School plan 2018-2020Toukley Public School 3250

Printed on: 29 March, 2018Page 1 of 6 Toukley Public School 3250 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

At Toukley Public School, we value academic excellenceand respectful and responsible learners, to provide everystudent the opportunity to achieve to their full potential.

Toukley Public School is a P – 6 primary school with over555 students in 25 classes. This includes threemulti–categorical classes catering for children withdisability. There are approximately 95 students who identifyas Aboriginal.  There is additional support for studentsthrough the implementation of intervention programs inspeech, literacy, numeracy and social skills.

The school is a member of the Muru Bulbi AboriginalEducational Consultative Group and members of staffattend the meetings each term and report on programs andactivities that are implemented across the school involvingAboriginal students.

Teachers implement the high quality research basedliteracy and numeracy programs to improve and developstudents' outcomes. In 2017 the school commenced on theEarly Action for Success program and will continue until atleast the end of 2019.

Kooloora Preschool is an outstanding DoE designatedAboriginal preschool preparing children for primary schooland is an integral part of the school. It is one of only threepreschools on the central coast of New South Wales andthe only designated Aboriginal preschool in the region.

The enthusiastic and hard–working members of staff fromP – 6 are a mix of newly qualified and experiencedteachers.

The school receives significant funding for equity programsthat are implemented to enhance students’ access to thecurriculum.  

The use of technology and online learning is a feature ofthe school through use of Wi–Fi, iPads and interactivelearning in all classrooms.

Our planning process involved input from parents, studentsand staff.

NAPLAN, L3, results from external competitions, PLANdata and school based assessment against outcomes wereused by teachers to assess strengths and weaknesses aspart of the planning process. Effective programs have beenretained. New programs have been accessed to beimplemented and evaluated over the next three years.Student behaviour data was also analysed by the PBLcommittee.

A "World Cafe" parent forum was conducted to gather thethoughts and ideas of parents as to what they would likeTPS to look like in three years’ time and further into thefuture. There was frank and robust discussions that helpedstaff understand the community's point of view. Many oftheir ideas are being incorporated in this planningdocument. Parents’ opinions were also sought in aninformal way while at the School Fete to gain valuableparent feedback and help inform future directions.

The staff and students also had input into what they wouldlike to see happen at TPS via a selected group forums andsurveys, including the Tell Them From Me surveys.

The school undertook external validation in 2017. Thisallowed the school to reflect on its performance and givethe school a scaffold to begin planning for 2018–2020.

From this process the three strategic directions weredeveloped, refined and evaluated to ensure they mosteffectively addressed our students’ learning needs.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1The Essentials

STRATEGICDIRECTION 2

Future Focused Learning

STRATEGICDIRECTION 3

Community and Wellbeing

Purpose:

To ensure that all students have the essential skills andknowledge to embark on a learning journey throughouttheir primary, secondary and tertiary education.

Major Links to SEF V2:

Leading – Educational Leadership, School Resources

Teaching – Effective Classroom Practice, Data Skills andAnalysis, Professional Standards, and Learning andDevelopment.

Learning – Curriculum, Assessment, Reporting andStudent Performance Measures

Purpose:

To equip students, teachers and our community with theknowledge and skills, which enables them to succeed in anever–changing society.

Major Links to SEF V2:

Leading – Educational Leadership, School Resources

Teaching – Effective Classroom Practice, Data Skills andAnalysis, Professional Standards, and Learning andDevelopment.

Learning – Curriculum, Assessment, Reporting andStudent Performance Measures

Purpose:

To develop greater partnerships with the school and thewider community to enhance wellbeing.  

Major Links to SEF V2:

Leading – Management Practices and Processes,Educational Leadership .

Teaching – Professional Development, ProfessionalStandards, Learning and Development

Learning – Learning Culture, Wellbeing, Reporting

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Strategic Direction 1: The Essentials

Purpose

To ensure that all students have theessential skills and knowledge to embarkon a learning journey throughout theirprimary, secondary and tertiary education.

Major Links to SEF V2:

Leading – Educational Leadership, SchoolResources

Teaching – Effective Classroom Practice,Data Skills and Analysis, ProfessionalStandards, and Learning andDevelopment.

Learning – Curriculum, Assessment,Reporting and Student PerformanceMeasures

Improvement Measures

85% of students K–2 will be reading at orabove the reading levels for EAFS schools.

By 2020 there will be 10% increase in thenumber of students in the top two bandsin reading in Year 3 and Year 5. (BaselineAverage 2015–2017 –Year 3 – 31.3%,Year 5 – 16.8% )

By 2020, there will be an increase of 10%of students in Year 3 and Year 5in numeracy  in the top two bands.(Baseline Average 2015–2017 Year 3 –24%, Year 5 – 11%)

By 2020 there will be an increase in theproportion of Aboriginal and Torres StraitIslander students in the top two NAPLANbands for reading and numeracy by 35%,inline with the State priorities. (Baselineaverage 2015– 2017 Year 3 Reading 19.4,Year 5 Reading 9.1, Year 3 Numeracy13.7, Year 5 Numeracy 9.1).

People

Students

Understand the purpose of engaging intheir own learning and reflecting on theirown achievements to set personal learninggoals.

Staff

Value effective literacy and numeracypractices to improve student outcomes.

Leaders

Understand the importance of systems,resources and practices to support all staffto implement effective literacy andnumeracy programs.

Parents/Carers

Value opportunities to develop a greaterskill set to support the literacy andnumeracy development of their children.

Community Partners

Acknowledge the value of buildingexpertise by providing collaborativelearning opportunities to share expertiseacross the broader learning community.

Processes

Implement research based best practice inliteracy.

Implement research based best practice innumeracy.

Evaluation Plan

Analysis of NAPLAN results

School based assessment

EAFs data collection

Student Work Samples

Student, staff and parent surveys

Practices and Products

Practices

Quality research based literacy andnumeracy are implemented collaboratively,including data analysis, assessment andprogram development and high order workpractices.

All stakeholders are engaged in theteaching and learning cycle, with a focus onliteracy and numeracy so student needsare supported.

Teachers' professional learning focuses oncontinual improvement in literacy andnumeracy pedagogy and contentknowledge.

Products

Literacy and numeracy programs are datadriven and informed through studentassessments and program evaluations.Differentiation is evident in programs and afeature of a teacher's planning for studentsas individuals.

Teacher professional learning is linked toschool's directions in literacy and numeracyprograms and linked to the AustralianProfessional Teaching Standards.

Students articulate and have evidence oftheir achievements and progress whendiscussing their work with their teachersand families.

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Strategic Direction 2: Future Focused Learning

Purpose

To equip students, teachers and ourcommunity with the knowledge and skills,which enables them to succeed in anever–changing society.

Major Links to SEF V2:

Leading – Educational Leadership, SchoolResources

Teaching – Effective Classroom Practice,Data Skills and Analysis, ProfessionalStandards, and Learning andDevelopment.

Learning – Curriculum, Assessment,Reporting and Student PerformanceMeasures

Improvement Measures

Increase the usage of computers/tablets atschool so that every student usestechnology at least once or twice a week.(Baseline 2017 school TTFM datacomputer/tablet use for work at school 11%never or almost never, 22% once or twice amonth, 58% once or twice a week, 9%almost every day).

People

Students

Acknowledge the importance of  creativeand critical thinking skills and be adaptiveto the constant changes in our world.

Staff

Value the importance of continuallydeveloping their  expertise andunderstanding to ensure efficacy in an everchanging world.

Leaders

Understand the impact of stronginstructional leadership on building thecapacity of everyone by fostering acollaborative environment.

Parents/Carers

Understand the importance of creative andcritical thinking to enhance the partnershipsbetween home and school and create acommon language.

Community Partners

Understand the contribution they make tostudent learning through the sharing ofskills and expertise.

Processes

Implement a whole school approach tofuture focused learning including ICT,critical and creative thinking.

Build the capacity of all staff in schoolmanagement, teaching and leading.

Evaluation Plan

TPL Log

Teaching and Learning Programs

Rubrics

Teacher/executive conferences

Student performance data

TTFM

Evaluation of professional Learning

Practices and Products

Practices

Comprehensive and challenging teachingand learning programs embed critical andcreative thinking and ICT to enhancestudent learning outcomes.

Staff will provide clear evidence ofprofessional learning plans and reflections.

Products

Students demonstrate increased capacityto think critically and creatively across allKey Learning Areas through self reflectionand feedback to teachers to plan learning.

Classroom environments are futurefocussed with flexible learning spaces andtechnology utilised to support learning.

Professional learning focuses on continualimprovement in teaching practice andbuilds the capacity of everyone.

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Strategic Direction 3: Community and Wellbeing

Purpose

To develop greater partnerships withthe school and the wider community toenhance wellbeing.  

Major Links to SEF V2:

Leading – Management Practices andProcesses, Educational Leadership .

Teaching – Professional Development,Professional Standards, Learning andDevelopment

Learning – Learning Culture, Wellbeing,Reporting

Improvement Measures

By 2020, The percentage of students achieving or exceeding expected growth inyear 3–5 data increases to 65% in reading,55% in numeracy (baseline rolling average2015–2017 44.5% and 48.6% respectively)

Students exceeding expected growth fromYear 5 to Year 7 increases to 50% inreading and 55% in numeracy (baselinerolling average 41.3% and 48.4%respectively).

Exceed State average in the Tell ThemFrom Me student survey "Advocacy"aspect. (Baseline Tell Them From MeStudent survey 2017, 7.7 school and 7.8state)

Exceed State average in the Tell ThemFrom Me survey "Parents feel welcome"aspect. (Baseline TTFM Parent Survey2017, 7.2 school and 7.4 state)

People

Students

Value opportunities to seek support andadvice from an identified adult

Staff

Understand the importance of positiverelationships between students, staff andthe community.

Leaders

Recognise the importance ofcommunication between all stakeholdersso everyone feels valued and heard.

Parents/Carers

Value and recognise their role and beproactive in their child's learning journey.

Community Partners

Understand the importance of workingcollaboratively with parents and staff for thebenefit of the child.

Processes

Implement a whole school approach todeveloping positive, effective andsustainable community engagement.

Review and further develop wholeschool programs to support the wellbeing ofeverybody.

Evaluation Plan

Attendance rates of staff and students

Data from student, staff and communityfocus groups

Participation rates in extra curricularactivities, parent attendance at communitymeetings

PBL data

TTFM surveys

Practices and Products

Practices

Staff, students and parents are engaged inlearning, information and feedbackopportunities around positivecommunication, wellbeing initiatives andsupport services.

The school and broader community willwork collaboratively to deliver programsthat enhance the life skills of everyone.

Products

Positive and productive relationships areevident due to the implementation of avariety of programs aimed to increasestudent, staff and parents confidence.

Stronger links between the widercommunity enrich the learningopportunities for the students.

Students and staff have a range ofstrategies they use to ensure theiremotional and physical well–being

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