School Strategic Plan: Elsternwick Primary School
2870
2014 – 2017
Endorsements
Signed……………………………………….
Endorsement by
School Principal
Name Mark Walker
Date……………………………………………
Signed……………………………………….
Endorsement by
School Council
Name Scott Vickers- Willis
Date……………………………………………
School Council President’s endorsement represents endorsement of School Strategic
Plan by School Council
Signed……………………………………….
Endorsement by the
delegate of the
Secretary
Name………………………………………….
Date……………………………………………
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School Profile
Purpose
At EPS, we recognise that positive relationships are foundational for learning. Our purpose is to build caring and respectful
relationships between school, students and families so that young people develop resilience and independence and feel safe, and
confident to take risks in order to achieve personal excellence.
We strive to cultivate an environment where learning is meaningful, collaborative and relevant; where curiosity is encouraged; where
young people connect, create and produce work that matters to them and others.
We utilise an evidentiary-based process to individualise the assessment of each young person so teachers can design meaningful
and personalised learning experiences, recognising the unique learning needs of every child.
We inspire students to be active and independent learners and responsible global citizens who take action to improve their world.
Key Principles of Teaching and Learning
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We will build a learning culture that values effort and provides opportunities for students to develop a growth mindset
We will build learning environments which appreciate individual, local and global differences
We will empower students to take action for a sustainable future
We will create opportunities to expand students’ understanding of the world through encouraging deeper thinking,
questioning, reflection and creativity
We will intentionally partner with students to become independent learners; setting clear lesson objectives with
accompanying success criteria referencing annotated exemplars and provide regular, actionable feedback.
Values
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Responsibility: students are encouraged to be self-managers; to develop a sense of responsibility for themselves, for others
and for their community.
This means:
○ being accountable for your actions as an individual or as part of a group
○ learning how to be independent
○ resolving differences in peaceful ways.
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Respect: students are supported to be collaborators and communicators; to develop an appreciation of their own self worth
and that of others.
This means:
○ understanding each other’s differences
○ being fair and including others
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considering others with empathy, tolerance and kindness
being a good listener
being able to work together.
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Personal excellence: students are challenged to strive for the highest personal achievement in all aspects of schooling and
life-long learning.
This means:
○ being persistent
○ bouncing back and moving on when challenged
○ challenging yourself to try new things
○ always putting in your best effort.
○ having an open mindset
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Curiosity: Students are inspired to become thinkers and researchers.
This means:
○ finding creative ways to solve problems
○ inquiring about the how and the why
○ finding the excitement in new discoveries
○ having fun in learning.
Environmental
Context
Elsternwick Primary School, which is located in the middle to higher socio-economic Bayside Suburb of North Brighton, was first
opened in 1888. The school has been well regarded over many years for its visionary educative thinking; since the 1930’s where
EPS students learned in groups which was atypical to the commonplace en masse model of instruction, through to the present day
where teachers use online and individualised assessments to deliver personalised learning for each student.
Over the past 6 years the school enrolment has grown by over 25% to its current enrolment of more than 600 students. Continued
growth in enrolments is expected over the next four years. Our facilities over this same period have improved with new and
refurbished classrooms and the gymnasium complex.
The school’s academic results continue to improve with 2014 Literacy and Numeracy achievement exceeding both nation and statewide expectations. We provide a range of specialist programs including Art, Music, Mandarin and Physical Education and Sport. Our
staffing profile has changed a little over the past 4 years due to teacher retirement and family leave. Most teachers have over 5 years
of experience. One of the school’s productivity goals is around teacher mentoring, professional development and induction so that
we continue to embed our strategic improvement work over the next four years.
Elsternwick has a well-established and positive student wellbeing philosophy where student-peer and teacher relationships are seen
as foundational for effective and caring learning communities in every classroom. Student engagement is an area of focus as we
provide opportunities for student voice and feedback on curriculum development, and an expanding international network of sister
schools through which we promote inter cultural-understandings and global citizenship.
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Our parents are actively involved as classroom, school and community volunteers.
Service
Standards
Our school recognises the purpose of this strategic plan is to detail future improvement work, and as such does not detail the
successful programs and significant innovations that have been embedded due to previous strategic work. Details of our school-wide
programs and initiatives are provided within school newsletters, the website and information packs to prospective parents.
These service standards cover both our current work as a learning organisation as well as future possibilities being explored to
further improve student wellbeing, engagement and academic achievement.
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We commit to communicate on a regular basis with parents. This communication includes a weekly bulletin or newsletter,
term curriculum updates, student progress reports and parent information events.
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We commit to providing a balanced curriculum that personalises the learning experience for all children.
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Strategic Direction
Goals
Achievement
Achievement refers to
both the absolute levels
of learning attainment
and growth in student
learning that schools
strive to support.
While recognising that
literacy and numeracy
are essential foundations
for students’ success,
achievement outcomes
encompass a broader
view of learning,
spanning the full range
of curriculum domains,
as well as students’ cocurricular achievements.
Context:
Over the last few strategic plans we have
developed an inquiry pedagogy across
the curriculum and implemented a
number of key strategies in English (e.g.
specific teaching of reading
comprehension), Mathematics (e.g.
focusing on the big ideas in number and
using a challenging problem for students
to explore their mathematical reasoning
skills) that we want to sustain over the
next 4 years. Therefore part of the goal is
to sustain these initiatives through the
key improvement work over the next 4
years
Goal: To improve student learning
Targets
Key Improvement Strategies
Context:
Over the past 4 years our NAPLAN
results in Reading, Writing, Spelling,
Grammar and Punctuation and
Numeracy are for the most part above
state-wide benchmarks.
To continue our evidentiary inquiry
processes (informed by the Data Wise
Project as outlined in the EPS’ ‘Data
Inventory and Assessment Processes’
book) which include:
● Bi-annual administration of Math and
English assessments across P-6 in
Consequently we continue to use
Semester 1 and 2.
NAPLAN relative growth targets from
● In Mathematics to extend our use of
Years 3-5 to measure school
the ‘Fraction and Decimal Online
performance.
Interview’ for all students from Years
4-6 to more effectively target student
English:
learning.
To continue to improve student writing as ● In Spelling to continue to use the
measured by the (NAPLAN) relative
diagnostic Words Their Way (WTW)
growth scores of students between Years
test from Years 1-6 to inform
3 and 5 to above the state-wide
curriculum development.
benchmark score.
● In Student Writing to locate and
implement a reliable scoring rubric/s
that enables teachers to plot student
To improve student spelling as measured
understandings of both the purposes
by the (NAPLAN) relative growth scores
and characteristics of writing genres
of students between Years 3 and 5 to
as well as the craft, conventions and
above the state-wide benchmark score.
writing process.
● One-to-one conversations with class
teachers, to action their class data,
and plan for individual instruction and
communication to parents
● Team planning days to use cohort
data to inform semester instructional
and content overviews
● To continue with our whole school
transition processes which includes
assessment of incoming students.
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Engagement
Engagement refers to the
extent to which students
feel connected to and
engaged in their learning
and with the broader school
community.
To improve the level of student
engagement in their learning.
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To improve student perceptions of the
‘Stimulating Learning Environment’ to
above the state mean score as measured
by the ‘Student Attitudes to School’
survey
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Engagement spans
students’ motivation to
learn, as well as their active
involvement in learning.
Wellbeing
Students’ health, safety and
wellbeing are essential to
learning and development.
An inclusive, safe, orderly
and stimulating
environment for learning is
critical to achieving and
sustaining students’
positive learning
experiences.
To build strong, trusting relationships
characterised by clear communication
and positive regard for one another.
Productivity
To create a shared vision which the
whole community espouse and are
committed to achieve
Productivity refers to the
effective allocation and use
of resources, supported by
evidence and adapted to
the unique contexts of each
school.
To improve ‘Class Behaviour’
(relationships) as measured by the
Annual ‘Student Attitudes to School’
survey to above the State mean score.
To explore greater opportunities for
student voice in their learning through
student-led Discovery or I-Time,
Inquiry units focussed upon Learner
Assets and greater levels of student
action.
To expand the use of technology as a
means to ‘produce’, communicate
directly with and access and present
information; connect with others and
build relationships through the
International Education Program
(sister schools) and with others in the
global community.
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To use relationships as the basis for
building safe and orderly classroom
learning communities, where class
norms based on our school values
are co-constructed with young people
that support risk taking, mutual
respect and responsibility.
● To use class circles to build trusting
relationships amongst young people
and their teachers.
● To encourage student voice
through the student leadership
program..
● To support students building peer
relationships and leadership through
Sports and Bands and the Camping
Programs.
School Staff Opinion Survey data to rank ● To build the capacity of all staff
‘Coherence’ (in the Professional Learning
through an expansive professional
module), at …. (yet to be published)
learning program as well as a strong
School Staff Opinion Survey data to rank
induction and mentoring program.
‘Feedback’ (in the Professional Learning
module), at ….…. (yet to be published)
● To enact staff feedback systems
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