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School Strategic Plan

PASCOE VALE PRIMARY SCHOOL

3081

2013-2016

Endorsement by School Principal

Signed . (Principal’s signature)

Name Susan Smith .

Date

Endorsement by School Council

Signed . (School Council President’s signature)

Name Nella Caruana .

Date

Endorsement by Regional Director or nominee

Signed . (Regional Director or nominee’s signature)

Name: Peter Enright

Date : 10/12/12

School Profile Purpose

• To provide quality, stimulating and challenging programs in a safe and supportive environment. • To encourage students to become problem solvers, reflective thinkers and flexible individuals that are curious

about their learning. • To provide programs that aim to develop behaviors that encourage a healthy mind and body, lifelong learning

and responsible citizenship for the challenging world of the 21st century.

Values

• Cooperation: Actively sharing resources and ideas in order to assist each other towards achieving common goals.

• Respect: Positive acknowledgement of an individual and their ideas; being empathetic and supportive. • Responsibility: Be accountable for one’s own actions. Own your decisions, contribute to society and to civic life

and take care of the environment. • Honesty: Be honest, sincere and seek the truth • Inclusion: A feeling of belonging in a group where an individual’s contribution is valued, considered and

accepted. • Tolerance: Be aware of others and their cultures, accept diversity within a democratic society, being included

and including others. Environmental Context Pascoe Vale Primary School, established in 1891, has a proud tradition of education in the City of Moreland. The

school is located in an established residential area, eight kilometres north of Melbourne servicing a community, which somewhat reflects the diversity of Australian society. The current enrolment is 245.

SOCIAL: • Located in a mixed social demographic with an increasing number of families coming from rental properties • Affordability of housing is limiting first home buyers from locating in this area. • 49% of families are entitled to receive EMA. This has increased noticeably since the last review • 33% of families where parents are professionals or business proprietors. • School population is remaining stable, with enrolments currently around 245, although this is expected to

increase over the next few years to around 300 students. • There are an increasing number of new arrivals with English as a second language and 29 languages are

currently spoken at the school. • The age and experience profile of staff has changed with the employment of a number of staff who have

commenced their teaching career within the last five years. • The school has a strong community spirit, parents and carers are encouraged to become involved in the school

community.

ENVIRONMENTAL: • All spaces are heated and air-conditioned, including the addition of air quality and temperature control in our

newest building. • The outdoor area has a well-balanced blend of active and passive recreation areas enhanced by shaded areas

and landscaping. • An artificial turf area provides a large soccer field. • An indoor sandpit for student in the junior school. • The school comprises three separate buildings with specialist areas for Visual & Performing Arts, LOTE, Library

and a computer lab • The school has a designated area for Before and After School care. • A high security fence surrounds the school • The school has embarked on landscaping the grounds, encouraging birds and wild life to frequent the school • The 21st learning building promotes a shared teaching and learning approach in flexible, open learning spaces.

EDUCATIONAL

• Teachers plan in area teams and the whole team has a joint responsibility for the learning of all students in the area.

• Teachers are very focussed on evidence and data when constructing learning intentions for groups of students. • The staff is actively involved in continued curriculum development of VELS and AusVELS, both as a group and

individually in a broad range of areas, with a continued emphasis in ICT. • Our focus is to involve ICT across all Domains. The senior area have 1:1 netbooks, the middle area have lap

tops and the junior area lap tops, hard drives and i-pads. Interactive whiteboards or interactive projectors are in all rooms.

Strategic Intent

Goals Targets Key Improvement Strategies

Student Learning

• To foster the achievement of high quality learning outcomes for all students with a particular focus on Literacy and Numeracy.

• By 2015, at least 85% of all students in each cohort will have progressed at least one VELs or AUSVEL level, on average, in their previous two years.

• By 2015, in the Staff Opinion Survey, increase all measures in the Teaching and learning module to the 3rd quartile in at least 2 of the previous 3 years.

• By 2015, in the Staff Opinion survey, increase all measures in the Staff Wellbeing module to the 3rd quartile in at least 2 of the previous 3 years.

• By 2015, in the Staff Opinion Survey, increase all measures to at least the 2nd quartile in the last 3 years of the plan.

• Enhance teacher practices that foster curiosity through the development of an agreed school-wide pedagogy based on the e5 Instructional Model or accredited models.

• Foster a collaborative learning environment characterized by high expectations of all students, monitored through student personal goals and improvement in literacy and numeracy data.

Student Engagement and Wellbeing

• To improve student engagement and wellbeing across the school.

• To promote behaviours and attitudes across the school community that supports the achievement of “personal best.”

• Develop and implement a comprehensive partnership to engaging all families in supporting high expectations for student learning.

• By 2015, in the Students Attitudes to School Survey, maintain all Teaching and Learning measures in at least the third quartile over the period of the plan

• By 2015, in the Parent Opinion Survey, increase the measures of Student Behaviour, to at least the third quartile in the last three years of the plan.

• By 2015, in the Students Attitude Survey, the trend for stimulating learning to be increasing over the last two years of the plan.

• Develop and implement a comprehensive partnership to engage all families in supporting high expectations for student learning.

• Continue the successful approach to student safety and wellbeing

Student Pathways and Transitions

• To ensure that all students have a smooth, planned and logical progression through the stages of learning.

• By 2015, in the Parent Opinion Survey, the ‘transition’ measure to trend upwards and reach the 3rd quartile over any two years in the strategic plan.

• Further develop the school’s ability to analyse and cater for the smooth transition of students in, across and out of the school.

• Develop and implement effective professional learning aimed at understanding and developing the stages of learning.

School Strategic Planner 2013- 2016: Indicative Planner

Key Improvement Strategies

Actions Achievement Milestones

(Changes in practice and behaviours)

Student Learning To foster the achievement of high quality learning outcomes for all students with a particular focus on Literacy and Numeracy

.

• Year 1

� Provide professional development for staff on the Australian Curriculum allowing the implementation of the curriculum in planning, assessment and reporting.

� Whole School Theory of Action - Adopting

consistent protocols and Teacher Theory of Action- Harnessing Learning Intention, Narrative and Pace ( Focusing on Literacy & Numeracy)

� Investigating the Relationship between Teacher Expectations, Student Persistence and the Learning of Mathematics with Monash University.

� Investigate the critical competencies in the

stages of learning (pre - school, early years and middle years) and begin to reflect these in teaching practices and learning programs.

� Provide professional development for creating a

collaborative learning environment � Implement a whole school literacy and

numeracy assessment schedule in line with Australian Curriculum.

� Teaching staff beginning to implement the Australian Curriculum in their planning and assessment.

� Documentation and resources aligning with the Australian

Curriculum.

� Continue to develop consistent teaching protocols in numeracy.

� Implement consistent teaching protocols in literacy

� Incorporate new knowledge of powerful learning in to learning

experiences for the students.

� Staff have a shared knowledge of the critical competencies in the stages of learning.

� Teachers will develop more knowledge and understanding of

collaborative learning environment. � Continual improvement of NAPLAN literacy & Numeracy

Outcomes for students. � Consistent assessment and tracking of student performance

across all grades in literacy and numeracy

Year 2 � Continue to implement the Australian Curriculum and align Whole School documents and resources.

� Implement Teacher Theory of Action- Frame Higher Order Questions.

� Continue to ensure agreed school wide teacher

pedagogy reflects the critical competencies of the stages of learning.

� Teachers actively using the Australian Curriculum in their planning and assessment.

� Teachers and students actively implement higher order questions into literacy and numeracy lessons.

� Teachers demonstrate critical competencies of the stages of leaning in their planning documents.

� Teaching Teams plan and share collaborative learning task each term.

� Consistent assessment and tracking of student performance

� Teachers begin to create and provide collaborative learning experiences for students

across all grades in literacy and numeracy.

Year 3 � Review the effectiveness of the implementation of the Australian Curriculum

� Implement a Whole School Theory of Action- ‘Prioritise high expectations and authentic relationships’ and a Teacher Theory of Action ‘Setting challenging learning tasks.’

� Reflect on the agreed school wide pedagogy

ensuring it caters for the needs of students at their stage of learning.

� Teaching Teams plan and share collaborative

learning task each term

• Audit use of Australian Curriculum across all Domains.

� Teachers consistently set challenging learning tasks for students

� Teachers and students set high expectations for student

learning

� Teacher planning caters for the needs of students – differentiation of teaching

� Teaching Teams consistently plan collaborative teaching and

learning tasks each term

� Teachers provide opportunities for collaborative learning experiences.

� Consistent assessment and tracking of student performance across all grades in literacy and numeracy.

Year 4 � Implement a Teacher Theory of Action ‘connecting feedback to data’

� Modify whole school agreed pedagogy where needed to effectively develop the critical competencies of the three stages of learning.

� Teaching Teams plan and share collaborative learning task each term.

� Teachers document student t feedback to data using a set Performa

� Collaborative development of the critical competencies of the three stages of learning

� Teacher teams regularly plan and implement collaborative

learning tasks

Student Engagement and Wellbeing

• To improve student engagement and wellbeing across the school.

• To promote

Year 1 � Employment of an Assistant Principal in 2013: to liaise with welfare agencies and parents/school community.

� Wednesday Lunch Time Values Club (Stop, Think Do) to be implemented on a weekly basis.

� Yard Behaviour Monitored and recorded. � Continued implementation of SEEL/Wellbeing

programs within the classroom (CASEA). � Kidsmatter (Australian Primary Schools Mental

Health Initiative): Continue to implement

� Welfare issues dealt with by Assistant Principal in a more systematic way.

� Staff review of programs: CASEA, SEEL and Kidsmatter (Component One & Two).

� Continued assembly items and performances, build on programs and competitions promoting CASEA and school values.

� Assistant Principal to attend Train the Trainer PD for CASEA & Kidsmatter.

� Improved behaviour in classroom and play ground.

behaviours and attitudes across the school community that supports the achievement of “personal best.”

• Develop and implement a comprehensive partnership to engaging all families in supporting high expectations for student learning.

Component One: A Positive School Community and implement Component Two: Social and emotional learning for students.

� Celebrate student successes through recognition in newsletters, school assemblies and various curriculum based competitions.

� Assistant Principal to be trained for CASEA. � CASEA Intervention Program (1 per term) for

students with additional needs. � ABLES: Physical, Personal & Social Learning

implemented for Students with Disabilities and those ‘at risk’.

� School Community more positive – Improvement in Parent Opinion Survey – ‘School Climate’ and ‘Student Engagement’ measure to be in the 3rd quartile or higher.

� ABLES guidelines implemented for all students ‘at risk’. � ABLES Individual Learning Plans for all Students with

Disabilities and students ‘at risk’. � Investigate Ramon Lewis student management as part of

AIZ.

Year 2 � Play Time Behaviour Monitored and recorded on a daily basis.

� Continued implementation of SEEL/Wellbeing programs within the classroom (CASEA).

� Continued implementation of SEEL/wellbeing programs within the classroom such as CASEA.

� Implement Kidsmatter Component Three: Parenting Support and education and Component Four: Early Intervention for students experiencing mental health difficulties.

� Celebrate student successes through recognition in newsletters, school assemblies and various curriculum based competitions.

� Train another staff member for CASEA.

� Have a data base for the tracking of Stop, Think and Do attendees to analyse.

� Review CASEA and Kidsmatter: Component Three and Four as a staff.

� Continued assembly items and performances, build on programs and competitions promoting CASEA and school values.

� CASEA program to be run with two new staff members � School Community more positive – Improvement in Parent

Opinion Survey – ‘School Climate’ and ‘Student Engagement’ measure to be in the 2nd quartile or higher.

� Continue with Ramon Lewis student management as part of AIZ

Year 3 � Continued implementation of SEEL/wellbeing programs within the classroom such as CASEA and Kidsmatter

� Parent surveys to be sent out to all parents with explanations about the survey questions

� Identify any areas for improvement in the Student Attitudes to School survey and give specific attention to addressing the causes of any low perceptions that boys or girls may have in relation to areas in need of improvement.

� Continued assembly items and performances and build on programs and competitions promoting CASEA and school values

� Review & interpret data from parent ,student & staff surveys. � School Community more positive – Improvement in Parent

Opinion Survey – ‘School Climate’ and ‘Student Engagement’ measure to be in the 2nd quartile or higher.

� Review Student Attitudes to School survey. � Based on data, teachers to work 1:1 with students to set

personal goals

Year 4 � Continued implementation of SEEL/wellbeing programs within the classroom such as CASEA and Kidsmatter.

� Further develop social competencies, resilience, self-esteem and support students to become

� Continued assembly items and performances � Build on programs and competitions promoting CASEA and

school values. � Review CASEA program � School Community more positive – Improvement in Parent

more motivated independent learners.

Opinion Survey – ‘School Climate’ and ‘Student Engagement’ measure to be in the 2nd quartile or higher.

� Continue with Ramon Lewis student management as part of AIZ

Student Pathways and Transitions: To ensure that all students have a smooth, planned and logical progression through the three stages of learning.

Year 1 � Build strong links within the school, local pre schools, secondary college’s and broader community.

� Have representation on the Moreland Council Transition Committee

� All staff to implement Start Up Program � Continue to track and monitor student achievement

through the stages of learning. � Three Transition Sessions for current and incoming

students in December each year � Investigation of the Pre – prep concept � Continued school leaders to accompany school

prep information tours.

� Review links that have been made during the year and which ones have been successful

� Each grade to present ‘start up program’ activity, at assembly � Provision of support for at risk students. � Provide additional transition for students who require extra

support. � Early years staff members to be part of the Moreland Council

Early Years Network. � Visit schools with pre-prep programs. Discuss with Moreland

Council.

Year 2 � Parent Information Sessions – twice per year. � Regular meetings with new students & families � Evaluate & Review the use of student data in

tracking and monitoring students. � Individual Learning Plans implemented for all

students achieving above or below benchmarks. � Develop a Pre-Prep Program for the school.

� Each area provide an information session for parents at the beginning of the year and student led conferences midyear.

� All teachers to use student data for tracking and monitoring. � All students achieve set benchmarks, those below achieve

value-added. � Advertise the Pre Prep Program to the community of Pascoe

Vale. Year 3 � Evaluate and Review Grade 6 and Prep Transition

with local secondary colleges and pre-schools. � Teachers will have a documented process to follow

when new students arrive at the school. � Implement a Parent Rep for each classroom – to

connect with new families. � Implement a Pre-Prep Program for our school.

� Increased transitional activities and opportunities at local secondary colleges and pre-schools.

� Document feedback from students and parents of new students.

� Each grade identifies a parent representative to liaise with new parents .

� Teachers will use agreed upon procedures for a Pre Prep year.

Year 4 � Review Start up Program. � Ensure all teachers have knowledge of the

Australian Curriculum and the three stages of learning.

� Review and evaluation of pre prep program.

� Implement changes to‘Start Up Program’ . � Continue to provide professional development opportunities

and professional reading for staff on the Australian Curriculum .

� Staff will have data, observation and reflections as to success of a pre prep year.