School Strategic Plan for Puckapunyal P. S



Download 128.99 Kb.
Date29.01.2017
Size128.99 Kb.




School Strategic Plan for Puckapunyal P.S.

1855

2016-2019



Endorsements

Endorsement by School Principal


Signed……………………………………….

Name………………………………………….

Date……………………………………………


Endorsement by School Council


Signed……………………………………….

Name………………………………………….

Date……………………………………………

School Council President’s endorsement represents endorsement of School Strategic Plan by School Council



Endorsement by the delegate of the Secretary

Signed……………………………………….

Name………………………………………….

Date……………………………………………

School Profile



Purpose


To provide a caring and supportive environment with a broad, balanced, flexible and differentiated curriculum with high expectations to enable all students in our transient population to reach their full potential.

Our school motto is ‘Striving For Excellence’ which embodies the level of commitment and dedication that we ask of all members of our learning community.




Values

The following values are seen as being central to the life of our school and how all members of the school community should conduct themselves: Honesty, Respect, Responsibility, Kindness, Integrity, Confidence, Enthusiasm, Tolerance, Reliability, Caring and Striving for Excellence (school motto). We refer to this as the 3R’s Value Model.

Puckapunyal Primary Values the 3 R’s

Responsibility for self, for learning and for belongings (reliability, striving for excellence)

Respect for self, for others and for the environment (tolerance, caring, kindness, integrity, honesty)

Reassurance of self, abilities, friendships and wellbeing (enthusiasm, confidence, resilience)

As a school we apply these in our everyday dealings with each other and the development of our programs and policies.



Environmental Context

The Puckapunyal Primary School was originally opened in 1887. The current site is the third site, the first being on the Heathcote Road when the school serviced the farming community. Then it moved onto the base in 1953 and was situated near the current fire station. In 1956 the current school was built.  It is a unique Australian school, being the only school located on an army base. The school student population is mostly the children of defence force personnel (85%) with other students travelling to the school from nearby towns, or the children of staff at the school. Puckapunyal is situated off the Hume Highway 95km north of Melbourne.

Since being on the current site, there have been at least 4 major extensions and community funded additions, comprising of an art room, general purpose room and a canteen. Major interior and exterior maintenance in 1997 saw the whole school upgraded, a new entrance added and the corridor "opened up" with a perspex canopy above the roofline. In 1999, Puckapunyal was one of 29 Victorian Schools accepted into the 'Self Governing Schools' program that gave it the authority to stand alone but with increased authority to both the Community and the State. A change of government after 9 months ended that program. In 2009, the school completed a major upgrade with an extension of 6 larger classrooms and a roofed outdoor learning area. In 2011, the school used the Building the Education Revolution Program funds to refurbish student toilets, cladding for the front of the school and a new 615sqm Multi-function building. The new BER building (the Pitman-Coffee Centre) comprises 2 classrooms, school kitchen, cleaner’s room, computer server room and a very large multi-purpose hall.

Over the period of the last strategic plan the Student Family Occupation (SFO) index has remained fairly stable, ranging between 0.32 in 2013 to 0.33 in 2015. This is well below the state mean, indicating higher levels of employment due to the school’s location in the Puckapunyal Military Area.

Puckapunyal Primary School is one of 11 schools that form the Broadford Cluster. All cluster schools work closely together to ensure effective delivery of Professional Learning for all staff. Several Professional Learning Teams provides opportunities for all schools to create networks of Professional Learning and support.

The high level of mobility has a significant effect on continuity of school programs and consequently student achievement. For instance, very few children who began school in Foundation in 2015 will be at the school for 3 or more years. It is difficult then to be specific about Academic Performance Targets when, for the 4-year life of a Strategic Plan, the school will be dealing with a different cohort each year. For instance, only 11 out of 34 Year 5 students who completed NAPLAN in 2015 were at our school in Year 3 two years earlier. Even yearly, Annual Implementation Plans can potentially deal with a 50% turnaround of students from year to year.

Coupled with this mobility, students arrive from a range of educational settings. In 2015 students arrived from each State and Territory of Australia, Great Britain, New Zealand, USA, Denmark and Malaysia. Prolonged absence of the military member of the family (usually male) during parts of the year, due to the nature of the military roles, can lead to impacts on the social and emotional development of students. This has led the school to develop an individualised program for each child. We aim to provide a caring and supportive environment that enables all individuals within our population, to reach their full potential.

Enrolments at the school have fluctuated throughout its history from 200 to 500, almost entirely due to posting cycles of defence force families and location of key military regiments on the base. The current enrolment of 185 is the lowest in the school’s history since its location on the army base in 1953. This makes planning for staffing, class structures and specialist programs problematic each year.

There are currently a small number of students at the school funded under the program for students with disabilities (PSD). There are also small numbers of students of Aboriginal or Torres Strait Islander (ATSI) background and small numbers of students from an English as Another Language (EAL) background.

The school atmosphere at Puckapunyal is supportive and friendly, where a child’s education is an enjoyable experience. The school believes that children learn most when they feel secure about their home and school environments, and at the same time are developing skills to face unfamiliar situations in the future. The school offers individual attention and special support to all children. Each child’s whole education should continue to be valuable to them throughout their life. The school commits all its physical and human resources to help achieve this. A flexible approach to teaching and learning, including the use of multi-age and team planning, ensures that learning experiences facilitate this achievement for all students.


Service Standards

To ensure success for all school community members, the school will:

-provide a welcoming environment where parents and the broader community are encouraged to participate in a wide range of school and community events.

-foster close links with families, the Department of Defence and the broader school community through our commitment to open and regular communications.

-commit to the active sharing of its vision and goals to ensure school community engagement in future school planning.

-guarantee that all students have access to a broad, balanced, flexible and differentiated curriculum to cater for individual learning needs, including skills for learning and life.

-provide a safe and stimulating learning environment with high expectations to ensure all students can achieve their full potential.

-rapidly respond to all communication by parents and caregivers and support needs of families.

-create opportunities for students to play an active part in the development and review of school wide policies and directions.

-deliver timely and targeted feedback to students on their work.


Strategic Direction

Achievement

Key improvement strategies


Goals


To maximise the achievement of high quality learning outcomes for Literacy and Numeracy for all students, with a focus on Writing.

To implement professional development of staff, with a priority in the area of Writing.

To investigate assessment tools in Reading and Writing that give both standards based and skills referenced data for teachers.

To investigate and implement assessment tools in the area of Speaking & Listening in the first year of the strategic plan.

To set high expectations for student achievement from the baseline data for each student upon transition into the school.

For teachers to use triangulation of data effectively to ensure AUSVELS Teacher Judgements reflect the levels of achievement of students on NAPLAN and On-Demand tests.


Targets


Target 1: That 100% of students deemed capable will be achieving above the National Minimum Standard in Reading, Writing, and Numeracy by 2019.

Target 2: That 50% of students in Years 3 and 5 will be achieving in the top two bands for Reading, Writing and Numeracy on NAPLAN by 2019.

Target 3: For NAPLAN matched cohort Learning Gain from Years 3-5 on NAPLAN to exceed state benchmarks for high growth.

Target 4: For AUSVELS Teacher judgements to indicate 50% of students P-6 will be at or above the expected level (grades A, B & C) in Reading and Number and Algebra, and 50% of students P-6 will be above the expected level (grades A, B & C) in Writing, Speaking and Listening, Measurement & Geometry, and Statistics & Probability by 2019.



Theory of action

If the school further develops teachers’ knowledge and skills in teaching Writing and Spelling, then student outcomes will improve to the levels of other domains of English.

If the staff have a deep knowledge of the learning standards, levels and skills of students, they can better plan teaching programs to meet the needs of students.



Furthermore, if teachers have a deep understanding of learning levels of each student through assessment, they can closely monitor growth, celebrate successes and make timely interventions to improve learning.




Actions

Success criteria

Year 1


  • Provide Professional Learning for all teaching staff in Day 1 and 2 VCOP/Big Write.

  • Timetable fortnightly staff meetings focused on Professional Learning around VCOP/Big Write.

  • Set up classrooms with required resources for VCOP/Big Write.



  • Support professional growth in the delivery of VCOP/Big Write through scheduled classroom observations.



  • Implement school wide focus on improving teaching and learning in the area of Writing.



  • Staff to take on Cluster role in leading VCOP/Big Write PLT.



  • Investigate assessment tools in the area of Speaking and Listening.



  • Implement revised school wide Individual Learning Plans for students involved in the tutoring program, students under the D&I funding program.



  • Fully implement Mathletics program to support teaching and learning in Numeracy.




  • All staff have participated in Professional Learning in Day 1 and 2 VCOP/Big Write.

  • Staff meeting agendas reflect fortnightly focus of VCOP/Big Write.

  • All classrooms have developed resources and displays.

  • All teaching staff have participated in 2 rounds of classroom observations including giving and receiving feedback based on VCOP/Big Write.



  • All staff have a school wide goal related to the implementation of VCOP/Big Write in PDP.

  • 2 staff members have PDP goals focusing on leading the Cluster VCOP/Big Write PLT.

  • Assistant Principal has a PDP goal focusing on assessment in the area of Speaking and Listening.



  • Individual Learning Plans for students involved in the tutoring program and students under the D&I funding program have been written by the end of February and reviewed in consultation with families termly.



  • 2 staff members have PDP goals focusing on the full implementation of Mathletics across all classrooms.

Year 2


  • Build scrutiny of Literacy and Numeracy data to inform planning, prompt intervention and creation of ILPs for students predicted to be achieving above or below 1 or more expected levels.



  • Run 3 Parent Workshops focusing on helping their children with Reading, Writing and Numeracy.



  • Continue to implement VCOP/Big Write in Literacy teaching and learning through utilising Andrell Education to provide In School Support in the form of classroom observations and modelling.



  • Investigate Reading programs including assessment and data tracking for Level 30 and beyond.



  • Implement whole school Writing moderation using the Big Write assessment tool.

  • Identification by name all students predicted to be achieving above or below 1 or more expected levels. Individual Learning Plans for these students have been written by the end of February and reviewed in consultation with families termly.



  • 3 staff members have PDP goals focusing on running parent workshops on Reading, Writing and Numeracy.



  • All teaching staff have observed and been given feedback through the In School Support program offered by Andrell Education.



  • 2 staff members have PDP goals focusing on Reading programs including assessment and data tracking for Level 30 and beyond, informing the Leadership Team’s decision to implement the program in 2018.



  • All students have had at least 2 pieces of Writing moderated by 2 or more teachers and 1 of these pieces against the NAPLAN Writing Guides.

Year 3


  • Continue to implement VCOP/Big Write in Literacy teaching and learning through utilising PLTs to share and scrutinise student assessment.



  • Review impact SRA spelling program has had on 5 years of criterion test data.



  • Provide Professional Learning for all year 3-6 teachers on predetermined beyond Level 30 Reading program.



  • Implement the use of Probe Reading Assessment.



  • Implement the use of On Demand assessment in Numeracy, Reading and Writing to support teacher judgements.




  • Fortnightly PLT agendas reflect VCOP/Big Write assessment focus.



  • 5 years of criterion test data has been collated and scrutinised by leadership team leading to decision to continue the program or investigate new spelling program.



  • All Year 3-6 teachers have a PDP goal relating to the implementation of chosen Reading program.



  • All students reading Level 30 and above have undertaken the Probe Reading Assessment in Term 2 and Term 4.



  • On Demand assessment in Numeracy, Reading and Writing has been included in to Senior Assessment Schedule and tracking sheets.

Year 4


  • Review impact VCOP/Big write has had on student outcomes.



  • Continue to implement beyond level 30 Reading program in Literacy teaching and learning through utilising PLTs to share and scrutinise student data.



  • Triangulate all Numeracy data (Number Fluency, Mathletics assessments, teacher judgements and On-Demand) to provide moderation of student learning.




  • 3 years of Writing data has been collated and scrutinised by leadership team.



  • All year 3-6 teachers have a PDP goal relating to the implementation of chosen Reading program including the dissemination of information to F-2 teachers.

  • Assistant Principal has created and implemented Numeracy Data tracking sheet encompassing all Number Fluency, Mathletics assessments, teacher judgements and On-Demand data across the school.



Engagement

Key improvement strategies

Goals


Goal 1:

To enhance the transition and learning pathways of students into, within and out of the school in order to realise students’ full academic and social potential.

Goal 2:

To improve attendance across the school in order to realise students’ full academic and social potential.




To develop joint Professional Learning opportunities with other schools.

To implement negotiated peer education observation opportunities.

To create an agreed Transition Timetable.

To highlight the importance of attendance at assemblies, in newsletters, public forums and on face book.

To continue to explore the use of ICT as a classroom tool for engagement.

To continue to provide extra-curricular activities for all students.

To continue to refine the whole school curriculum to support student engagement, motivation and connectedness.

To continue to give students a voice in their education.

To continue focusing on encouraging parent involvement at the school.

To look at other ways the students can make meaningful contributions to the community.

To encourage more parents to attend the Parent Forum sessions.

To maintain the existing strategies which have led to improved attendance.

To maintain the current programs for transition from preschool and into secondary school and those that transition into the school at other years levels.


Targets


Target 1: For transition scores on the POS to be at or above 6.0 each year from 2016-19.

Target 2: For attendance to be at or above state means across the school from 2016-19.



Target 3: To reduce the number of ‘Parent Choice or Unauthorised’ student absences to below the 2014 level of 3.43 days. The panel suggested that this target be revised down annually in the AIP.


Theory of action


If the school implements programs that support students’ transitions and promote attendance, the students will have a sound base for engaging in their learning and with their peer group.





Actions___Success_criteria___Year_1'>Actions

Success criteria

Year 1


  • To maintain the current programs for transition from preschool and into secondary school and those that transition into the school at other year levels.



  • To create an agreed Transition Timetable with the Multifunction Centre for Kinder aged students and pass onto Seymour Kinders.



  • Include all age appropriate students in the K-F transition program.



  • To create an agreed Transition Timetable with the local secondary schools.



  • Include all age appropriate students in the Year 6-7 transition program.



  • To raise the awareness of the importance of attendance at assemblies, in newsletters, public forums and on Facebook.



  • To recognise students with 100% attendance.



  • To open discussions with parents regarding attendance focused on school attendance data.



  • Encourage greater attendance at Parent Forums by changing the time to straight after assembly.



  • Investigate how to get greater parent involvement in the decision making process at the school.




  • All students transitioning into and out of the school at all year levels have participated in the appropriate transition program.



  • An agreed timetable has been implemented and adhered to by all 3 facilities and displayed in Seymour Kinders also.



  • All Puckapunyal Kindergarten students to participate in Terms 3 and 4 Puckapunyal Primary School visits regardless of their destination the following year.



  • Year 6 teachers have completed a 2016, Years 6-7 Transition Timetable with local secondary schools.



  • All Years 6 students to participate in Terms 3 and 4 visits to neighbouring secondary colleges regardless of their destination the following year.



  • Assemblies, Facebook and newsletters have been used weekly to highlight the importance of school attendance.



  • Attendance awards given out at end of term assembly for those students with 100% attendance for the term.



  • Attendance data has been discussed at 2 or more Parent Forums.



  • A greater number of parents attended the Parent Forums than in previous years.



  • Parents have been surveyed in regards to the topics and timing of Parent Forums.

Year 2


  • To continue to provide relevant extra-curricular activities for all students.



  • To look at other ways the students can make meaningful contributions to the community.



  • Encourage senior students to look at volunteering opportunities in their community.



  • To continue to give students a voice in their education.




  • Students and parents have been surveyed to seek direction in community based extra curricula activities that could be offered to students.



  • SRC students and School Council, have endorsed 1 charity per term to focus a fundraising event (local, regional and national charities).



  • Each Year 5/6 student has completed and participated in a ‘Community’ contribution role discussed and negotiated with classroom teacher.



  • All students have participated in 2 Igniting My Interest days, where they have participated in a range of learning opportunities based on a specific area of interest.


Year 3


  • To develop joint Professional Learning opportunities with other schools.



  • To implement negotiated peer education observation opportunities focusing on the area of Reading.



  • To maintain the existing strategies which have led to improved attendance.




  • All staff are linked into a Cluster PLT based on a PD plan goal, this includes ES staff.



  • By the end of 2016, all teaching staff members to have received feedback through peer observation about teaching performance with a focus in the area of Reading.



  • Positive Behaviour Reward program to incorporate rewarding weekly with raffle tickets for 100% attendance.




Year 4


  • To continue to refine the whole school curriculum to support student engagement, motivation and connectedness.



  • To continue focusing on encouraging parent involvement at the school.



  • Review all programs and processes across the school in light of student, staff and family engagement to move into the next Strategic Planning process.




  • PLT leaders have reviewed Literacy, Numeracy, Integrated Studies and ICT curriculum plans to ensure relevance and optimal student engagement.



  • The school has implemented a variety of activities requiring parent involvement, eg. Family Fun Days, Education Week Open Days, Maths Nights, Parent Forums, Working Bees, Classroom Helper course, Monthly Cuppa and Cake chats.



  • All programs and processes have been reviewed and decisions made regarding continuing or ceasing programs and processes.




Wellbeing

Key improvement strategies

Goals

Goal 1:

To enhance the wellbeing of all students and strengthen their belief and confidence in their capacity to learn.

Goal 2:

To have all students set personal goals in Numeracy, Literacy and Wellbeing, and to receive and give regular feedback on progress towards these goals.




To develop high expectations for student behaviour in the school.

To develop a systematic approach to positive feedback in the school, including methods of collection of data on feedback relating to personal goals.

Investigate explicit teaching of key social competencies as part of the student wellbeing program.

To develop student voice, student feedback and student leadership roles in the school.

To research best practice in developing resilience and building the capacity of staff and families to support students to better self-manage situations and events.

To continue using the regional School Student Support Officer (SSSO) to support our parents and students who are at risk.

To ensure that all staff including CRTs are acquainted with the school wide welfare and discipline program.


Targets


Target 1: To improve ATSS results. Specifically, that for each year from 2016-19 the following scales are above state means; Connectedness to Peers, Classroom Behaviour, Student Safety, Learning Confidence and Motivation to Learn.

Target 2: For 100% of students to have personal goals set up by 2017 and for the school to set up processes for students to give and receive regular feedback on progress towards these goals by the end of 2017.




Theory of action

If the school implements consistent, school-wide approaches to student wellbeing, the students will have a stable learning environment from year to year in which to learn to their fullest potential academically and socially.




Actions


Success criteria


Year 1


  • Students in years 3-6 each semester set and review learning goals.



  • Students in leadership positions to participate in the Cluster Leadership program in terms 2, 3 and 4.



  • Review and rework current school values into the new 3R’s Values Model.



  • All year 3-6 classes to implement student led conferences for a minimum of 5 students twice a year.




  • All year 3-6 students have set, assessed and received feedback on learning goals in Literacy, Numeracy and one other area.



  • Both school captains and all 8 house captains have participated in Cluster Leadership program.



  • The 3R’s Values Model has been adopted and displayed across the school.



  • At least 5 students from each of the 3/4 and 4/5/6 classes have conducted student led conferences in Terms 2 and 4.

Year 2


  • To investigate the explicit teaching of key social competencies under the new 3R’s Values Model.



  • Term 1 teaching and learning in the Integrated Studies area to focus primarily on 3R’s Values Model.

  • School to include resilience under the 3R’s Values Model.



  • Create a tracking sheet of playground behaviour incidences resulting in ‘Blue Slips’ to determine hot spots and regular students involved in incidents in the yard.

  • Create school based documentation outlining school wide approach to behaviour management.

  • 2 staff members to investigate approaches to including student voice in curriculum planning




  • Values Education documentation reflects the transformation of school values in the 3R’s Values Model.



  • Integrated Studies Curriculum plan has been updated to include the 3R’s Values Model.

  • All students have participated in classroom activities based on resilience as part of the 3R’s Values Model.



  • Tracking sheet is used to determine yard locations and students that require greater supervision.



  • Documentation has been ratified at School Council as Behaviour Management Policy.

  • 2 staff members have PDP goals focusing on including student voice in curriculum planning, informing the leadership team’s decision to implement program in 2018.

Year 3


  • With assistance from School Student Support Officer, develop a confidential Parent and Students ‘At Risk’ register.



  • Investigate best practice in Cyber Safety to embed in ICT Teaching and Learning Curriculum Plan.

  • Implement student voice in curriculum planning.

  • Parent and Students ‘At Risk’ register has been developed and discussed termly at staff meetings.



  • Cyber Safety program has been rolled out school wide through ICT curriculum delivery, including at least 1 parent session.

  • Integrated Studies curriculum plans reflect student voice across all year levels.

Year 4


  • Review Staff Induction procedures to ensure inclusion of all school policies and procedures.



  • DSTA and 2 staff members to investigate and run parent information sessions around building resilience in children.

  • Use the school’s communication network to disseminate information around building resilience in children.




  • Assistant Principal has reviewed and revised Induction procedures and inducted all new staff and CRTs appropriately.



  • At least 3 parent information sessions have been run by DSTA and 2 staff members around building resilience in children.

  • At least 4 articles about building resilience in children have been included in the newsletter, monthly tips included on school website and on Facebook.



Productivity

Key improvement strategies

Goals


Goal 1:

To ensure that the school’s staffing and financial position are sustainable for the life of the new Strategic Plan.

Goal 2:

To develop a four-year school and individual Professional Development Plan based on the strategic direction of the school.




That the Professional Development Program be developed in conjunction with the school’s Strategic Plan.

That the Professional Development Plan included training in Reading assessment, VCOP and Big Write.

That the needs of new teachers into the school be considered as part of the Professional Development Plan to ensure consistency across the school.

That the school examine the effectiveness of the use of ICT in classrooms, including the software programs used to support and extend student learning.



Targets


Target 1: To ensure that the School Global Budget is in sustainable surplus each year of the Strategic Plan, through staffing planning and management.

Target 2: To develop a well-resourced program for professional development of staff within the budget for 2016-19 and reviewed each year.




Theory of action

If the school has a sustainable workforce plan, taking into account the needs of the school and the Professional Learning of staff, then the students will have stability and high-level teaching programs which will enhance their learning. If the school regularly reviews the effectiveness of programs and resource allocations, resources can be better targeted to the needs of students and staff and lead to better learning outcomes.




Actions

Success criteria


Year 1


  • To develop the school’s Professional Development Program in line with the school’s Strategic Plan.



  • To develop a school wide Professional Development Plan focusing on training in VCOP and Big Write.




  • A whole school Professional Development Program has been developed in line with the Strategic Plan linking all staff Performance and Development Plans with specific Strategic Plan goals and strategies.



  • All teaching staff have participated in Day 1 and Day 2 training for VCOP and Big Write as directed by a whole school shared PD goal focusing on Writing.

Year 2


  • To examine the effectiveness of the use of ICT in classrooms, including the ICT based programs used to support and extend student learning.

  • Create a nominated ICT team across the school to drive the upskilling of all teaching and classroom based ES staff



  • Develop a school wide Professional Development Program based on the ICT needs to staff recognised through the ePotential survey.




  • A year level ICT skills and program specific list has been implemented across the school which was developed by a staff member as part of a PD Plan in the previous year.



  • ICT team has lead at least 2 professional development sessions (Tuesday PD) each term.



  • Each year all staff to complete ePotential survey which is used to inform the school wide ICT Professional Development Program.




Year 3


  • To develop a Professional Development Plan which will include training in Reading assessment

  • Any new teachers into the school to have access to all major professional development offered in the previous 2 years focused on Writing.

  • All teaching staff have a whole school shared PD goal focusing on Reading.

  • All new teaching staff have the Writing goal from 2016 in their PD plan.

Year 4


  • To review the implementation of a school wide Professional Development Plan and its effectiveness.

  • Provide staff with the opportunity to give feedback to the Leadership Team on the school wide approach to professional development.

  • Leadership Team has reviewed and remodeled current Professional Development Plan in line with future thinking around school needs.

  • Surveyed staff to attain feedback on the Performance and Development training and how it was received by staff.



Valid as of August 2015




Download 128.99 Kb.

Share with your friends:




The database is protected by copyright ©ininet.org 2020
send message

    Main page