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Our Outcomes

Alignment Coherence Systemness Connectivity Excellence

WAGAMAN PRIMARY SCHOOL - Annual School Improvement Plan 2016 DEPARTMENT OF EDUCATION

growing success together

Our School Context

Wagaman Primary is a small suburban school with an enrolment of approximately 300 students. Our

community has 60% of its families who have a background other than English including 26% who

identify as being of Aboriginal and Torres Strait Islander background. A celebration of this diversity is

part of the rich, positive culture in the school. Wellbeing as a foundation for successful learning is

promoted through our approach using Tribes and KidsMatter

Our School Values

Respect

Inclusion

Tolerance

Responsibility

Care and Compassion

Personal Best

Our Stakeholders and Partners

Our key stakeholders are students, parents, and the community.

We partner with The Smith Family, CatholicCare, Earlycare, Maubara EFP1, 2 (Timor Leste sister school),

Entity e-business specialists, Corrugated Iron Youth Theatre, Casuarina Education Precinct, Darwin

Language Centre, NT Music School

Our Priorities for 2016

Visible Learning – numeracy & reading

Timor Leste sister school program

ICT and digital technologies

Maintain positive school wide behaviour

ENDORSED/NOT ENDORSED SCHOOL COUNCIL CHAIR

Cathy Malla

24 / 2 /2016

APPROVED/NOT APPROVED

REGIONAL DIRECTOR

……………………………………… Aderyn Chatterton

/ /2016

Our School Vision

The Wagaman School Learning Community is dedicated to providing an inclusive, supportive, and respectful

environment where every individual is encouraged to reach their full potential.

M:\Management\WPS Files\Accountability and Performance Improvement Framework\AOP\2016 template\ver 2 Wagaman Annual School Improvement Plan 2016.docx

Our Outcomes




GOAL 1 A great start for children

School Priorities for 2016: Drive quality improvement across early childhood education and care programs to enhance the learning outcomes for all Territory children from birth to eight years.

By December 2016 we will have:

Engaged local community members 0 -5 years to ensure stable and growing enrolment of Wagaman Primary Support building parent capacity in order to ensure a successful entry to school of all students

Priority for Improvement (What)

Key Actions (How)

Performance Measures (How will we measure our

achievements)

Resources (What do we need)

Person Responsible

(Who)

Target (Success will look like)

Engage the local families of 0-5

years children in educative programs

Preschool open day

KidsMatter Early Childhood transition program

Cross age programs

Friday Friends parent engagement and workshops

Attendance and participation to near

capacity

Letter box drop

Newsletters

Media promo

The Smith Family

Leadership Team TIC Preschool

40-44 preschool

enrolments

95% move from pre into

Wagaman Primary

Deliver targeted early learning

support programs for families with

children to Birth to three years

Create playgroup Play Dates at Wagaman

Preschool 1 day per week

Offer parenting workshops

Upgrade childcare centre facility to enhance NQS

Books for baby initiative to support the philosophy

and research of FAFT and encouraging early

literacy learning.

Attendance and participation data

resulting in increased enrolment 2017

Preschool

MMW (minor New works submission) New ablution accessed from Preschool grounds

Contractor /designer input to upgrade childcare centre (Reserved funds)

The Smith Family

Parent Rep Leadership team School council

uptake of participation to

between 5-12

participants

Increased enrolment

Strengthen integrated service delivery for 0-8 years that prioritise the needs of families and children

Continue to build partnership with Smith Family & Catholic Care to facilitate parent workshops

Contact the DCF with workshop details to pass onto to interested parties

Regular visits and workshops delivered by primary Health care providers

Provision of long daycare / preschool on site

Attendance and Feedback evaluation forms

Admin time AIEW – family liaison Car / bus to transport parents and families Brat Pack / Earlycare

Leadership Team Dept of Health Smith Family CatholicCare

8 participants minimum

for each workshop

Uptake of long daycare

by at least 6 EC children

Our Outcomes




G

GOAL 2 Every student a successful learner

School Priorities for 2016:


Promoted a strong focus on wellbeing and positive school wide behaviour

Implemented a whole school literacy improvement plan using Visible learning Action Research Cycle

Implemented quality and evidence based programs for Indigenous students that align with the Indigenous Education Strategy


Key Actions (How)

Performance Measures (How will we measure our achievements)


Person Responsible

(Who)

Target (Success will look

like)

Promote positive school wide behaviour

Implement Element 4 of Indigenous Education Strategy through: KidsMatter, Tribes, Wagaman Way and explicit SEL opportunities (an inclusive model that includes all students).

Train staff in Tribes, Kidsmatter (induct new/ refresher for retained staff)

Employ counsellor one day per week to improve uptake and access to support

Increase attendance

Improved student engagement and participation

Protective Environmental Process Scale (PEPS) used to assist with referrals to counsellor and map school wellbeing. PEPS conducted Term1 and Term 4 to measure and inform interventions

SAMS behavior data

KidsMatter, Tribes,

Wagaman Way and

Bounce Back, Free to

Be, Rock and Water,

CatholicCare, Smith

Family engagement

workshops

Leadership team Improved Attendance

Greater than 90%

Improved wellbeing as evidenced in pre and

post PEPS data ! Decrease in number of suspensions

Whole school literacy improvement plan to support all students to meet national benchmarks in reading. With a strong focus on Digital Learning Technologies.

Students will be co constructers of their Literacy and Numeracy progress through goal setting, self and peer feedback using the Visible Learning Framework

Development of the Self-assessment capable learner using VL framework .e.g. Where am I at? Where am I going? How will I get there?

Development of a Reading Team to lead the Action Research Project

Delivery of First Steps Reading PD (12 hours)

Review and update our Pedagogy, Process & Planning

Integrate cross curriculum opportunities through Biodiversity, Technology initiative

Explicit instruction in digital learning – multiliteracy,

Improved student learning outcomes evidence: NAPLAN Pat R /PAT M PM Benchmark / Literacy Pro Student Goals / Feedback EALD monitoring using SAIS EAP’s, IEP’s Biodiversity Online Initiative -Sharing opportunities with wider audience. i.e. CEP, AIEW network ,Asia – sister school Digital competency levels

First Steps Reading resources GradeXpert ESL Policy / guidelines Entity e-business specialists ICT specialist

Curriculum Team

All teachers Leadership Team

NAPLAN Year 3 95 % At and Above

NAPLAN Year 5 90 % At and Above

PAT Reading and Numeracy data. Improved effect sizes demonstrating minimum of 12 months growth

All teachers using First Steps strategies as evidenced in teacher programs and classroom

Our Outcomes




online assessment task (DET) walkthroughs

ICT Mentoring program Online assessment task completion to competent level

Improve attendance and engagement of Indigenous and Non-Indigenous students

All Indigenous students participate in regular lessons that identify with their culture, land and language through Catching Culture

Peer mentoring program. Regular visits from Clontarf with all Year 6 boys included in program.

Peer mentoring with STARS female role model program working with Yr 5/6 girls

Identified children to participate in regular Drumbeat and Rock & Water lessons to promote resiliency

Ongoing employment for gap year of Clontarf students to acknowledge and support Clontarf program and provide mentoring and pathways for our Indigenous Students

Smith Family to provide Parent Engagement programs to support Indigenous and Non Indigenous families

Production of iMovies and ebooks through Catching Culture and Biodiversity program. Bilingual text produced in both indigenous and Timorese language Improved learning outcomes achieved by Clontarf graduates employed as tutors in classrooms Protective Environmental Process Scale (PEPS) used to identify students at risk and to inform support interventions

Drum Beat Catching culture Clontarf Entity e-business specialists Leadership team

AIEW Indigenous Focus Group Principal Smith Family

Improved Attendance Greater than 90% Improved behavior outcomes document Improved wellbeing as evidenced through PEPS pre and post surveys

Our Outcomes




Goal 3: Quality leaders, quality educators, quality learning

“We are committed to creating opportunities and the environment for successful learning for every student in every school.”

Enhance the capability of educational leadership and build cultures of evidence based practice and continuous improvement in our schools to maximize student outcomes Enhance the capability of educators and others school staff to provide the highest quality teaching, learning and training programs


Key Actions (How)

Performance Measures (How will we measure our

achievements)


Person Responsibl

e (Who)


Implement Visible Learning

Continue the implementation of Visible Learning and relationships based learning.

Continue implementing Numeracy reforms and new approaches as resulted from the previous action project for Numeracy (2013 – 2015)

Implement Literacy Action Learning Project

To increase the number of impact coaches in school

Take inspiring leader off class to implement VL and Literacy Action Learning Project

Shared learning through CEP

Develop shared protocols to align with the CEP vision and purpose

Promoting mentoring opportunities between schools and higher education

Develop a startup program that combines KidsMatter, Tribes and Visible Learning to promote a cohesive school community that understands and promotes how students learn best.

Improved learning outcomes evidence:-

Moderation

NAPLAN

Pat R

PAT M

PM Benchmark

Literacy Pro

Student Goals

Feedback

EALD monitoring using SAIS

EAP’s, IEP’s

Potential school leaders targeted for Professional Leadership development

Ongoing update of VL

PD as provided by the

Department

Participation in VL

hubs

VL coaches

Instructional coach

External leadership PD

New start up program developed by Guiding coalition and impact coach.

Guiding coalition team Leadership team Impact coach

NAPLAN Year 3 95 % At and Above NAPLAN Year 5 90 % At and Above

Collaborative teaching hubs as evidenced in teacher programs and classroom walkthroughs


Data Drives Teaching Practices as evidenced in programs

Deprivatise practice

Moderation at school and regional level (including Middle School) in writing and maths

All teachers to be trained in First Steps reading (12 hours PD)

Training to occur through CEP (including Middle School) providing opportunities to network and enhance cohesive approach to service delivery. CEP pupil free day (Semester 2)

Coaching opportunities provided to interested staff

All staff involved in regular classroom observations and learning walks

The school to provide study tour opportunities to other schools around the numeracy improvement.

Framework developed for across school/s use Common protocols developed for CEP Cohesive practice Learning walks to gather evidence using AITSL walkthrough protocols

Impact coach First Steps trainer Teaching staff Leadership team CEP pupil free day

Leadership team / whole staff Impact coach CEP leaders

Staff participation and

accredited for learning

Goals attained in

performance enhancement

cycle

CEP developed

Moderation rubrics

Moderation results drive

further planning

Our Outcomes




Strengthen the support for students, and their families, to transition between the stages of schooling and learning and promote public education

Develop materials to distribute to families of transitioning students Graduated on site experiences for students Promotion of value added programs available to meet needs of children i.e. Enrichment program

Uptake of enrolment in local public middle and secondary school (DMS / CSC) Engagement of students

Leadership team DMS leaders CEP leaders

Leadership team CEP DMS leadership

i 90% enrol in Yr 7 DMS or

other public education

campus

Our Outcomes




Goal 4: Coherent and capable organisation

“We are committed to being responsive, efficient and effective by providing frameworks and timely services to drive operations and inform decision making across the

organisation.”

School Priorities for 2016:


Visible Learning professional development, identify inspiring leaders to implement VL across the school, including coaching and mentoring of teachers GradeXpert data monitoring, to assist with goal setting, planning and programing


Key Actions (How)



Person Responsible

(Who)


Support aspiring leaders through coaching and leadership opportunities Mentoring and ongoing leadership opportunities for Indigenous educators

Support leaders through opportunities in VL and through Literacy improvement plan

Aspiring leaders offered opportunities to work at higher duties and engage in formal leadership professional development

Partner with external agencies to support leadership potential and professional development of teachers

Invite NZ facilitator to present to CEP

Provide flexible work options to support a greater diversity of teaching talent in our school

Greater uptake of leadership roles

AIEW leadership opportunities (catching

cultures, Smith family partnership, AIEW

network)

Return to work transition ongoing for

Indigenous staff returning from parenting

leave

Ongoing relationship with Clontarf to

employ Yr 12 grad in gap year

Coaching

Mentoring

Clontarf student gap year position

Leadership PD

Leadership Team

Retention of existing Indigenous staff and improved indigenous participation

Capacity building demonstrated in uptake of further training i.e. Cert 3

Effectively and efficiently use available data to monitor performance and inform practice for improvement.

Integrate the use of GradeExpert and import school and department data to enable tracking of students across years and close analysis of achievement to inform all planning programing and improvement agenda

Implement goal setting based on analysis of data

Include students in the ability to reflect on results and partner in goal setting

Goal setting

Assessment capable students

Item analysis of results using GradeXpert, PAT M and PAT R

ASC

First Steps reading resources

GradeXpert

Entity e-business specialists

Early childhood Literacy specialist to design and implement interventions for ASC

All teachers Leadership Team

NAPLAN Year 3 95 % At and Above NAPLAN Year 5 90 % At and Above


ASC of all Transition students by the end of 2016

Provide quality infrastructure to meet needs of client group

Refurbish facility at childcare site to meet NQS Improved community perception Increased enrolments

Affintiy Pty Ltd Successful Contractor

School council Principal

NQS ratings to be improved to “Met” or ‘Exceeding”

Our Outcomes




Goal 5 Productive partnerships

“We are committed to developing and embedding educational partnerships and collaborations locally, regionally and internationally that

contribute to economic and social development of the Territory”.

School Priorities for 2016: By December 2016 we will have:

Sustained and grown ongoing community partnerships Established CEP vision and work towards common goals Developed Maubara sister school Timor Leste exchange


Key Actions (How)



Person Responsible

(Who)


Promote CEP vision and formalise collaborative partnerships between schools to share resources and best practice

Participate in quarterly CEP meetings Conduct and engage in shared professional learning to build capacity of member schools Develop common protocols / norms between schools

Attendance by representatives from ALL member schools Literacy PD and inter-school moderation with CEP colleagues

Literacy PD (First Steps) Moderation rubrics

Principals / APs of CEP Regional Director

De privatization of Practice as evidence with sharing of PD opportunism and achievement of shared CEP PD days

Promote engagement with Asia and develop mutually beneficial intercultural understanding

Grow Maubara sister school – Timor Leste relationship Establish strong information technology capacity to assist with connecting in real time and into classrooms Ongoing visits between schools Identify key people to assist in Education Department and Private Industries Develop common ground and programs to ensure relationship is mutually beneficial Biodiversity and online technology project to document flora /fauna of both Darwin and Timor

Evidence of regular communication and shred learning i.e. REACT, letters, school visits Competency in language and cultural understanding Development of Biodiversity Portal to include wide range of uploads featuring s

REACT PD delivered by department Assistance to organize and process travel Entity e-business specialists

Principal, staff, Council Chair, Entity e-business (Graeme Sawyer) Kevin Gillan, Director Mr Fellipe (Timor Leste rep.)

Regular REACT sessions timetabled with clear purpose and targeted outcomes

Council chair, Principal and classroom teacher to visit Maubara Staff/ students exchange opportunity Biodiversity portal uptake in other sites

Deliver priority Asian and Indigenous Languages and Cultural studies

Engaging with Asia:

Indonesian language and culture o Classroom teachers to remain with Indonesian

teacher as part of ongoing PD and development of teachers in teaching Indonesian across the school

Mandarin language and culture

All children from Year 2 – 6 engage with Asian language and culture

Language teachers NT school of languages

Principal, staff, Council Chair

Year 2- 6 1 hour per week minimum language and culture engagement

Our Outcomes




Work in partnership with communities to build Indigenous cultural and language understandings to support local economic development.

Introduce Catching culture program to non-indigenous Indigenous focus group to meet each semester to review strategies / goals Smith Family to source and provide parent workshops Clontarf mentor program for all year 6 boys STARS mentor program for Yr5/6 girls

Indigenous focus group to evaluate and oversee quality of program Smith Family evaluation and feedback to inform planning

Parent workshop program Catching Culture e books

Principal, staff, Council Chair Clontarf Smith Family

MOU with Smith family, Clontarf Catching culture model of intercultural studies rolled out to other school by AIEW network

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