School plan 2015 – 2017
Dubbo West Public School 3591
Academic
Success
Teacher
Quality
Community
and School
Culture
Planning template – V2.0
School background 2015 - 2017
School vision statement
The school banner statement is “Where individuals
matter” and to this end, we have a vision of ensuring that
every child performs to the very best of their ability and is
equipped with the skills, attitudes and knowledge to
ensure that they have the very best opportunities for
future success. We believe that it is necessary to look at
the whole child in order to build academic success, high
expectations need to be held for and by all. We recognise
the importance of meeting the individual needs of every
student and the need to build a school culture which
values learning, is inclusive, and celebrates diversity. In
short, our vision is to prepare our students to become
outstanding citizens which will ensure their future.
School context
Dubbo West Public School is a P-6 school which
currently occupies a split site some 700 m apart with
preschool and infants on one site and the primary
campus on the other.
Student population is currently around 300 with 53%
Aboriginal or Torres Strait Islander background and
approximately 82% of our students coming from low
socio-economic backgrounds. We offer quality
education to students from Preschool to Year 6 with
additional inclusion of a Regional Opportunity Class for
students in Years 5 and 6 who are gifted and talented
and a support class for students with a Mild Intellectual
Disability.
Dubbo West is an Early Action for Success School and
is also proudly embeds Positive Behaviour for Learning
across all school contexts. We boast a small but active
P&C and are proud to be affiliated with our local AECG.
Dubbo West boasts a large number of extra curricula
activities designed to enhance the whole school
experience including public speaking, debating, choir,
sport and, in 2015 will be a light house school for
library.
School planning process
Dubbo West Public School embarked on an extensive
journey in the preparation of this plan to ensure that all
members of our learning community had the opportunity
to be an integral part of this planning process and to
ensure that it was truly representative of our school.
Parent focus groups were formed which were
representative of school community. These focus groups
looked at areas of strengths within the school and
identified areas for future development. This information
was collated and utilised to form parent surveys which
were sent out. A prize draw was offered to encourage
return and to increase parent participation
Simultaneously, staff met and also identified areas of
strength and areas for development. Staff included
teachers, executive School Administrative Support staff,
Aboriginal Education Officers and School Learning
Support Officers, some of whom were all parents, P & C
members and AECG members.
Students from Years 3-6 and the Year 2 student
Representative Council were also surveyed to ensure that
their thoughts and ideas were also included. To ensure
anonymity and to provide authentic information, staff were
then surveyed using the Tell them From Me Survey.
All of this information was then collated and our three
strategic directions were chosen. These were then
advertised in the newsletter and further comment from
parents encouraged. Staff then broke into 4 groups – one
for each of the strategic directions and one group which
would concentrate on data. Groups were representative
of school staffing populations.
Groups then addressed the 5 P’s. Executive met to refine
and set milestones and the school finance committee
costed the plan.
Dubbo West Public School – 3591
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Planning template – V2.0
School strategic directions 2015 - 2017
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STRATEGIC
DIRECTION 1
STRATEGIC
DIRECTION 2
Academic
Success
Teacher
Quality
]
Purpose: To develop high expectations and academic
success for all by providing high quality, equitable
opportunities for every student to achieve to the very best
of their ability. To foster and support the wellbeing of
staff, students and the school community.
Purpose: To ensure all staff are empowered through the
Professional Development Framework and are confident
and skilled to deliver high quality teaching and learning
programs incorporating best classroom practice.
STRATEGIC
DIRECTION 3
Community
and School
Culture
Purpose: To increase community participation and
develop a positive school culture within the wider
community.
Dubbo West Public School – 3591
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Planning template – V2.0
Strategic Direction 1: <Enter text here>
Purpose
To develop high expectations and
academic success for all by providing
high quality, equitable opportunities for
every student to achieve to the very best
of their ability. To foster and support the
wellbeing of staff, students and the
school community.
People
Students
Students to develop their maximum
potential and to be showing growth
appropriate to their individual ability
level in Literacy and Numeracy.
Processes
Provide teacher training in the use of
the Literacy and Numeracy
continuums and syllabus documents
to ensure consistent teacher
judgement and implementation
through the Professional Development
framework (PDF).
Staff
Develop a shared understanding of
Quality Teaching across the whole
school including the quality teaching
framework In conjunction with a
framework for teacher self-evaluation
lesson
Providing high level Professional
Learning and mentoring to develop the
skills and capabilities of staff to design
and implement high quality
differentiated learning programs
incorporating National Curriculum.
Improvement Measures
Improved Literacy and Numeracy
performance of students
Improved authentic feedback systems
in place throughout the school learning
community.
Develop new scope and sequence for
all KLA’s and assessment practices
Parents:
Develop and implement high level
programs to support the learning and
development needs and wellbeing of
all students P-6.
Providing ongoing information and
feedback to parents regarding school
activities and student progress.
Providing information sessions to
ensure parents/carers have the skills to
assist in the support of their child’s
education, strengthening the bond
between home and school.
Every teacher to provide and
implement a teaching and learning
program which is driven by
assessment and differentiated to
meet the learning needs of all
students.
Community partners:
Fully engage with community partners
to share information and provide
additional support for the school
community.
Evaluation plan:
Leaders:
NAPLAN analysis completed within 5
weeks of release and communicated
to staff
Staff managed timetable for
improvement milestones in Weeks 5
and 10.
Provide opportunities for capacity
building of leaders.
Products and Practices
Increase the percentage of students in
Years 3 and 5 achieving in top 3 bands of
NAPLAN in Literacy and Numeracy
Increase the percentage of Aboriginal
students in years 3 and 5 achieving in top
3 bands of NAPLAN in Literacy and
Numeracy
Increase the percentage of Kinder
students achieving Cluster 4, Yr 1 Cluster
6, Yr 2 Cluster 8, Yr 3 Cluster 9, Year 4
Cluster 10, Year 5 Cluster 11 and Year 6
Cluster 12 at the end of each year.
Development of regular feedback
processes and procedures for and
between staff as part of the
implementation of the Professional
Development Framework.
All staff implementing new curriculum
and continuously improving on knowledge
and understanding of content and
applying to the teaching and learning
cycle.
Improve the percentage of students
achieving at above 0 in Best Start results
for students from DWPSP
Initial Literacy/Numeracy continuums
in place by Week 5 and checked as
part of PDF
Dubbo West Public School – 3591
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Planning template – V2.0
Strategic Direction 2: <Enter text here>
Purpose
To ensure all staff are empowered
through the Professional Development
Framework and are confident and skilled
to deliver high quality teaching and
learning programs incorporating best
classroom practice.
People
Students:
Processes
Access professional learning for
school leaders to increase capacity to
mentor and supervise under the
Professional Development Framework
Students are engaged in their learning
and motivated to succeed through high
quality learning experiences
Provide appropriate opportunities for
professional learning for staff to meet
the Professional Standards for
Teachers and the accreditation
process as it becomes available.
Staff:
Staff are motivated and enthusiastic to
develop and deliver innovative, relevant
and high quality teaching and learning
experiences.
Provide up to date and ongoing
training for staff in DEC legislation,
policy and procedures.
Parents:
Improvement Measures
Amount of professional learning
accessed by staff and the number of
staff accessing.
Teaching and learning programs reflect
professional learning undertaken.
All staff complete mandatory training
PDFs completed and reviewed twice
per term for all teaching staff.
Implement staff self-reflection and
self-analysis to determine areas of
strength and identify areas for future
development.
Parents to be informed of professional
learning which has taken place within the
school and wider community so as to
develop and maintain a professional and
dedicated identity for staff within the
school.
Evaluation plan:
Professional Development Framework
Community partners:
Staff self-reflection and action taken
to achieve improved teacher quality
and efficiency
Engage with external service providers to
provide specialist high quality
professional learning for staff.
Products and Practices
All executive staff trained in the
completion of the Professional
Development Framework
All permanent and temporary staff have a
copy of the National Teaching Standards.
All mandatory training completed by all
staff.
All staff are trained and actively involved
in the completion and monitoring of their
own PDF schedule.
Professional development is targeted to
staff identified needs and goals.
Staff take responsibility for their own
learning and development and actively
implement new learning, seek advice,
support and guidance as needed.
All staff are actively involved in school
activities such as meetings, extracurricula activities and events as a
means of appreciating the full life of the
school and local community.
Established consistent and
coordinated structures processes and
protocols in place to guide
professional development and
classroom practice.
Leaders: [
Staff leadership to engage in professional
learning designed to increase leadership
capabilities and increase capacity of
other staff as a part of succession
planning.
Dubbo West Public School – 3591
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Planning template – V2.0
Strategic Direction 3: <Enter text here>
Purpose
To increase community participation
and develop a positive school culture
within the wider community.
People
Students.
Provide ongoing social and personal
skills training and mentoring to enable
students to become fully engaged in all
aspects of school life.
Processes
Provide Professional Learning for staff
in PBL universals and ensure
consistent implementation by
including information and training at
staff meetings and communication
meetings
Staff.
Improvement Measures


Improved student, parent,
community and staff partnerships
and engagement.
Increase enrolments representative
of our drawing community
Provide Professional development and
mentoring for all staff to monitor
attendance, successfully implement
PBL systems and practices. Provide
opportunities for staff to positively
interact and build rapport with the
parent body.
Parents.
Provide varied opportunities for
parents/carers to be involved in school
activities and decision making
processes.
Products and Practices
Decreased days lost due to suspension.
Increase attendance rates to a minimum
of 90% for all students
Increase number of parents involved in
information sessions, parent/teacher
interviews and P & C.
Provide professional learning for staff
and inform community about the
attendance policy and ensure
implementation by attendance
committee and stage leaders.
All staff to reinforce high expectations by
following PBL systems and practices.
Update uniform through consultation
with community and students.
Student leaders trained in leadership
skills.
Provide opportunities for
parents/carers to become involved
within the school.
Regular positive media exposure of
school achievements
Increase the number of students wearing
full school uniform on a daily basis.
Student leaders (3-6) invited to
leadership training targeted at primary
age students.
Community partners.
Evaluation plan.
Engage external community partners to
participate and collaborate within the
school community.
Suspension and attendance data
analysed and presented to staff in
week 1 of each term commencing in
Term 2 of each year.
Leaders:
Number of students by count by SRC
wearing school uniform.
Provide opportunities for leadership
development.
Dubbo West Public School – 3591
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Planning template – V2.0