Riverton Primary Campus Education Support Centre · Riverton Education Support Centre Riverton...

Riverton Primary Campus Education Support Centre

An Independent Public School

Business Plan

2017 - 2019

Riverton Education Support Centre255 Corinthian Road East, RivertonWestern Australia 6148

9457 8307

[email protected]

www.rivertonprimary.wa.edu.au

Riverton Education Support Centre

Riverton EducationSupport CentreOur School Vision

Riverton Education Support Centre is part of the RivertonPrimary Campus which is an inclusive community wherestudents work collaboratively in a rich learning environment toachieve their academic, social and emotional potential.

PurposeWe aim to foster an environment

that is inclusive for all at our School. We believe in providing

opportunities for all students to access all areas of the curriculum.

Strategic DirectionsExcellence in TeachingExcellence in Learning Positive Community PartnershipPositive Healthy Community

Riverton EducationSupport Centre

Our ValuesOur School Values provide a strong foundation for building socialresponsibility and a sense of belonging through collaborationbetween student, family, school and the wider community.The ethos of our school is embedded in our values of Inclusion,Innovation, Excellence, Collaboration and Positivity .Our values link closely with those of the Department ofEducation

Riverton Education Support

Centre Values

Inclusion

Innovation

Excellence

Positivity

Department of Education

Values

Excellence

Equality

Care

Learning


Strategic Directions

In collaboration with our School Board and Staff, we review our business plan as a working document . This assists us in clearly setting out our Strategic Directions;

Excellence in Teaching Excellence in Learning Positive Community Partnerships Positive Healthy Community

We believe that these Strategic Directions are critical to the success of our studentsand our school. Integral to this process is what we offer in each of the priority areas,how we monitor our performance, and understand and learn from our performancein order to continuously improve.

Excellence in Teaching

• Develop professional knowledge and understanding of all ESC staff to enhance optimal learning opportunities for students at the Centre.

• Be a reflective pro-active Professional Learning Centre• Provision and equitable allocation of resources to facilitate access.• To facilitate an Inclusive Environment.

Excellence in Learning

• Provide a variety of learning experiences for individual students within the ESC.• Provision of access for all students.• Demonstrated understanding of individual learning styles.• Implementing an Inclusive environment.

Positive Community Partnerships

• Parents build positive relationships with the school community.• Communication between parents and school is pro-active.• The campus facilitates partnerships with local business.• Parents participate in Education Support Initiated Events.

Positive Healthy Community

• Improve the physical fitness and capacity of the students.• Effectively support the students to maintain positive mental health.• Support students to develop resilience.• Develop a culture of acceptance, understanding and tolerance of all students.


Excellence in Teaching

1. Develop professional knowledge and understanding of all ESC staff to enhance optimal learning opportunities for students at the Centre.

Develop teachers and Education Assistants leadership skills to support each other in the school environment.

Implementation :• Scheduled and impromptu meetings to address the needs of students to ensure all

staff are using a consistent approach.• Model teaching strategies to support staff in delivering best practice for working

with individual students.• Disseminate information from external providers to all staff involved with the

students to ensure consistency in program delivery.• Invite external professional learning presenters to address staff where appropriate

to enrich the staff knowledge and understanding.• Provide consistency and supportive management of performance.• Implementation of “Leading a Culture of Classroom Observation and Feedback”

program.

Curriculum Differentiation Adaptations

Implementation :• Create Individual Education Plans (IEPs) to support students’ needs.• Develop modified resources to cater for students different learning styles using

multifaceted approaches to facilitate learning (for example; small group work, peer tutoring, mixed ability grouping).

• Support Mainstream Teaching Staff to differentiate the curriculum during integration.

• Education Assistants to support individual students when integrating across mainstream classes.

• Development of a pedagogical framework.

Key Performance Indicators• 85% of outcomes achieved on IEPs.• All staff have accessed Professional Learning in line with Performance

Management.• Knowledge has been shared and programs adapted to meet individual needs of the

students.• 90% satisfaction from staff surveys.• All staff are involved in the “Leading a Culture of Observation and Feedback”

program and participate in the Professional Learning Sessions.• Development of teaching strategies .


Excellence in Teaching (cont.)

2. Be a reflective pro-active professional learning community.

Ensure every teacher has a high level of proficiency across all areas.

Implementation :• Provide consistent and supportive management of performance.• Provide all staff with access to quality Professional Learning (PL).• Conduct annual classroom observations of teaching activity with written feedback

from line manager.• Ensure staff link classroom teaching programs to whole school priority areas.• Use appropriate recruitment processes in line with the department policies to

attract staff with proficient professional knowledge for students with special needs.

• Staff share knowledge, implement support systems and demonstrate best practice.

Use information communication technologies effectively within the classroom.

Implementation :• Ensure staff are proficient in using all available technologies, e.g., iPad, computer,

smart board, communication devices.• Ensure all software is up to date and in good working order.• Match educational programs to individual student outcomes.• Teacher professional development and sharing to integrate innovative ICT practices

into teaching programs.• Provision of additional staff to facilitate / up skill ICT capabilities.• Increase competency in ICT for all staff including completing a competency

checklist.• All teachers to progress to a higher level of national competency.

Key Performance Indicators• Provision and attendance of professional learning linked to individual, school and

system priorities.• Promote and support the progression of teachers within the Australian Institute for

Teaching and School Leadership (AITSL) Standards.• Allocation of leadership roles within the campus.• Collaborate, plan and implement effective programs for all students and measure

progress (surveys, checklists).• Progress and attainment of Technology outcomes listed on checklist.



3. Provision and equitable allocation of resources to facilitate access.

Provide staff with the resources and support to maximise their capabilities to provide consistently high standards of teaching.

Implementation :• Ensure ratio of EAs to students is appropriate.• EAs to receive feedback from teaching staff.• Effective management to ensure inclusivity, health and wellbeing of staff.• Implement collaborative planning days/ sessions.• Reflect on teaching performance / practice from peers.• Provision of written feedback as required.• Employment of an Occupational Therapist to support students and further develop

knowledge of staff with regard to individual students.

Support and develop staff and student communication skills to facilitate effective teaching and learning.

Implementation :• Ensure all staff are able to access current professional learning.• Provide staff with opportunities to gain proficiency in the use of appropriate

communication devices.• Use a variety of communication strategies to meet the individual needs of all

students.• Explicit teaching of strategies to facilitate effective student communication.• Access to communication for all students.• Employ a Learning Support Coordinator (LSC) on the Campus to support staff in

writing IEP outcomes, when collaborating with staff.

Key Performance Indicators• Continuality of staff who remain at the school and do not seek employment

elsewhere.• Staff feel safe and are valued at the school (2 surveys undertaken per year).• All students provided with the means to communicate .• All staff have access to communication devices and are using them in context .• Feedback and survey results received from the Independent Living Centre Speech

Pathologist and recommendations acted upon.• Completion of communication checklist by staff to demonstrate competency.• Implementation of Occupational Therapy Program to facilitate student progress.



4. To facilitate inclusivity and to implement inclusive practices within the campus.

Provide a safe and caring environment for all students.Inclusion

Implementation :• Implement buddy classes, so students have the opportunity to develop

relationships with a range of students.• Use buddy seats in the junior play area where students are able to find someone

to interact with.• Implement Wellness Week at the end of every term, which incorporates a variety

of activities focussing on health and wellbeing.• Provide a Wellbeing Journal and Communication Book for students.• Introduce a variety of activities during break times where students may play with

purpose, e.g. loose parts play.• Implement a social skills program for students who have difficulty socialising in an

appropriate manner.

Behavioural Support

Implementation :• Schedules and rewards - develop individualised reward systems to encourage

positive behaviour.• Provide Behavioural Modification Programs (BMP) to all staff.• Ensure all staff have access to student profiles and are updated regularly.• Create functional Social Stories and model expectations and appropriate social

behaviours.

Key Performance Indicators• Attendance is high - targets are met. 85%• Students are happy to come to school. (student survey) 90%• Collation of Behaviour Management Records and Data. • Students have the opportunities to generalise their skills over a range of settings

as demonstrated in their IEP outcomes.• All year 6 students will be encouraged and supported to attend the mainstream

camp. • Students attend the mainstream classrooms and teachers collaboratively

complete a checklist at the beginning and end of year, to demonstrate progress.• Opportunities are provided for students’ participation in mainstream social

events.


Excellence in Learning

1. Provide a variety of learning experiences for individual students within the ESC.

• Explicit teaching and modelling of communication strategies and the use of devices to facilitate effective student communication.

• Design IEP outcomes to meet the individual communication needs of students.• Provide opportunities for students to communicate effectively.• Provide additional staffing resources when implementing new communication

systems to ensure effective and optimal student learning.• Maintain visual supports across all school environments to facilitate student

communication.• Implement an individualised independence program.• Students have the opportunity to attend Mainstream classes.• Implement an effective Social Skills program.• Develop small social groups.• Implement a Life Skills program.• Explicit teaching of understanding emotions and building resilience.

2. Provision of access for all students.

• Modification of the Western Australian Curriculum based on the abilities of students.

• Adapt the physical environment.• Adapt the presentation of the curriculum.• Develop and monitor individual IEPs and BMPs (where required) to further develop

learning.• Create resources to support the delivery of students’ individual outcomes.• Collect baseline data to determine ability levels.• Support students’ learning through ability based small group work.• Reflect on and modify student outcomes and delivery programs.

Key Performance Indicators• Students achieve 85% of their Individual Education Plans.• Students generalise their skills over a range of settings.• Students’ individual learning styles are catered for and implemented across the

campus.• The campus behaviour policy is shared, disseminated and followed by all staff so

that students can access uninterrupted learning.• Individual Education Plans are made available across the campus.• Individual Behaviour Management Plans are made available across the campus.


Excellence in Learning (cont.)

3. Demonstrate understanding of individual learning styles.

• Create and modify teaching and learning resources.• Adapt the delivery of the curriculum to suit a variety of learning styles.• Staff are proficient in using digital programs to create modified resources.• Pedagogy supports the needs of the students.

4. Implementing an inclusive environment at the Campus.

• Consistently provide opportunities for students to integrate with their Mainstream peers.

• Support Mainstream staff in making suitable adjustments to programs to meet the individual needs of ESC students.

• Promote awareness of disabilities through special events; e.g. Autism Awareness Day.

• Collaborate with Mainstream staff to offer a variety of combined learning experiences both in and out of school.

Key Performance Indicators• Students are successful learners and attain their individual outcomes.• Students are willing to take risks (survey).• Students are willing to engage in new programs. (Opportunities have been

provided for all students)• Students are confident and happy at school (checklists, surveys and Behaviour

Management records).• Students are resilient learners and ask for help, clarification.• Staff demonstrate their capacity to modify and adapt the curriculum to meet the

needs of all students.• Mainstream staff demonstrate positive and pro-active behaviours when working

with special needs students (activities, excursions, records).• Completion and compilation of school based survey by mainstream staff on special

needs students in their class.


Fostering Positive Community Partnerships

1. Parents build positive relationships with the school.

• Establish a school Facebook page as a communication channel for the community to publicise events and information to the school community.

2. Communication between parents and school is pro-active.

• Conduct parent meetings and interviews with teachers.• Provide parent surveys, report feedback and implement findings in the school.• Provide parents with a detailed year planner.• Implement the use of the Department of Education platform in Connect for

communication to parents.

3. The campus facilitates partnerships with local businesses and community groups.

• Promote Board Members across the school community to strengthen links between the members, staff and the school community.

• Provision of information disseminated to the community on the specific needs of individuals.

• Admin team and Board Members attend community events outside the school.• The campus develops a strong relationship with the local Woolworths

supermarket.• The school choir performs at local community groups/events.• Students participate in local community group activities.

4. Parents participate in School-based initiated events.

• Develop activities around the perceived interests and needs of the parent community and monitor the progress of these; e.g. parent cooking classes, Positive Parenting Program.

• Include parents in school based committees.

Key Performance Indicators• High attendance and participation of community at school events.• 90% satisfaction from parental survey.• Promotion of relationships with local community and businesses.• Verbal and written feedback from parents.


Positive Healthy SchoolCommunity

1. Improve the physical fitness and capacity of the students.• Provide and analyse physical data on the students linked to fitness and

participation.• Implement a Fundamental Movement Skills program.• Provide opportunities for all students to participate in teams, activities and

sessions both inside and outside of school hours .• Implement and develop an after school dance program that can be accessed by

students from other schools.• Implement daily physical education across the school.

2. Effectively support the students to maintain positive mental health.• Develop a Wellness Action Team to promote mental health within the school.• Become a Kids Matters school with a Mental Health focus.• Develop Wellness Week each term to promote a healthy lifestyle focussing on

mind and body.• Collaborate with mainstream staff to design and implement an effective social

skills program.• Provide opportunities for students to practice social skills in real life contexts.• Create social stories and resources to support appropriate social interactions.• Provide opportunities for students to generalise appropriate social behaviours in

community settings.• Design and develop a student Wellness Communication Journal.• Provide students with the opportunity to attend Rainbows.• Implement the Zones of Regulation Program.• Implement Clubs at Lunchtime


Positive Healthy SchoolCommunity (cont.)

3. Support students to develop resilience.• Implement and monitor the Protective Behaviours Program.• Access appropriate incursions for students, developed around building

resilience.

4. A philosophy of acceptance, understanding and tolerance of all students.• Implement buddy classes, so students have the opportunity to develop

relationships with a range of students.• Implement Wellness Week each term.• Provide a Wellness and Communication Journal for each student.• Provide break time activities that provide access for all children to allow them to

play in a purposeful sense and able to integrate more readily.

Key Performance Indicators• Students’ physical capacity improves during the year- (Beep test, checklists, class

records).• Students participation and feedback for school based events.• Reduction of students displaying anxious behaviour (survey).• Collect baseline data to reflect upon the Zones of Regulation Program and its

capacity to assist anxious students.


Riverton Education Support Centre255 Corinthian Road East, RivertonWestern Australia 6148

9457 8307

[email protected]

www.rivertonprimary.wa.edu.au

Riverton Primary Campus Education Support Centre · Riverton Education Support Centre Riverton...

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