cohort student progress and achievement in Year 3 and 5 Numeracy to be at or above like schools by 2019. 1.9 The percentage of Year 3 and 5 students in the higher proficiency bands to be above like schools in Numeracy by 2019. 1.10 80% of non-refugee students exiting the Intensive English Centre in Year 1 2 to achieve a C Grade standard in Numeracy one year after exiting the IEC. 1.11 An annual increase in the number of Pre-primary students achieving a term 4 on entry assessment score of 1.0 progression points in Numeracy over the course of the Business Plan. Strategic Goals 2019 All staff to engage in robust data driven conversations to establish an unrelenting focus on student improvement. Adopt a whole school approach to Literacy and Numeracy instruction to ensure consistency of practice. Enable student access to high calibre digital technology instruction Strategies / Milestones Academic Success for All Teachers proficient in using On-entry, NAPLAN, EALD Progress Map and school assessment data to identify areas of student needs, direct their learning programs and plan for improvement at Year level meetings to foster a team approach to student improvement. Use of On-Entry data to underpin planning in Year 1 and 2 in order to develop a case management approach to monitoring student progress. Data wall established to track individual students. Implement Brightpath to develop school wide assessment and shared moderation processes. Numeracy and Literacy team leaders to have data and case management conversations with staff each term. Literacy and Numeracy Guidelines of Practice to be refined to direct the teaching of English and Maths across the school. Team conversations to refine Connected Assessment processes between IEC and Mainstream. Kindergarten Curriculum Guidelines fully implemented. Talk4Writing implemented K 6. Review of current practices and Implementation of a whole school Numeracy approach by the end of the Business Plan. TAGS support established in Numeracy, Literacy to cater for high achieving students. ICT embedded in teaching and learning programs. STEM evident in teacher planning. Coding programs implemented in Pre-Primary Year 6. Development of STEM Lab to engage all students in high quality instructional programs. Western Australian Phase 2 Digital Technologies implemented by 2018
2.0 Successful Staff - Supporting and building expertise empowering great teachers and leaders Targets 2017 2019 2.1 All staff actively engage in collaborative team approaches to planning, teaching and assessment throughout the Business Plan cycle. 2.2 Professional culture to be established based on performance development cycles and peer observation processes embedded by 2018. 2.3 Leadership forum to be established to promote leadership practices for current and aspiring leaders by 2018. 2.4 Staff to have embedded the Technologies Curriculum across learning areas by 2018. 2.5 Visible learning principles adopted by all staff to improve lesson design by 2018. Strategic Goals 2019 Develop the leadership capacity of staff All staff to actively engage in collaborative team approaches to planning, teaching and assessment Promote and embed an effective performance development culture. Build the curriculum and pedagogical knowledge of staff and promote excellence in teaching practice NQS and WA curriculum phase 1 and 2 implemented across the school All classroom based staff to confidently and successfully use ICT to enhance teaching and learning programs across the curriculum Leadership Strategies / Milestones Establish a distributed curriculum team structure to monitor and review operational planning. Implement a team leader curriculum support model English, Maths, Technologies. Establish a Leaders Forum to provide professional reflection and development of leadership skills. IEC and Mainstream teachers utilise Common DOTT time to plan, analyse data, review assessments and moderate student achievement. Two Phase of School meetings used each term to review whole school approaches and undertake action learning (research into practice). Curriculum Moderation to occur across school (IEC and Mainstream). Review performance development processes. In consultation with staff develop coaching and peer observation processes and protocols. All staff to engage in feedback cycles to support whole school approaches in Literacy, Numeracy and ICT. AITSL standards to form the cornerstone of staff professional reflection. An Expert Teaching Team Professional reading and research to be shared and reviewed regularly. Development and implementation of curriculum planning and moderation practices between IEC and Mainstream classes to ensure consistency of judgements. Implement a teacher exchange program with network schools to develop leadership and professional growth opportunities for teachers. Gradual Release instructional model with Visible Learning principles, to be evident in classroom practice. Phase 1 and 2 WA curriculum areas planned, assessed and reported on by teachers. NQS Plan implemented across K-2. Kindergarten Curriculum Guidelines to be implemented. Two-year NQS teacher reflection and monitoring cycle to be established. Digital Curriculum implemented using ICT coaching model used to increase teacher capacity. Google Classroom to be implemented across the school by 2019 Recruitment of teachers with ICT expertise to promote high calibre digital technology instruction.
3.0 Successful Schools - Create optimal conditions for learning Targets 2017 2019 3.1 Increase by 10% the number of students attending 85-90% of the time by semester 2 2018. 3.2 To maintain a whole school attendance rate of above 93% and maintain percentage above WA Public and Like Schools over the course of the business plan. 3.3 To maintain Aboriginal attendance above 85% and to maintain percentage above WA Public and Like Schools. 3.4 To reduce the percentage of students in the At Risk Indicated category, to be less than 8%. 3.5 Maintain suspension rate of less than 2%. 3.6 A 10% improvement in student attitude behaviour and effort results (Question 5 and 7) by semester 2 2018. 3.7 A 15% Improvement in parent, staff and students responses to target areas identified in 2016 NSOS survey in the 2018 survey. Strategic Goals 2019 To improve the school environment and presentation Maintain high standard of student behaviour and wellbeing SAER and attendance processes clearly defined and implemented by all staff Develop links to community and professional organisations Increase parent involvement within the school School Facilities Strategies / Milestones Development of a naturescape area that meets NQS guidelines. Sustainable grounds and building management program to be established. A Safe and Inclusive Environment Whole school Social emotional program implemented - Highway Heroes. All staff to be trained in CMS strategies. 12 Buckets mentoring program used to support identified students. All students who have limited achievement or very low/low progress in Literacy or Numeracy will have an Education Plan that addresses their areas of concern. All students with attendance rates below 75% will be placed on an Attendance Plan and reviewed each term. Community Relationship with professional services within school community to be established, such as Speech Therapy and Occupational Therapists. Development of partnerships with universities to place students (OT, Speech). Closer professional learning links established with Edith Cowan, Curtin, and UWA. Appointment of high calibre Educational representative to the School Board. Parents Promote Flexibuzz as the school app to increase the opportunity for parents to connect with the school. Implement opportunities for parent engagement Cuppa with the Principal, morning teas after assemblies, parent Open Night. Implement Conversational English classes for IEC and Mainstream EALD families. Re-establish functioning P&C or Parent Liaison Group. Develop information pack to inform new families how to become involved in the school community.