2021-2024 Bowral High School SIP

Strategic Improvement Plan 2021-2024

Bowral High School 8104

Printed on: 19 April, 2021 of 12 Bowral High School (8104) -2021-2024

School vision and context

School vision statement School context

Bowral High School exists to develop well-rounded young citizens with the skills andcompetencies to thrive at school and beyond. At the core of our endeavours as students,staff and Bowral High School community members are our school values of Respect,Responsibility and Fairness, and a culture of high expectations is reflected in our schoolmotto of Excelsior.

Bowral High School has been part of the community at its current site for more than 90years and acknowledges its location on Gundungurra land. We are a comprehensive, co-educational school, with a virtual selective stream school drawing students from Bowral,Mittagong and northern villages of the Southern Highlands. The school serves a diversecommunity with a Family Occupation and Education Index (FOEI) of 109.

Our school offers a broad mainstream curriculum to around 800 students. This includes 49Aboriginal students and an increasing number of culturally and linguistically diversestudents. We provide differentiated, inclusive teaching and learning to all students. Studentswith additional learning needs are catered for through school-based learning programs aswell as specialist placement across 5 Support classes. We also provide enrichment for highpotential and gifted students through school-based opportunities, such as our Stage 4STEAM program. Students who have demonstrated significant academic success are ableto attend online classes through Aurora College, NSW's virtual selective school, while stillattending classes at our school.

The special interests and needs of students are met through successful performing andcreative arts programs, a wide range of sporting, cultural and student leadershipopportunities. The school uses the Positive Behaviour for Success (PBS) model to promoteprosocial behaviour and the school's three core values.

Bowral High School works closely within its community of schools to strengthen studenttransition between Stage 3 and Stage 4. We also build effective partnerships with the localand wider community to create successful pathways beyond school. This includes workexperience, vocational education and training, school based traineeships andapprenticeships, university access, TAFE and a range of other institutions and providers.

Student wellbeing is underpinned by comprehensive universal, targeted and individualisedinterventions. All students are known, valued and cared for through the work of ourWellbeing and Learning and Support Teams. Our school wellbeing framework is furthersupported by external agencies that provide specific services to students.

Bowral High School has made significant investments in school facilities to enhance andmodernise our learning environment. Students have access to Chromebooks in everyfaculty and in the school library, in addition to specialist digital media labs. Every teachingspace is equipped with connected, digital technology in support of teaching and learning.Our library has been transformed into a flexible learning space. Specialist facilities includingwet and digital photo labs, creative arts spaces with kilns, performing arts spaces includingrehearsal rooms, and state-of-the-art industrial technology learning spaces. Vocationaleducation is supported by a commercial-grade kitchen with an operational cafe, an officespace for student use and sound and lighting equipment in the school hall. Our healthy foodaccredited canteen also provides a vocational learning space for our students. Outdoorfacilities include a yarning circle, sports ovals, a covered outdoor learning area and newlyredesigned multi-purpose, synthetic-grassed areas. Our facilities are accessible to peoplewith mobility difficulties.


School vision and context

School vision statement School context

Our Strategic Improvement Plan has been informed by an authentic Situational Analysisconducted across the school community.


Strategic Direction 1: Student growth and attainment

Purpose

Our purpose is to ensure students grow in their learningthrough a holistic approach that encompasses wellbeing(as measured by attendance and a sense ofconnectedness) and academic achievement (asmeasured by system negotiated targets). The situationalanalysis identified the effective use of data as a keycomponent in driving student growth and attainment.

Improvement measures

Target year: 2022

Academic success:

• 63.9% - 68.9% of HSC results are in the top 3 bands • 26% - 31% of year 9 students achieve results in the

top 2 bands for NAPLAN numeracy • 21.6% - 26.6% of year 9 students achieve results in

the top 2 bands for NAPLAN reading

Target year: 2023

Academic success:

• 73.9% - 78.9% of students achieve expected growthin NAPLAN numeracy between year 7 and year 9

• 66.1% - 71.1% of students achieve expected growthin NAPLAN reading between year 7 and year 9

• Increase the proportion of Aboriginal studentsattaining Year 12 by 50%, while maintaining theircultural identity.

Target year: 2022

Wellbeing:

• 67.2% - 72.2% of students are attending 90% ormore of the time

Target year: 2023

Wellbeing:

Initiatives

Drive academic success across the school

• Literacy and numeracy improvement processes • Teacher capacity to implement data-driven

improvements in student learning outcomes isdeveloped

• Students will be guided to reflect on their academicprogress and goal setting for future success

• Whole school HSC success strategy

Build wellbeing

• Attendance strategy • Student wellbeing will be strengthened through a

wide range of programs

Success criteria for this strategic direction

Academic success

Reading and numeracy

• All teachers explicitly teach school-wide reading andnumeracy strategies

Data use

• All teachers regularly collaborate to evaluate externaland school data

• High potential and gifted learners are identified, datais gathered about their potential and differentiatedlearning strategies are implemented for enrichmentand extension

Student reflection

• Structured student self-reflection demonstrates thedevelopment of student academic goals and growth

Whole school HSC success strategy

• strengthened teaching and learning practices lead toimprovements in the number of results in the top 3HSC bands

Aboriginal Students completing Year 12

• support processes lead to an increasing proportionof Aboriginal students completing Year 12

Wellbeing

Attendance

• Staff, parents and the community work together tosupport consistent and systematic processes thatensure student absences do not impact learningoutcomes

• Students are attending school with absencesminimised, explained and justified

• Students are attending and participating in extra-curricular days and events

Wellbeing programs




• 63.2% - 68.2% of students respond positively forwellbeing in the Tell Them From Me survey

Target year: 2024

Wellbeing:

• the proportion of students reporting being"intellectually engaged and find learning interesting,enjoyable and relevant" is better than state average


• Wellbeing programs lead to students respondingpositively for wellbeing in the Tell Them From Mesurvey

• Teaching and learning programs articulate theindividualised adjustments required for all studentsand improve intellectual engagement

• Student plans are personalised to student need,reviewed regularly and implemented across theschool

Evaluation plan for this strategic direction

The school will use the QDAI (Question, Data, Analysis,Implications) framework to evaluate:

Questions:

• To what extent have literacy and numeracy initiativesled to the achievement of system agreed targets?

• How has teacher capacity to use data impactedpositively on student learning outcomes?

• How has student goal setting driven academicsuccess?

• How has the school HSC success strategy led to theachievement of system agreed targets?

• How effective has the attendance strategy been inimproving student attendance?

• How effective have the Wellbeing programs been indeveloping students' sense of wellbeing?

Data:

The school will use the following data sources:

• BestStartY7, NAPLAN, Check-In assessments,VALID, HSC Minimum Standards tests and HSCresults

• Scout, RAP PLAN2, EAL/D progression, Wellbeingprogression, Tell Them From Me (wellbeing,curriculum and engagement measures)




• Lexia baseline level and progress, PAT testing,QuickSmart progress, student work samples

• The school will use the Learning and Support Teamminutes to regularly measure and analyse theeffectiveness of the initiatives and activities toimprove attendance.

Analysis:

• Regular review of these data sources to provideclarity around whether we are on track for achievingthe intended improvement measures

• Termly review and triangulation of data sourcesincluding quantitative and qualitative, internal andexternal data to corroborate conclusions

• Regular professional discussion using the SchoolExcellence Framework and What Works Best

Implications:

• Where do we go from here? • Future directions • Next steps


Strategic Direction 2: Enhance and develop quality teacher practice

Purpose

A culture of quality teacher practice across the schoolrecognises the importance of teachers as school leaders.In the situational analysis, staff recognised the importanceof using evidence-based practices, including elements ofWhat Works Best, Quality Teaching Rounds, effectiveclassroom management, and a structured writing strategyto build teacher capacity and practice.


Target year: 2024

All staff will be involved in Quality Teaching Rounds(QTR).

Target year: 2024

All teaching and learning programs and practices areinformed by research and data such as the Centre forEducation Statistics and Evaluation's (CESE's) 'WhatWorks Best' resource.

Target year: 2024

Teachers are working within a structured evidence-basedapproach to classroom management and PositiveBehaviour for Success (PBS) expectations.

Target year: 2024

Whole school research-based writing strategies areimplemented across the school.

Target year: 2024

Teacher leaders and teachers aspiring for higherpositions are recognised and supported in theirdevelopment to build the leadership capacity of theschool.

Initiatives

Improving teacher classroom practice

Engaging lessons with a culture of high expectations andcontinuous improvement are underpinned by:

• implementing effective models of classroommanagement strategies, including PBS

• targeted professional learning and buildingprofessional learning communities

• reflective practice, including QTR and facultyreflections, informed by data

• explicit teaching informed by CESE's - What WorksBest resource

• a school-wide writing focus

Developing school leaders

Build collective and individual leadership capacity throughformal and informal leadership development programsproviding staff with opportunities to lead projects.

• School Leadership Institute (SLI) - SchoolLeadership Identification Framework (SLIF)

• Bowral High School Aspiring Leaders Forum • Formalised 2iC Head Teacher leadership structure • Aboriginal cultural awareness training


Improving teacher classroom practice

• Staff implement a consistent range of strategies tomanage the classroom and school-wide PBSexpectations are followed

• Students are engaged and challenged in theirlearning, creating a positive classroom culture

• Teaching practice is improved due to a sustainedcollaborative learning culture incorporatingprofessional learning communities

• A strong culture of continuous improvement inteaching practice as evidenced by QTR, facultyreflections and other cycles of inquiry

• Teachers continuously refine their learning programsand teaching practice to effectively meet studentneeds using knowledge of relevant, evidence-basedpedagogy

• Staff embed the whole school explicit writingstrategies into everyday practice as reflected inprogramming and student work/samples

Developing school leaders

• Staff leadership capacity is built through mentoringand targeted professional development

• Leadership breadth and capacity is strengthened • Staff report satisfaction with opportunities for

developing their leadership capacity across theschool

• All staff have completed Aboriginal culturalawareness training and maintain currency


The school will use the QDAI (Question, Data, Analysis,Implications) framework to evaluate

Questions:

• To what extent have staff engaged in the activitieswithin this strategic direction?




• What impact has classroom management modelshad on the level of student engagement and positiveclassroom culture?

• How effective have sustained professional learningcommunities been in improving teacher practice?

• Have the cycles of inquiry led to continuousimprovement in teaching practice?

• To what extent has teachers' refinement of theirlearning programs and teaching practice met studentneeds?

• What improvements in teaching practice are evidentfrom embedding explicit whole school writingstrategies?

• Have mentoring and targeted professionaldevelopment increased staff leadership capacity?

• Are staff satisfied with the opportunities for thedevelopment of their leadership capacity?

Data:

The school will use the following data sources:

• Quality Teaching Rounds (QTR) data • School Excellence Framework (SEF) • Professional learning agenda/schedule and

evaluation data • Sentral data - classroom management • Teaching and learning programs • Faculty reflections • Products of structured and regular professional

discussion generated from Professional LearningCommunities (PLC).

• Checklist - is PBS being delivered? • School Leadership Institute - SLIF evaluation (pilot

program and beyond) • Survey - 2iC Head Teacher leadership structure • People Matter Employee Survey (PMES) • Staff Performance and Development Plans (PDP's) -




audit of leadership goals • Student work samples • Assessment tasks and marking rubrics • Minutes from School Development Days

Analysis:



• Regular professional discussion using the SchoolExcellence Framework and CESE's What WorksBest resource

Implications:



Strategic Direction 3: Effective systems, structures and processes

Purpose

The situational analysis revealed a need for thestreamlining of systems, structures and processes to builda positive school wide culture where our high expectationsare recognised and valued both within the school andbroader community.


Target year: 2024

Systems and processes

• School data demonstrates collaboration across theschool. People Matter Employee Survey (PMES)>50% of staff report "good cooperation betweenteams across the school"

• On PMES, >85% of staff report "the school workscollaboratively to achieve its goals"

• On PMES, >60% of staff report "my organisationmotivates me to do the best in my job"

• 100% of new staff and beginning teachers areinducted in school procedures and culture withaccess to a teacher mentor.

Target year: 2024

Communication and collaboration

• An increase in the number of positive engagementswith the schools newsletter Excelsior and socialmedia platforms

• There is an increase in the level of visibility andsuccess stories in the local media publications

• Increased parent engagement as measured by theTell Them From Me (TTFM) survey responses

• Students, staff and parents report an increase in theconsistency in the communication of highexpectations

• Parents feel welcome when they visit the school(TTFM ≥7.5 or better than state average)

• Parents feel informed (TTFM ≥6.6 or better thanstate average)

Initiatives

Clear and Specific School-wide Systems andProcesses

By 2024, effective processes and procedures supportschool-wide efficiency and consistency in all areas ofteaching, learning and wellbeing.

• School-wide procedures, systems and processesare reviewed and evaluated cyclically.

• School-wide procedures, systems and processesare easy to use and accessible for the whole schoolcommunity.

• The whole school community is supported tosuccessfully use school-wide systems andprocesses.

Collaboration, Communication and Celebration

Effective collaboration and communication support whole-school operations in areas of teaching, learning andwellbeing in partnership with all stakeholders and thebroader community.

• A restructured student recognition and achievementsystem holistically integrates all elements of schoollife (academic, wellbeing and extra-curricular)

• Stage transition programs support studentprogression in wellbeing, learning, and studentleadership/voice using Positive Behaviour forSuccess (PBS) and a vocational framework

• Partnerships with other schools, service providersand local community are used to identify and meetstudent needs

• A suite of communication platforms celebrate schoolstories

Build a culture of high expectations

Clear and consistent expectations and routines guide andsupport students to achieve success in partnership withteachers, parents/carers and the broader community.

• Clear and consistent expectations for learning and


Streamlined systems and processes in support ofhigh expectations:

• Embedded and explicit systems that facilitateenhanced learning and wellbeing

• A culture of continuous improvement where allschool procedures and processes are visible,accessible and simple to use

• A whole school community that knows why and howto use school systems and processes

Successful collaboration, celebration andcommunication:

• Recognition and celebration of student successembedded in school life and is communicatedbroadly to all stakeholders via multiple platforms

• Differentiation of PBS to support a positive, safe,supportive learning culture

• Stage appropriate transitions, Stage 3 - 6 andbeyond, in wellbeing, civics, vocational goals andleadership

• Leverage of partnerships across schools andcommunities to deliver opportunities, innovations andconnectedness

A culture of High Expectations:

• Whole school community engagement with schoolvalues and traditions

• A culture where positive behaviour and participationin learning is valued; students feel connected to theschool


The school will use the QDAI (Question, Data, Analysis,Implications) framework to evaluate:

Questions:

• To what extent has streamlined processes,




• School engages widely with external organisations

Target year: 2024

High Expectations

• PMES ≥70% of staff feel a strong attachment tothe school

• TTFM ≥60% or better than state average ofstudents participate in school sports or clubs

• TTFM ≥ 70% or better than state average ofstudents value schooling outcome

• TTFM ≥ 65% or better than state average ofstudents report trying hard to succeed

Initiatives

behaviour underpins a positive and successfulschool community

• A rich range of academic, extracurricular, studentleadership and wellbeing activities support diversestudent interests, abilities and needs; student effort isrecognised and valued


procedures and systems improved compliance andconsistency in support of a culture of highexpectations across the school and broadercommunity?

• How successful has the school been in implementingnew, and reviving old, school traditions and practicesthat enhance connectedness and community?

• Has celebration and communication enhancedstudent outcomes?

Data:

• Tell Them From Me survey • People Matter Employee Survey • Systems Usage Data (Wellbeing/PBS, Attendance,

House points) • Year Adviser meetings • Meeting and Committee minutes • Cyclic review and reporting (including Faculty

Reflections); • SWAY, internal school system & social media data • Annual Report and school newsletter (extracurricular

data) • Department of Education Community Engagement

Report 2018-19 (baseline data) • Student report reflection data • Transition data (Stage 3 - 6 and post-school) • Professional learning registers • student, staff and parent surveys and focus groups • walk-around/walk through checklists

Analysis:






• Regular professional discussion using the SchoolExcellence Framework and CESE's - What WorksBest resource

Implications:



2021-2024 Bowral High School SIP

Documents

Transcript of 2021-2024 Bowral High School SIP