School Strategic Plan for

Lalor Primary School

Northern Metropolitan region

2013-2016

Endorsement by School Principal / Signed………………………………………. (Principal’s signature)
Name………Mary Ryan………………………………….
Date……………………………………………
Endorsement by School Council / Signed………………………………………. (School Council President’s signature)
Name……Tony Alessi…………………………………….
Date……………………………………………
Endorsement by Regional Director or nominee / Signed………………………………………. (Regional Director or nominee’s signature)
Name…Wayne Craig……………………………………….
Date……………………………………………

1

School Profile

Purpose / Lalor PS is committed to improving the achievement of all students through the provision of a challenging academic program based on the Victorian Essential Learning Standards (VELS) and reflecting worldwide best practice for 21st century learners. In all classrooms we recognise that students and teachers have the right to do as much work as possible and the right to feel safe and comfortable, promoting personal and communal responsibility and lifelong learning for all students.
Values /
  • Responsibility
  • Safe and friendly environment
  • Cooperation
  • Learning
  • Respect

Environmental Context /

1.

Lalor Primary School was established to serve the needs of a co-operative housing community founded in the years immediately following World War II. The school opened in 1954 in a quiet residential area in Maxwell Street, Lalor, on 2.5 hectares. Lalor Primary school has a current School Family Occupation (SFO) index of 0.7151.
Approximately 55% of the students are from a non-English speaking background with 30% of current enrolments from an Arabic speaking background. The enrolment trend is stable with 320 students currently enrolled. Lalor Primary School aims to develop students as self-motivated and independent learners.
Our school provides opportunities for every student to develop academically, physically, socially and creatively. The school performs well in English and Numeracy in Year 3 which highlights the success of the Junior School Program. The school offers a comprehensive and challenging curriculum in classroom and specialist programs. We have a strong commitment to supporting students who require additional assistance in English and Numeracy. As we have a large number of students with a Language Background Other Than English (LBOTE) English as a Second Language (EAL) support is a feature. At Lalor Primary School we believe in a team approach. Our open and flexible learning spaces, including our new building, ensure that we provide opportunities for engaging and stimulating teaching and learning.
At Lalor PS we aim to prepare the students for the global world with the use of technology. We have trained teachers in using ICT and currently operate specialist classes in this area. ICT tools are integrated in all domains to deepen understanding and to demonstrate learning including the use of interactive whiteboards, digital video and still cameras. Avery positive Netbook and iPadprogram operates in the school.
We have a whole school approach to Student Engagement and Wellbeing basing our work on strong school values and recently the work of Doctor Ramon Lewis from Latrobe University.
Visitors often comment on the attractive and well kept gardens and grounds of our school which also provides a variety of learning and play spaces. Our Out of School Hours Care program provides a fantastic service that is well utilised by our families.
Strategic Intent
Goals / Targets / Key Improvement Strategies
Student Learning / To create a stimulating learning environment in which teaching practices and curriculum programs lead to improved learning outcomes in all key learning areas particularly Literacy and Numeracy. / By 2015 the proportion of students assessed as being at or above the expected levels (VELS – A & B) to increase across English and Mathematics with at least 30% of students assessed at A & B across the school and in each of the VELS levels. / Build the capacity of teachers to implement a cohesive, coordinated and sequential school wide approach to teaching and learning with focus on shared understanding of best practice and strategies that reduce barriers to learning.
Student Engagement and Wellbeing / To continue to develop curiosity in a challenging learning environment that is relevant and engaging to all. / By 2015 student opinion and parent opinion surveys will show an improvement in the mean scores for teaching and learning and safety.
To reduce the average student absence rate, P-6, for those students not involved in long duration holidays during the term. / Build the capacity of staff to implement Ramon Lewis approach for learning and classroom management that supports an engaging and stimulating learning environment.
Student Pathways and Transitions / To build on successful Pathways and Transitions Programs with a focus on strengthening and embedding them into the school culture. / By 2015the Transitions measure on the Parent Opinion Survey will show results above the state median and in the 4th quartile. / Improve the school processes and programs for preparation of student transitioning into the school, within the school and from primary to secondary settings.

School Strategic Planner 2013- 2016: Indicative Planner

Key Improvement Strategies
(KIS across the three student outcomes areas) / Actions / Achievement Milestones
(Changes in practice and behaviours)
Build the capacity of teachers to implement a cohesive, coordinated and sequential school wide approach to teaching and learning with focus on shared understanding of best practice and strategies that reduce barriers to learning. / Year 1 /
  • Continue Professional Learning Teams with focus on teacher assessment practices and e5.
  • Use e5as basis for staff discussion of teaching and learning approaches focused on improved teacher practice.
  • Enhance understanding and use of performance data through timetabled whole staff discussions.
  • Maintain numeracy coaching program with external coach.
  • Collate and provide achievement data base for Literacy and Numeracy.
  • Continue regular peer observation schedule across school.
  • Provide PD for placement of student’s on EAL continuum.
  • Provide ICT and Curiosity PD.
/
  • Professional Learning Teams established and meeting regularly with discussion focused on teaching and learning and data.
  • Use of e5with an emphasis on engagement and evaluation.
  • Each team planning session having a link to student performance data.
  • Staff demonstrating Numeracy Coaching ideas in the classroom.
  • Staff using data base for planning.
  • Staff participating in peer observation activities
  • Increased number of students reported against EAL continuum.
  • Increased use of ICT and Curiosity strategies in classrooms.

Year 2 /
  • Continue Professional Learning Teams with focus on teacher assessment practices and e5.
  • Continue to e5as basis for staff discussion of teaching and learning approaches focused on improved teacher practice.
  • Continue to enhance understanding and use of performance data through timetabled whole staff discussions.
  • Maintain numeracy coaching program with external coach.
  • Continue to collate and provide achievement data base for Literacy and Numeracy.
  • Continue regular peer observation schedule across school.
  • Continue PD for placement of student’s on EAL continuum.
  • Extend ICT and Curiosity PD.
/
  • All staff using e5in their daily teaching practice with an emphasis on elaborate and explain.
  • Regular use of data to inform teaching and learning and planning.
  • Staff demonstrating Numeracy Coaching ideas in the classroom.
  • Staff participating in peer observation activities
with insightful reflections.
  • Increased number of students reported against EAL continuum.
  • Increased use of ICTincluding iPad and Curiosity strategies in classrooms.

Year 3 /
  • Continue Professional Learning Teams with focus on teacher assessment practices and e5.
  • Continue to e5 as basis for staff discussion of teaching and learning approaches focused on improved teacher practice.
  • Continue to enhance understanding and use of performance data through timetabled whole staff discussions.
  • Maintain numeracy coaching program with external coach.
  • Continue to collate and provide achievement data base for Literacy and Numeracy.
  • Continue regular peer observation schedule across school.
  • Continue PD for placement of student’s on EAL continuum as required.
  • Extend ICT and Curiosity PD.
/
  • All staff using e5in their daily teaching practice with an emphasis on evaluate.
  • Effective Professional Learning Teams in operation.
  • Regular use of data to inform teaching and learning and planning.
  • Staff demonstrating Numeracy Coaching ideas in the classroom.
  • Staff using peer observation reflections to change practice.
  • All EAL students correctly placed on EAL continuum for reporting.
  • Engaging teaching occurring throughout school.

Year 4 /
  • Continue Professional Learning Teams with focus on teacher assessment practices and e5.
  • Continue to e5 as basis for staff discussion of teaching and learning approaches focused on improved teacher practice.
  • Continue to enhance understanding and use of performance data through timetabled whole staff discussions.
  • Continue to collate and provide achievement data base for Literacy and Numeracy.
  • Continue regular peer observation schedule across school.
  • Extend ICT and Curiosity PD.
/
  • Review of effectiveness of Professional Learning Teams.
  • All staff using e5 in their daily teaching practices.
  • Data used by all staff to inform teaching practices and assessment.
  • Evaluation of teaching occurring throughout school.

Build the capacity of staff to implement Ramon Lewis approach to teaching and classroom management that supports an engaging and stimulating learning environment. / Year 1 /
  • Introduce Ramon Lewis strategies for classroom and yard management.
  • Review student opinion data trends related to student engagement and conduct discussion groups with students.
  • Review parent opinion data trends related to student engagement and conduct discussion groups with parents.
  • Regular meetings of wellbeing committee.
  • Part of a curriculum day dedicated to staff morale.
  • Resurrection of student attendance awards.
  • Enhancement of ICT use in each learning area.
/
  • Staff trialling Ramon Lewis strategies.
  • Reduction in the number of classroom exits.
  • Constructive student and parent feedback.
  • Effective operation of wellbeing committee.
  • Reduction in teacher absence.
  • Reduction in student absence.
  • Regular ICT use.

Year 2 /
  • Full implementation of Ramon Lewis strategies for classroom and yard management.
  • Review student opinion data trends related to student engagement and conduct discussion groups with students.
  • Review parent opinion data trends related to student engagement and conduct discussion groups with parents.
  • Regular meetings of wellbeing committee.
  • Regular staff discussions about staff morale, health and well being.
  • Continuation of student attendance awards.
  • Continued focus on ICT use in each learning area.
  • Investigation of one to one ICT program.
/
  • Reduction in the number of classroom and yard exits.
  • Consistent use of Ramon Lewis strategies.
  • Effective student leadership group in place to feed into school decisions.
  • Continued effective operation of wellbeing committee.
  • Reduction in teacher absence.
  • Reduction in student absence.
  • Regular ICT use.

Year 3 /
  • Start up focus on behaviour management.
  • One to one ICT program trialled.
/
  • All staff understand and use agreed behaviour management protocols in classrooms and playgrounds.
  • All senior school students involved in one to one ICT program.

Year 4 /
  • Review of student behaviour management protocols and the effect on student outcomes.
  • Review of one to one ICT program.
/
  • Improved student outcomes.

Improve the school processes and programs for preparation of student transitioning into the school, within the school and from primary to secondary settings. / Year 1 /
  • Establish Professional Learning Team with a focus on student transition.
  • Review the current processes for student transition into, through and out of the school.
  • Continue to promote Year 6/7 return barbecue.
  • Establish consistent and positive links with feeder kindergartens and high schools.
  • Review Kinder Kinda procedures.
  • Trial whole school transition half day at the end of the year.
/
  • Coordinated approach to transition.
  • Positive feedback from parents and students through surveys focussing on transition.

Year 2 /
  • Continue Professional Learning Team with a focus on student transition.
  • Continue to promote Year 6/7 return barbecue.
  • Continue to build positive and consistent links with feeder kindergartens and high schools.
  • Continue Kinder Kinda.
  • Continue whole school transition half day at the end of the year.
/
  • Coordinated approach to transition.
  • Positive feedback from parents and students through surveys focussing on transition.

Year 3 /
  • Continue Professional Learning Team with a focus on student transition.
  • Continue to promote Year 6/7 return barbecue.
  • Continue to build consistent and positive links with feeder kindergartens and high schools.
  • Continue whole school transition half day at the end of the year and extend senior school to a full day.
/
  • Coordinated approach to transition.
  • Positive feedback from parents and students through surveys focussing on transition.

Year 4 /
  • Review transition protocols and processes.
/
  • Smooth and positive transition for all students into, through and out of the school.