thornlie primary school

Growth Respect Opportunity Worth

THORNLIE PRIMARY SCHOOL

BUSINESS PLAN 2021–2023

THORNLIE PRIMARY SCHOOL BUSINESS PLAN 2021–2023 | PAGE 1

TO THORNLIE PRIMARY SCHOOLWelcomeThornlie Primary School places a high emphasis on student success, and values the educational, social, emotional and physical development of our students. Thornlie students are taught the skills necessary to meet the challenges of the future and are given opportunities to practice these through a variety of learning experiences to develop the whole child.

SCHOOL CONTEXT Thornlie Primary School was the first primary school to be established within the suburb of Thornlie in 1960. Currently, with an enrolment of over 350 students in years K-6, Thornlie Primary School is a Level 5 school with an Index of Community Socio-Educational Advantage (ICSEA) of 930 with the Australian average being 1000. Our school serves a culturally diverse population and has both a Mainstream and Intensive English Centre (IEC) on site. Currently 8% of our students are from an Indigenous background, 40% have English as an additional language and 25% of our current student population is enrolled in the Intensive English Centre program.

OUR PLAN Our Business Plan 2021 - 2023, outlines the direction of Thornlie Primary School for the next three years. It describes in broad terms, our key focus areas of development which are intended to have maximum impact on the individual student and overall school performance.

To ensure our school priorities align with the commitments outlined in the Classroom First strategy, our Business Plan is predicated on the Directions for Western Australian Public Schools 2020-2024, Building On Strength, Future Directions for the Western Australian Public School System.

The plan guides all decisions, structures, profiles and resources at Thornlie Primary School, to ensure a strategic approach towards school improvement in both academic and non-academic contexts occurs.




FEDERAL / STATE GOVERNMENT

WESTERN AUSTRALIAN CURRICULUM

COMMONWEALTH AND GOVERNMENT AGREEMENTS MINISTERIAL PRIORITIES

DEPARTMENT OF EDUCATION WESTERN AUSTRALIA

SCHOOL CURRICULUM

AND STANDARDS AUTHORITY

(SCASA) / WESTERN

AUSTRALIA

STRATEGIC DIRECTIONS

FOR WESTERN

AUSTRALIAN PUBLIC

SCHOOLS 2020-2024

HIGH PERFORMANCE

AND HIGH CARE / CLASSROOM

FIRST STRATEGY

ANNUAL FOCUS

DOCUMENT

SCHOOL IMPROVEMENT

AND ACCOUNTABILITY

EARLY YEARS OF

SCHOOLING

ABORIGINAL CUTURAL

STANDARDS FRAMEWORK

BUILDING ON STRENGTH FUTURE DIRECTONS FOR THE

WESTERN AUSTRALIAN PUBLIC SCHOOL SYSTEM

THORNLIE PRIMARY SCHOOL BUSINESS PLAN 2021 - 2023

TEACHING LEARNING

LEADERSHIP RESOURCES PARTNERSHIPS ENVIRONMENT

OPERATIONAL PLANNING

ENGLISH MATHS SCIENCE

HUMANITIES AND SOCIAL

SCIENCES(HASS)

HEALTH AND PHYSICAL

EDUCATIONLANGUAGES THE ARTS TECHNOLOGIES

INTENSIVE ENGLISH CENTRE

EAL/D STAGE 1

COLLABORATIVE TEAM PLANNING - CLASSROOM PLANNING

ENGLISH MATHS SCIENCE

HUMANITIES AND SOCIAL

SCIENCES(HASS)

HEALTH AND PHYSICAL

EDUCATIONLANGUAGES THE ARTS TECHNOLOGIES


EAL/D STAGE 1

This business plan outlines the key areas identified to ensure ongoing educational, social, emotional and physical development of students within Thornlie Primary School.


OUR SCHOOL - THORNLIE PRIMARY SCHOOL


Providing a high quality education to every student, every day.

Growth Respect Opportunity WorthOur Vision

Our Values

WHAT YOU WILL SEEDedicated staff providing rich learning opportunities through differentiated and agreed teaching practices, in mainstream and IEC classrooms.

Students enthusiastic about learning and engaged in varied and targeted learning programs.

A culturally inclusive school environment reflecting the cultural, linguistic and religious diversity of our community.

Students showing respect, co-operation, positive behaviour and pride in their school thus demonstrating our school’s GROW motto: Growth, Respect, Opportunity and Worth.

WHAT YOU WILL HEAREnthusiastic and engaged students immersed in rich differentiated learning environments across the school.

Positive and respectful communication, and encouragement and productive learning conversations between staff and students.

A welcoming and relaxed tone creating a sense of belonging for all members of the school community.

WHAT YOU WILL FEELA productive and enthusiastic learning atmosphere as students engage in learning opportunities.

Student’s connection to their learning and ownership of their successes and attainment of learning goals.

Student’s sense of self-worth, that they are valued, listened to, supported and feel safe at school.

Parents and carers are supported and valued as an integral part of our school community.




“Providing a high quality education to every student, every day.”

OUR SCHOOL ACHIEVES THIS THROUGH:

committed, professional and innovative staff who embrace contemporary practices,

articulating clear aspirations for students and staff,

maintaining a safe and supportive learning environment for all students,

use of assessment data to ensure learning needs are met through differentiated planning and pedagogy,

a culture of respect for self, others and the environment within the school and the wider community.

WHOLE SCHOOL PRIORITIES

PRIORITY 1. TEACHING – High Quality Teaching

PRIORITY 2. LEARNING – Success for All Students

KEY SUPPORTS

ENVIRONMENT – Safe and Supportive

LEADERSHIP – Committed and Innovative

PARTNERSHIPS – Meaningful and Inclusive

RESOURCES – Targeted to Support Student Achievement

ENVIRONMENTPARTNERSHIPS

RESOURCES

LEADERSHIP

STUDENTTEACHING & LEARNING


PRIORITY 1. TEACHING – High Quality Teaching PRIORITY 2. LEARNING – Success For All Students FOCUS AREA MAJOR STRATEGIES - WHAT WE DO EVIDENCE - HOW WE KNOW

iSTAR Staff plan and deliver teaching and learning programs within the iSTAR pedagogical framework

iSTAR evidenced in lesson observations.iSTAR evident in PM goals.

HIGH IMPACT TEACHING STRATEGIES

Staff implement the High Impact Teaching Strategies (HITS): High Impact Teaching Strategies are evident in: • classroom pedagogy, • collaborative planning,• teacher planning: daily, short term and long term,• improved student outcomes, • ongoing student engagement,• practice observed during classroom observation,• targeted dialogue after classroom observation and during

Performance Management.

• Setting Goals,• Structuring Lessons,• Explicit Teaching,• Worked Examples,• Collaborative Learning,

• Multiple Exposures,• Questioning,• Feedback,• Metacognitive Strategies,• Differentiated teaching.

Staff provided with:• targeted professional learning, • collaborative planning time within phases of learning, • peer support through modelling and coaching.

DIFFERENTIATION Staff use The Eight Elements of Differentiation to provide a differentiated curriculum and pedagogy to meet the individual learning needs of students through appropriate teaching and learning adjustments. The Eight Elements of Effective Differentiation:

Evidence of differentiation in:• planning and pedagogy,• improved student outcomes, • improved student engagement,• targeted dialogue during Performance Management meetings,• classroom observations and targeted feedback.Assessment to inform

differentiation,Differentiation of content,Differentiation of pedagogy, Differentiation of purpose,Differentiation of outcomes,

Differentiating the use of resources, Differentiation of assessment practices and tasks,Differentiation of the learning environment.

RESOURCES Provision of human and financial resources are planned, targeted and allocated to support and improve student outcomes.

• FTE is allocated to enable high quality teaching programs to support the learning success of all students.

• FTE is allocated to enable PLCs; targeted professional learning aligned to school priorities.

• EEA, SNEA and EA FTE is allocated to provide targeted support to students according to identified needs.

• Non-human resources allocated to support school priorities.

USE OF DATA Staff use a range of appropriate assessment practices to:• gather and analyse data,• inform the planning of teaching and learning programs, • inform differentiation,• report on student achievement and progress.

Appropriate assessment practices and use of data evident in:• teacher’s planning, • differentiated content and pedagogy, • collaborative moderation,• data analysis during PLC,• targeted dialogue during PM meetings,• classroom observations and targeted feedback,• informal / formal assessment and reporting practices.

PARTNERSHIPS The school encourages and supports involvement from the school and the wider community in actively supporting the school priorities.

• Inclusive practices, use of interpreters and translations, that enable full participation of the whole school community in school partnerships.

• School social events that are planned to target and be inclusive of the school community.

• School community, attendance, support and participation in school events.

• Regular ongoing volunteers who support learning programs in collaboration with staff.

STUDENTS AT EDUCATIONAL RISK

FOCUS AREA MAJOR STRATEGIES - WHAT WE DO EVIDENCE - HOW WE KNOWStudents with Special Needs Students with Learning Difficulties Aboriginal StudentsEAL/D Students

Utilise the SaER policy and procedures for identification of at risk students: emotional, academic, social, behavioural, health and attendance.Disability Resourcing allocated to support students with Special Needs. Use of Class Tier Pyramid strategy and SaER Overview notes. A targeted case management approach for students at risk:• with special needs,• with learning difficulties. • Aboriginal students,• identified EAL/D students (Stage 1 and Stage 2).Aboriginal student profiling.Aboriginal Cultural Standards Framework PL.Appointment of Aboriginal Education Coordinator. Assess EAL/D students on EAL/D Progress Map.EAL/D student profiling.

• Effective use of school SaER policy and procedures for identification and management of at risk students.

• Teacher identifies students, plans, implements and reviews appropriate documented plans: IEP / GEP / IBP / SSEN plans used to differentiate according to student needs.

• Improved outcomes for SaER.• Complete, use and maintain Aboriginal student profiles to improve

staff awareness of Aboriginal student needs and how to target support.

• Coordination of the implementation of a whole school approach to Aboriginal education.

• Differentiation of the learning program that addresses at risk EAL/D learners.

• Improved staff awareness of student background: HL, culture, religion, prior schooling, family dynamic, parent literacy, trauma, health etc.


TARGETS 2021 – 2023

ON ENTRY • Students will make above average progress between modules in Reading, Writing and Numeracy.

NAPLAN • Match or exceed Like Schools performance in NAPLAN 2021 – 2023.• Increase the percentage of students who make moderate to very high progress from On Entry to Year 3 NAPLAN and

Year 3 to Year 5 NAPLAN.

NQS • Meet the requirements of all quality areas within the National Quality Standard, K-2.

ATTENDANCE • Match or exceed the like school average for regular attendance.• Match or exceed state average for regular attendance.• Match or exceed the like school average for Indigenous students.• Match or exceed state average attendance for Indigenous students.


EnglishTARGETS FOR STUDENTS WITH PRIOR SCHOOLING:• Early Childhood (EC): will achieve EAL/D EC Progress Map Level 4 in Speaking, Listening, Reading/Viewing and

Writing within 12 months,• Middle and Senior: will achieve EAL/D Middle Childhood Progress Map Level 4 in Speaking, Listening, Reading/

Viewing and Writing within 12 months.TARGETS FOR STUDENTS WITH LIMITED SCHOOLING BACKGROUNDS:• Early Childhood (EC): will achieve EAL/D EC Progress Map Level 3 in Speaking, Listening, Reading/Viewing and

Writing within 24 months,• Middle and Senior: will achieve Middle Childhood Progress Map Level 3 in Speaking, Listening, Reading/Viewing

and Writing within 24 months.

MathematicsTARGETS FOR:• Number and Algebra,• Measurement and Geometry,• Statistics and Probability.Develop age / year level appropriate mathematical concepts and related mathematical language in order to begin to access Western Australian Mathematics Curriculum on transition to mainstream schooling.

ATTITUDEBEHAVIOUR EFFORT

• Increase percentage of students achieving ‘Consistently’ or ‘Often’ across all eight reporting Attitude, Behaviour and Effort (ABE) descriptors on the semester reports.

• Maintain a suspension rate below 2% annually.

STUDENTVOICE

Student survey data reflects high overall ratings of satisfaction (eg.4 / 5):• TTFM Survey – The Learning Bar 2021 & 2023,• NSOS 2022.

STAFF Staff survey data reflects high overall ratings of satisfaction (eg.4 / 5):• OHI Survey 2021 and 2023,• TTFM Survey – The Learning Bar 2021 and 2023,• NSOS 2022, • Empower more staff to undertake leadership roles within the school through a distributed leadership model.

PARENTS AND COMMUNITY

Implement parent, staff and student surveys whilst continuing to improve the percentage of stakeholders responding to the school surveys.• TTFM in 2021 & 2023• NSOS 2022 • OHI Survey 2021 & 2023

Targets 2021–2023

86 Thornlie Ave THORNLIE WA 6108

P (08) 9232 3450 E [email protected]

thornlieps.wa.edu.au


ABE Attitude, Behaviour and Effort K Kindergarten

EA Education Assistant MS Mainstream

EAL/D English as an Additional Language / Dialect NAPLAN National Assessment Program - Literacy and Numeracy

EEA Ethnic Education Assistant NSOS National Survey of Schools

FTE Full time Equivalent (staffing allocation) NQS National Quality Standards

GEP Group Education Plan OHI Organisational Health Index

HASS Humanities and Social Sciences PL Professional Learning

HL Home Language PLC Professional Learning Community

HITS High Impact Teaching Strategy PM Performance Management

IBP Individual Behaviour Plan SaER Students at Educational Risk

IEC Intensive English Centre SCASA School Curriculum And Standards Authority

IEP Individual Education Plan SNEA Special Needs Education Assistant

IC SEA Index of Community Socio-Educational Advantage SSEN Schools of Special Educational Needs

iStar Inspire, Share, Transfer, Action, Reflect TTFM Tell Them From Me (survey)

Glossary OF TERMS

14042 Thornlie PS Business Plan 2021-2023_single pages (edited 20Apr2021)

thornlie primary school

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