Business Plan

Transcription

1 Business Plan

2 Executive Summary The Business Plan has been developed in consultation with staff and the School Board. A range of foci have been identified for the school over the coming years. The Business Plan supports the DoE s Plan for Public Schools , Focus 2013 and the Classrooms First Strategy. The school s Annual Report addresses the undertakings of the Business Plan and is endorsed by the School Board. Through the Business Plan and the Delivery and Performance Agreement we will be accountable for our student performance targets, key focus areas and operational strategies for Both the School Administration and the School Board acknowledge that the targets of the Delivery and Performance Agreement and Business Plan need to be flexible in order to best respond to the needs of the students. Targets will be reviewed annually in order to ensure consistency and that realistic expectations are maintained. The school's Operation Plan, Self-Assessment Plan and Workforce Plan complement the Business Plan. The School Administration and School Board acknowledge that changes to policy and mandated requirements at a state and federal level of education may impact on current improvement/targets set by the school and School Board. Furthermore, the Mullaloo Beach Primary School Community promotes the highest ideals of excellence in learning and personal development in a caring and supportive environment. We will focus on strategic educational planning to ensure that our students develop understandings, skills and attitudes relevant to their individual needs, thereby enabling them to fulfil their potential and contribute to the development of our society. Our School Mullaloo Beach Primary School is located in the Perth coastal suburb of Mullaloo and is nestled in a tranquil environment just 300m from the beach. The school is located within a nature reserve and adjoins extensive playing fields. Large trees and grassed areas surround the school creating an open and natural ambience to greet visitors to the school. Student enrolments have been consistently around the high 200 mark with recent years seeing a gradual increase. The vast majority of students from Kindergarten to Year 7 are drawn from the Mullaloo area. Many overseas and interstate families have deliberately sought to live in Mullaloo based on the positive reputation of our school. We pride ourselves on a community feel within the school, open and honest interactions, progressive and developmental educational programs and its inclusive approach in catering for all students. The school embraces Collaborative Teams which provide for the specific learning needs of Early Childhood, Junior and Middle/Senior primary students. Planning and delivery of strategies is a joint venture conducted through this collaborative approach. Teachers recognise the developmental nature of learning and each team member strives to ensure every student receives learning experiences that cater for their individual needs and to ensure all students progress and experience success in their learning. As an Independent Public School we will strive to create better programs incorporating a diverse range of interest areas and tapping into the unique talents of students by providing a myriad of opportunities to encourage and support life long learning across all domains. In addition, the school offers specialists programs, some of which are standard from year to year and others that we can offer should staff be available. They include French, Music, Physical Education, Science and Information and Communication Technology (ICT). The school community provide excellent support through a vibrant Parent & Citizens' Association and through representation via the School Board. The encouragement of parents to be actively involved in all aspects of their child's learning is supported by a process of continual reflection and the open door communication practices adopted by the school.

3 Our Vision Together we strengthen our foundation in order to nurture, develop and empower our children and community in celebrating success. The parent/teacher partnership provides opportunities for all students to achieve academic, social and civic excellence to their fullest potential and being responsible citizens within a global community. This is achieved through: a safe, caring and nurturing environment enthusiastic and motivated staff positive and flexible leadership a well - resourced, stimulating, challenging and inspirational learning environment collaborative work within the community an open, honest and respectful approach to others the opportunity to become independent learners resilience for an ever changing environment academic, social, and moral excellence Our Values The Nine Values for Australian Schooling were adopted by our school in 2010 and are those which every Australian School will use as their basic ethos. They were identified for the National Framework for Values Education in Australian Schools emerging from Australian school communities and the National Goals for Schooling in the Twenty-First Century. They reflect our commitment to a multicultural and environmentally sustainable society where all are entitled to justice. Our Beliefs about Teaching and Learning Learning Children learn at different rates and in different ways Children learn best in a happy, caring, safe environment when they have a good rapport with their teacher; experience success and have good self-esteem; are confident to take risks; view learning as enjoyable; and value literature Children learn through exposure to a variety of teaching methods and classroom organisation; hands on multi - sensory language experiences; and explicit instruction (e.g. modelling, demonstration, questioning, opportunities to talk and interact) Instruction All students can learn although it may be at different rates and in different ways Skills need explicit teaching and in context Literacy and self-esteem in life are strongly linked Critical literacy and functional literacy are interdependent Partnerships with home reinforce literacy values and skills Development of literacy skills is ongoing and sequential from K-7 Literacy is embedded in all learning areas and is the basis of communication oral, written and visual

4 Assessment Monitoring and assessment should be systematic It should be evidence based It should be diagnostic It uses data to focus instruction and addresses student needs It provides feedback to students Reporting It is linked to key outcomes and strategies A range of reporting is pursued to provide a comprehensive profile of the student s performance It should be balanced with summative and formative reporting It is timely and consistent ACADEMIC TARGETS: Priority To make every student a successful student. English Business Plan Statement for English - Mullaloo Beach Primary School will have effective measures in place to monitor the learning and progress of students in English. The staff will use data to review and forward plan. We will achieve targets through the implementation of the school Operational Plan, NAPLAN, whole school planning, Common Assessment Tasks and teacher judgements. Goal: To focus on individual achievement and success for all students and to raise the overall standards in all areas of English. Targets Data and Data Cycle Strategies Milestones Resources Years 3 to 5 students to Reading Renew, develop and Implementation of Words NAPLAN be at or above the NAPLAN Year 3, 5, 7 Term 3 implement whole school Their Way from all staff On Entry NAPLAN national mean NAPLAN results Term 4 Literacy plan Review whole school Common Assessment in Reading and Writing. Teacher survey Term 4 : what areas of Literacy Maintain the use of Diana Literacy plan for 2014 Tasks 20-30% of students in do we need to work on, add to plan next year, Rigg in K-2 and implement NAPLAN analysis of Years 3 Diana Rigg Years 5 moving to Year 6 areas of weakness across the school, resources Words Their Way from PP-6 and 5 in Reading and will be in the top 20% of Words Their Way Reading common assessment tasks to be Use of Individual Education Writing all Australian schools in implemented in 2015 and update resources Plans (IEP) and Group Analysis of SAIS data PM Benchmark Reading and Writing. SAIS Term 2 and 4 Education Plans (GEP). Admin collation of all Best Performance All students on an IEP Year 4 and 6 NAPLAN practice. Marked by Best Effectively utilising EAs under teacher s personal Anecdotal teacher will be at or above the Performance. the direction of teachers to planning documents in notes national mean. assist in addressing the needs Literacy In Literacy, maintain or Writing of these specific groups or improve % with like NAPLAN Year 3, 5, 7 individual students. schools. Common assessment tasks On entry assessment for Pre At the end of Pre By the end of Week 5 Term 2, all students in Years Primaries and a sample group Primary all students will 2-7 will have completed a piece of narrative in Year 1 for diagnosis

5 be at 1 or better progression points in the On Entry testing in Literacy. writing (refer to year level writing package). Whole school rubric to be used to inform teachers of individual writing ability. (To be placed in a student assessment display file, Common Assessment Tasks, to be passed on from year to year) By the end of Week 4, Term 4, all students in Years PP-7 will have completed the same narrative task from Term 2. Teachers will use the same rubric for moderation. Teachers fill out Writing survey to be returned to Literacy committee for analysis. NAPLAN results Term 4 SAIS Term 2 and 4 Year 4 and 6 NAPLAN practice testing Spelling Words Their Way Formative and summative assessment (Year 2-7) NAPLAN Year 3, 5, 7 Diana Rigg Pre Literacy Screen K-1 By Week 2, 12th February 2014, Years 2-7 to complete assess Words Their Way formative spelling test. At the staff meeting, staff will be split into groups to analysis the formative spelling test and form the basis of class spelling groups. By the 30th July 2014 we will analyse a mid year spelling test to determine student progress and future planning requirements. By the 5th November 2014, teachers to have completed Words Their Way summative test. The results will then be collated by the Literacy Committee for 2015 planning. The Diana Rigg Literacy Screen is an ongoing recording tool that is used as is appropriate. SAIS Term 2 and 4 Moderation of common assessment tasks between year levels Words Their Way formative and summative testing Teachers 8 Learning Area Survey Consider annual staffing profile to address Literacy needs From 2015 NAPLAN testing of Years 4 and 6 students Staff visit like schools to compare data Review and analyse NAPLAN data (Best performance) Reading recovery program - PM Benchmark

6 Mathematics Business Plan Statement for Mathematics MBPS will provide opportunities for students in all year levels to be engaged, motivated and challenged in order to maximise their talents and abilities in Mathematics to prepare them for living in a technological society. Goal: To focus on individual achievement and success, for all students, and to raise the overall standards in all areas of Mathematics. Targets Data and Data Cycle Strategies Milestones Resources By the beginning of Year 1, all students will achieve 1 or What Graphing of ON When Who Mathematics Through data analysis, identify above in ON ENTRY Numeracy ENTRY Committee Testing. Assessment specific areas of need for whole groups, sub-groups or individuals, and formulate specific learning strategies to address these needs. Convene a Mathematics Committee to formulate a working document to develop an effective Mathematics Program for all teachers. Convene on-going committee meetings to review data collection and operational strategies. ON ENTRY Testing materials All students will achieve a score of 75% or more in the Maths Today Series Summative Testing MTS Summative Testing of Previous Year Level Collection of Summative testing Analysis and recording of MTS results Term 1 By Week 3 Term 1 By Week 3 Class Teachers Years 1 6 Mathematics Committee Mathematics Committee Year level and Phase level collaborative planning and moderation. Standardised Diagnostic testing of Numeracy ability in each year level, to be scheduled and administered annually in the same designated week each year. Analyse Standardised Numeracy Testing data. Development of annual operational plans. Admin collection of all teachers personal planning documents in Numeracy. Analysis of Years 1 7 MTS Summative Standardised testing. Maths Today Series Summative Tests

7 Targets Data and Data Cycle Strategies Milestones Resources All students will improve their NAPLAN score by at least 50 points each year from Years 3 to 7. What When Who Continued implementation and NAPLAN Term 2 May Class teachers of development and critical review of Numeracy Years 3, 5 and 7 the Australian Mathematics Testing Curriculum. NAPLAN results analysis. Analysis of SAIS data. NAPLAN Testing materials Best Performance Data Analysis All students in National Numeracy Testing will achieve at or above the National Mean. MBPS cohort will achieve above the Like Schools mean in National Numeracy Testing. Analysis of NAPLAN Numeracy results NAPLAN Testing of Year 4 and Numeracy Committee Term Class Teachers Years 4 and 6 Best Performance NAPLAN Data Analysis OREN Professional Development Day. Review Whole School Mathematics Plan by the end of 2014 and modify and adjust where necessary. Students on a current IEP or GEP will reach, or improve on, their individual target in Mathematics. Identify Students at Educational Risk (SAER) Review of Student Progress on IEP or GEP Mid term 1 Review each term as required SAER Coordinator Use of IEP s and GEP s through working with EAs in small groups to consolidate and scaffold knowledge and skills. Implement the use of Education Assistants, with teacher direction, to focus, using small groups and individual instruction, on specific needs of students. Collection and filing of IEP s and GEP s. Analysis of effectiveness of IEP s and GEP s. Education Assistants

8 Science Business Plan Statement for Science MBPS will provide opportunities for students in all year levels to be engaged, motivated and challenged by Science understandings, skills and processes, while behaving in an ethical manner. Goal :To focus on student achievement for all by raising the overall standards in Science skills and content knowledge. Target Data and Data Cycle Strategies Milestones Resources What When Who In years 3, 4, 5 Create a Science Committee timeline for Term 1 Science Continue Science as a Specialist Science Specialist review of Whole Testing and 6, 90% of Committee area. School Science Plan (yearly). materials students being ACER tested Analysis of SAIS data. Term 3 Continued use of a variety of Science Committee to review and will achieve at resources to effectively teach the amend Whole School Science Plan. or above WA Curriculum. Term 3 Science Stanine 3 on SAIS (Science) Analysis (following ACER testing. Specialist Terms 2 and 4 reports). Students in Year 3, 4, 5 and 6 will complete Science ACER testing, and will be marked and analysed by ACER (online). Meet to assess how analysis of ACER results will affect future planning. After meeting with Science Committee and reviewing ACER results and SAIS, Science Specialist will provide a written report about the success or otherwise of the PLAN for 2014 (self-reflection). Science Committee to modify the Business Plan for 2015, if required. Term 3 Term 4 Science Committee Increased use of Scientific Literacy to enhance Science understandings. Involvement of classroom teachers as well as Science Specialist to improve Scientific Literacy. Building capacity and understanding in teachers of Scientific Literacy via Science Specialist. Links to the Literacy and Numeracy Business plans. PD for teachers in Scientific Literacy. Information session for Science Committee from ACER Representative. ACER presentation of data analysis. Detailed review of annual ACER results to drive subsequent planning for Term 4 Staff PD on Scientific Literacy.

9 PRIORITY: Every teacher an effective teacher and every student a successful student. GOALS: To build a strong foundation in History pedagogy. To develop a draft whole school history plan Foundation- 2 by the end of Whole school history plan document for Foundation - 2. History Business Plan Targets Data and Data Cycle Strategies Milestones Resources What When Who Collect information from TOPS, South Australia, Queensland and other History curriculum committee documents. Draft Plan for Foundation - 2 Semester 2, 2014 Collect examples of whole school history plans where possible. Review other schools planning for history. Collection of curriculum documents. Draft Whole School History Plan - Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Internal PD for staff curriculum overview and unpacking the curriculum for Term 3, (TBC) To develop a draft whole school history plan years 3-4 by the end of Semester 1, Whole school history plan document for 3-4. Draft Plan for years 3-4 Semester 1, 2015 To develop a draft whole school history plan years 5-6 by the end of Semester 2, Whole school history plan document for 5-6. Draft Plan for years 5-6 Semester 2, 2015

10 Teachers acquire sufficient knowledge of AC history in order to deliver the content effectively. Children will learn the Australian Curriculum: History specific to each year level TALAS data on history learning area annually in term 2. Each teacher will implement history in line with the Australian Curriculum year level specific TALAS survey Week 7 Term 3 PD Term 3 (TBC) Semester 2, 2014 Classroom teachers Collect assessment tasks from ACARA for each level. Staff PD Create assessment tasks for each year level using the ACARA exemplars. Weekly History lessons Purchase resources to support the implementation of the Australian History Curriculum Teacher PD on Australian Curriculum in History Term 3 Subsequent PD in Term 4, 2015 (TBC) Purchase resources for teacher use in the classroom after previewing various history series. (End of Term ) Internet links for history for use of interactive whiteboard. To collect bench mark data and establish a data collection cycle. Collect data from school reports at the end of semester one and semester two. End of semester 1 & 2, 2014 Teachers to provide history grades to history committee Through data analysis identify specific areas of need Collation of report grades for semester 1. Collation of report grades for semester 2 SAIS

11 NON ACADEMIC TARGETS: EXCELLENCE IN TEACHING Effective teaching ensures a range of pedagogies are utilised to cater for the individual needs of students. Effective teachers have a mastery of subject content and the application of skills required to elicit the best from students. Through building positive relationships with children and the promotion of a safe environment, student learning can be enhanced. Monitoring the performance of students and providing them with regular feedback ensures that teachers respond to the impact of their own teaching as well as understanding where the standards of their children currently lie. The school develops teacher expertise, knowledge and the ability to differentiate the AC to enhance student learning The school acts to improve performance based on the appropriate analysis of quality data gathered about the standards of student achievement and the subsequent implementation of specific strategies STRATEGIES MILESTONES CURRICULUM Australian Curriculum Curriculum planning reflects Operational plan Whole School Curriculum Planning documents Use of curriculum team, senior teachers, collaborative teams in leadership positions Collaborative planning at each year level Teachers receive information and become familiar in Phase 2 -Geography and the Arts in the WA Curriculum as released Teachers to participate in in school moderation in relation to Australian Curriculum Practice Use of IEPs and GEPs Use of EA s to support learning Teachers deliver engaging learning experiences and review and embed Whole School Literacy Plan and Numeracy plan in line with the AC Review outcomes and essential learning Continued use of specialist teachers. Teachers participate in rigorous Performance Management, including peer and admin observation and feedback Teachers demonstrate expertise, knowledge and the ability to differentiate the AC to enhance student learning All teachers implement, monitor and provide feedback using the AC in English, Mathematics, History and Science Teachers plan and deliver appropriate curriculum based on Analysis of Data received from NAPLAN, SAIS and ACER for all students Whole school English and Mathematics plans are implemented, using explicit teaching, in line with the Australian Curriculum The school makes consistent and accurate judgements across year levels in English, Mathematics, History and Science according to the Australian Curriculum Teachers collaboratively plan for the year cohort

12 ASSESSMENT Performance management Peer, Admin observation and feedback. IEPs Teacher documentation Reports Parent meeting notes Planning Documentation Parent feedback Teacher and standardised test results Planning documentation Delivery Teacher and standardised test results Student survey conducted to gauge student engagement in their learning SAIS / teacher tests / NAPLAN correlation Year level planning documentation STRATEGIES MILESTONES DATA Teachers monitor progress and use effective assessment practices providing quality feedback IEPs and GEPs showing the differentiated curriculum Utilise Admin, Senior Teachers in leadership roles and all staff in data analysis Implement whole school approaches to explicit teaching based on data analysis The school has used a variety of data inclusive of NAPLAN and WAMSE to make appropriate judgements about the standards of student performance, the performance of sub-groups and identified strengths and weaknesses. The school has used appropriate points of comparison to assess its performance, eg like schools, state-wide norms, the school s previous performance. The school has developed whole school action plans to address aspects of student achievement where the standards need to be raised. ASSESSMENT Planning documentation is appropriate and reflects the data analysis. Teachers are deployed to best meet student needs Discussion and incorporation of information into planning documentation. Best Performance Presentations affect planning. Evaluation of current practice. Change to whole school approach [eg: spelling, maths]

13 SAFE AND SUPPORTIVE LEARNING ENVIRONMENT The school delivers learning experiences that are outcomes focussed and responsive to the needs of all students. STRATEGIES MILESTONES ASSESSMENT VALUES OF AUSTRALIAN SCHOOLS Behaviour and Bullying Policy reviewed by end 2013 Parent, teacher and student surveys Effective communication through newsletter and website Nine Values Explicit Teaching Maintenance of Tracking Journals and use of Integris Positive Reward systems Our school will reflect the Nine Values for Australian Schooling Students display respectful behaviour to all. Students respect other points of view Students resolve conflict in an appropriate manner Playground duty file entries will lessen Good Manners displayed Integris entries will lessen each year Faction point system will reflect an increase in positive behaviour. Citizenship badges will be sought after and attained.

14 SAER STRATEGIES MILESTONES ASSESSMENT Annual identification of children with medical plans and disabilities Schools Plus applications (ongoing) Case Conferences with School Psychologist Bi-Annual review of Special Needs funding Appointment of a SAER and PEAC coordinators Bi-Annual recording of case conferences Case conference minutes Quality SAER processes are in place and utilised by parents and staff including IEPs Introduction and continuance of RASCALS, MATHMAGICIANS, READING RECOVERY Parent and teacher feedback and confidence Provision of appropriate curriculum

15 STRATEGIES MILESTONES ASSESSMENT ATTENDANCE Annual liaison with RAI officer Monthly attendance records check Bi-annual analysis of behaviour records (INTEGRIS) Chaplain Psychologist RAI resources Attendance: At risk students put on SAER list Newsletter information on the importance of attendance Departmental letter attached to reports Case conferences Teacher/ Admin follow-up The school s attendance rate of at risk and moderate attendees will improve. Parents will value the importance of their child s attendance Integris data Fewer extended holidays and unexplained absences STRATEGIES Personal information sessions for parents and students Information as derived from local high schools Orientation day Visits from ORSHS Action as derived from DoE surveys TRANSITION MILESTONES ASSESSMENT Well-informed students and parents transitioning to Year 7 Secondary Schooling DOE Online survey from students and parents Feedback from ORSHS via SS

16 RELATIONSHIPS The school is committed to building relationships between all stakeholders in a child s learning STRATEGIES MILESTONES Parents Parent Information Sessions PP Induction Report In-class support from parents General Parent feedback P&C opportunities School Board Case conferences are supportive to parents and result in having their child s needs met. Admin Communication Newsletter Admin are approachable and have an Open-Door Policy School Board minutes Front Office staff have a welcoming manner BMIS data School based awards Positive behaviour management system Issues are dealt with in a timely and fair manner Staff Teachers are friendly and encouraging towards parent enquiries and answer all correspondence in a timely manner All staff are approachable and positive Students High expectations of manners and politeness from students, modelled by all adults. Values Survey The school portrays a positive image in the eyes of students and the community Parents have opportunities for meaningful involvement in school decision-making. The school manages the behaviour of the students effectively. Community concerns and initiatives are dealt with. The school has effective processes for reporting to parents. There are positive relationships between staff, parents and students. The learning environment of the school is caring and supportive of all students. Behaviour and manners are acceptable and responsibility is taken for actions.

17 ASSESSMENT Parent, staff and student surveys P&C involvement Event attendance Consistent Integris and Tracking Journal entries and consequences BMIS followed Feedback is given regarding community concerns, complaints and ideas within 2 days of receipt. DOE reports are of value to the parents Open nights Teacher/parent meetings Clients survey Fewer Integris and playground file entries for repeat offenders LEADERSHIP School leadership is committed, responsive and collaborative STRATEGIES MILESTONES ASSESSMENT Admin provides effective educational leadership, operation and management of the school. Admin maintains appropriate standards of academic and non-academic achievement through programs that meet the needs of students within a safe environment. Leaders engage all staff and parents in the vision and direction of the school and give decision making opportunities through a variety of committees There are processes in place across the school to effectively manage the performance of staff. Change is managed effectively. Appropriate documentation and information dissemination occurs for all staff All staff are empowered to innovate. System level priorities and initiatives have been successfully integrated into the school s ongoing operation and staff see themselves as part of the government school system. All staff are part of a core learning Area committee, which analyses data and sets targets The overall direction of the school is clear and supported by staff, students and parents. Leaders engage in meaningful Performance Management of staff Public Sector Standards are observed in the management of staff. IPS and A/C changes have been incorporated into every day practice. Whole School LA plans, Business Plan, Operational plan and supporting documents are all on shared drive and used by teachers to direct planning etc All staff can suggest, present and implement new programs or ideas. AC in 4 core areas is reflected in planning monitoring and reporting Early Years Framework integrated into the K and PP program All staff understand and use the work from other committees in planning teaching and assessment PM: initial meeting, goal setting, peer and admin observation and feedback, PD if necessary and goal review.

18 Information and Minute Files in staff room s Weekly bulletin Staff Meetings Teacher documentation RESOURCES The school s financial, physical and human resources are managed to optimise learning outcomes for students STRATEGIES MILESTONES ASSESSMENT Admin operates within the agreed parameters when ensuring financial, human and physical resources are managed effectively and efficiently. Link P&C funding to areas of need Consider Operational Planning annually and affect/needs on budget Review Workforce Plan annually Review assets annually Review Reserve Accounts annually Performance Management of staff is aligned to the Business Plan and Operational Plan. The school manages its resources through sound, collaborative and well documented planning processes. There is forward planning for the maintenance of school programs and equipment. Compliance is demonstrated with Government and Departmental policies in managing financial and physical resources Performance Management conducted Audit process

19 This document is part of a suite of documents including the Delivery and Performance Agreement, Operational Plans, Self - Assessment Plan, Workforce Plan and Budgets. It is endorsed by the School Board. Chair, Scott Paulsen Principal, Ron Chesny June 2014