Yule Brook College Business Plan:

Transcription

1 SCHOOL BUSINESS PLAN

2 Yule Brook College Business Plan: Our Vision and Purpose Yule Brook College is a small, caring and supportive learning community that encourages students and staff to achieve their potential through the approach of one student at a time. We have a strong focus on Academic excellence Development of social skills Emotional wellbeing Respect Values Our students become responsible and active members of the community through a strong focus on the principles of the Big Picture design for education, encompassing: Small by design and the power of one on one in Advisory groups Personalised learning that pursues passions Families and community Learning through Internships and authentic assessment, making it real. Our College community Yule Brook College sits in the heart of Maddington, in the City of Gosnells. Our students come predominantly from the suburbs of Maddington and Kenwick (approximately 80%), with some from further afield, particularly drawn by our Clontarf Football Academy. Our local partner primary schools are Bramfield Park PS, East Kenwick PS, East Maddington PS, Maddington PS and Orange Grove PS. Our student population come from a variety of cultural backgrounds, with the largest groups being (approximately) Aboriginal (31%) and Filipino (9%). Around 60% of our students are boys, also due to the influence of the Clontarf Academy. Families are vital partners with teachers in our school, with regular communication and attendance at student exhibitions each term. Our school board includes representation from the local community. page 2

3 Overview of self-assessment Yule Brook College became an Independent Public School in 2012, and in 2014 conducted an intensive self-review process, which was verified by an independent review by the Department of Education Services. The documented findings of this review are available on the school website, and include commendations for excellence in a number of areas, affirming the Big Picture design for education as a highly successful approach within the school. Areas identified for improvement have been included in this current plan. Our Business Plan development Our school s Business Plan sets the key focus areas and directions for Yule Brook College to achieve our goal: for our students and staff to achieve their potential through one student at a time. It is aligned to a number of external documents including: The Melbourne Declaration on Education Goals for Young Australians (Dec 2008):, that Australian schooling promotes equity and excellence; and All young Australians become successful learners, confident and creative individuals, and active and informed citizens. The WA Department of Education Excellence and Equity: Strategic Plan for Public Schools, : Success for all students Distinctive schools High quality teaching and leadership A capable and responsive organisations The WA Department of Education: Focus 2015 Directions for Schools The WA Department of Education: Directions for Aboriginal Education 2015 This business plan is also closely aligned to the Big Picture design for education, an association now in its ninth year. Elements of the Big Picture design are embedded within the school structure, timetable, curriculum and development of staff and leaders within the school. We believe that our partnerships with families and the community, the focus on students pursuing their passions through their learning plan, participation in Internships, and accountability for their learning through Exhibitions prepares our students exceptionally well for future learning and employment has brought a number of changes; the move of Year 7 into high school meant a review of the Advisory structure and program to ensure a sequential progression from learning about self, my place in the school and the wider community, to planning for my future over the four years at Yule Brook College. This plan has been developed in consultation with staff, parents and the School Board with a focus on building upon successes of previous years. Through this process our plan has identified three dimensions for focus: Success for all students High quality teaching and leadership; and A distinctive and responsive organisation. Page 3

4 The Big Picture design for Education The Big Picture Education design is based on four foundational principles: 1. Learning must be based on each student s needs and interests 2. Curriculum must be relevant to people and places that exist in the real world 3. Students must connect to adult mentors outside the school who share their interest and support the learning of the students 4. Student s development and their abilities must be measured by the quality of their work and how this work changes them These, together with the 12 Big Picture distinguishers influence everything that leaders, teachers, students and parents try to do in a Big Picture school: 1. Academic rigour: Head, heart and hand Big Picture schools have a strong intellectual purpose for each and every student. Students are continually challenged to deepen their learning and improve their performance across five learning goals: quantitative reasoning, empirical reasoning, social reasoning, communication skills and personal qualities. A high standard of academic work is expected of all students. 2. Leaving to learn: Learning through Internships Students work two days a week in an interest-based Internship with a mentor from the community on an intellectually rigorous real-world project that is connected to their learning goals. 3. Personalisation: One student at a time With the help of the advisory teacher and parents, each student develops a learning plan that explores their interests and passions, and identifies personal learning goals, authentic project work and wider curriculum requirements. This plan is reviewed and updated regularly. 4. Authentic assessment Each term the students exhibit their portfolios of work to a panel made up of the advisory teacher, family, peers, the mentor, and others from the community. They provide evidence of progress against their learning goals and they reflect on the process of their learning. 5. Collaboration for learning Students work in one-on-one or small group learning environments around their interests both inside and outside the school. Through Internships, the community plays an integral role in the education of the students. 6. Learning in advisory Students are in an advisory group of no more than 17 students and an advisory teacher. They stay in the same advisory for much of their secondary education. The advisory teacher manages each student s learning plan and ensures that all learning goals and the National Curriculum are covered. 7. Trust, respect and care One of the striking things about Big Picture schools is the ease with which students interact with adults in both the school and the wider community. A culture of trust, respect and care is shared between students and adults, as well as among students themselves. 8. Everyone s a leader In Big Picture Schools, leadership is shared among the principal, staff, students, family, and community partners. Opportunities for leadership are created for everyone. 9. Families are enrolled too Big Picture schools aim for real family engagement. Parents or carers are regarded as essential members of the learning team, beginning with the application process and progressing through to learning plan development, exhibitions and graduation. 10. Creating futures All students are expected to graduate from school to further learning. They are prepared for, and connected to, opportunities for learning at university and/or other further education. 11. Teachers and leaders are learners too New ideas constantly emerge as part of the learning cycle process. Teachers and leaders in Big Picture schools and programs regularly attend to new ideas and learn new ways of working. They develop reflective practice and find ways of sharing this learning with others. 12. Diverse and enduring partnerships A Big Picture School has a strong focus on building and creating external partnerships. These include partnerships with: the family, mentors, local councils, businesses, universities, TAFE colleges and other training providers. These partnerships give students the opportunities to pursue their learning and achieve their goal page 4

5 Key Focus Areas and Operational Strategies Dimension 1: Success for all students All students can achieve success: our job is to ensure every student has the opportunity to do so. At Yule Brook College we believe that students will learn best when they take an active role in their own learning plan, supported by teachers, family members and mentors in the wider community. We describe this as one student at a time. Relationship to BPE distinguishers: Academic rigour Leaving to learn Personalisation Authentic assessment Collaboration for learning Learning in advisory Creating futures Key strategies Milestones Focus on improved outcomes for all students through the full implementation of the Big Picture design across years 7 to 10 High expectations for all students, including closing the gap in educational achievement for Aboriginal students Support students to improve achievement in literacy and numeracy Using Information and Communication Technology to support learning and prepare students to live and work in the digital age Meet the needs of the community through the Big Picture Education design Support the needs of Indigenous boys through the partnership with the Yule Brook Clontarf football academy Provide a range of learning opportunities for students outside the classroom environment including: Hillside farm rural skills program Cadets Each student develops a learning plan with support from the advisory teacher and family Develop a consistent Advisory structure and program across the school, including Advisory scope and sequence chart for years 7 to 10 Student exhibitions develop in sophistication and all students and families participate Attendance every day developed as an expectation for all students Timetable Year 9 & 10 for Internships one day per week in 2015; progressing to two days per week by 2017 Australian Curriculum is used for planning and reporting in Maths, English, HASS(Humanities and Social Sciences), Science and HPE (Health and Physical Education) learning areas Full implementation of the Australian Curriculum Literacy and numeracy support programs Follow the Dream outreach program in partnership with Sevenoaks Senior College for aspirational indigenous students Internships in partnership with the local business community A wide variety of excursions and incursions Page 5

6 Dimension 2: High quality teaching and leadership The basis for improving student learning outcomes is high quality teaching and leadership. Teachers and leaders regularly reflect on their current practice, explore new ideas and new ways of working and share their learning with others. Relationship to BPE distinguishers: Everyone s a leader Teachers & leaders are learners too Key strategies Milestones Continued recruitment of quality staff with a passion for and expertise in teaching Continued teacher training in Big Picture design Professional learning for teachers in subject areas Professional learning for Education Assistants Development of leadership capacity across the school Promote opportunity for further study Integrating ICT (Information Communication Technology) into learning across the school Engaged and enthusiastic staff Caring for staff well-being Thorough induction processes for new staff including BPE design and college practices. Alignment of Performance Management process and protocols to YBC and Big Picture Education priorities and AITSL standards (in line with DOE policy) Plan regular meeting times for teachers in learning areas, year groups and teams Annual plan for professional learning in early close meetings and school development days targeting school priorities Big Picture Education coach works as mentor within the school with individual staff page 6

7 Dimension 3: A distinctive and responsive organisation Our school processes and structures are developed to ensure a high quality learning environment. Performance will be measured against outcomes, priorities and targets; and technology, research and innovation will be used to drive change. The school will be responsive so that the community has confidence that a high quality education is delivered for students. The school will be managed within one line budgets, and compliance with Department of Education requirements ensured. Relationship to BPE distinguishers: Trust, respect and care Families are enrolled too Diverse & enduring partnerships Key strategies Milestones Marketing YBC to be the school of choice for the local community Promoting the Big Picture design for Education at YBC outside the local community to attract increased enrolments Ongoing development of links with the local business community Further development of strong partnerships with Sevenoaks SC, Maddington PS, East Maddington PS, Bramfield Park PS, East Kenwick PS, Orange Grove PS Budget and resources linked to school priorities and documented in operational plans School staffing and operations managed within annual allocated one-line budget Induction process established for new Board members Preparation of operational plans as listed on page 8, with annual review Development of cycle of review and reporting cycle to the school community and the Board Partnerships for student Internship placements established and sustained Aboriginal YBC and Community agreement resigned annually NAIDOC week celebrated annually within the school and wider educational community Advisory dinner for staff/students/families to meet during Term 1 Page 7

8 STUDENT ACHIEVEMENT IMPROVEMENT TARGETS Attendance Targets Percentage of students in regular attendance category increases each year Overall percentage attendance rate shows an increase each year Attendance improves for each year group Attendance improves for Aboriginal students The gap between the attendance of Aboriginal students and the school population decreases each year Attendance targets relate to all aspects of the BP design; they are a strong indicator of engagement of school and have a high correlation to achievement in all learning areas. Measured by data from DOE Student Attendance Reporting and Schools Online Admin Literacy and Numeracy Targets NAPLAN data indicates higher progress from Year 7 to 9 than like schools, WA school and Australian schools NAPLAN achievement data is better than like schools in the good and excellent categories for Year 9 students The percentage of Year 10 students achieving the minimum standard in the OLNA tests by the September tests increases each year The gap between the performance of Aboriginal students and the school population on NAPLAN and OLNA tests decreases each year These targets relate to Academic rigour; Personalisation Measured by data from Student Achievement Information System (SAIS), Schools Online Admin and SIRS Learning area achievement Targets The percentage of students achieving A-B-C grades increases each year in every learning area The percentage of Aboriginal students achieving A-B-C grades increases each year in every learning area The gap between the performance of Aboriginal students and the school population as measured by the percentage achieving A-B-C grades decreases each year This target relates to Academic rigour for all students Measured by data from SAIS (each semester) Exhibitions Every student completes at least 3 exhibitions every year At least one family member or significant other person attends every exhibition These targets relate to Personalisation; Collaboration for learning; Learning in advisory; Families are enrolled too Measured by Advisory teacher records for exhibitions each term page 8

9 Internships Every Year 9 and 10 student participates in either an Internship or a structured program (such as Hillside Farm, TAFE or other study) throughout the year Every Year 9 and 10 student completes an authentic project each term within their Internship and Advisory as documented in their learning plan This target relates to Leaving to learn; personalisation; authentic assessment; collaboration for learning; learning in advisory Measured by LTI coordinator and Advisory teacher records Further study Every Year 10 student will be enrolled in either a Year 11 program at Sevenoaks College or another senior high school or other study or in full time work by the end of February the following year This target relates to creating futures, diverse and enduring partnerships Measured by destination data from Schools Online Admin and/or Advisory teacher follow-up NON-ACADEMIC IMPROVEMENT TARGETS School image in the community Maintain and improve on perceptions of parents, students and staff about the quality of schooling at Yule Brook College Maintain and improve perceptions of the school by families and staff in all partner primary schools These targets relates to Families are enrolled too; Diverse and enduring partnerships Measured by the annual National school survey tool for students, parents and staff Teaching and leadership Developing and achieving excellence in teaching and leadership This target relates to Everyone s a leader; Teachers and leaders are learners too Measured by student achievement improvement targets; engagement of teachers in the Big Picture education design; integration of technology across the curriculum; school administrator 360 feedback; annual National survey tool for students, parents and staff Page 9

10 Yule Brook College school planning structures Operational plans and other documents that sit alongside/below this business plan: School budget Workforce plan Big Picture Plan of progression Attendance plan Literacy plan Numeracy plan ICT plan Internships Learning area plans for English, Maths, Science, Humanities & Social Sciences (HASS), Health & Physical Education (HPE), Arts, Technologies Transition plans primary to Year 7 ; Year 10 to senior school and beyond Hillside Farm plan Each of these plans will include: Major strategies - Milestones When and how (timeline and resources) Budget (staffing and $$) Staff responsibilities Memorandums of understanding exist with Big Picture Education Australia Clontarf Foundation Aboriginal school-community partnership Each of these is reviewed and re-signed annually page 10

11 Cycle of planning and review for each year TARGETS TIMELINE WHO Attendance review at end of every term/semester/year present results to leadership team & school board meetings 1,3,5,7 Student services manager with Advisory teachers NAPLAN OLNA Learning area Exhibitions Internships Further study review on receipt of data (August) present findings to school leadership team, school board meeting 6 review on receipt of data (May & October) present findings to school leadership team, school board meetings 4, 8 review each semester present findings to leadership team, board meetings 1 & 5 review each term present findings to leadership team, board meetings 1,3,5,7 review each semester present data to leadership team, board meetings 4,8 review end of February present data to leadership team, board meeting 2 English & Maths teachers leaders with Principal and Associate Principal English & Maths teachers leaders with Principal and Associate Principal All teachers, learning area leaders, team leaders Advisory teachers with Team leaders LTI coordinator with advisory teachers Principal with Advisory teachers from previous year 10 cohort, team leaders School image surveys conducted during Term 4 annually present findings to leadership team, board meeting 1 Teaching and review annually in Term1 leadership Principal and Associate Principal Principal and Associate Principal Page 11