School Strategic Plan for
Wyndham Park Primary School
South Western Metropolitan Region
2013-2016
[Insert here the logo and/or name of the school review contractor responsible for this review]
Endorsement by School Principal / Signed……………………………………….Name: Daniel Vella………………………………………….
Date……………………………………………
Endorsement by School Council / Signed……………………………………….
Name Jelica Gal
Date……………………………………………
School Council President signs indicating that the School Strategic Plan has been endorsed by School Council
Endorsement by Regional Network Leader / Signed……………………………………….
Name………………………………………….
Date……………………………………………
1
School Profile
Purpose / 1. The schools purpose is to provide an opportunity for every student to grow academically, socially and emotionally through living the school’s motto Aspire Learn Achieve and its values of Respect Safety and ResponsibilityValues / Through collaboration and consultation the students and staff at Wyndham Park PS have committed to the values of :
RESPECT, SAFETY and RESPONSIBILITY.
These values are at the core of the positive culture at our school
Environmental Context / Established in 2011, Wyndham Park Primary School is a Victorian Government school located on Kookaburra Avenue, Werribee, in the City of Wyndham.Our school community members come from diverse socio-economic and cultural backgrounds. We have a growing enrolment, which is at 295 at the beginning of the 2013 school year who enjoy the state of the art buildings and attractive surrounds, including the Heathedale and Glen Orden Wetlands, full size sports oval, synthetic playing surface and plexipave basketball courts.
The School’s beliefs revolve around the growth of every student that is supported by best practice teaching in literacy and numeracy supported by student wellbeing initiatives that make Wyndham Park Primary school a purposeful learning environment. We are committed to the School Wide Positive Behaviour philosophy that drives our solution focussed attitude towards the way we interact, behave and learn. Integrating the technology Literacy and Numeracy is a focus for our school and will build upon the Fountas and Pinnell Literacy structures used to teach reading and writing and goal setting in numeracy based of the needs of every student. There is a ratio of 1 netbook to 1.2 students across the school with the aim to make this 1-1 by the end of this strategic plan.
Student growth is supported by a Response to Intervention program that is delivered by highly trained teachers and education support staff and addresses students developmental, English as an additional language, social and academic needs using a detailed evidence base and referral process. The students classroom program is enriched by a specialist program that includes Physical Education, Science and the Arts.
The dedicated staff at Wyndham Park Primary School work closely in Professional Learning teams The school is part of a vision for a community hub developed to provide the best possible learning opportunities for every child and family.
Strategic Intent
Goals / Targets / Key Improvement Strategies
Student Learning / Improve student outcomes in all ability levels in English and Mathematics / By 2016 Teacher assessment against VELS, the National Curriculum and summative assessment tools will indicate 100% of students growing @ or better than the expected rate of growth according to the required standards and measures used in assessments carried out including:
English Online: Deemed capable students
Year Prep -100% of students at or above EOI 4
Year One – 100% of students at or above EOI 4
Year Two – 100% of students at or above EOI 4
NAPLAN: Reading and Number
Year level / Reading / Number
3 / All students to be at or above Band 3 / All students to be at or above Band 3
3 / 25% or more in Bands 5 & 6 / 25% or more above Bands 5 & 6
5 / All students to be above Band 5 / All students to be above Band 5
5 / 25% or more in Bands 7& 8 / 25% or more in Bands 7 & 8
On Demand Testing: Reading and Number
Year level / Reading / Number
3 / All students to be at or above Band 3 / All students to be at or above Band 3
3 / 25% or more in Bands 5 & 6 / 25% or more above Bands 5 & 6
5 / All students to be above Band 5 / All students to be above Band 5
5 / 25% or more in Bands 7& 8 / 25% or more in Bands 7 & 8
VELS Teacher Judgments: Reading and Number:
All students demonstrate growth of a minimum of .4 growth in Reading Writing and Mathematics based on their data at the end of each school year. This will contribute to achieving the following:
Year level (end) / Reading / Number
2 / 100% at or above 2.00 / 100% at or above 2.00
4 / 100% at or above 3.00 / 100% at or above 3.00
6 / 100% at or above 4.00 / 100% at or above 4.00
Based on Students “Deemed Capable”
/ Enhance pedagogical practice concentrating on Literacy and Numeracy in accordance with the National Curriculum
Student Engagement and Wellbeing / Improve Student Engagement in their Learning / Improved participation rate in parent survey – target 30+ responses
By 2016 student opinion survey will highlight an improvement in the mean scores in the student responses related to wellbeing, teaching and learning and student relationships.
Attendance:
The school mean average absence rates to be no more than: Prep-6 (10 days)
Attitudes to School Survey (ATSc):
Year / Variable / Minimum target network mean by 2016
5-6 / Student Morale
Student Distress
Student Safety
Classroom Behaviour
Connectedness to Peers
School Connectedness
Teacher Effectiveness
Teacher Empathy
Stimulating Learning
Student Motivation
Learning Confidence / 6.0 (2012 – 5.83)
6 (5.5 2012))
5.0 (2012 – 4.28)
4.5 (2012 -3.35)
5.0 (4.24 – 2012)
5 (2012 – 4.34)
5.0 (2012 – 4.32)
5.0 (2012 – 4.43)
5.0 ( 2012 – 4.07)
5.0 (2012 – 4.46)
5.0 ( 2012 – 4.09)
Parent Opinion Survey (POS):
Year / Variable / Minimum target school mean by 2016
P-6 / Reach the State Average in all School Climate areas / 6.5 (2011 – 6.21)
6.5 (2011 5.7)
P-6 / Reach the State Average in all Student Behaviour areas. / 5.0 (2011 3.48)
NB: 2011 Data used due to poor response rate to the Parent Opinion Survey in 2012 / Implement a broad range of programs and proactive strategies to promote improvement in all areas related to Student Engagement and Wellbeing
Student Pathways and Transitions / Improve the transition of students in key points in their schooling / By 2015 Parent opinion surveys will show and improvement in the mean across
To increase the Transitions variable from 5.55 in 2007 to at least 5.7 in the Parent Opinion Survey by 2011
Year / Variable / Minimum target school mean by 2012
P-6 / Transitions / 6.2 (2011 – 5.9)
/ Develop and enhance programs for transition at strategic points across the school including between year levels
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)
Enhance pedagogical practice concentrating on Literacy and Numeracy. / Year 1 / Develop and implement Curriculum Guarantees for Literacy and Numeracy
Begin to Develop a common understanding of purpose, structure and intent of effective Professional Learning. Which includes structured PLTs, Japanese Lesson Study Model, Coaching and Whole School Professional Learning to develop a culture of collaboration and collective responsibility for student learning. Teams critically reflect, share their experiences and ideas with each other in an ongoing process of inquiry. / All students are accessing a guaranteed Literacy Curriculum. Literacy Plan is documented and being implemented by all teachers. Teachers have a common understanding of, and using the Lotus diagram.
During PLTs teachers and Leaders use protocols during collegiate discussions for examining, challenging and moderating student work samples.
2a. Data is analysed and triangulated to inform the next level of work. Developing Pedagogical content knowledge.
2c. Teachers are beginning to work together to differentiate content, process and product based on evidence of student learning.
Develop a Student Learning Continuum to reflect growth in AusVels level
Year 2 / Implement and continue to develop Curriculum Guarantees for Literacy and Numeracy
Implement and continue to develop a common understanding of purpose, structure and intent of effective Professional Learning. Which includes structured PLTs, Japanese Lesson Study Model, Coaching and Whole School Professional Learning to develop a culture of collaboration and collective responsibility for student learning. Teams critically reflect, share their experiences and ideas with each other in an ongoing process of inquiry. / Team leaders are supported in leading the PLT sessions. Teachers use the standards and progression points accurately to map student progress in relevant AusVels areasand continue to triangulate data.
1b Teachers refine processes used to work together to differentiate content, process and product based on evidence of student learning.
To develop and implement common tasks to deepen understanding of student learning.
Create student learning opportunities to encourage higher order thinking and challenge.
Transfer the knowledge of student learning gained from the continuum and triangulation of data into classroom practice and student learning.
Year 3 / Embed curriculum guarantees into classroom practice and student learning.
Embed and continue to develop a common understanding of purpose, structure and intent of effective Professional Learning. Which includes structured PLTs, Japanese Lesson Study Model, Coaching and Whole School Professional Learning to maintain and build a culture of collaboration and collective responsibility for student learning / Team leaders are leading the PLT sessions. Teachers use and understand deeply the standards and progression points accurately to map student progress in relevant VELS domains and continue to triangulate data.
Teachers refine processes used to work together to differentiate content, process and product based on evidence of student learning.
To continue to develop and implement common tasks to deepen understanding of student learning.
Develop student self assessment strategies to create student learning opportunities to encourage higher order thinking and challenge.
Year 4 / Reflect on and review curriculum guarantees through further analysis of Pedagogical practice.
Reflect on and review the impact of the Professional Learning strategy, practice , purpose and intention student learning. / Review the success of the achievement milestones based on student growth over the SSP period
Implement a broad range of programs and proactive strategies to promote improvement in student safety and engagement in accordance with the WMR Blueprint
/ Year 1 / Develop a whole school understanding of practice and common language consistent with the SWPBS initiative.
Enhance the use of the SWISS data management system
Establish SWPBS PLTS / Teachers have a shared understanding regarding the perception af an orderly classroom environment.
Developed a whole school SWPBS matrix
Develop an SWPBS Data team
Year 2 / Implement a whole school SWPBS approach to build an engaging and orderly environment.
Maintan and further develop SWPBS PLTs / Changes in teacher practice and student behaviour that reflect the SWPBS “SET” data, goals and targets.
Year 3 / Embed the SWPBS practices through continues evidenced based discussion in PLTs focussed on an orderly and engaging environment. / Teachers and students use the SWPBS strategies intuitively to embed a culture of an orderly environment.
Year 4 / Reflect upon and review the strategies developed positive growth in student learning through creating an orderly environment. / Review the success of achievement milestones on student safety and engagement.
Develop and enhance programs for transition at strategic points across the school including between year levels / Year 1 / Research and trial programs to enhance student transition across strategic points in their school life. / Leadership team supports and implements a range of transition strategies.
Students remain in a stable cohort to maintain and build positive relationships.
Year 2 / Implement effective programs to enhance student transition across strategic points in their school life. / Transition processes enable the seamless handover of information about students using effective data collection tools.
Year 3 / Embed effective programs to enhance student transition across strategic points in their school life through refining processes and procedures. / Connect students to the transition process through developing student mentors and Transition Leaders.
Year 4 / Review and reflect on the success of the transition process / Analyse transition data over the period of the SSP