2021 - 2023 business plan belonging, becoming, being
TRANSCRIPT
2021 - 2023 BUSINESS PLAN
Belonging, Becoming, Being
Our VisionOur BeliefsWe believe in engaging our students in learning and helping them pursue their personal best through developing a sense of ‘belonging, becoming and being’.
We believe the key to successful learning at Southern Grove is building upon authentic and positive relationships between, students, staff and families.
We believe our students will learn best in a learning environment that nurtures their social, emotional, physical and cognitive development.
We believe our students will learn best when engaged in authentic, meaningful and intentionally planned experiences.
Together we grow through embedding a holistic foundation for our school community to achieve our personal best socially, emotionally, physically and cognitively.
Belonging Becoming Being
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Our Core Values
Our K ey Concepts
Business Plan OverviewFocus on the whole child
Differentiate and personalise learning
Pursuing personal best
Develop 21st century learners
Building teacher capacity
Strong leadership that is shared
A rigorous focus on what matters most
Nurturing learning environments
Ensuring an orderly and supportive learning environment
Networking opportunities
Pursue partnerships
Strategic marketing
• Walker Learning Approach WLA embedded from K-6• Implementation of whole school health and wellbeing program• School structures in place to ensure students are well known by the staff
• Embed WLA to ensure personalised learning for every student K-6• Support all students in all year levels with differentiated learning to achieve progress
• Actively engage students in regular SMART goal setting in order to achieve to potential
• Develop knowledge and skills to assist students as learners in the 21st Century• Utilise all aspects of technology into teaching and learning programs (STEM)
• Ensure high standards of teacher knowledge and practice through collaborative practices, professional learning, classroom observation and feedback
• A clear vision and direction for the school• Improvement focused leadership
• Embed whole school approaches with consistent delivery and connected practice• ISTAR instructional model embedded K-6• A clear sense of how to prioritise what happens in the teaching and learning program• Effective use of resources devoted to identified priorities
• Higher aims and targets for students than those of like schools• Shared belief of ‘we can make a difference to the students we teach’• Programs designed to challenge students
• Clear expectations and processes for student wellbeing, behaviour and engagement• Consistent implementation of processes by staff• Students well known by staff
• Build and utilise Nicholson Network partnerships to develop opportunities for the staff, students and school community
• Continue to build and utilise internal partnerships e.g. P&C, Board, volunteers and parents to develop opportunities for the students, staff and school community• Build and utilise external partnerships e.g. universities, TAFE, Men’s Shed etc. to develop opportunities for the students, staff and school community• Further develop the Power of Partnership parent education programs
• Develop marketing plan for 2021-2023
THRIVING STUDENTS
NURTURING LEARNING ENVIRONMENT
FLOURISHING STAFF
BUDDINGCOMMUNITY
Thriving Students
Commit to the development ofthe whole child using the Walker Learning Approach and explicitly teaching social and emotional learning skills
Differentiate and personalise learning to maximise educational achievements and opportunities for all students
• WLA is embedded with fidelity across all classes• Play is the Way professional learning accessed• Full implementation and embedding of Play is the Way program across the school• Dedicated behaviour education sessions weekly across the school with a focus on the explicit teaching of social and emotional learning skills and strategies to manage emotions• Be You action plan implemented across the school• PoP sessions held to educate parents about the social and emotional development of their children and the programs at Southern Grove that support this development• Update Personal and Social Capabilities continuum and use as a reference for planning• Extra - curricular activities reflect the interests of the students • Embed WLA assessment and recording processes to ensure personalised learning is achieved for every student K-6• SAER Policy and Process reviewed and updated• Provide early intervention and support for students at educational risk, including high needs and talented students• Implement high quality differentiated programs across K-6 with targeted support for identified students• Employ a Learning Support Coordinator
• Classrooms are reflective of the Walker Learning pedagogy • Indoor and outdoor environment set up as recommended in phases of learning• Planning documents are reflective of the Walker Learning pedagogy• Explicit teaching of social and emotional skills evident in indoor and outdoor learning environments• Consistent use of behaviour matrix across K-6 to clearly outline expectations of student behaviour across the school• Personal and Social Capabilities reflected in developmental domains in planning documents• Personal and Social capabilities continuum completed each semester and analysed to demonstrate student progress• Use Attitude, Behaviour, Effort (ABE) reporting data to demonstrate an increase in the number of students who perform ‘consistently’ across all year levels• Power of Partnership (PoP) sessions held once per term to share information with our parents• Evidence of Play is the Way, a minimum of 3 times per week, reflected in timetabling• Running Club, Eco Warriors, Numero Club and Choir continue to attract students
• Evidence of Walker Learning assessment and records for every student K-6• SAER Policy and Process reviewed, updated and implemented• Student Services team meet fortnightly, minutes kept, and information shared with the Leadership team and then at PLCs• Intervention and extension programs are implemented for students identified through targeted assessment• Teacher planning reflects differentiation of whole school programs for identified students• Learning Support Coordinator employed for a minimum of 0.2 FTE by the end of 2023
FOCUS STRATEGIES PERFORMANCE INDICATORS
Thriving Students
Provide opportunities and support to ensure all students can unlock and fulfil their learning potential
Develop 21st Century learners through the provision of inquiry based learning and a focus on creativity, critical thinking, communication and collaboration
• Consistent practice across whole school in setting success criteria and SMART goals using an agreed format• Actively engage students in setting challenging SMART goals and to strive to achieve their learning potential in literacy, numeracy and their social and emotional development• Consistent use of the Ready to Learn (R2L) charts to encourage students to achieve their personal best• Develop a framework for student self-assessment• Provide targeted feedback to students to highlight the what next in order to achieve their learning potential• The Supporting Student Engagement policy and processes are consistent across the school• Embed the Play is the Way language across the school to support students in achieving Ultimate Community Role Model status• Develop a framework which provides fair and transparent opportunities to develop leadership qualities in students from PP–6• Attendance Policy is reviewed and updated to promote regular attendance for all students • Development and implementation of a Technologies scope and sequence from PP-6• Development and implementation of an ICT Skills scope and sequence from PP-6• Digital literacy practices embedded for teachers, students and all staff• Provide opportunities through Investigations, Educational Research Projects and special event days for students to use technology to create, use and communicate ideas for a range of purposes and audiences• Explicitly teach students to be able to navigate the digital world responsibly, safely and ethically
• Implementation of agreed format for success criteria and setting SMART goals – this will differ according to phases of learning• Evidence of students setting challenging SMART goals and achieving their learning potential in literacy, numeracy and social and emotional development• Ready to Learn charts are used consistently in every classroom• Students are engaged in self-assessment practices in literacy and numeracy• Class observations reflect targeted feedback for students• Analysis of behaviour records demonstrate improvement in student engagement and behaviour• Number of students awarded with Ultimate Community Role Model increases over the life of the Business Plan• Leadership opportunities provided from P-6• Attendance rates tracked and monitored to achieve improved attendance for those students with a rate of 89% or lower
• The Technologies and ICT Skills scope and sequence is implemented across all classes from PP-6• Integrated use of technologies is evident in planning documents and teaching practices across all learning areas• Evidence of the design process during Investigations and ERPs from years PP-6• Students challenge themselves to incorporate digital technologies into the ERP process• Analyse and measure the incidences of inappropriate use of technology with a view to reduce these numbers by the end of 2023
FOCUS STRATEGIES PERFORMANCE INDICATORS
F lourishing Staff
Build teacher capacity to ensure high quality, effective, consistent and connected teaching practice is evident in every classroom for every student, every day
Continue to develop strong leadership that is shared across the school
• Create a document that highlights the characteristics of an effective teacher and supports teachers to ‘work like the best’• Formal and informal opportunities for professional learning contributes to the whole school improvement plan• Professional learning communities (PLCs) further developed to include opportunities for teachers and allied professionals to engage in professional learning, planning, discussion and feedback • Southern Grove Non-Negotiables are embedded across the school from K-6 to ensure consistent and connected practice• Whole school literacy and numeracy lessons are based on the ISTAR pedagogical framework• Coaching, mentoring, observation and feedback processes formalised• Build assessment and data literacy in all staff to improve their understanding of key data and how it can be used to inform their teaching• Graduate teacher support program developed• Shared vision of high quality teaching is reflected in the recruitment process • Identification and implementation of meaningful leadership opportunities to engage as many staff as possible• Development of strong and effective middle and top level leadership through growth coaching, aspirant programs, work experience and professional learning opportunities• Teachers use the Future Leaders Framework Leadership Development Profile to identify stage of leadership and to set goals for further development
• Teaching staff and allied professionals have high expectations for students and focus on individual student progress• Teachers have in-depth understanding of the curriculum and know how to sequence the delivery effectively• High expectations are demonstrated to students in the learning goals and success criteria that teachers present to students • Teachers and allied professionals work together and collaborate to improve individual and collective efficacy• Timetabling reflects collaborative planning time for teaching staff• PLC meetings have clear agendas and minutes are taken• Professional learning is guided by the school priorities• Evidence of the ISTAR model of teaching is evident in every classroom• Every teacher and allied professional engages in peer observation and feedback sessions at least one time per semester• Staff understand how to analyse student data and use the information to improve student outcomes• Graduate teacher program is developed and implemented
• Clear and transparent processes are employed to provide opportunities for staff to take on leadership roles• Teaching staff are given opportunity to participate in professional learning to develop leadership skills• Staff are encouraged to apply for leadership development opportunities provided by the school, Nicholson Network and Department of Education.• Staff in leadership roles model a strategic approach to their roles• Leadership effectiveness is evaluated formally and reviewed as part of the whole school review process• Teachers use the Future Leaders Framework Developmental profile to set performance and development goals for developing their leadership skills
FOCUS STRATEGIES PERFORMANCE INDICATORS
F lourishing Staff
Have a rigorous focus on what matters most
• The existence of an orderly learning environment in which all students can learn and all teachers can teach• Core teaching and learning strategies for school improvement identified and prioritised• Opportunities to increase students learning time are identified and prioritised• Physical, financial and human resourcing are directed to identified strategies for school improvement
• There is consistent application of the Supporting Student Engagement policy and processes across the school• Whole school programs and teaching strategies are prioritised and evident through timetabling and planning documents• Good planning is evident by every teacher to optimise the time students are actively engaged in their learning• Consideration is given to the number of interruptions to the teaching and learning program including incursions, excursions, sporting events, assemblies and announcements• MCS is a member of the leadership team • Resources are prioritised according to the Business Plan in order to achieve school improvement
FOCUS STRATEGIES PERFORMANCE INDICATORS
Nurturing Learning Environment
All staff share the vision of creating a culturally responsive learning environment where students feel welcome, safe and valued
The school has high expectations and self-efficacy of students and staff
There is an orderly and supportive learning environment for all staff
• Aboriginal Cultural Standards Framework implemented• Significant events e.g. NAIDOC week, Harmony Week, Christmas and Reconciliation Day are recognised • Bush Tucker Garden area is developed and used • Create a school environment that is reflective of the cultures and languages of all families that attend SGPS• EALD Progress Map is used to track students
• Use evidence-based assessment tools to track student progress• Whole school tracking system is in place to monitor progress of all students• SGPS Operational Plans are implemented and reviewed • A targeted case management approach is implemented for literacy and numeracy • Student learning is supported by documented plans in response to individual student needs (intervention and extension)• Performance and Development processes for staff reviewed and updated to ensure professional growth
• There are clear expectations and processes for student behaviour and engagement• Staff implement the Supporting Student Engagement policy and processes consistently across the school• Create a comprehensive approach to student and staff wellbeing by engaging support services that meet the growing demands for mental health and pastoral care support• Increase school psychologist FTE TO 0.4 by 2023• Engage the services of a School Chaplain and aim to increase the FTE by 2023
• There is evidence of the implementation of the 5 cultural standards in planning documents, teaching and learning practices and the school environment• Staff use the ACSF continuum to reflect on individual and whole school progress• The school environment visibly reflects the cultures and language of all families at SGPS• EALD Progress Map data is analysed and acted upon
• The performance of our stable cohort will be above the National Mean and ‘like’ schools by the end of 2023• Teachers actively engage in analytical and evaluative practices to diagnose the impact of their teaching and learning practices on student progress• Documented plans are created, implemented, reviewed and updated on a termly basis to ensure student improvement• Case management students demonstrate improved outcomes• Performance and Development includes goals, performance indicators, time frames and support for professional growth • Performance and Development process includes peer observations, class observations and feedback
• There is a reduction in the number of students referred to the office for extreme behaviour • Student Services team includes the Principal, Deputies, School Psychologist, School Chaplain and Learning Support Coordinator by the end of 2023• School Psychologist FTE increased to 0.4 by 2023• School Chaplain FTE increased to 0.3 by 2023
FOCUS STRATEGIES PERFORMANCE INDICATORS
Budding Community
Pursue and develop partnerships to engage families and the community in their children’s learning journey
Continue to build, strengthen and make effective use of network opportunities to support the school in the education and wellbeing of students and staff
Develop a strategic marketing plan to increase enrolment, retain student numbers and promote the school in the wider community
• School Board effectively represents the school community and has a leadership role in the accountability processes of the school• Seek opportunities to build and utilise partnerships with parents and carers e.g. ERP expos, family picnics, open days, concerts, P&C events, classroom help, parent workshops• Build relationships with pre-kindy aged organisations to assist with school readiness through playgroup and open days• Identify, utilise and recognise the skills, trades and talents of parents/carers to support school improvement• The school communicates relevant information to parents via Connect, Facebook, emails and the website• Parent , staff and student satisfaction surveys completed biennially to gain feedback from the community
• Continue to build and utilise Nicholson Network relationships to develop opportunities for the staff, students and school community• Build and utilise external partnerships e.g. local businesses, universities, TAFE, Men’s Shed etc. to develop opportunities for the students, staff and school community• Develop a community resource to connect families with support agencies in the local area
• Develop and implement a marketing plan for 2021-2023
• Increase in number of parents attending functions and special events including Expos, concerts, picnics etc• Staff attend at least one P&C event annually to demonstrate support for the school community• Increased numbers of parents and community members on the P&C and nominating for Board membership• Numbers of pre-kindy aged children attending playgroup increased• Projects in the school include help from the parents in the community • Parent, student and staff survey feedback analysed and acted upon
• Network events are held and attended by staff and/or students• Local businesses and external partners attend and contribute to events and school projects• Community support resource platform is completed and provided to parents and carers
• Marketing plan developed and implemented• Increase in student numbers from K-6• Retention levels at 95% or more of all local intake students K-6
FOCUS STRATEGIES PERFORMANCE INDICATORS
Targets for Academic Improvement 2021 - 2023
STATE TARGET: School mean will be above the mean of like schools and WA Public Schools in all domains
NATIONAL TARGET: 90% of students will be above the Australian minimum standard in all domains
INDIVIDUAL TARGETS FOR EVERY STUDENT
EXPECTED ACHIEVEMENT NAPLAN
EXPECTED ACHIEVEMENT PAT TESTING
• All students are expected to achieve a minimum two band growth in each domain• Students already achieving Band 7 or higher will continue to meet or exceed expected growth
• All students will make a minimum of expected progress or better in every school year, across all domains
• Scores between 4-5 in the biennial student and staff and parent National School Opinion Survey (NSOS)• A minimum of 75 % of all students achieving ‘consistently’ in all areas of the Personal and Social Learning Teacher Assessment Rubric• A minimum of 75 % of all students achieving ‘consistently’ in all areas of Attitude, Behaviour and Effort on the system report each semester
Targets for Social and Emotional Learning Growth 2021 - 2023
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Act, Assess, Plan
