School plan 2015 – 2017 Northlakes Public School 4588 STRATEGIC DIRECTION 1 Quality Student Learning STRATEGIC DIRECTION 2 Quality Teaching STRATEGIC DIRECTION 3 Engaging & Effective Community Partnerships Planning template – V2.0 School background 2015 - 2017 School vision statement School context School planning process Our vision is to provide meaningful and relevant experiences in terms of teaching and learning in a safe, nurturing, motivating environment for every student at Northlakes Public School so that they can grow and develop into good citizens of our school community and the community at large. Northlakes Public School is located on the NSW Central Coast just under 40km north of Sydney CBD. We have commenced 2015 with an enrolment of 179 girls and 194 boys for a total of 373. Enrolment has been in a gradual decline for over 10 years to our current number. Our ICSEA at 906 and FOEI of 147 are indicative that the socio-economic status of our community is tending to the end of lower advantage. Our RAM is enhanced under ATSI, integration and SES components. The school is also an Early Action for Success (EAfS) school for 2015 and 2016. We have 14 mainstream classes and two IO/IS classes, supporting students with moderate to severe intellectual, emotional and/or physical disabilities and one multi-categorical class supporting students with a range of diagnosed disorders. Teachers have been involved in Professional Learning including evidenced based programs (Focus on Reading, L3K), involving peer coaching and mentoring for Quality Teaching. The school community is also supported by Jabiru Cottage under the Central Coast Schools as Community Centres program and is located on the school grounds. The school also has strong links with the Northlakes High School. Including Science GATS program, visits to their Agricultural Farm, Aboriginal cultural groups and transition to high school program. Welfare and discipline is underpinned by the You Can Do It program and coordinated by a Student Welfare Teacher (SWT) for five days per week, including supervised alternative play program. Attendance is also monitored by the SWT. Aboriginal enrolments in 2015 are at 53, which equates to about 11% of the student population. The school has an AEO 0.4FTE, strong links with the local AECG and Darkinjung Lands Council. The school reviewed the 2012-2014school plan in term 4 annually. All stakeholders, parents/care providers, students and staff were invited to provide feedback on what makes an excellent school. They were provided with opportunities through a number of forums, including but not limited to; formal surveys, parent / teacher evenings, parent forum, morning tea with a teacher and P&C meetings. From this information three strategic directions were formulated. We continually strive to: Develop literate, numerate students who can think creatively and critically and who will grow into successful, productive citizens and community leaders with highly developed skills in cooperation and strong values. Empower parents / care providers to support their children’s learning by providing appropriate support. Our vision aligns well with the 2 goals of the Melbourne declaration, these being; 1. Australian schooling promotes equity and excellence, and 2. All young Australians become: Successful learners Confident and creative individuals Active and informed citizens Public Schools NSW | School Plan 2015-2017 | Northlakes Public School Page 2 | Planning template – V2.0 School strategic directions 2015 - 2017 STRATEGIC DIRECTION 1 Quality Student Learning Purpose: To develop literate, numerate, confident, creative, cooperative and intrinsically motivated students to be critical/discerning, successful life-long learners. All students will excel and learn to their full potential. STRATEGIC DIRECTION 2 Quality Teaching Purpose: Highly skilled teachers who build capacity through collaboration and mentoring to create sustainability of delivering quality programs to students. Public Schools NSW | School Plan 2015-2017 | Northlakes Public School Page 3 | Planning template – V2.0 STRATEGIC DIRECTION 3 Engaging & Effective Community Partnerships Purpose: Identify, initiate and build on opportunities that engage the learning community in the progress of students’ learning and in the educational priorities of the school. Strategic Direction 1: Quality Student Learning Purpose People Processes All students will excel and learn to their full potential. To develop literate, numerate, confident, creative, cooperative and intrinsically motivated students to be critical/discerning, successful life-long learners. Students - understand the need to be curious, active learners with the knowledge of where they are with their learning and where they need to be next. - have the skills to set personal goals for their learning and the knowledge of how, when and where to seek assistance with their learning. - able to talk deeply about their learning, working with the teacher for support to set, achieve and measure the success of their goal. Staff -understand and have the skills to identify what students know when analysing assessment data and where individuals need to move to next when planning ongoing learning experiences. - understand the importance and value of including students in the setting of goals. -have the skills to support students with goal setting and measuring the success of goals. - understand which practices have the greatest impact on student learning and have the capacity to plan and implement these in all teaching opportunities. Parents understand the importance and value of including students in the setting of goals. -understand the importance of their contribution to their child’s learning and feel valued as a respected partner in the teaching and learning and personalised goal setting process. Improvement Measures Settled classrooms with engaged students in quality learning experiences, achieving optimum learning outcomes. Improved literacy and numeracy data K-6 as evidenced by PLAN, NAPLAN, Data walls, work samples and teacher anecdotal evidence. Community Partners: Wallarah Area Learning Community (WALC) – combined PL in areas of common need. Public Schools NSW | School Plan 2015-2017 | Northlakes Public School Page 4 | Planning template – V2.0 PL on literacy and numeracy continuums, PLAN and analysing student data. Ensure that all students can access the syllabus by identifying where they are on the learning continuum and teaching them the skills and knowledge to progress. Student’s progress entered on PLAN (K-2 2Xper term S2/S3 1Xper term). Display data walls of student progress in all classrooms and provide feedback to students as to where they are at and how they can move their learning. PL on student goal setting. Students set personal goals in literacy and numeracy. Develop a culture of high expectations for all students by modelling and supporting students to set challenging yet achievable learning goals L3K and TEN implemented in every Kindergarten classroom.. PL on differentiating lessons to personalise learning including LaST support for CTs to meet NCCD reporting requirements enabling them to confidently make adjustments to the teaching program for those identified students. Parent workshops on our literacy and numeracy programs, with a focus on how to best support their child’s learning and goal setting. Regular communication established for successful transition to all stages. Products and Practices Product: 80% or more K-6 students will be working at or working beyond cohort appropriate clusters in the comprehension, reading texts, vocabulary knowledge and writing aspects of the literacy continuum. 80% or more K-2 students will be working at or working beyond the minimum benchmarks in aspects 1 and 2 of the numeracy continuum. 80% or more 3-6 will be working at or working beyond the appropriate stage level in each aspect of the numeracy continuum. Decrease the percentage of Yr 3, 5 & 7 students below minimum standards in NAPLAN reading writing and numeracy. Practice: Teachers competently plot students on the literacy and numeracy continuum and implement differentiated learning activities to meet the students point of need.. L3S1 and TEN implemented in every Stage 1 classroom. FoR implementation in every 3-6 classroom. Quality lesson models developed for implementation K-6 in reading, writing and numeracy from current TPL. Discussions regarding student goal setting embedded in daily classroom routines and goals constantly being reviewed and revised. Strategic Direction 2: Quality Teaching and Leadership Purpose People Highly skilled teachers who build capacity through collaboration and mentoring to create sustainability of delivering quality programs to students. Students: Supported to master core subjects engaged in tasks developing their skills along numeracy and literacy continuums. Think deeply and critically and make relevant connections. Improvement Measures 100% teachers accredited at Proficient standard by the end of 2017, with a percentage of staff working towards attaining accreditation at highly accomplished or lead. Teachers will know their students, how they learn and be able to plan for and implement effective teaching and learning programs. Staff: - highly engaged in their own and each other’s PL raising the collective levels of competency of the whole team. - Exceptional teachers model for, and mentor colleagues in a supportive nonthreatening environment. - Leaders often present in classrooms supporting teachers and giving effective feedback to improve practice. Parents/Carers: - supported to engage in a collaborative learning community. -provided with community learning sessions to enable carers to support student learning. Parents, students and staff collaborate to establish learning goals for all students. Community Partners: Continue working with Muru Bilbi AECG, San Remo Neighbourhood Centre and maintain participation in AIM HIGH program with University of Newcastle. Leaders: - opportunities to lead and manage key projects within the school and the broader community will be provided to current and aspirant school leaders. - identify pedagogy to move students along the relevant continuum. Processes PL aimed at developing deep understanding and implementation of all new syllabus documents. TPL based on the Australian Teaching Standards and the QT model, will be systematic, sustained and responsive to staff and student needs Instructional leaders will provide in class support and coaching through regular analysis conversations. They will lead in developing skills to identify students’ literacy and numeracy achievements in relation to the continuums and plan for intervention. PL on best teaching practice in literacy and numeracy- FoR, L3K, L3S1, TEN and CTJ. Tiered intervention supporting individual student needs in literacy/numeracy (EAfS strategy). Evaluation Plan Data walls in classrooms to track student progress. Evidence of differentiation in teaching/learning programs. Planning reflects assessment as part of the T/L cycle and evidence of data driving future T/L. 5 week PLAN data entry to record student achievement. Public Schools NSW | School Plan 2015-2017 | Northlakes Public School Page 5 | Planning template – V2.0 Products and Practices Product: 100% students will make progress and growth in their tiered intervention learning plan. Practice: 100% of teachers understand that the new Syllabus is conceptually rather than content driven. There is a focus on continuous improvement in teaching and learning within a climate of trust, collaboration and the provision of timely, continuous feedback. Change in teaching practice from a focus on whole class to a focus on the individual needs of students. Research based evaluation tools will be used to inform practice. Strategic Direction 3: Engaging & Effective Community partnerships Purpose People Identify, initiate and build on opportunities that engage the learning community in the progress of students’ learning and in the educational priorities of the school. Students understand the relevance of their learning to becoming confident, active participants in their community. Improvement Measures Participation levels at various parent/carer events will be informed by attendance data for each event. Increased response to TTFM from 8 responses in 2014. Staff understand the importance and value of open, regular communication with Parents/ Carers to inform and gain support for student learning. Parents/Carers - value education and realise the importance of regular attendance and punctuality to school. - understand the importance of their attendance at learning and information sessions to empower them to become involved in their children’s learning. Community Partners: Continue to engage with Muru Bilbi AECG, Wallarah Area Learning Community (WALC) and University of Newcastle, San Remo Neighbourhood Centre and Men’s Shed. Leaders: - continually reflecting on ways to engage Parents/Carers in school improvement. - provide training sessions aimed at informing and empowering Parents/Carers to become more involved in their children’s learning. Processes . Teachers make ‘good news’ phone calls to parents on a regular basis. Parents and carers are provided with opportunities via forums, surveys and focus groups to have input into the priorities of the school and future directions. Parent/ Carer information sessions will be offered on a range of programs (FoR, L3, TEN), volunteering in the classroom and ‘how to support your child’s learning’. Parent/ Carer information sessions on transition to ‘big school’ and ‘high school’, including research on the benefits of regular attendance and punctuality to school. Parents informed when their child is involved with tiered intervention and provided with information on how to support their special learning needs. Parents/ Carers having input in the priorities of the school and future directions A well utilised and regularly updated school website that will promote the school profile and provide tools for parents/carers to support their children. Public Schools NSW | School Plan 2015-2017 | Northlakes Public School Page 6 | Planning template – V2.0 Products and Practices Product: Student attendance matches or exceeds state average. An increased percentage of parents engage in school decision making and support student learning as measured by participation levels and surveys such as Tell Them From Me Practice: Teachers and leaders acknowledge and respect the cultural, linguistic and religious backgrounds of students and their families. A positive culture of learning exists across the school among students, staff and parents/carers.