School plan 2015-2017Iona Public School 2211

Printed on: 7 April, 2017Page 1 of 7 Iona Public School 2211 (2015-2017)

School background 2015–2017

School vision statement School context School planning process

At Iona Public School, we place a high value on a culturethat creates well–rounded, empathetic, motivated, happyand educated students and ultimately members of society.The school community values an open, tolerant andharmonious environment where there is effectivecommunication between all parties. This community alsovalues the teaching of positive values, attitudes andbehaviours to the students.

Iona Public School is located in a rural area, where aclose–knit, supportive and inclusive school community ishighly valued. This environment allows close interactionand involvement between skilled and educated teachersand the parent body. Our parents are interested and havethe skills and education to make a positive contribution tothe learning environment. The school community places avery high value on its rural location and outlook, and thesmall school size that enables a strong sense of communityand involvement. There are currently 65 students whoattend the school, with a growing number of nationalitiesnow represented. The school is very committed to itsinvolvement with the Maitland Learning Community ofSchools, as well as providing a variety of extra–curriculaactivities and sporting opportunities.

In 2014, a comprehensive process was undertaken with theschool community. The Iona School Communityparticipated in a strategic planning workshop in May, with31 parents and teachers, which captured the views of thecommunity through a SWOT analysis (Strengths,Weaknesses, Opportunities, Threats). The school staff andthe elected School Council analysed these responses toidentify the basis for our three key directions. These are:

• Quality Learning

• Quality Relationships

• Quality Systems

The Iona Public School Plan 2015–2017 flows from thesestrategic directions and sets clear improvement measures.It forms the basis for the school’s improvement anddevelopment efforts for the next three years, together withthe other partner schools in the Maitland LearningCommunity, and in partnership with parents andcommunity. Each strategic direction provides details of thepurpose (why), people and processes (how), and theproducts and practices (what) that are to be realisedthrough implementation of the plan.

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School strategic directions 2015–2017

STRATEGICDIRECTION 1

Quality Learning andEngagement

STRATEGICDIRECTION 2

Quality Relationships

STRATEGICDIRECTION 3

Quality Systems

Purpose:

To ensure all students in our care are engaged inmeaningful learning experiences based on qualityeducational delivery and consistent, high standardprofessional practices so they reach their full potential aswell–rounded, empathetic, motivated and happy educatedcitizens.

Purpose:

To further develop a school culture that includes, supportsand values the whole school community through acollaborative approach that enhances an open, tolerantand harmonious environment.

Purpose:

To ensure our school has a coherent, sequenced plan forcurriculum delivery that ensures consistent teaching andlearning expectations and a clear reference for monitoringlearning across the year levels. The plan, within whichevidence–based teaching practices are embedded, and towhich assessment and reporting procedures are aligned,has been developed with reference to the AustralianCurriculum and NSW curricula and refined collaborativelyto provide a shared vision for curriculum practice. This planis shared with parents and families.

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Strategic Direction 1: Quality Learning and Engagement

Purpose People Processes Practices and Products

To ensure all students in our care areengaged in meaningful learningexperiences based on quality educationaldelivery and consistent, high standardprofessional practices so they reach theirfull potential as well–rounded, empathetic,motivated and happy educated citizens.

Improvement Measures

80% of students demonstrating expectedgrowth across the Key Learning Areas ofLiteracy and Numeracy.

The targeted K–6 scope and sequencesare in place, with common assessmenttasks developed for Literacy andNumeracy.

Students

Engage students in “meaningful learningexperiences” by planning and providingdifferentiated learning programs across theschool.

Staff

Staff engage in professional learning thatsupports our purpose, by designing andimplementing teaching and learningexperiences and programs, which arestrongly supported by assessmentstrategies that encompass deep thinking,innovation and creativity.

Parents/Carers

Build awareness and understanding of thevarious quality teaching elements whichtarget intellectual quality with our teachingand learning programs.

Community Partners

Community partnerships strengthenedthrough clear communication opportunities.

Actively engage students in all MaitlandLearning Community programs; with astrong emphasis on relevant and targetedliteracy and numeracy programs. 

All staff engage in effective pedagogyacross the curricula through targetedprofessional development programsformulated through cooperative discussion,teacher assessment and proactiveplanning–Quality Teaching.

School planning initiatives shared anddiscussed with parents and communitypartners.

Evaluation Plan

Regular reporting against milestones,feedback from all stakeholders and qualityproducts from students.

Practices

High quality teaching and learningstrategies are demonstrated and supportedthrough whole school planning, teachingand learning programs, student andteacher assessment programs withimproved learning outcomes.

Differentiated Programs are planned,implemented, resourced, timetabled andprogrammed throughout the school withimproved engagement and learningoutcomes.

All staff are confident in the use ofpedagogy which target the scope andsequences across the curriculum, witheffective assessment practices evidentacross the school, which are linked to theLiteracy and Numeracy continuums.

Products

80% of students demonstrating expectedgrowth across the Key Learning Areas ofLiteracy and Numeracy.

Differentiated Learning programs are inplace across the school, with appropriatestrategies in place for those targetedstudents.

Targeted K–6 scope and sequences are inplace, with common assessment tasksdeveloped for Literacy and Numeracy.

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Strategic Direction 2: Quality Relationships

Purpose People Processes Practices and Products

To further develop a school culture thatincludes, supports and values the wholeschool community through a collaborativeapproach that enhances an open, tolerantand harmonious environment.

Improvement Measures

All school student leaders actively engagedin student initiated Leadership Projects.

All students demonstrate resilience withpositive behaviour reflected in theclassroom and playground areas (withschool data indicating a minimum numberof negative behavioural incidents)

Students

Further engage students to improve andembed emotional resilience, confidenceand proactive leadership behaviours.

Staff

Develop staff capacity to develop effectivePersonal Development programs which areimplemented into classroom practice.

Parents/Carers

Establish collaborative, innovative andcreative school project teams to enhancethe school’s profile.

Parents/Carers

Further develop the school as acollaborative learning community whichsupports, promotes and connects with thelocal community.

Community Partners

Strengthen community alliances throughthe school community teams, by supportinginitiatives within and outside the school.

Leaders

With the support of the School Principal,empower the School Council and theSchool Community Teams to effectivelydeliver their initiatives.

Students actively engage in strategies andtechniques for resilience and confidentlyparticipate in all leadership activities,demonstrating initiative and creativenessacross the school –PBL

Review and further develop the school’sWell Being, Anti–Bullying and PersonalDevelopment Programs, ensuring they arefully incorporated into all class and schoolprograms and activities.

School Leadership teams to workcollaboratively with the school staff tofurther promote and enhance the school’sprofile in the community.

Evaluation Plan

Regular reporting against milestones,feedback from all stakeholders; School LifeSurveys.

Practices

All positive behavioural interventions andteaching strategies reflected in classprograms, playground interactions andprocedures, which are fully supported by allstaff to ensure consistency across theschool.–PBL

Staff professional learning is relevant andunderpinned by the Quality TeachingFramework, leading to an effectivedevelopment of the various Well Beingprograms.–Quality Teaching Rounds

The parent community is fully engaged withLeadership Teams, positively supportingand implementing various initiatives toenhance the school’s profile andappearance.

Products

All school student leaders actively engagedin student initiated Leadership Projects.

All students demonstrate resilience withpositive behaviour reflected in theclassroom and playground areas (withschool data indicating a minimum numberof negative behavioural incidents)–PBL

Enhanced School Environment and activeparental involvement with SchoolLeadership Teams.

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Strategic Direction 3: Quality Systems

Purpose People Processes Practices and Products

To ensure our school has a coherent,sequenced plan for curriculum delivery thatensures consistent teaching and learningexpectations and a clear reference formonitoring learning across the year levels.The plan, within which evidence–basedteaching practices are embedded, and towhich assessment and reportingprocedures are aligned, has beendeveloped with reference to the AustralianCurriculum and NSW curricula and refinedcollaboratively to provide a shared visionfor curriculum practice. This plan is sharedwith parents and families.

Improvement Measures

Professional Development Programs aredeveloped, in line with the curriculumdevelopment, through the Performance andDevelopment Framework process and staffcurriculum planning procedures.

Student Leadership Projects, including theinvolvement of the Student RepresentativeCouncil (SRC), are successful,enthusiastically implemented and fullysupported by the whole school community

Students

Further develop student leadershipopportunities, aligned with the MaitlandLearning Community’s Leadership Projectsand the school initiated project programs.

Students

Further develop and involve students toself–reflect about their own learning.

Staff

Develop staff capabilities by implementingand sustaining quality school wide systemsand organisational structures.

Staff

Further develop staff critical and reflectivethinking skills, thus enhancing thedevelopment of an effective schoolassessment system.

Staff

All staff are fully engaged, implementingthe new National Curricula, effectivelyapplying these outcomes to their classroomprograms, utilising the Quality TeachingFramework with their pedagogy.

Parents/Carers

Ensure parents have an understandingof and positively support the schoolsystems, vision and plan.

Community Partners

Professional partnerships are strengthenedthrough collaboration with local schoolnetworks.

Student self–reflection skills andtechniques are developed, implementedand utilised when reporting studentprogress with reporting to parents.

Professional development opportunities arealigned with professional goals, developedthrough an effective Performance andDevelopment Framework process. Wholeschool plans for assessment in numeracyand literacy are developed, which is fullysupported and implemented by all staff,leading to an effective and meaningfulreporting system.

All classroom programs reflect a deepunderstanding of the curriculum, include allKey Learning Areas, and are utilisedeffectively for continued evaluation andplanning.

Evaluation Plan

Regular reporting against milestones,feedback from all stakeholders; SchoolCouncil review and teacher meetings.

Practices

The School Reporting and AssessmentSystem is reviewed and developed in linewith the staff reflecting about their ownpractices, through an effective schoolprofessional learning plan.–Sentral

Classroom programming procedures arefully implemented by all teachers, reflectinga deep understanding of each student, andare efficiently used to inform futureplanning.–syllabi/new syllabi

School resources and budgets areeffectively aligned to the school plan toensure the effective implementation of theschools goals.

Products

Student Leadership Projects, including theinvolvement of the Student RepresentativeCouncil (SRC), aresuccessful,enthusiastically implementedand fully supported by the whole school

Assessment procedures are developed inline with the scope and sequences. TheLearning Support programs and the Giftedand Talented Programs reflect theseoutcomes, with targeted students includedin supportive programs to enhance theircapabilities.

Professional Development Programs aredeveloped, in line with the curriculumdevelopment, through the Performance andDevelopment Framework process and staffcurriculum planning procedures.

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Strategic Direction 3: Quality Systems

Improvement Measures People Processes Practices and Products

Leaders

The School Principal effectivelycommunicates the school processes,reforms and policies.

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