School plan 2015 2017 Mount Hutton Primary School
School background 2015-2017 SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS "At Mount Hutton Public School we believe that every child has the right to a high quality education in a supportive, progressive, learning environment. Our aim is to produce a community of happy, self-motivated, lifelong learners." Mount Hutton Public School is an Early Action for Success P4 school in Eastern Lake Macquarie. Of the school s 172 students in 2015, 19% are indigenous. The Index of Community Socio- Educational Advantage (ICSEA) gives Mount Hutton a value of 924, compared to an average ICSEA value of 1000. Enrolment figures are trending higher (with 28 students in Kindergarten in 2015 compared with 22 at the beginning of 2014). The long term average of student achievement as measured in the National Assessment Program shows that over time student achievement is just below the national average. The school works purposefully to improve learning outcomes for its students and together the school and its community have made significant improvements to the school s physical environment in recent years. In semester 2, 2013 Mount Hutton P.S. launched the Waiyarang Community of Schools where the Early Action for Success (EAFS) project has been a major focus, along with preparation for the implementation of the New National Curriculum. In 2014 Mount Hutton launched Positive Behaviour for Learning (PBL) as a consistent whole school approach to management systems pertaining to classroom and non-classroom settings along with whole school and individual student processes. A rigorous whole school evaluation process was undertaken in 2014 whereby the current 2012-2014 plan was comprehensively reviewed. This provided a framework upon which planning for the 2015-17 plan was undertaken. All stakeholders including teaching and SASS staff, students, parents, AECG and Waiyarang Community of Schools executive were consulted as part of the school planning process. A range of evaluative measures were implemented and assessed including parent forums and surveys, Continuum, NAPLAN and PLAN data, student and community surveys, attendance and suspension data, local management group forums and parent feedback. Public Schools NSW School plan 2015-2017 Mount Hutton P.S. www.schools.nsw.edu.au 01
School strategic directions 2015-2017 STRATEGIC DIRECTION 1 Innovative Teaching & Learning STRATEGIC DIRECTION 2 Quality Learning Environments STRATEGIC DIRECTION 3 Engaged Learning Communities To improve student learning experiences which results in students' developing the ability to think critically, creatively and ethically and who are socially, environmentally and culturally aware. To maximise the potential for students to learn through the creation of dynamic learning environments in which students have access to best practice teaching and learning resources and staff are continually refining their pedagogy in a collaborative and innovative way where success is shared and celebrated. To develop a strong, united community of schools in which systems, practises and expectations are developed and aligned in a sustainable, effective and efficient way. As a member of the Waiyarang Community of Schools (WCoS) we are committed to sharing expertise and resources for the benefit of all students and stakeholders. Public Schools NSW School plan 2015-2017 Mount Hutton P.S. www.schools.nsw.edu.au 02
Strategic direction 1: Innovative Teaching & Learning PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES To improve student learning experiences which result in students developing the ability to think critically, creatively and ethically and who are socially, environmentally and culturally aware. IMPROVEMENT MEASURE/S Grade appropriate cluster benchmark as per the Literacy Continuum. NAPLAN Trend Data averages over past three years ; Baseline growth data shows Reading (57%) and Numeracy (52%). Staff Professional Learning survey using Guskey Thermometer and Tell Them From Me survey. How do we develop capabilities of our people to bring about transformation? Students: Students will develop skills in thinking critically, creatively and ethically through well planned, best practice explicit instruction. Staff Engage all staff in Professional Learning in critical thinking strategies, and best practice Literacy and Numeracy programs including TEN, L3, FoR and TOWN which encourages self reflection, enhanced pedagogy, collegial discussion and feedback. Parents: Parents, as partners in learning, will be invited into classrooms and to school events to share student success and to gain knowledge about teaching and learning within the school. Parents invited to participate in 3-Way conferencing and provided with regular communication via latest best practice. Community partners: Partner schools, Local business, DEC staff, Minimbah AECG, interagency networks and other significant stakeholders will have a greater investment in school life through enhanced communication systems. Leaders: Capacity building and succession planning for leadership team and aspiring school leaders through professional learning and supervisor feedback in keeping with GTIL and the AITSL professional standards. How do we do it and how will we know? Professional Learning Staff (K-6) regularly engaging in professional dialogue, lesson study and Instructional leader / Exec mentoring as part of the EA4S program and staff professional development. Teacher professional learning in changes to accreditation in keeping with the AITSL Australian Teacher Performance and development Framework. Leadership development and capacity building of all staff through formulation of Personal Development Plan (PDP) and undertaking school based portfolio of responsibilities. Mentoring and additional support established for beginning teachers. Teachers engage in professional learning support in L3 and Focus on reading and BOSTES curriculum which is embedded in classroom practice. Curriculum Initiatives Teaching and Learning resources will be updated to support the implementation of the new NSW syllabus for the Australian curriculum. Students will be provided with Increased access to technology through ipads, apps and critical thinking approaches to T&L. Assessment of and for Learning Common assessment tasks linked to KLAs. Evaluation Plan NAPLAN, L3 data, Continuum/PLAN data. What is achieved and how do we know? Products: By the end of 2017, the rolling 3yr average of NAPLAN growth 3 to 5 and 5 to 7 will increase by 10% in reading and numeracy. At least 80% of Students Kindergarten to Year 2 achieve L3 and L3S1 target level for reading. 100% of staff will develop a Personalised Professional Development plan in keeping with the Australian Standards and demonstrate responsibility for maintaining their accreditation. Practices: All staff differentiate learning to meet the needs of all students. Proactive professional learning teams in place across stages that focus on evidence and best practise in keeping with the Australian standards. Teachers and students reflecting on their own practice, leadership and learning goals. The school leadership supports a culture of high expectations resulting in sustained, measurable whole school improvement. Teachers utilise school wide practises for assessment and reporting across the curriculum are used to monitor, plan and report on student learning. Public Schools NSW School plan 2015-2017 Mount Hutton P.S. www.schools.nsw.edu.au 03
Strategic direction 2: Quality Learning Environments PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES To maximise the potential for students to learn through the creation of dynamic learning environments in which students have access to best practice teaching and learning resources and staff are continually refining their pedagogy in a collaborative and innovative way whereby staff and student achievements are shared and celebrated. IMPROVEMENT MEASURE/S 2014 PBL data shows 93% of students in tier 3 (Universal) Suspension data average 18 suspensions per year over 2012-2014. Average attendance data 2012-2014 at 93.2%. 2014 Baseline data from Nationally Consistent Collection of Data on students with disability Students: Student will be engaged in activities which promote the development of capabilities which integrate inclusive learning, high expectations and quality learning experiences. Staff: Provide a program of personalised Professional learning for all teaching staff through a range of strategies that focus on the Australian Teaching Standards and GTIL document. Finance team to be trained in implementation of SAP and SALM. Parents: As well as being active partners in the Learning Support Team Process, parents/carers will provide invaluable input into the "One student, One plan" approach to supporting students with additional needs. Community partners: Multifaceted communication strategy to ensure parents are aware of school's strategic directions and ways in which they can positively contribute to the process. Leaders: Build capacity of leadership team to facilitate and sustain best practise through mentoring and effective supervision in keeping with the School Excellence Framework. Differentiated Learning and Support Continued commitment to inclusive practises which meet the needs of all learners in keeping with ESES framework. Refinement of LST, PLP, OOHC and IEP processes to meet the needs of students with complex needs. Best practise Learning Support Team approach to Student welfare and effective programs to support social and emotional development of students. Student Wellbeing Continued implementation of PBL systems and professional learning around best practice PBL. Innovative opportunities for developing student leadership. School renewal and promotion - school tone enhanced through the creation of quality environments which are conducive to positive student outcomes and community satisfaction. Administration and Finance Finance team trained in deployment of SAP and SALM. Refinement and implementation of high quality communication systems. Evaluation Plan PBL Survey. Nationally Consistent Collection of Data on students with disability. Attendance & suspension data. Products: Practices: PBL Triangle data shows >93% of students in Tier 3 Universal. 100% of programs contain One student, One plan document outlining differentiated learning strategies for Out of Home Care, Aboriginal, health care and other high support needs. Full Implementation of SAP and SALM Finance deployment at school level. Improved rates of attendance to greater than 94.0%. Learning is differentiated and accommodations made for all learners including students with disabilities, students in Out Of Home Care and Aboriginal students. Management systems underpin ongoing school improvement and the professional effectiveness of all school staff. Embed whole school and small group student welfare programs including PBL, Peer Support, NAIDOC, Seasons for Growth. Sentral data. Public Schools NSW School plan 2015-2017 Mount Hutton P.S. www.schools.nsw.edu.au 04
Strategic direction 3: Engaged Learning Communities PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES To develop a strong, united community of schools in which systems, practises and expectations are developed and aligned in a sustainable, effective and efficient way. As a member of the Waiyarang Community of Schools (WCoS) we are committed to sharing expertise and resources for the benefit of all students and stakeholders. IMPROVEMENT MEASURE/S 75% of Year 3 and Year 5 Aboriginal students at or above minimum Reading and Numeracy NAPLAN standards. 70% of kindergarten enrolments attended Junior Kookaburras school readiness program in 2014. Community Participation matrix shows current parent community involvement predominately at Partnership level 1. "Tell them from me" survey shows staff satisfaction at or above average score of 7.5 out of 10 Students: Development of a deeper sense of school, community and regional pride. Participate in a range of inclusive curricula and leadership activities that meet their needs and interests. Staff: Shared professional learning for K-6 staff and SASS across WCoS schools which actively engages with the profession and the wider community. Parents: Develop a multi-faceted communication strategy among parents to raise awareness, participation and collaboration to improve outcomes for all students. Participate in parent and community forums. Communication pathways between the school and parents/carers are widened. Community partners; Dissemination of consistent, quality information to all stakeholders in the Waiyarang community which positively promotes and celebrates all members of our school communities. Leaders: Executive teams across the 5 schools of the LMG meet regularly to align systems and practises across the 5 schools. Waiyarang Community of schools Ongoing collaboration and consultation with WCoS to establish and promote professional learning, transition, PBL and EAFS. Deep parent collaboration and participation in school-family partnerships by providing a shared transition experience P-12. Establish processes that create continuity of teaching and learning programs, literacy and numeracy strategies throughout the Waiyarang Community of Schools from stage 3 to stage 4. Continue to investigate and collaborate with partner schools in pursuit of best practice transition programs. Aboriginal Education Staff will continue to engage in professional learning which enhances cultural competence and enables Aboriginal perspectives to be embedded across KLAs. Active participation in AECG and major cultural events. Mount Hutton School Community Junior Kookaburras to support students transitioning to Kindergarten. Establish role for teacher as Community Connections Coordinator (CCC). Families will engage with their children s learning and new and innovative programs continues to build expectations of parents. Evaluation Plan Tell them from me survey, Naplan data for indigenous students, PBL data. Products: Alignment of embedded systems, language, structures and practises around Positive Behaviour for Learning (PBL) across the CoS Tell them from me" survey data indicates Increased parent engagement and meaningful connection with student programs. By the end of 2017, the rolling 3yr average of Naplan growth 3 to 5 and 5 to 7 will increase by 10% in reading and numeracy for Aboriginal students. Practices: Waiyarang Community of Schools professional learning focuses are embedded & teaching and learning days to share, compare and demonstrate best practice in targeted programs. Teaching and Learning programs demonstrate consistency and innovation for students transitioning from stage 3 into high school. School leaders facilitate planning, people and processes to achieve collaborative decision making between schools and Aboriginal parents, extended family and local AECG. Enhanced collaboration of staff with partner primary schools to ensure a high quality continuum of learning K-12 for all students. A shift in focus to include Transition opportunities into years 4-6 with partner primary schools. Public Schools NSW School plan 2015-2017 Mount Hutton P.S. www.schools.nsw.edu.au 05