Rich
School Strategic Plan for
[Richmond Primary] School
[Northern Metropolitan] region
2011-2014
[Insert here the logo and/or name of the school review contractor responsible for this review]
Signed……………………………………….
Endorsement by
School Principal
Name
Lloyd Mitchell
Date……………………………………………
Signed……………………………………….
Endorsement by
School Council
Name
Tom Pagonis.
Date……………………………………………
School Council President signs indicating that the School Strategic Plan has been
endorsed by School Council
Signed……………………………………….
Endorsement by
Regional Network
Leader
Name
Kerri Simpson
Date……………………………………………
1
School Profile
Purpose
The school has a vision that promotes integrity, lifelong learning and excellence. We aim to provide a stimulating learning
environment that engages students to work with confidence and to achieve their personal best in an atmosphere of mutual respect
and co-operation.
Values
Responsibility - Making good decisions.
Respect - A feeling or attitude of admiration and esteem towards somebody or something.
Resilience - The ability to recover quickly from setbacks.
These values support our students to become positive citizens in a global world.
Environmental Context
Richmond Primary School has an enrolment of 267, a significant increase in recent years. Most students are from the immediate
locality, but an increasing number come from outside this area. The demographics of the school have changed markedly over recent
years resulting in a higher over all socio-economic profile. We have 17.5 EFT staff; including 1 Principal and 1.5 EFT Education
support staff.
Richmond Primary School is committed to providing “every student with every opportunity” by offering a challenging and varied
curriculum based on the Victorian Essential Learning Standards (VELS). The school recognises the importance of catering for
individual differences and personalising learning through its intervention program, strong Arts focus and its use of Information and
Communication Technology throughout the curriculum. The school performs above the state mean in all areas of NAPLAN
assessment.
We have a strong focus on student well being with the values of respect, responsibility and resilience being consistently implemented
across the school. The behaviour of the students both in class and in the playgrounds reflects the high expectations we have.
Richmond Primary School has recently had a new library, three additional classrooms and a large courtyard development o cater for
our growing community.
Strategic Intent
Student Learning
Goals
Targets
Key Improvement Strategies
To improve student achievement particularly
in literacy (writing) and numeracy, from
Prep–Year 6.
90% of Year 3 students to be in NAPLAN
Bands 4-6 for English dimensions and
Numeracy by 2013
90% of Year 5 students to be in NAPLAN
Bands 6-8 for English dimensions
and Numeracy by 2013
Improve Student Attitudes to School Survey
scores for the following measures by 2013:
Develop
common
agreement
around
purposeful teaching and effective personalised
learning for students implemented through well
formed Professional learning teams.
 Teacher Effectiveness to 4.75
 Teacher Empathy to 4.6
 Stimulating Learning to 4.3
Expand the use of student achievement data
through purposeful assessment practices,
timely feedback and effective tracking of
student progress through the school.
 Learning Confidence to 4.67
Student Engagement and
Wellbeing
To provide a consistent, whole school
approach to engagement and wellbeing
based on core values and behaviours.
Improve Student Attitudes to School Survey
scores for the following measures by 2013:
 School Connectedness to 4.43
Establish effective engagement and wellbeing
processes that are clearly understood and
implemented across the school.
 Peer Connectedness to 4.64
Maintain Student Absence at or below 12
days at each year level Prep to Year 6.
Implement student voice in the learning
process for all students.
Improve Staff Opinion Survey scores for
the following measures by 2013:
 Effective Discipline Policy to 90
 Student Misbehavior and Classroom
Misbehavior to be at or below 4.5
 Student Decision-making to 90
Improve Parent Opinion Survey scores for
the following measures by 2013:
 Social Skills to 6.0
 Student Safety to 5.8
Student Pathways and
Transitions
To improve student transition into the school
and throughout the year levels to Year 7
By 2013 Parent satisfaction with the statements
relating to Transition will increase to 5.95
Expand transition strategies for all levels with
attention to transitioning between stages of
learning
•
Prep to Year 1
•
Year 2 into Year 3
•
Year 4 into Year 5
Increase staff, student and parent understanding
and awareness of Year 7 options
School Strategic Planner 2011- 2014: Indicative Planner
Key Improvement Strategies
Actions
Achievement Milestones
(KIS across the three student outcomes areas)
Expand the use of student achievement data through purposeful
assessment practices, timely feedback and effective tracking of
(Changes in practice and behaviours)
Year
1



student progress through the school.


Year
2




Year
3
Year
4





Confirm assessment strategies already in place.
Find / add other appropriate assessment tools.
Develop a “working document” assessment
schedule.
Appoint a data manager to monitor input of data
and to ensure accountability.
Input all current data into SPA.

Appoint a data manager to monitor input of data
and to ensure accountability.
Introduce all staff to new assessment schedule.
Implement new assessment schedule according to
the timeline.
Review the assessment schedule and adjust as
deemed necessary.

Appoint a data manager to monitor input of data
and to ensure accountability.
Continue to implement assessment schedule.



Introduce all new staff to assessment schedule.
Teachers consistently using data to plan and
inform their teaching.




Review the assessment schedule.
Teacher accountability.
Constant implementation of assessment schedule
Professional Learning Teams discussing an
individual student’s data and planning the future
learning.
.
Strengthen moderation practices to ensure
consistency across the school.
Development of a teaching and learning statement
about what is purposeful learning at RPS.
Develop an agreed whole school spelling
approach linked to writing across P-6.



Consistency of assessment across school.
Moderated writing pieces online for all teachers
Moderation across levels.

.Development of agreed minimum expectations for
spelling across the school
Review and revisit writing norms/minimums that
we expect to see in every writing session – P-


Structure of lessons is consistent across the school.
A whole school agreement around strategies for the









Develop a strong shared vision of purposeful teaching and
effective, personalised learning in and across Professional
Year
1

Year
2

Year


Learning Teams.
(writing)
All teachers completing assessment according to
the assessment schedule.
Consistency in data collection through the use of
the Student Performance Analyser.
Data manager completing his/her role.
Data used by teachers to inform their teaching.
Professional Learning Teams focus on student
achievement across classes.
Professional dialogue regarding assessment
schedule and data recorded using Professional
Learning team learning logs.
Transition of data between grades smoother and
easier and consistent using the Student
Performance Analyser.
New staff inducted to ensure consistency.
Professional Learning Teams in place across the
school using student achievement data to monitor
learning.
Review the assessment schedule.
Teacher accountability.
Constant implementation of assessment schedule.
3
Year
4






6
Research and investigate “writer’s notebook”.
Decide whether it is something for our school.
.
Develop a genre specific scope and sequence and
assessment plan.
Within the scope and sequence develop “glossary”
to ensure a common language across school.






Develop a strong shared vision of purposeful teaching and
effective, personalised learning in and across Professional
Year
1


Learning Teams.

(numeracy)

Share the NMR numeracy competencies with the
staff.
Hold some discussions about how we could use
the Numeracy Competencies.
Begin to utilize the NMR coaches to offer feedback
and Professional Development.
Add numeracy data to SPA





Year
2





Year
3




Year
4


Use 2010 data to inform teaching and personalise
learning.
Develop and use a lesson format that all staff
agrees to use.
Develop pre and post tests for Numeracy
Competencies.
Include in Information night some things that
parents could do at home to practice maths.
Continue to regularly use NMR numeracy coach.
Document school wide ‘norms’ that staff would
expect to see in Maths.
Create some take home maths tasks for each year
level.
Review and adjust RPS numeracy lesson format.
Use 2011 data to inform teaching and personalise 
learning.
Continue to regularly use NMR numeracy coach.
Review effectiveness of numeracy teaching and 
learning and moderate program as required to
better meet the student’s needs.
practice for writing instruction across the school.
School agreement has been made regarding
‘writers notebook’ for years 3-6.










Teachers using a consistent language across the
school.
A scope and sequence developed for the teaching
of genres.
An improvement in spelling data across the school.
A scope and sequence for spelling across the
school.
Professional discussion about the NMR numeracy
competencies.
Teachers using NMR competencies to inform and
plan teaching.
Competencies used as a basis for a year level
planner.
Teachers being coached by peers for improved
Numeracy skill and strategy.
All teachers using the Student Performance
Analyser for tracking student achievement.
Teachers implementing a consistent structure in
Maths lessons.
Teachers having an increased understanding of
individual level of each child.
Improved home/school
understanding/communication about Maths.
Enthusiastic, happy students that have great ideas
and skills about Maths.
Teacher acceptance of data to inform teaching.
Improved numeracy outcomes across the school.
Teachers reflecting on numeracy teaching and
recommending moderations to program.
Teachers teaching at ‘point of need’ for students.
Teachers observing each other within the numeracy
lesson
Establish effective engagement and wellbeing processes that
are clearly understood and implemented across the school.
Year
1




Year
2

The development of a digital/electronic

‘Working & Playing Together’ document is
returned to the classroom teacher signed and
documented.
All staff and students have a common
understanding of the school values and
discipline policy.
A reduction in the amount of incidents
occurring outside of the classroom.




The Working and Playing Together document
is sent to all families and accessible via the
school website/Ultranet.
All new staff are trained at the beginning of
the year in the Restorative Practices
procedure.

As above
‘Working & Playing Together’ document



Implement student voice in the learning process for all
students.
A ‘Working & Playing Together’ document
to go home to all students & parents.
Staff are trained in Restorative Practices
procedure.
The creation of a consistent way to record
and communicate issues that occur outside of
the classroom.
Begin the creation of a formal teaching
document at each year level concentrating on
the three school values.
created to supersede the written document.
New staff are briefed at the beginning of each
year regarding the school values and
engagement and discipline policies which are
operational in the school.
New staff are trained in the Restorative
Practices procedure.
Continue to refine the values document for
classroom teaching at all year levels.
Year
3

Year
4

Maintain and refine the values document as
in previous years.

As above
Year
1

Classroom teacher develop guidelines for
leadership and expectations at each level.
Grade 6 leaders are formally trained in a
leadership course.
Staff forum to develop an agreed definition of
“student voice” and what it looks like.
Review and evaluate the current processes
and opportunity for student voice in learning.
Identify the areas of success and the areas for
improvement.

Each classroom has visible guidelines
displayed and official monitors.
All Grade 6 students are formally trained to
understand the role of a leader and their
responsibility as a leader in the school
community.
in previous years.


Year
2
Maintain and refine the values document as


Review and evaluate the current processes


Possible changes to current practices are
identified and steps are put in place to
implement changes.
and opportunity for student leadership.
Year
3


Review and refine the processes.
Use the SRC to gain student feedback and
reflection about student voice.


As above.
Students discussing their opportunities for
having a voice in their own learning.
Year
4

Review and refine the processes.

As above.

Develop the SPA database to track student

progress throughout the school and facilitate

Expand transition strategies for all levels with attention to
transitioning between stages of learning;

•
the transfer of data between year levels.
Prep transition

Year 1
Year 2 into Year 3
•
Year 4 into Year 5.
PLTs engage in data analysis and strategic
planning for individual students across year
Prep to Year 1
•
Data being used to inform teaching during
term 1.
Designated agenda items for data discussions
during section meetings eg. subject specific,
ILP’s.
Designated parent representatives for major
feeder kindergartens.
Feeder kindergartens provided with transition
information and an Open Day invitation in
Term 1.




Year 2
Use digital portfolios in grades 2 to 6 to

provide a visual, digital record of schooling.
Continue to record student data onto internal
database.
PLT’s continue to engage in data analysis and
strategic planning for individual students
across year levels and classes.

Refine use of digital portfolios in grades 2 to

Year 3




Students in grades 2 to 6 will have created
digital portfolios using the Ultranet.
Internal database continually updated.
Data discussions and planning for individual
students to take place during shared planning
and section meetings (PLT’s).

As above

All staff making use of the database to inform
their teaching and planning.
Viewing parent satisfaction on transition and
teacher feedback.
6 to provide a visual, digital record of


Year 4
levels and classes.
Enhance links with feeder kindergartens
through information exchange, parent visits
and representatives.
Maintain “buddy” program.
Review processes for “step up day” – where
children visit their new classroom at the end
of the year


schooling.
Continue as previous years.
Review the effectiveness of the internal
database.
Review of transition between stages of
learning;


Increase staff, student and parent understanding and awareness
of Year 7 options.
Year 1
Year 2

-Prep transition
-Prep to Year 1
-Year 2 into Year 3
-Year 4 into Year 5.
Enhance links with Secondary Colleges
through newsletter exchange, teacher and
parent visits and incursions.
Maintain existing communication forums
with current parents to alleviate concerns and
broaden options for post Year 6 schooling.

Continue as previous year.

Purposefully link Year 6 students with Year 7



Secondary College information provided in
our school newsletter.
Grade 6 students visit a local secondary
school.
Transition information evening.


As above.
Students engaging in activities with year 7
students, physically and electronically.
classes in one challenging, learning project
each year.
Year 3

Continue on as previous years.

As above.
Year 4

Review transition procedures from year 6 to
year 7.

View parent satisfaction on transition process
through the parent opinion survey.