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School Profile

Purpose

Kew Primary School is a dynamic and supportive learning environment, enabling the school community to fulfil the academic, social and physical potential of all students. Our purpose is to develop compassionate, resilient, confident, and creative thinkers with a lifelong love of learning . Our core values of Cooperation, Acceptance, Respect and Excellence guide the decisions of all members of our school community.

Values

Our values centre on the acronym CARE. Co-operation, Acceptance, Respect and Excellence. Staff work co-operatively in teams to bring out the best in each student by creating a positive environment which encourages co-operation, risk-taking in learning, effective communication between teachers, students and peers, positive behaviour and the development of self-esteem.

The CARE program is based on the premise that all students will benefit from:

Student collaboration and wellbeing in a mixed-aged setting Increased understanding and awareness of the school values and student code of conduct Using a platform of consistent language and approach to student welfare that they can practice both

in the classroom, at play times and at home Discussions and activities that build resilience and develop student leadership An increased sense of community in their environment

Environmental Context Kew Primary School is located approximately seven kilometres east of the Melbourne central business district. It has a proud history of serving the local community since 1870. An extension to the double storey brick 1920s building, funded through the Federal Government’s Building the Education Revolution, has provided an exciting open planned learning centre for senior students plus a gym. The grounds are well maintained and provide hard court playing surfaces, a grassed oval, quiet seating areas and a newly established student vegetable patch. The school commenced in 1870 but the original buildings have been progressively replaced. A 1910 Federation building houses the junior school while the 1920s two storey main school accommodates the middle and senior school classes, the art-room, administration and staff room. An extension to the main building, funded through the Federal Government’s Building the Education Revolution, provides flexible learning spaces suited to 21st century teaching and learning and a gymnasium. There is music and a performing arts centre and further classes are conducted in two mod-five portables. A school

community owned building is used for an outsourced after school care program with OSHClub. There are three purpose built play areas as well as basketball courts, oval and seating areas. There are vibrant programs in the Arts, physical education and French. The school is trialling an immersion language program in the Arts through the Content and Language Integrated Learning initiative. The school is keen to prepare students to live and work in our increasingly globalised world and to provide pathways to strengthen intercultural and language capabilities. Recent introduction of an iPad program at years 3-6 has highlighted the benefits of technology for promoting engagement in learning.

Strategic Intent

Goals Targets Key Improvement Strategies

Student Learning

To maximize the achievement of high quality learning outcomes in literacy and numeracy for all students within a broad curriculum that fosters self-motivated learners.

Increase the percentage of students above the expected AusVELS level P-6:

Domain

P-2 3-6

2012 2016 2012 2016

Reading 42 75

Writing 29 65 52 75

Speaking and

Listening

25 65 43 75

Number 34 70 53 75

Measurement,

Chance & Data

14 65 58 75

1. Build the capacity of teachers to deliver explicit teaching within a school culture where high expectations guide student learning and teacher practice. 2. Implement a consistent whole–school approach to curriculum planning and assessment that ensures the curriculum is differentiated to engage, support and challenge students. 3. Build the school’s capacity for strong and distributed instructional leadership.

NAPLAN Reduce the percentage of students deemed capable who are achieving at or below the National Minimum Standard in reading, writing, spelling and numeracy to zero.

Increase the percentage of students deemed capable achieving in the top two NAP bands for reading, writing, spelling and numeracy to at Year 3

Domain

Year 3 Year 5

2012 2016 2012 2016

Reading 70 60

Writing 65 60

Spelling 70 55

Numeracy 55 60

Student Engagement and Wellbeing

To enhance engagement and wellbeing in a vibrant school culture that nurtures positive relationships and a whole-school approach to learning.

Attendance The average number of days absent for students P-6 to be 10 days or less by 2016.

4. Build the capacity of teachers to engage students in stimulating student-centred learning. 5. Implement whole-school planning to enhance student wellbeing, ensure consistent

Student Attitudes to School Survey Based on 2012 benchmarks, the following combined Years 5 and 6 means to improve:

Area 2012 Quartile 2016 Quartile

Stimulating

learning

3.88 1 >

4.14

3

School

Connectedness

4.20 2 >4.40 3

Connectedness

to Peers

4.07 1 >4.34 3

Student safety 4.18 1 >4.42 3

behaviour management and positive relationships.

School Strategic Planner 2013- 2016: Indicative Planner

Key Improvement Strategies

(KIS across the three student outcomes areas)

Actions Achievement Milestones

(Changes in practice and behaviours)

Student Learning

Year 1

-Develop a vision statement for Kew P.S. Involve students, staff and parents. Continue PLT teams Across levels at the end of the

year. Review the time table to ensure 10 hours for literacy and at least 5 hours for numeracy.

Professional knowledge –content, progression points and how students learn - Include AusVELS as the Australian curriculum is introduced

-Explicit teaching (learning intention, success/task criteria, questioning, explicit feedback to students to reinforce the learning intention and how students learn, peer and student self-assessment, questioning techniques, reflection) -Differentiation (planning based on assessment and teaching to each student’s point of need) -Writing and spelling. Develop a

Completed Term 4 2012

Established early in Term 1

Planning documents reflect correct allocation of hours and differentiated teaching

Completed Term 4 2012

PLT teams will be established by

the end of

Learning Walks/ planning documents and assessment schedules highlight that Explicit teaching and differentiation is embedded in whole-school practice.

Evidence that the continuum is

sequenced curriculum Document expectations for team planning and data reflection/moderation across teams - Facilitate leadership development through targeted Bastow leadership modules and coaching. -Evaluate and refine the performance review process. -Plan and implement an EAL program for new arrivals/LBOTE students. P -Document an induction process for new staff. Graduate teachers to have a mentor appointed. Evaluate progress of Teaching and Learning in flexible classroom spaces and refine practice.

being progressively developed.

Audit of assessment techniques for Writing and Spelling conducted; moderation for Writing

Leaders attend professional learning

Planning moderation and differentiation established.

Documented procedures processes established.

Documented improved Teaching and Learning methodology/strategies arising as a consequence of teaching in these learning spaces.

Year 2

Co-plan with students their learning goals. Align with skills continuums;

Plan for collaborative learning tasks

Develop ILPs, and use ABLES especially for PSD students

Evidence in student reports and portfolios of student self-appraisal

Evidenced in teacher planning documentation

The school uses ABLES as a planning document.

Introduce student led reporting conferences and link to student goal setting

Use planning tools such as FUSE and the e5 Instructional Model to plan explicit and rich learning tasks & assessment criteria.

Plan engaging tasks to motivate students to close the gender gap –writing tasks for boys and numeracy challenges for girls to build learning confidence.

Evidence that these conference commence in Level 4 at the mid-year Parent/Teacher reporting sessions.

Current DEECD guidelines are implemented and documented.

Teachers document consistent open-ended learning tasks and conversations about learning.

Year 3

-Embed in teaching practice student goal setting, self -assessment, peer feedback and effective teacher feedback embed child-centred learning strategies where rubrics and challenged based learning grows.

Build a culture that expects instructional leadership and continuous teaching

improvement; use learning walks, coaching and peer observation, modelling, feedback and whole school professional learning

Teachers provide informed/specific feedback about student self-assessment against rubrics enabling goals to be clarified.

Ongoing

Year 4

Ensure programs to support students below expected levels are resourced as a high priority (e.g. reading recovery, levelled literacy intervention, STA and/or programs such as Quicksmart) Revue the effectiveness of Scope

and sequence charts Audit the effectiveness of

professional learning and the effectiveness of teacher practice in the focus areas.

Review staff knowledge of Aus/VELS and how this knowledge has been embedded in teacher practice.

Review progress in achieving planned priorities

Established and Ongoing

Leading teachers /implement manage and modify the effectiveness of established scope and sequencing programming.

Success is dependent on state and national co-ordinated systemic support.

Review the success or otherwise

of progress made against the original priorities established in this plan.

Student Engagement and Wellbeing

Year 1

Reflect on teacher practice using the e5 Instructional Model as a framework with a focus on improved student engagement.

Review the E-Up integrated units

and progressively align curriculum to AusVELS. questioning and developing higher order thinking for students

Re-visit the Engagement policy and ensure all staff follow the stepped behaviour management guidelines.

Improvement is reflected in the school’s P and D culture.

Feedback gathered as a consequence of coaching and learning walks. E-Up future is dependent upon progress with the implementation of AusVELS.

Document the expectations for each class for setting high expectations for learning and behaviour in the first two weeks of the school year.

Review the current programs CARE groups, You Can Do It and Stop, Think, Do and Bounce Back. . Initially focus on building peer

connectedness for girls. Update the planning already

commenced to develop the ICT resourcing plan.

Constantly monitor the staff skill development plan.

Continue planning to

progressively resource all learning spaces with emerging technology.

Ensure regular technical support; consider further locally employed technician support.

Regularly conduct the staff e-

learning skills audit and review the e-learning

Plan for student and staff collaboration using digital technology (e.g. blogs,

Evaluation of Performance wikis,

Recommendations for a whole school approach followed through. An agreed position adopted with appropriate PD provision.

Teachers document how they are using ICT in their Teaching and Learning Programs.

All staff have completed the E Potential Survey annually. ICT PLT formalised PD plan to address staff competencies long-term is in place.

Each year of the ICT plan is reviewed according to the timeline and ensure that funding is allocated to meet key objectives in the plan.

School Council employed technician to meet DEECD shortfall as funding permits.

-Time tabled ICT coaching and modelling to support staff.

design space on the Bloom’s digital taxonomy (( –refer to Teachers Connecting with e5) plan. Develop mentoring and facilitate

leadership skill building for Year 4-6 students.

Establish consistent and common communication links between teachers.

Provision of professional learning/support is documented.

Transition to student leadership program developed from Year 4 and documented.

All staff utilise the school’s Intranet for direct communication. CC/Leadership/ Team leaders report back to all staff with consistency.

Staff reliably report back at staff meetings after attending PD sessions outside the school.

Year 2 Skill teachers to engage in higher order questioning and developing higher order thinking for students (feedback through coaching, learning walks).

Broaden assessment techniques especially for integrated units.

Embed student led conferences for reporting to parents. Link with ICT

Review cyber bullying strategies

Ongoing

Ongoing

Regularly conduct the staff e- learning skills audit and review the e-learning plan.

Provide professional learning/support as appropriate

Evaluation of Performance wikis, design space on the Bloom’s digital taxonomy –refer to Teachers Connecting with e5) plan.

Update the school’s Engagement policy especially the approach to stepped

behaviour management, Develop mentoring and facilitate

leadership skill building for students.-whole school

Ongoing -Continue to train staff in restorative

practices. Trial/introduce an agreed resilience program Monitor student attendance and procedures for irregular attendance.

Year 3 Skill teachers to engage in higher order questioning and developing higher order thinking for students

.

Plan student negotiated tasks

Broaden assessment techniques especially for integrated units.

embed student led conferences for reporting to parents. Link with ICT

Regularly conduct the staff e-

(feedback through coaching, learning walks)

Inquiry/Challenged based learning tasks are documented by teachers

Planned assessment strategies that assess a broader range of AUS/VELS standards.

Ongoing

learning skills audit and review the e-learning plan.

Provide professional learning/support as appropriate

Evaluation of Performance wikis, design space on the, Bloom’s

digital taxonomy –refer to Teachers Connecting with e5)

Continue to train staff in restorative

practices.

Monitor student attendance and procedures for irregular

attendance.

Develop mentoring and facilitate leadership skill building for

students.-whole school

Survey Monkey surveys used to gain insights into effective use.

Trailed and /introduce the agreed resilience program

Utilise eCases reports to monitor attendance and follow up irregular attendances.

Ongoing

Year 4 Skill teachers to engage in higher order questioning and developing higher

order thinking for students (feedback through coaching, learning

walks). -Plan student negotiated tasks

Broaden assessment techniques especially for integrated units.

Review led conferences for reporting to parents. Link with ICT

Regularly conduct the staff e-learning skills audit and review

Ongoing

Ongoing

the e-learning plan. Provide professional

learning/support as appropriate Evaluation of Performance

wikis, design space on the Bloom’s digital taxonomy –refer to

Teachers Connecting with e5)

Continue to train staff in restorative practices.

Review the agreed resilience program

Monitor student attendance and procedures for irregular

attendance.

Develop mentoring and facilitate leadership skill building for

students.-whole school

Outcome: Either to revise/continue or not

Student Pathways and Transitions

Year 1 Ensure all data is recorded on SPA by the end of 2012.

Continue a leadership position with responsibility for data management

Plan for parent training sessions

initially in literacy. Develop a student information pack

for new students -Continue to refine the Prep

transition program

Completed December 2012

Consultative Committee pending.

Leading Teachers to plan and conduct training sessions.

The information pack is

Build independent learning skills for students to prepare them for

secondary education.

-Plan pathways for all students with special needs. Plan regular review of ILPs and intervention or support programs -Continue regular SSG meetings for all PSD students to review progress, set or revise goals and actions. Share ILPs with integration aides. Use student goal setting for all students and encourage students to set goals against sequential skills continuums. Individual student transition

meetings with data coordinator / leading teachers to plan

Establish a Start-up program in the first weeks of each year. Include class norms for behaviour and learning.

Establish co-planned anchor charts for learning and behaviour.

Ongoing

Mandated strategy

After the 10 days staff get together and do a walk around the school to see what others have done and to celebrate what individual teachers have done.

Annually conducted by individually class teachers/Leading teachers

Teache5rs visit other classrooms to celebrate successes in the program

PLT Leaders plan and establish the charts

Year 2 -Continue to refine the Prep transition program

Build independent learning skills

Ongoing

for students to prepare them for secondary education.

Continue regular SSG meetings for all PSD students to review progress, set or revise goals and actions. Share ILPs with integration aides.

Use student goal setting for all students and encourage students to set goals against sequential skills continuums.

Individual student transition

meetings with data coordinator / leading teachers to plan

Continue with the Start-up program

in the first weeks of each year

Ongoing

Ongoing

Ongoing

Ongoing

Year 3 -Review the Prep transition program Build independent learning skills for students to prepare them for secondary education. Continue regular SSG meetings for all PSD students to review progress, set or revise goals and actions. Share ILPs with integration aides. Use student goal setting for all students and encourage students to set goals against sequential skills continuums. Individual student transition

Ongoing

meetings with data coordinator / leading teachers to plan

Continue with the Start-up program in the first weeks of each year

Year 4 -Review the Prep transition program Build independent learning skills for students to prepare them for secondary education. Continue regular SSG meetings for all PSD students to review progress, set or revise goals and actions.

Share ILPs with integration aides. Use student goal setting for all students and encourage students to set goals against sequential skills

continuums. Individual student transition

meetings with data coordinator / leading teachers to plan

continue with the Start-up program in the first weeks of each year

Ongoing

Ongoing