Business Plan 2017-2019

OUR VISION

STRIVING FOR EXCELLENCE THROUGH A HIGH

QUALITY EDUCATION FOR EVERY CHILD;

WHATEVER THEIR ABILITY; WHATEVER THEIR

BACKGROUND.

PORT KENNEDY PRIMARY SCHOOL

OUR VALUES LEARNING

We have a positive approach to learning and encourage it in others, based on our belief that all students have the capacity to

learn. We provide learning experiences that:

○ Stimulate thought, inquiry and enjoyment

○ Connect with students existing knowledge, skills and values, while extending and challenging their current ways of

thinking and acting

○ Encourage purposeful action and reflection

○ Encourage students to learn independently and from and with others.

EXCELLENCE

We have high expectations of ourselves and our students. We set standards of excellence and strive to achieve them by

providing learning experiences that:

○ Are motivating, relevant and flexible

○ Recognise and cater for each individual’s learning rates, prior experience, talents, interests and needs

○ Enable students to observe and practise the actual processes, products, skills and values which are expected of them

EQUITY

We all have a right to a workplace that is free of discrimination, abuse or exploitation. We recognise the differing circumstanc-

es and needs of our students and provide learning experiences that:

○ Value and include all regardless of gender, culture, disability or race

○ Explore ways of meeting individual needs which do not infringe on the rights of others

○ Promote student participation in democratic processes

CARE

We treat all individuals with care. Our relationships are based on trust, mutual respect and the acceptance of responsibility,

developed in learning experiences that:

○ Promote self- acceptance and self- respect as well as concern for the well- being of others

Our School

Port Kennedy Primary is a Level 5 school serving families in Port Kennedy. The school opened in 1996 with just over 300

students. We currently have just under 500 students. We gained Independent Public School status in 2017.

The school has five blocks of permanent classrooms and is utilising a further 4 demountable classrooms. One of these blocks

was added to the school in 2010 as part of the Building the Education Revolution Federal funding. The funding also enabled

the school to have a science room and multipurpose room built. The school also has a purpose built art room with kiln and

music room. Other facilities include a multimedia equipped undercover area, vegetable and herb garden, oval, two hard

courts, Nature Play area in Pre Primary, and Games Room . The oval is a dual use facility and managed in conjunction with the

City of Rockingham.

The school has a large number of experienced staff, with some having been foundation staff members in 1996. This year, as

part of becoming an Independent Public School, we have been able diversify the skills and expertise of our staff. There are a

variety of specialist staff which enables the school to offer specialist programs that include Art, Music, PE and Science.

The average “Index of Community Socio Economic Advantage” across Australia is 1000. Port Kennedy Primary School has an

ICSEA of 976.

DIRECTION STRATEGIES MONITORING Whole school implementation of Numeracy Blocks through use of I-STAR and warm-ups.

Provide teachers with ongoing support and Professional learning.

All teachers provided with numeracy block planning tools.

Participate in informal or formal peer observation and discussions.

Provide feedback to peers for reflection

Informal classroom walkthroughs.

Teachers use gathered data to inform planning and target setting for students.

Data to be collected to track student progress and for progressive planning by classroom teacher.

Data to be collected by office for screening of SAER students.

Use of SCSA A-E Judging Standards for assessment and reporting.

Collaboration sessions to investigate and devise moderation assessment tasks.

Teacher records/assessment folder.

PAT Maths Test

MTS Summative Test

Westward and Ballard basic facts test

First Steps Diagnostic Task

Collaboration notes collected by Admin.

On entry testing

Develop a whole school scope and sequence document for Mental Computation and basic facts fluency.

Implementation of warm-ups to promote fluency of basic facts.

Creation of ‘PKPS basic facts’ scope & sequence for automatic recall.

Teachers use scope and sequence to plan programs of work and deliver explicit instruc-tion in the mental maths component of Numeracy Block to develop fluency.

Fortnightly whole school Mental Maths challenge to develop and monitor basic facts fluency.

Kindy Curriculum Guidelines checklists

Checklist of Scope and Sequence

Basic facts testing—whole school program/tests?

Collection of Mental Maths challenge data.

Teachers use a repertoire of strategies to meet the differentiated needs of students.

Use of I Pads and ICT programs.

Use of Intervention Tub

EA Support

Hands—on concrete materials

Student progress to be moni-tored, tracked and utilised

NAPLAN data

PAT data.

IEP’s / GEP’s (for extension & SAER)

First Steps Diagnostic Tasks

Develop whole school planning documents for Numeracy in line with the WA Curriculum.

Each year level to plan in collaborative teams using school based planning documents aligned with the WA Curriculum.

Collaboration sessions to investigate and devise moderation assessment tasks.

Whole School checklist for WA Curriculum.

Collaboration notes collected by admin.

Constant review of documentation.

Mathematics Targets

For students to reach or exceed the numeracy score of like schools.

To increase students achieving in the top 20th percentile. To be similar or higher than like schools.

To decrease students achieving in the bottom 20th percentile. To be similar or higher than like schools.

DIRECTION STRATEGIES MONITORING Continue the whole school implementation of Mathematics programs to celebrate mathematics within the community.

Reach for the Stars—whole school.

Numeracy display at shopping centre.

Numeracy week—whole school activities

Maths Incursions - Start Smart

Maths Displays in each classroom for Open Night.

Class maths displays on walls

Whole School Numeracy Week Maths Challenge

Whole school involvement in special activities.

Teachers to Incorporate ICT

into their Mathematics

programs.

Students utilise Targeting Maths app already

loaded onto I Pads.

Investigate online Maths programs such as

Mathletics and Maths on-line.

Maths apps on all iPads.

Trial run of programs and surveys completed by teachers at end of trial period.

Feedback on Maths apps on iPads.

Mathematics

Priority One: Positive School

1. Establish a school community that promotes mental health and well-being. 2. Build respectful relationships, belonging and inclusion within our school Community.

Leadership to actively support Action Team to drive initiative

Continued PD for staff on KidsMatter modules.

Leadership and commitment to using the KidsMatter Frame-work to drive and plan a PK whole school approach (CHAMPS)

Professional learning for staff on KidsMatter program.

Parent workshops (School Chaplain)

Action Team to facilitate sessions

School community understands the importance of mental health and well-being.

Daily Fitness Program

Mindfulness-‘Smiling Minds’

Successful implementation of these programs.

CHAMPS Healthy Minds, Healthy Bodies Program to be implemented

Action Team member to organise and facilitate CHAMPS launch.

KidsMatter surveys.

Ongoing CHAMPS activities

Create a sense of belonging and inclusion for all school commu-nity members.

Community In Action (CIA) Busy Bees, Giving Tree, School Fetes, Parent helpers

Conduct community events- Celebrating other cultures, PK Says No Way to Bullying Day

Facebook page. Website Newsletter, ongoing busy bees, community events ie walkathon.

Encourage family and the wider community involvement in the school.

Strategies Monitoring Direction

Health and Wellbeing Staff, parents and students were given the KidsMatter survey at the end of 2016.

The school’s priority target areas are:

• Students have a sense of belonging to the school. KidsMatter survey- 46.6% Target- 80% • Students look forward to coming to school. KidsMatter survey- 42% Target- 80% • Parents are satisfied with the way the school communicates with them. KidsMatter survey- 35.1% Target- 50% • Our school offers diverse opportunities for students and families to participate in a range of activities. KidsMatter survey- 30% Target- 50% • Staff feel valued and respected at our school. KidsMatter survey- 37.5% Target- 60%

Priority Two: Social and emotional Learning for Kids

1. Implement effective social and emotional learning (SEL) curriculum for all students. 2. Provide opportunities for students to practise and transfer their social and emotional skills.

Health and Wellbeing

Direction Strategies Monitoring School Chaplain to support individ-ual students and provide social skills programs for identified students.

PK CHAMPS Award

Resources/Programs/Support from external agencies

Parent Workshops

Observe ongoing programs

Explicit teaching of PATHS in lower primary.

Teachers to continue using resources. Teacher feedback

Environmental print

Explicit teaching of Social Skills program to be implemented.

Teachers given professional learning in High-way Heroes program.

Staff PL on next Social Emotional Learning program

PK Anti-Bullying Whole School Strategy

Policy development, community awareness, PK Quenda Mascot says ‘No Way to Bullying’

“Bullying No Way” Day

Completed policy ongoing

CHAMPS Clubs & Games Room to be run at lunch times

Action Team to organise supervision roster. Certificate of attendance

Improve student participation

SDERA Programs to be investigated as possible whole school approach.

Heath and wellbeing action team will Investi-gate SDERA programs for drug and road safe-ty education and protective behaviours.

Direction from SDERA consult-ant to guide future planning.

CHAT (changing heath acting to-

gether) initiative funding in order

to develop a whole school ap-

proach to resilience, drug and road

safety education.

Work with SDERA consultant to get funding for CHAT initiative.

Feedback from health and wellbeing action team to drive future planning.

Priority Three: Working with Parents and Carers

1. Build collaborative working relationships with parents and carers. 2. Offer support for parenting. 3. Provide opportunities for parent and carer support networks.

Strategies Monitoring Direction Possible parent in-term half day Website

Parent/Teacher Meetings

Communicate with parents more effectively about child develop-ment and learning.

School Chaplain and external agencies School healthy lunch box

Anxiety workshop

Parent workshops and information sessions for parents to attend

Appoint a DFTA to support individual students and families.

Provide opportunities for parent support.

Gill Lofthouse as DFTA PK Networks Defence Force Families Students with Special Needs

Priority Four: Helping children with Mental Health Difficulties

1. Have an understanding of mental health difficulties and improve help seeking. 2. Respond to students experiencing mental health difficulties.

Strategies Monitoring Direction Staff Training and Resources Protective Behaviours Whole School

Program ‘Keeping Kids Safe’-DET Resource

Appoint a DFTA to support individual students and families

Gill Lofthouse to continually work with students and parents.

Work with Defence Force Families

Use school processes and protocols to respond to low attendance and help students to remain engaged in their learning.

Follow up unauthorised absences and monitor data on student attendance.

Monitor and review student attend-ance and continue case manage-ment to maintain a high level of attendance.

Individual management plans in place to best suit SAER with resources allocated accordingly.

IEP and IBP

Referrals to chaplain and Psy-chologist.

Continue Student Services referrals to support and engage SAER.

Health and Wellbeing

English

Direction Strategies Monitoring OVERARCHING GOAL Raise the standards of literacy through the continued develop-ment of a whole-school approach to literacy. Centred upon a strong focus of explicit instruction and the gradual release of responsibility model.

Teachers use whole school planning documents created by the English Com-mittee.

Teachers given PD on the ISTAR model of explicit lesson design.

Use of ISTAR model for lesson design.

Whole school editing process aligned to the WA curriculum.

Whole school presentation standards document.

Use of national testing data and school-based testing data to track the progress of students’ and school performance.

Student progress files used consist-ently across whole school.

Continue to implement a consistent and strong phonologi-cal and phonemic approach in literacy from K-6 using the Diana Rigg Spelling Program.

Provide teachers with ongoing support during collaboration and optional PL courses.

One teacher per block sent to Diana Rigg PD to come back and share information with staff.

Results of On-Entry testing. Results of NAPLAN spelling data. Results of Core Words program.

Input of Diana Rigg testing data into shared drive.

Provide funding to assist in building the capacity of the school to improve literacy through modelling, mentoring and coaching.

Encourage peer observations for models of good practice.

Up-skill staff in coaching and mentoring professional learning.

Use of Level 3 classroom teacher to mentor and coach teachers who require support.

Create a culture within the school of classroom walk-throughs and observations.

Cost centre budget

The analysis and use of national and school based data to inform future planning and differentia-tion of the curriculum.

Teachers use a repertoire of strategies to differentiate the curriculum at classroom level.

Purchasing of resources for teachers to aid in differentiation and for SAER and TALAs.

PD of staff in regards to newly purchased resources.

Student progress to be tracked using:

NAPLAN

PAT testing results. Data collected and tracked in

student progress files.

Target setting documents based on PAT results.

Assessment schedule items.

Shared Drive - data collected by Admin and screened for SAER and IEPs.

The following major strategies should not be seen as the entire classroom literacy program. Teachers have the flexibility to add, enrich and innovate in a variety of ways within classroom teaching and learning of literacy. The major strategies are those which are expected across the school. They are the compulsory strategies which must be woven into the classroom program in a manner best suited to the teaching and learning of literacy.

Targets For students to reach or exceed the literacy score of like schools.

To increase students achieving in the top 20th percentile. To be similar or higher than like schools.

To decrease students achieving in the bottom 20th percentile. To be similar or higher than like schools.

English Imbed diagnostic tools in accord-ance with the whole school assessment schedule i.e: PAT, Oxford Literacy, Literacy Pro, On-Entry testing, BrightPaths, PKPS Core Words, Diana Rigg, PM Benchmarking/Oxford Literacy Assess.

Teachers use data to inform planning and differentiated instruction.

Data collected and tracked in student progress files.

Shared Drive - data collected by Admin and screened for SAER and IEPs.

Introduction and implementation of the I-STAR lesson template to guide explicit instruction and learning intentions.

Professional Learning session for all staff in regards to program.

Encourage peer observations for models of good practice.

Gradual implementation of the ISTAR program.

Performance management meetings.

Classroom walk-throughs.

Research and implement a consistent and strong oral language and literacy program for K-2. “students must be able to say it before they can write it”

Provide teachers with ongoing support during collaboration.

EC to research an oral language program that can be implemented at K-2 level.

Oral language program to be implement-ed by 2018.

Results of On-Entry testing (PP)

Implementation of Apps within classroom English planning Eg. Book Creator.

Staff training through ICT committee and I-Pad school leaders.

Purchase of new apps related to literacy (Diana Rigg PLD apps)

Performance management

Feedback from I-Pad school leaders.

Provide support to teachers for intervention time for targeted students.

0.6 time funded by school—employ a teacher to assist in intervention time of targeted students.

0.6 teacher to identify students and coordinate programs and plans of work to move students.

NAPLAN results

PAT testing results.

Development of whole school scope and sequence documents, incorporating the WHAT and WHEN WA curriculum is taught in each year level.

Teachers use the S&S documents to plan programs of work and to deliver lessons that centre on explicit instruction.

Teacher to work in year level collabora-tive teams using documents to plan out programs of work.

Collaboration notes supplied to admin.

Review of S&S documents at end of 2017 for feedback.

Continue to implement and monitor the use of Guided Reading within the classroom, including explicit instruction.

Provide teachers with ongoing support during collaborative meetings.

Encourage peer observations for models of good practice.

PD staff on resources available for guided reading lessons.

EC to research new GR resources for junior primary to supplement the key links reading program.

Classroom walk-throughs during guided reading sessions.

NAPLAN—reading results

Performance management meetings.

English Provide physical resources to support literacy programs.

Year level teams to trial new products/programs and provide feedback to English committee.

Stock requests put forward to English Committee.

Cost centre budget

Stock request forms from teachers

New resource section in teachers area.

ICT

Direction Strategies Monitoring Implement a strategic approach in

the way ICT is integrated through-

out the school.

As set out in Operational Plan

All classroom teachers to use See-Saw app with-

in their classes in 2018. ICT leaders to support

staff in the set up of this at the beginning of the

year.

Scope and Sequence

ICT Peer coaches

Utilise I-Pads in classrooms in

addition to a class bank of desk-

tops in the computer room and

several desktops in each class-

room or combined in wet areas

(as determined by each block of

classrooms )

One class set of I-Pads between two classes,

class bank of computers in computer room to

be maintained. Phasing out of class desktops as

they no longer work.

Employ 0.4 to maintain system.

Tech support to monitor,

report and maintain ICT

tools—Ipad and computers.

Peer coaches to talk to staff

and support them with imple-

mentation of lessons.

Utilise I-Pads and appropriate

apps to increase the use of

technology within curriculum

delivery to meet future needs.

Apps to be used in Literacy/Numeracy Blocks.

Embedded throughout other subject areas.

Ensure adequate reserves and cost centre

allocations from school cash budget to meet

this need.

Mentor teachers employed two days per week

to initiate the gradual release model to support

teachers.

Use of collaborative time to

share knowledge

Scope and Sequence to guide

app selection

Peer coaches to continue to

provide ongoing support to all

staff members

Allocate resources to ensure our

use of ICT’s is sustainable and

meets future needs.

ICT committee to begin investigating 1:1 IPads

and BYOD (Bring your own device) model so

that every student has access to an IPad.

Current stock of IPads to be maintained.

Allocate reserve funds

presented to school board

annually

Develop digital citizenship and

e-safety.

Cyber-Safety and Internet Safe Training courses

undertaken by staff, students and offered to

parents.

Number of attendees at events

Target skills in online writing in

preparation for NAPLAN Online.

Typing skills program to be investigated and

implemented in 2017.

Feed back from teachers and

students to guide future plan-

ning

Utilise the skills of a Technical

Support Officer within the school

to maintain systems and an IT

Integrator on an ad hoc basis.

Technical Support Officer employed three days

per week in addition to Winthrop as our IT

Integrator.

Frequent feedback and discus-

sions to be had with teachers

to ensure technology is

working adequately

Reporting book to be used for

teachers to report issues with

IT.

Using Information Communication Technologies (ICT) to Enhance Learning

In line with the Department’s priority to embed ICT throughout the Curriculum and to prepare our students

for current and future needs, the following strategies have been put in place.

ICT

Direction Strategies Monitoring Update interactive boards to be

used as a teaching tool.

LCD interactive touch screens to replace older

interactive whiteboards

Investigate the use of Apple TV.

Tech support officer to

monitor and assess the need

for replacement in classrooms

ICT committee to investigate

use of Apple TV In classrooms.

Wi fi infill to meet future needs. All classrooms to have Wi Fi data points by end

of 2017.

Tech support officer to

collaborate with staff and

ensure wifi is consistently

working and up to date

Teachers to communicate with

technical support officer re-

garding any issues with wifi

Initiate investigation of 1:1

(BYO) IPads as a possibility at

PKPS

ICT committee to drive investigations and begin

planning phases.

Communication from ICT com-

mittee to be provided with

updates of progress

Using Information Communication Technologies (ICT) to Enhance Learning

In line with the Department’s priority to embed ICT throughout the Curriculum and to prepare our students

for current and future needs, the following strategies have been put in place.