2021-2024 Tuggerah Public School SIP

Strategic Improvement Plan 2021-2024

Tuggerah Public School 3269

Printed on: 30 March, 2021 of 9 Tuggerah Public School (3269) -2021-2024

School vision and context

School vision statement School context

Tuggerah Public School is committed to providing a quality learning environment thatfosters respectful and successful learners, confident and creative individuals andresponsible and informed global citizens.

Tuggerah Public School was established in 1892 and has a long and rich heritage.Development of housing estates from the 1990s resulted in rapid enrolment growth and theconstruction of new facilities in 2000.

The school pays respect and acknowledges that it is on Darkinjung land. Tuggerah PublicSchool is a member of the Wyong Local Management Group and the Darkinjung AboriginalEducation Consultative Group (AECG) and actively engages with the local community topromote education, cultural awareness and student wellbeing for its students.

The school provides an inclusive curriculum catering for varied learning styles and abilities.There are currently 17 classes operating K-6 with 12% of students acknowledgingAboriginality, 11% of students as Language Background Other Than English, 3% English asa Second Language and 35% of students having a diagnosed or undiagnosed disabilityaccording to the National Consistent Collection of Data (NCCD). The growing multiculturaldemographic is supported through weekly ESL support and targeted support is provided toAboriginal students as well as an inspirational Learning and Support Team anddifferentiated initiatives to support our Special Needs Children.

Tuggerah Public School is a KidsMatter school and this entails a flexible, whole schoolapproach to improving students' mental health and wellbeing.

Key Initiatives at Tuggerah Public School include: K-1 Phonemic Awareness and Phonicfocus with Jolly Phonics, Initiallit, Smart Spelling, Focus on Reading, Advancement ViaIndividual Determination (AVID), Premiers Reading Challenge, Clubs, UniversityCompetitions (ICAS), Spelling Bee, Children's University in Partnership with NewcastleUniversity, Advanced Technologies, Schools Spectacular, Djembe Drumming, Boys andGirls Dance Troupes, Choirs, Drama and Debating, Enrichment classes, targetedinterventions such as Minilit, Macqlit, Quicksmart.

Through our Situational Analysis we have identified a need to use data driven practices thatensure that all students have access to point of need and engagement of learning. Furtherwork will need to occur with the enriched use of data to inform planning, teaching andlearning. Through the NAPLAN and internal data gap analysis the target areas ofNumeracy, Reading and Writing will be a focus.

To develop a high expectations and student voice culture, learning activities require adynamic and personalised approach with student feedback, collaborative development oflearning between student and teacher and a real focus on explicit teaching culminating inhigher order demonstration of knowledge, skills and abilities.


Strategic Direction 1: Student growth and attainment

Purpose

In order to improve student learning outcomes in Literacyand Numeracy we will develop and sustain whole schoolprocesses for collecting and analysing data to ensure theimplementation of appropriate curriculum provision forevery student is underpinned by evidence informedstrategies and embedded evaluative practice.

Improvement measures

Target year: 2022

System Negotiated Target

• A minimum uplift of 6%, of Year 3 and 5 studentsachieving in the top two bands in NAPLAN Readingto align with the lower bound target.

• A minimum uplift of 5% of Year 3 and 5 studentsachieving in the top two bands in NAPLANNumeracy to align with the lower bound target.

Target year: 2023

System Negotiated Target

• A minimum uplift of 5% , of students achievingexpected growth in reading as measured byNAPLAN to align with the lower bound target.

• A minimum uplift of 5%, of students achievingexpected growth in numeracy as measured byNAPLAN to align with the lower bound target.

Target year: 2024

School Generated Target

• An uplift of 10% of the 2021 Year 3 studentsachieving within stanines 4-6 and an uplift of 10% ofYear 3 students achieving within stanines 7-9 in PATReading.

• An uplift of 10% of the 2021 Year 3 studentsachieving within stanines 4-6 and an uplift of 10% ofYear 3 students achieving within stanines 7-9 in PATMATHS

Initiatives

Literacy and numeracy pedagogical practice

We will embed sustainable whole school processes and aculture that enables teachers to include, challenge andextend, enabling all students to achieve.

• Develop and engage in professional learning of theliteracy and numeracy progressions to personaliselearning and understanding and build teachercapabilities and collective pedagogical practice..

• Expertly use student assessment data, bothformative and summative to reflect on teachingeffectiveness and to provide individualised explicitdifferentiated and responsive learning opportunities,including the extension and challenge of students.

Data driven practices

Ensure effective strategies and processes for dataanalysis and reflection are used for responsive curriculumdelivery.

• PL in data literacy, data analysis and data use inteaching for all staff. This is linked to gap analysisdata.

• Review and adapt practice to ensure reliableformative and summative assessment tasks are usedto analyse student progress and then how to use thisdata to inform future teaching and learning andtherefore evaluating growth over time and reportingaccurately on student achievement.

• Embed data informed formative assessmentpractices as an integral part of daily instruction inevery classroom to drive and inform teaching andlearning.

Success criteria for this strategic direction

A whole school system and integrated approach to qualityteaching, curriculum planning, delivery and assessmentthat promotes learning excellence and responsiveness inmeeting the needs of all students, including those highachieving students. (SEF - Curriculum Planning).

All teachers are committed to identifying, understandingand implementing the most effective explicit teachingmethods, with the highest priority given to evidence-basedteaching strategies. (SEF - Effective Classroom Practice).

Assessment data is collected in reading, writing andnumeracy on a regular and planned basis and usedresponsively as an integral part of classroom instructionand directs learners and learning. (SEF - Data Skills andUse).

Valid teacher judgement is evident across the school.(SEF - Assessment).

All students and parents can articulate, understand andachieve literacy and numeracy learning goals. (SEF -Assessment).

The Principal and School Leadership Team modelinstructional leadership and support a culture of highexpectations, resulting in sustained and measurablewhole school improvement. (SEF - EducationalLeadership).

Professional learning is differentiated and it's impact onthe quality of teaching and student learning outcomes isevaluated. There are explicit systems for collaborationand feedback to sustain quality teaching practice.. (SEF-Learning and Development).

Evaluation plan for this strategic direction

Question:

To what extent have we achieved our purpose and howeffectively have we met the learning needs of all studentsin literacy and numeracy? What are the implications for




Target year: 2024


• A minimum uplift of 10% from a baseline of 70%, ofKindergarten students achieving at or above inPhonemic Awareness Check.

• A minimum uplift of ..... from a baseline of of Year 1students achieving at or above in PhonicsKnowledge Check.

Target year: 2024


Working within or beyond sustaining or growing asmeasured by the school excellence framework (SEF), inthe themes of Curriculum, Assessment, StudentPerformance Measures, Effective Classroom Practice,Data Skills and Use.


our teaching and learning programs?

Data:

• Internal assessments (4 Operations, Lexile,Benchmark, Smart Spelling, South Australian, TEN,Pirozzo HS Readiness, PAT)

• External assessments (NAPLAN, PAT, PhonologicalAwareness, Phonic Check, Check in Assessment,SENA, BEST START, SCOUT, Value Add)

• Formative and Summative Assessments (AFL, AAL,AOL, Kahoot, Plickers, Effective Questioning)

• Observations (Work samples)

• Student Voice

• Document Analysis

• CTJ

ANALYSIS:

The evaluation plan will involve;

• Regular review of data sources to provide clarityaround whether we are on track for achieving theintended improvement measures.

• Regular professional discussions around the SchoolExcellence Framework elements and themes and theanalysis of evidence around these themes.

• Reflective executive and whole school reflectivesessions including CTJ.

• Term by Term review and triangulation of datasources including qualitative and quantitative,internal and external data to corroborate conclusions.

IMPLICATIONS:

• After analysing the data, a determination will bemade as to "where to next" and future directions.

• Quality processes are embedded across the school.




• Learning outcomes for students are at point ofchallenge.


Strategic Direction 2: High expectations and continuous improvement culture

Purpose

In order to cultivate a high expectations and continuousimprovement culture we will develop curriculum, reporting,assessment and engagement with a focus on innovationand improvement to ensure that every student is acreative, connected and engaged learner with a growthmindset that can improve students' achievement overtime.


Target year: 2022

System Target

To record an uplift of 6% to 80% of students with anattendance rate of 90% or above.

Target year: 2024

School Based Target

To increase the number of learning opportunities andteacher capability in STEM.

Target year: 2024

Working within or beyond sustaining or growing asmeasured by the school excellence framework (SEF), inthe themes of Learning Culture, Wellbeing, Curriculum,Assessment, Student Performance Measures, Reporting,Data Skills and Use, Learning and Development.

Initiatives

Engagement

Engagement in teaching and learning is a prerequisite tosuccess. A student is not as likely to succeed in learning ifthey or their school are not invested in their learning.

• Develop an ongoing evaluation of attendancestrategies to enable a comprehensive plan thatsupports student outcomes, monitors attendance andactions early intervention, and celebrates regular andimproved attendance.

• Utilise SCOUT reports and school attendancesummary reports to analyse and monitor regularstudent attendance and contact parents promptly tofollow up unexplained absences.

• The school and community work together to addressbarriers to attendance and improve engagement.

• Implementing whole school approaches for inclusionand positive behaviour such as Anti- Bullyingstrategies

• Facilitate STEM engagement through effectivecurriculum, teaching approaches and assessmentresources to improve learning outcomes for everystudent and build teacher capacity.

High expectations

All students need to be challenged and engaged in orderto develop their full potential through strategies such ascurriculum differentiation, providing individualisedfeedback, consistently challenging all students to learnnew things, establishing clear and consistent expectationsfor learning and behaviour, guiding and supportingstudents towards meeting expectations and engaging withparents and carers to encourage them to also hold highexpectations of their children.

• Expertly use student assessment data, to groupstudents into multi-age / enrichment classes toenable accelerated programs and differentiatedlearning opportunities to foster the extension andchallenge of students.


The school has implemented evidence based change towhole school practices, resulting in measurableimprovement in engagement and high expectations.

There is a school wide collective responsibility forengagement and setting high expectations . The schoolhas promoted the benefits and importance of regularattendance leading to higher attendance rates across theschool.

Executive and learning and support teams routinelyreview and monitor attendance reports for patterns orstudents at high risk.

Executives and classroom teachers apply behaviouralinsights to encourage the desired attendance behaviourand understand the underlying external factorscontributing to non attendance.

Teachers promote high expectations of their studentswhen they differentiate instructions, provide feedback andengage in frequent, meaningful classroom interactions inorder to challenge their students and encouragecontinuous improvement.


QUESTION

How are our classrooms supporting students to beactively engaged and promote high expectations for allstudents?

DATA

• Attendance - ATTEND IT

• SCOUT

• STARs

• REPORT IT

• Surveys

• TTFMPrinted on: 30 March, 2021 of 9 Tuggerah Public School (3269) -2021-2024

Strategic Direction 2: High expectations and continuous improvement culture

Initiatives

• Encourage the development of positive teacher-student relationships and encouraging students tohave high expectations by promoting personal goalsetting, providing clear instruction, and giving explicitfeedback

• Engage student-centred inquiry based opportunitiesfor students to collaborate with peers, includingproject-based learning and design learning spaces topromote 'place attachment' and the socialinteractions critical to student engagement andlearning..


ANALYSIS

The evaluation plan will involve:

• Regular review of data sources to provide clarityaround whether we are on track for achieving theintended improvement measures.

• Regular professional discussions around the SEFelements and themes and the analysis of evidencearound these themes.

• Reflective executive whole school feedback includingstudents on strategic direction 2.

IMPLICATIONS

• After analysing the data a determination will be madeas to future directions.


• Increased student engagement and highexpectations across the school.


Strategic Direction 3: Amplifying student voice in positive environments

Purpose

Students will actively participate in decision-making onthings that shape their educational experiences resultingin the following: increased engagement in learning,increased competence in personal and social capabilities,the development of a positive environment and culture,increased likelihood of positive connections and a senseof belonging and students and teachers effectivelycollaborating to design solutions together.


Target year: 2022

System Target

An uplift of 4.5% of students reporting Expectations forSuccess, Advocacy, and Sense of Belonging at School,which will align with the lower bound system target.

Target year: 2024

School Based Target

Student Voice Survey indicates that 50% of students feelthey have a say about where, who and how they learn.

Target year: 2024

School Based Target

An increase of 30% of students able to negotiate andresolve conflict as set by the personal and socialcapabilities continuum baseline data.

Target year: 2024

School Based Target

Maintain excelling in the elements of well being andlearning culture as measured by School ExcellenceFramework.

Initiatives

Wellbeing

A strategic, planned and embedded approach todeveloping whole school wellbeing processes that supportthe wellbeing of all students so they can connect,succeed, thrive and learn.

• Utilise TTFM surveys and other feedback to guidejudgement being made during self assessmentprocess

• Model healthy coping strategies in the classroomsuch as engaging in positive self talk, discussingissues as they arise and asking for help.

• Establish mentoring programs that identify strengthsand success as well as build resilience in students.

• Design and implement additional support tovulnerable students in class and other schoolactivities to assist them in feeling safe and supportedat school.

Student Voice

We will build a culture where teachers and students worktogether and where student voice, agency and leadershipare understood as interrelated factors that contribute tothe notion of empowerment and a sense of school pride.

• Establish opportunities for the development ofstudent voice to encourage students to feelconnected to their learning.

• Teachers and student working collaboratively toreflect on and improve teaching and learning acrossthe whole school.

• Students take responsibility for their learning andare, on the whole, independent and self regulatinglearners.

• Students are involved in the design andimplementation of school programs and policy andactively contribute ideas about student led learningopportunities.


The school has implemented evidence based change towhole school practices, resulting in measurableimprovement in wellbeing an encouragement to supportlearning.

There is a school wide collective responsibility for learningand success.

Students actively participating in decision making atschool, on things that shape their educational experiencesand supports them to be successful.

Students valuing the perspectives and opinions of othersand acting on them in a way that genuinely shapeslearning and decision making at school.

All teachers support students to self assess and selfreflect upon their learning and to influence future learningopportunities.


QUESTION

How are our classrooms supporting students to activelyparticipate and influence their own learning and how dowe know if our students can initiate and take responsibilityfor confidently building relationships with their peers,teachers and families?

DATA

• TTFM

• Social capabilities continuum

• internal surveys and feedback

• STARs data

ANALYSIS

The evaluation plan will involve:

• Regular review of data sources to provide clarityPrinted on: 30 March, 2021 of 9 Tuggerah Public School (3269) -2021-2024

Strategic Direction 3: Amplifying student voice in positive environments


around whether we are on track for achieving theintended improvement measures.

• Regular professional discussions around the SEFelements and themes and the analysis of evidencearound these themes.

• Reflective executive whole school discussionincluding students sessions on strategic direction 3.

IMPLICATIONS

• After analysing the data a determination will be madeas to future directions.


• Increased student voice and wellbeing across theschool.


2021-2024 Tuggerah Public School SIP

Documents

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