School plan 2018-2020Prairievale Public School 4554

Printed on: 12 April, 2018Page 1 of 6 Prairievale Public School 4554 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

Prairievale PS promotes a culture of growth and lifelonglearning. We are committed to an enriching collaborative,reflective environment with high expectations for allstakeholders.

 

Prairievale Public School is a P3 school in Bossley Park,South West Sydney. We are a member of the FairfieldNetwork of Schools in the Ultimo Group. Our enrolment forthe 2018 – 2020 planning period will stabilise at around430 students.

The Prairievale Public School Family Occupation andEducation Index (FOEI) is 153. The higher the FOEImeasurement, the higher the level of disadvantage, withfigures ranging from 0–300, with a NSW average of 100.The FOEI is developed using information provided onstudent enrolment forms.

Our students are from a diverse range of culturalbackgrounds. Our community has 87% of students fromNon English Speaking backgrounds, and 35 differentlanguage background groups recorded. The dominantlanguages being Assyrian, Arabic, Vietnamese andSpanish.

Prairievale Public School has 9 students of Aboriginalbackground, which represents 1% of enrolled students.

Our parents, students and staff embrace our SpecialEducation Unit which consists of 3 Autism classes.

Our school is staffed by one Principal, five AssistantPrincipals and 29 teachers who deliver programs to 17classes in either a full–time or part–time capacity. Fourteenof our teachers are currently employed in temporaryengagement positions.

The non–teaching staff consists of our School AdminManager, two Admin Officers, a General Assistant and fivepermanent School Learning Support Officers (SLSO).

In Term 4 2017, Prairievale PS completed the ExternalValidation process. This allowed the leadership team, inconsultation with staff, students and parents to gatherevidence to evaluate our current school plan and look forareas of strength and areas for improvement. This processincluded feedback from staff, students and parents, worksamples, class programs, school data and classroomobservations.

This information formed the basis of our new 3 year plan.All information was collated, with key, consistent themesemerging from all groups. These themes formed the basisof the practices outlined in this document and were fusedtogether to create our strategic directions.

Staff feedback was again sought to develop our products,with current programs evaluated against a range of datasources available.

Together, the products and practices formed the outcomesof our plan, against which implementation strategies andmilestones were collaboratively developed.

The Prairievale PS 2018–2020 School Plan flows from thestrategic directions and sets clear goals and targets for ourwork. It forms the basis for the school’s improvement anddevelopment directions for the next three years inpartnership with the parents and community.

Each strategic direction provides details of the purpose(why), people and processes (how) and products andpractices (what) that are to be realised throughimplementation of the plan.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Strategic Planning for Growth

STRATEGICDIRECTION 2

Improved Classroom Practice

STRATEGICDIRECTION 3

Building Holistic WellbeingPractices

Purpose:

Teachers use knowledge of curriculum and analysis of datato plan so that student learning is targeted and aspirational.

Purpose:

To create a responsive and reflective environment so thatall learners are challenged and engaged.

Purpose:

Students, staff and members of the wider schoolcommunity have a shared understanding ofthe behaviours,attitudes and expectations that enhance wellbeing so thatstudents are resilient, respectful and contribute to thewellbeing of others.

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Strategic Direction 1: Strategic Planning for Growth

Purpose

Teachers use knowledge of curriculum andanalysis of data to plan so that studentlearning is targeted and aspirational.

Improvement Measures

Increase the number of students in the top2 bands of writing.

Increase the number of students in the top2 bands of reading.

Increased percentage of programs showingdetailed and purposeful differentiation oflearning intentions

Increased percentage of teachersanalysing data regularly to inform planningcycles

Increase the number of students in the top2 bands of numeracy.

People

Leaders

How to understand data and lead staffanalysis

Deep understanding of K–6 Curriculumincluding Learning Progressions

Staff

Choose appropriate evidence for data

Analysing and Interpreting data

Understanding of the K–6 curriculumincluding Learning Progressions

Identify what students are learning and why

 Use data and curriculum to plan purposefuldifferentiated lessons

Students

Build and use learning specific vocabularyto demonstrate understanding

Parents/Carers

Understanding of student results andcurriculum requirements

Processes

Curriculum

Developing a strong understanding ofcontent through the use of  Progressions,Syllabus and NESA standards to plan forquality teaching programs.

Data

Use collegial discussion and consistentteacher judgment to ensureconsistency throughout the school, toensure valid data , and to maintain and useeffective tracking methods.

Application

Use a strong knowledge and understandingof curriculum and data to plan purposefulprograms that ensure growth with a strongfocus on differentiated learning.

Evaluation Plan

Program collection

Team Meeting notes

NAPLAN data

Practices and Products

Practices

Lesson planning references curriculumrequirements and student achievementdata

Teachers analyse and interpret data toinform planning and interventions

Accommodations and adjustments aremade to programs as necessary

Continuous tracking of achievement ofprogress

Teachers clearly  articulate lesson purpose

Products

Teaching and learning programs aresyllabus based with clear and achievablelearningintentions evident

Teaching and Learning programs acrossthe school lead to continuous improvedlearningand ensure students arechallenged at all levels of achievement

Valid and reliable data

Teachers give regular, specific and explicitfeedback for student improvement

Students articulate their learning

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Strategic Direction 2: Improved Classroom Practice

Purpose

To create a responsive and reflectiveenvironment so that all learners arechallenged and engaged.

Improvement Measures

Increased percentage of staff participatingin purposeful classroom observations andreceiving collegial feedback for growth.

Increased percentage of staff using rubricsin English and Maths to share SuccessCriteria to students.

Increased percentage of students able toarticulate Learning Intentions and SuccessCriteria

Increased percentage of classroomprograms showing modifications to lessonsin response to Formative Assessmentinformation

People

Leaders

Strong understanding of effective practice

Large repertoire of future–focusedstrategies for monitoring student progress  

Strengthen ability to critically observe andprovide effective feedback

Understanding and ability to recognise andconstruct effective rubrics

Staff

Knowledge of how to narrow focus andreflect on their practice  objectively

Continually build a range of future–focusedstrategies for monitoring progress

Develop skills in critically observing andproviding effective feedback

Teachers have knowledge on how to writea responsive, effective rubric

Students

Students know how to use rubrics tomonitor their own learning

Students use feedback to reflect on theirown learning

Parents/Carers

Have an awareness of the students’responsibility for learning

Processes

Formative assessment and Engagement

Implement strategies to promote a strongstudent centred ethos including studentself–assessment, teacher to studentfeedback, student to student feedback andrubrics. Establish a strong futures focusedenvironment.

Instructional Collaboration

Build a culture of continuous improvementamongst all staff through strategies such asInstructional rounds, Coaching andmentoring , walk throughs and teacher toteacher feedback.

Evaluation Plan

Walk throughs

Photos

Programs

Lesson observation feedback notes

Instructional rounds data

Practices and Products

Practices

Embedded and explicit structures that allowfor modelling of effective practice andprovision of specific and timely feedbackbetween teachers

Teachers continually reflect on theirpractice

Formative assessment is used as anintegral part of daily classroom instruction

Teachers use a range of explicit strategiesto explain and break down knowledge

Teachers share criteria for studentassessment with students

Products

Ongoing school wide improvement inteaching practice and student results

Student learning is monitored for growth

Students have a clear understanding ofwhat they need to do to succeed

Formative and summative assessmentscreate opportunities for students to receivefeedbackon their learning

Feedback from students on their learninginforms further teaching

Teachers modify their practice based onfeedback and their own reflections

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Strategic Direction 3: Building Holistic Wellbeing Practices

Purpose

Students, staff and members of the widerschool community have a sharedunderstanding ofthe behaviours, attitudesand expectations that enhance wellbeingso that students are resilient, respectful andcontribute to the wellbeing of others.

Improvement Measures

100% of students participating in dailyheavy movement

Decrease in number of students attendingplanning room multiple times each term

Decrease in negative behaviour incidentsvia Sentral (Wellbeing)

100%of classrooms using visual timetablesand visual aides to support students

100%of students have a classmanagement plan with evidence ofmodifications for targeted students

People

Leaders

Knowledge of research–based practicesaround mindfulness

Understanding of how to implementmindfulness practices across the school

Deep understanding  of the researchunderpinning PBL

Staff

Knowledge of research–based practicesaround mindfulness

Understanding of how to implementmindfulness practices with their students

Knowledge of the research underpinningPBL in order to effectively implement

Students

Understanding of mindfulness

Strategies for mindfulness

Know and apply the expectations forbehaviourand use this knowledge forpro–social behaviour

Parents/Carers

Understanding of mindfulness in order tosupport its implementation

Know and support the expectationsforbehaviour and use this knowledge forpro–social behaviour

Processes

Behaviour:

Implement a whole school plan to developa consistency of language, expectation andmanagement.

Mindfulness:

Implement a whole school strategy toincrease mindfulness, resilience andstudent wellbeing through brain research,sensory education, and activities such as Brain Breaks, Circle time and heavymovement.

Evaluation Plan

Walk throughs

Photos

Sentral data

Practices and Products

Practices

Success is celebrated

Expectations for behaviour areco–developed with students, staff and thecommunity

Consistent language about expectedbehaviour communicated across the school

Experiences that develop character bypromoting mindfulness (self–regulation andpro–sociall behaviour), resilience andleadership

Products

Students are succeeding at making positivebehaviour choices

Whole–school approach to behaviour

Explicit teaching of consistent language isused to support behaviour

Students  and staff understand mindfulnessand the impact it has on wellbeing

Students are self–aware and regulate theirown emotions and behaviours

Students have the social and emotionalskills to develop and maintain positiverelationships and engage in pro–socialbehaviour

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