School Strategic Plan for

5365 Westgrove Primary School

2015 - 2018

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Endorsements

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School ProfilePurpose

Westgrove Primary is committed to providing an inclusive, safe and supportive learning environments where students develop knowledge, skills and understandings to enable them to be positive contributors to their community and the world. The school acknowledges the importance of child safety and protecting children from abuse. The educational program will build on student strengths, equip students with 21st century skills, encourage inquiry and motivate students to be lifelong learners. Each student will be encouraged, guided and supported to reach their individual potential.

Values Our guiding values are ~respect, empathy, honesty, perseverance and inclusivity. These values define our behaviors and underpin all decision making. We are committed to ensuring that we treat one another and the environment with respect, are honest in our endeavors and interactions, persevere to achieve our goals, demonstrate empathy for all members of our community and at all times embrace inclusive practices.

The school –wide positive behavior pillars of be safe, be respectful, and be a learner are embedded in our practice across the school.

Westgrove Primary School was established in 1995 with a student population of 275. The school has experienced steady growth over the years and enrolments are predicted to reach 715 in 2015.

We have an increasing number of students from a language background other than English. Our newly arrived students attend Western English Language School 4 days per week then transition to Westgrove. We have an English additional language program to support these students.

The number of students from an indigenous background has also increased over the years. In 2013 we were part of the Focus School’s Initiative which provided additional support to engage Indigenous students and their families with the school. This funding enabled us to provide experiences for the whole school which helped build understanding of indigenous culture. Wannik funding was also used to provide individual tutoring for eligible indigenous students. In 2014 the school received funding from the Koorie Early Years Literacy project which enabled the school to provide individual literacy and numeracy support for eligible students in years Prep -3.

The student family occupation density measure has been increasing over the past four years from 0.607 in 2011 to 0.668 in 2014. This reflects the increasing disadvantage the school community is experiencing. There is an increasing demand on support services which we are responsive to.

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Westgrove has a number of students on the Program for Students with a Disability. There are 17 students on this program in 2014. These students are well supported by ES integration aide staff.

Staff work hard to deliver learning which is purposeful and engaging. Professional learning teams, which are well resourced and organised, operate at each year level. This process ensures consistency around curriculum planning and delivery. Each team is supported by a pedagogy coach and has a weekly dedicated two hour shared planning session. The teams are also supported by the in- school literacy and numeracy coaches. Teams have access to quality data which forms the basis of rich professional discussion. Each child’s progress is tracked and learning is matched to individual needs. Differentiation is planned for and all teams deliver interventions across the year level. Stand- alone interventions such as levelled literacy (year 1) and Getting Ready in Numeracy (year 3) are offered.

Over that past four years the school has strived to develop a physical and social environment which is conducive to optimum learning. The School Wide Positive Behaviour program is well established and the three pillars of Be Safe, Be Respectful and Be a Learner underpin the school’s behaviour expectations for all students. The school yard and buildings are well maintained and play areas are constantly being improved to allow for positive interaction between students. The school has an indoor pool in partnership with Paul Sadler Swimland which has proved to be a wonderful asset to the community.

The parents are generally supportive of the school and assist in many areas. We have strived however to increase the level of parent engagement over the years with limited success. School Council is a harmonious group who constantly seek ways to improve the learning environment.

The challenge for Westgrove going into the future is to continue the improvement journey by focusing on delivering quality programs which meet the learning needs of a diverse range of students. To do this staff must be supported to build their capacity to understand effective instruction and to deliver learning programs that are engaging. Building connectedness between students, teachers and the community is critical to improving outcomes for students.

Service StandardsGeneral

The school strives to build strong links and partnerships with parents and the wider community through its commitment to regular, honest and open communication

The school commits to the active sharing of its vision and goals to ensure community engagement in the school’s strategic plan

The school will plan for and offer opportunities for parents and the wider community to be involved in school activities and events in order to build connectedness

Parents will be welcomed into the school and encouraged to assist in classrooms, on excursions, in the canteen etc.

The school will provide all students access to a guaranteed and viable curriculum delivered in a consistent manner across the school

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The school will ensure that learning is planned and delivered to match individual learning needs so that each child has the opportunity to realise their individual potential

The school will provide a safe and orderly learning environment for students

Specific The school will respond to all communication by parents within 2 working days

The school will communicate details of excursions, camps and school activities in a timely manner to the community

Parents will be engaged regularly if there are any concerns with their child’s academic and or social progress or behavior

All teachers will provide timely and targeted feedback to students on their work

Teachers will ensure learning intentions are explicitly articulated for each lesson

Intervention programs will operate across the school

All staff will follow the School Wide Positive Behaviour process

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Strategic Direction

Goals Targets Key Improvement Strategies

Achievement

Achievement refers to both the absolute levels of learning attainment and growth in student learning that schools strive to support.

While recognising that literacy and numeracy are essential foundations for students’ success, achievement outcomes encompass a broader view of learning, spanning the full range of curriculum domains, as well as students’ co-curricular achievements.

To improve the learning growth in literacy and numeracy for every student.

School Naplan results will indicate: 1.Relative Growth to be at the following levels~Reading - 30% of students achieve high growth (2014 – 21.54%), 20% low growth (2014 – 24.62%)Number - 35% of students will achieve high growth (2014 – 29.85%), 15% low growth (2014 – 19.4%)Writing - 25% of students will achieve high growth (2014 – 14.93%) , 25% low growth (2014 – 31.34%)

2. Year 3Reading - 50% or more students to be in bands 5 &6 (2014 – 31.5%)Numeracy -50% or more students to be in bands 5 &6 (2014 – 42.7%)Writing - 60% or more students to be in bands 5&6 (2014 – 50%)

3. Year 5Reading - 45% or more of students to be in bands 7 & 8 (2014 – 51.3%)Numeracy - 45% of students to be in

1. To build a guaranteed and viable curriculum focused on enhancing student learning.

2. To build the instructional practice of every teacher.

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bands 7&8 (2014 – 25.6%)Writing - 60% of students to be in bands 7&8 (2014 – 12.5%)

Teacher judgements, informed by the triangulation of several data sources including on- line on- demand testing and common assessment tasks, will indicate all students deemed capable will demonstrate a learning growth of at least 1 Ausvels level per year in reading, writing and numeracy.(2014 – percentage of students with a learning growth of 1 Ausvels level or more)

Reading

Writing Number

Prep 92% 90% 91%Year 1 83% 91% 80%Year 2 91% 81% 85%Year 3 75% 79% 78%Year 4 92% 96% 92%Year 5 85% 77% 85%Year 6 82% 82% 93%

Engagement

Engagement refers to the extent to which students feel connected to and engaged in their learning and with the broader school community.

Engagement spans students’ motivation to learn, as well as their active involvement in learning.

Engagement also refers to students engagement as they make critical

To improve student engagement in their learning.

Student Attitude to School Survey will indicate improved outcomes in the teaching and learning variables ~learning confidence, school connectedness, stimulating learning, student motivation, teacher effectiveness and teacher empathy.

Improvement will be evidenced by an average score of 4.7 or higher.

Parent Opinion Survey will indicate improved outcomes in the stimulating

3. Build the data literacy of every teacher.

4. Build and monitor a whole school approach to Professional Learning Teams (PLT’s).

5. Ensure comprehensive and cohesive student transitions across the school.

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transitions through school and beyond into further education and work.

learning, learning focus and school connectedness variables.

Improvement will be evidenced by an average score for these variables of 5.78 or higher.

Staff survey will indicate high levels of teacher engagement (collective participation 2018-85%endorsement)

Wellbeing

Students’ health, safety and wellbeing are essential to learning and development. An inclusive, safe, orderly and stimulating environment for learning is critical to achieving and sustaining students’ positive learning experiences.

Build the connectedness across the school between students, staff, families and the community.

Student Attitude to School Survey results will indicate improved outcomes in Student Relationships variables of classroom behaviour, connectedness to peers and student safety.

Improvement will be evidenced by an average score of 4.0 or higher.

Staff survey to indicate an increase in the connectedness of families, staff and students in the variables of school climate:1.Trust in students and parents from 55% in 2014 to 75% in 20182.Parent and community involvement from 63% in 2014 to 80% in 2018

Absences will be reduced to an average of 15 days or below per student F-6

6. Build the partnership with parents and the community.

7. Implement a systematic approach to address disadvantage.

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Productivity

Productivity refers to the effective allocation and use of resources, supported by evidence and adapted to the unique contexts of each school.

Successful productivity outcomes exist when a school uses its resources – people, time, space, funding, facilities, community expertise, professional learning, class structures, timetables, individual learning plans and facilities – to the best possible effect and in the best possible combination to support improved student outcomes and achieve its goals and targets.

Maximise the school resources to ensure the achievement of the strategic plan priorities.

Staff survey to indicate an increase in the professional learning module1.Maintain the applicability of PL at 92% or better in 20182.Maintain active participation at 80% in 2018.

Parent Opinion Survey data will indicate a school mean score to be 5.8 or higher on the School Improvement variable.

8. Ensure regular monitoring of the strategic plan by the leadership team and the school council.

School Strategic Plan 2014- 2017: Indicative Planner

Key Improvement Strategies Actions Achievement Milestone

Achievement

1. Build a guaranteed and viable curriculum2. Build the instructional practice of every

teacher

Year 1

2015

Review, audit and document whole school curriculum plan in line with Aus-VELS- include literacy, numeracy and integrated curriculum

Review the essential learnings in number and reading and audit in line with aus VELS

Develop an explicit vocabulary list for number

Build upon the whole school approach to intervention

Introduce the BYOD ipad program in years 3-5

Build teachers’ capacity and knowledge to embed quality ICT pedagogy and practice, eg engage consultant

By the end of term 3 the whole school curriculum plan review process will be completed and embedded in planning.

By the end of term 4, teachers will have a shared understanding of intervention. By the end of term 4, teachers will have participated in professional learning associated with ICT pedagogy and practice.

By the end of term 3, an audit of instructional practice will have been completed

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Pedagogy coaches to support and monitor consistency of curriculum delivery and rigor across year levels

Audit of instructional practices across the school

Negotiate a researched agreed upon model for instruction practice for the whole school

Year 2

2016

Pedagogy coaches to support and monitor consistency of curriculum delivery and rigor across year levels, including in agreed upon instructional practice to ensure QFIC (Quality, Fidelity, Intensity and Consistency)

Review the essential learnings for writing and spelling and audit in line with aus VELS

Develop an explicit vocabulary list for writing & spelling

Continue to develop whole school approach to intervention

BYOD year 3-6. Continue to build teachers’ capacity and

knowledge to embed quality ICT pedagogy and practice, eg continue to engage consultant

Building capacity of all staff in the agreed upon model for instructional practice eg PL, staff forums, workshops, peer visits

By the end of term 4, curriculum delivery and rigor will be consistent across all year levels

By the end of term 2, teachers are differentiating the curriculum systemically in their planning to cater for and engage all students.

By the end of term 4, teachers in year 3 to 6, will plan for and implement the use of iPads to improve student learning.

By the end of term 3, staff will have completed an action research project on instructional practice.

Year 3

2017

Building capacity of all staff in the agreed upon model for instructional practice eg PL, staff forums, workshops, peer visits

Continue to develop whole school approach to intervention

BYOD year 3-6. Continue to build teachers’ capacity and

By the end of term 4, a whole school approach to intervention is documented.

By the end of term 4, the school will have identified an agreed upon model for instructional practice.

By the end of term 3, all teachers will be

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knowledge to embed quality ICT pedagogy and practice, eg continue to engage consultant to expand practice to all Year levels

Pedagogy coaches to support and monitor consistency of curriculum delivery and rigor across year levels, including in agreed upon instructional practice to ensure QFIC (Quality, Fidelity, Intensity and Consistency)

using quality ICT pedagogy and practice.

Year 4

2018

Building capacity of all staff in the agreed upon model for instructional practice eg PL, staff forums, workshops, peer visits

Continue to develop whole school approach to intervention

BYOD year 3-6. Continue to build teachers’ capacity and

knowledge to embed quality ICT pedagogy and practice, eg continue to engage consultant to expand practice to all Year levels

Pedagogy coaches to support and monitor consistency of curriculum delivery and rigor across year levels, including in agreed upon instructional practice to ensure QFIC (Quality, Fidelity, Intensity and Consistency)

By the end of term 4, a consistent approach to intervention embedded across all levels.

By the end of term 1, all teachers will be implementing the agreed upon model for instructional practice.

By the end of term 3, all teachers will be embedding quality ICT pedagogy and practice.

Engagement

1. Build the data literacy of every teacher2. Build and monitor a whole school approach

to Professional Learning Teams3. Ensure comprehensive and cohesive student

transitions across the school

Year 1

2015

Build teacher skill to make quality judgements of student learning based on evidence and data

Audit current practice in assessment Ensure a whole school approach to

collection and use of evidence and data Ensure the data systems, eg SPA are

understood and used by all teachers Continue to build a culture of collegiality,

professionalism and coaching so that

By the end of term 2, all teachers will use a range of assessment and moderation practices.

By the end of term 3, all teachers have an understanding of their role and what constitutes an effective PLT.

By the end of term 4, teachers will trial various student transition approaches.

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PLTs are focussed to collaborate and plan for high quality instruction and student learning

Ensure induction and support for new staff

Ensure monitoring of learning growth for every student

Ensure monitoring and accountability is embedded in the work of every PLT

Ensure high expectations for all Include an intervention process for all

learners across the school – CORE + MORE

Investigate best practice for transitions – class to class, team to team, pre-school to Foundation, Yr 6 to Yr 7, EAL support

Year 2

2016

Continue to build teacher skill to make quality judgements of student learning based on evidence and data

Continue to ensure whole school approach to collection and use of evidence and data is implemented

Continue to ensure the data systems, eg SPA are understood and used by all teachers

Continue to build a culture of collegiality, professionalism and coaching so that PLTs are focussed to collaborate and plan for high quality instruction and student learning

Continue to ensure induction and support for new staff

Continue to ensure monitoring of learning growth for every student

Continue to ensure monitoring and accountability is embedded in the work of every PLT

Continue to ensure high expectations for

By the end of term 2, all teachers regularly use moderation practices to ensure consistency of assessment.

By the end of term 4, PLTs are working collaboratively and plan for quality instruction and student learning.

By the end of term 3, use identified and agreed upon transition approaches.

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all with a whole school process for setting goals and effective feedback

Develop a whole school approach to student transitions – class to class, team to team, pre-school to Foundation, Yr 6 to Yr 7, EAL support

Year 3

2017

Continue to build teacher skill to make quality judgements of student learning based on evidence and data

Continue to ensure whole school approach to collection and use of evidence and data is implemented

Continue to ensure the data systems, eg SPA are understood and used by all teachers

Continue to build a culture of collegiality, professionalism and coaching so that PLTs are focussed to collaborate and plan for high quality instruction and student learning

Continue to ensure induction and support for new staff

Continue to ensure monitoring of learning growth for every student

Continue to ensure monitoring and accountability is embedded in the work of every PLT

Continue to ensure high expectations for all with a whole school process for setting goals and effective feedback

Develop a whole school approach to student transitions – class to class, team to team, pre-school to Foundation, Yr 6 to Yr 7, EAL support

By the end of term 2, all teachers make judgements of student learning based on evidence and multiple sources of data.

By the end of term 3, PLTs are working collaboratively and plan for quality instruction and student learning.

By the end of term 3, a whole school approach to student transitions is documented.

Year 4

2018

Continue to build teacher skill to make quality judgements of student learning based on evidence and data

Continue to ensure whole school

By the end of term 2, all teachers make quality judgements of student learning based on evidence and multiple sources of data

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approach to collection and use of evidence and data is implemented

Continue to ensure the data systems, eg SPA are understood and used by all teachers

Continue to build a culture of collegiality, professionalism and coaching so that PLTs are focussed to collaborate and plan for high quality instruction and student learning

Continue to ensure induction and support for new staff

Continue to ensure monitoring of learning growth for every student

Continue to ensure monitoring and accountability is embedded in the work of every PLT

Continue to ensure high expectations for all with a whole school process for setting goals and effective feedback

Develop a whole school approach to student transitions – class to class, team to team, pre-school to Foundation, Yr 6 to Yr 7, EAL support

By the end of term 3, PLTs are focussed collaborative and plan for high quality instruction and student learning.

By the end of term 3, a whole school documented approach to student transitions is implemented across the school.

Wellbeing

1. Build the connectedness across the school between students, staff, families and the community.

Year 1

2015

Audit current practices in engaging with the community.

Develop an action plan for improving connectedness with the school community.

Audit current practices in monitoring student attendance

Develop an action plan for improving student attendance monitoring.

Auditing and improving communication channels with the school community

Further developing electronic forms of communication with and within the school community

By term 4, staff will develop a more comprehensive understanding of the challenges in our community and the importance of building connectedness.

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Investigate actions to address disadvantage and develop an action plan

Year 2

2016

Implementing areas identified in action plan for improving connectedness with school community

Implementing areas identified in action plan for improving the monitoring of student attendance

Further develop electronic forms of communication with the school community

Implement the actions according to the “addressing disadvantage action plan”

By term 3 staff teams implement at least 3 strategies from the wellbeing action plans.

Year 3

2017

Implementing areas identified in action plan for improving connectedness with school community

Implementing areas identified in action plan for improving the monitoring of student attendance

Further develop electronic forms of communication with the school community

Implement the actions according to the “addressing disadvantage action plan”

By term 3 staff teams implement all strategies from the wellbeing action plans.

Year 4

2018

Implementing areas identified in action plan for improving connectedness with school community

Implementing areas identified in action plan for improving the monitoring of student attendance

Further develop electronic forms of communication with the school community

Implement the actions according to the “addressing disadvantage action plan”

By term 3 all staff will routinely use the wellbeing action plans to build connectedness across the school community.

Productivity Year 1 Workforce planning to support the achievement of strategic plan priorities

By the end of term 4, all staff believe that they have had the opportunity to contribute to

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1. Maximise the school resources to ensure the achievement of the strategic plan priorities

2015 Strategic resource plans to reflect the implementation of strategic plan priorities

Ensure regular monitoring of the strategic plan by the leadership team and school council

the new school strategic plan.

Year 2

2016

Workforce planning to support the achievement of strategic plan priorities

Strategic resource plans reflect the implementation of strategic plan priorities

Ensure regular monitoring of the strategic plan by the leadership team and school council

By the end of term one, staff have completed performance and development plans that demonstrate links with the school’s strategic plan and annual implementation plan.

Year 3

2017

Workforce planning to support the achievement of strategic plan priorities

Strategic resource plans reflect the implementation of strategic plan priorities

Ensure regular monitoring of the strategic plan by the leadership team and school council

By the end of term 4, all staff have had an end of year discussion related to their performance and development plan including feedback sources.

Year 4

2018

Workforce planning to support the achievement of strategic plan priorities

Strategic resource plans reflect the implementation of strategic plan priorities

Ensure regular monitoring of the strategic plan by the leadership team and school council

By the end of term 3, the leadership team routinely monitors the strategic and annual implementation plans.

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