School plan 2015 – 2017
Bankstown South Infants School 5246
Planning template – V2.0
School background 2015 - 2017
School vision statement
School context
School planning process
Our vision is for a strong partnership of school and
local community where dedicated, professional staff
work collaboratively with supportive, committed
parents/carers to provide high quality, innovative
teaching and learning programs in a safe nurturing
environment that will enable all members to develop
confidence, creativity, social responsibility and a lifelong love of learning.
Bankstown South Infants School is located in the
Bankstown Local Government area. It has a Preschool,
an Early Intervention Support class and five classes
from Kindergarten to Year two.
The school has almost doubled in size in the last ten
years and caters for an ethnically diverse community of
which 97% come from a non - English speaking
background. The predominant language group is
middle eastern however there are 23 language groups
within the school community. The community are
willingly involved in school events and have a strong
sense of trust towards their school and its staff.
Bankstown South Infants School has Community
Language programs in Arabic and Vietnamese, a
Reading Recovery program, a comprehensive Physical
Education and Healthy lifestyle program and effective
teaching and learning programs in Literacy and
Numeracy.
The school planning process commenced with the Principal
and A.P. meeting with one of the School Leadership
Officers and having a professional discussion around a
powerpoint on the School Planning process.
After that we posed the question to the staff, “Why are we
here?” Initially many of the responses were around
processes and existing products within the school, not the
purpose. Further collegial Executive Development was
undertaken within our community of schools. Our focus
included looking at research on school improvement and
resources to assist us in development of a school vision.
The staff then worked through Simon Simenicks video,
module 1 of the school planning framework and began
brainstorming elements to include in our vision statement.
We then extensively surveyed our staff and community
regarding what was ineffective and effective within the
school. The results of these surveys were analysed by the
staff and communicated back to the community. We then
developed our strategic directions from the school
community feedback.
Further Principal School Leadership input was provided to
clarify the development of the processes, products and
practices people and improvement measures.
The final draft was taken back to the staff for further input
and then to the community and P&C.
Consultation has been extensive and highly productive.
Bankstown South Infants School 5246
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Planning template – V2.0
School strategic directions 2015 - 2017
STRATEGIC
DIRECTION 1
Develop inquiring,
confident, self
motivated learners
Purpose: Students are the nucleus of our school and
the future of our society.
We aim to challenge the intellectual and imaginative
capacity of our students and encourage them to
explore the 21st century world they are an integral
part of. Provision of practices that maximise
personalization and diversification of learning
creates the growth conditions required to impact on
student’s love of learning, resulting in lifelong
learners who actively contribute to community and
society.
STRATEGIC
DIRECTION 2
STRATEGIC
DIRECTION 3
Build
consistent,innovative,
inclusive Early
Childhood pedagogy
formulated from
research-based
practice
Create an authentic
partnership, fostering
a positive community
culture
Purpose: Children learn in a variety of ways and vary in
their capabilities and pace of learning. Learning is not
always predictable or linear. Teachers plan with each
child and learning outcomes in mind.
Our teaching and learning programs effectively
develop the knowledge, skills and understandings of
all students, using evidenced-based teaching practices
and innovative delivery mechanisms.
Purpose: In our school community we acknowledge
families as partners in their children’s education.
By initiating and building opportunities that
effectively engage the community in their children’s
learning and in the educational priorities of the
school we will enrich our schools standing within the
local community and improve student learning
outcomes.
Bankstown South Infants School 5246
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Planning template – V2.0
Strategic Direction 1: Develop inquiring, confident, self-motivated learners
Purpose
People
Processes
Products and Practices
Students are the nucleus of our
school and the future of our society.
Our school will challenge the
intellectual and imaginative capacity
of our students and encourage them
to explore the 21st century world they
are an integral part of. Provision of
practices that maximise
personalization and diversification of
learning creates the growth conditions
required to impact on student’s love of
learning, resulting in lifelong learners
who actively contribute to community
and society.
Students:
Increase their competency to set goals
for learning.
Effective implementation of the new
Mathematics and English syllabuses
incorporating PLAN and learning
support team data. Key professional
learning and identified problems of
practice are utilised to drive teaching
and learning programs and target
specialist support.
Products
98% of students achieving stage
expectations based on PLAN data.
Improvement Measures
98% of students achieving stage
expectations based on PLAN data.
 Increase in the percentage of
teachers demonstrating confidence
and abilities to implement the core
competencies of syllabus
documents.
Note: this links to the first bullet-points
() in the Products and Practices
column]
Are actively engaged learners rather than
passive participants.
Staff:
Ability to use action learning strategies
and identify authentic problems of
practice to improve pedagogy becomes
an embedded strategy of reflective
practice.
Parents:
Are invited and encouraged to actively
participate in their child’s learning,
developments and monitoring.
Community Partners:
Inter-school relationships provide
platforms for reflective practices,
mentoring, coaching and professional
dialogue and discussions.
Develop the intellectual and imaginative
capacity of students through the
exploration of 21st Century learning
skills to create inquiring, confident selfmotivated learners.
Evaluations
Data Collection
Classroom Observations
Action Learning Evaluations
Increase in the percentage of teachers
demonstrating confidence and abilities to
implement the core competencies of
syllabus documents.
Evidence of 21st Century teaching and
learning is demonstrated in all teaching
spaces.
Practices
Effective implementation of the skills and
knowledge of the NSW English and
Mathematics Syllabus for the Australian
Curriculum.
Regular action learning or program logics
to systematically identify and address
student’s 21st Century learning needs.
Daily evidence of 21st Century teaching
and learning practices, within learning
spaces, demonstrates high interest student
engagement and choice.
Leaders:
Build capacity in individuals to become
reflective professionals.
Teachers effectively use PLAN data to
monitor student progress and plan teaching
and learning experiences.
Performance and Development Framework
processes directly link to identification of
professional learning required by staff to
improve their performance.
Bankstown South Infants School 5246
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Planning template – V2.0
Strategic Direction 2: Build consistent, innovative, inclusive Early Childhood pedagogy
formulated from research-based practices
Purpose
Children learn in a variety of ways and
vary in their capabilities and pace of
learning. Learning is not always
predictable or linear. Teachers plan
with each child and learning outcomes
in mind.
Our teaching and learning programs
effectively develop the knowledge,
skills and understandings of all
students, using evidenced-based
teaching practices and innovative
delivery mechanisms.
Improvement Measures

All students formulate their own
learning goals.

100% of all teaching staff incorporate
quality assessment and feedback in
daily practice.
Note: this links to the first bullet-points
() in the Products and Practices
column]
People
Processes
Products and Practices
Students:
Capacity to articulate the identification
and understanding of their own learning
goals on “bump it up walls” is enhanced.
Integral and congruent assessment
practices are effectively utilised to
engage students and enhance student
outcomes.
Elements will include:

Analysis of student data

Learning intentions and
success criteria included in
lessons

Exemplars and examples of
student work is developed

Learning intentions and
success criteria in English
and Mathematics Teaching
and Learning programs

Personalised student learning
goals

Differentiation and
personalisation of learning will
include ICT.
Products
Evaluation
Students play an active role in their own
learning.
Understand and monitor the direction and
success of their learning.
Staff:
To develop staff skills, knowledge and
capabilities that enables staff to empower
students to:
Direct their own learning
Use feedback to improve skills
and knowledge
Effectively reflect on their
learning using learning
intentions and success criteria
Parents
Capacity to understand student
achievement defined through learning
intentions and success criteria required to
meet syllabus outcomes.
Leaders
Build capacity in individuals to ensure
consistent and comparable judgements
of student learning meet curriculum and
school requirements.
Data Collection
Classroom Walkthroughs
Observations
Teachers understand and use assessment
for learning, assessment as learning and
assessment of learning to determine
teaching directions and provide quality
feedback.
Practices
Teachers collegially use data from internal
and external assessments for evaluating
learning and teaching, identifying
interventions and improvement of teaching
practice.
Teachers collegially construct accurate,
informative and timely feedback to students
and parents/carers about student learning
and achievement.
The school has embedded and explicit
systems for collaboration, classroom
observation, the modelling of effective
practice and feedback to sustain quality
teaching practices.
Bankstown South Infants School 5246
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Planning template – V2.0
Strategic Direction 3: An authentic partnership, fostering a positive learning community
culture
Purpose
People
Processes
Products and Practices
In our school community we
acknowledge families as partners in
their children’s education.
In our school community we partner
families as active participants in their
children’s education.
Students:
Will exhibit pride in their achievements,
their school and their local community.
Plan and implement purposeful
activities that build parents capacity to
have high level involvement in the
implementation of the schools
educational priorities.
Products
By initiating and building
opportunities that effectively engage
the community in their children’s
learning and in the educational
priorities of the school we will enrich
our schools standing within the local
community and improve student
learning outcomes.
Improvement Measures


75% of parents attend curriculum
centred school events.
Staff:
Will actively seek community
engagement and share a consultative
partnership with parents.
Increased numbers of parents engage in
curriculum centred school events.
Increased opportunities for parents to be
involved in their children’s learning.
Evaluation Plan.
Parents/Carers:
Will feel valued as shared leaders of the
schools educational priorities.
Surveys
Product Evaluation
Data collection
Community Partners:
Will share expertise within the school
community.
Leaders:
Will involve parents in school
transformation and access resources to
enrich the schools standing within the
community and improve student
outcomes.
Practices
Plan and implement purposeful activities
that build parents capacity to have high
level involvement in the implementation of
the schools educational priorities.
Parents are provided with increased
opportunities to develop understandings
about student learning development.
Communication within the school
community is digitally accessible, audience
relevant and professionally presented.
80% of parents indicate increased
understanding of how student
leaning develops.
Note: this links to the first bullet-points
() in the Products and Practices
column]
Bankstown South Infants School 5246
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Planning template – V2.0