Craigmore South Primary School
Site Improvement Plan 2014
Writing
Develop staff expertise in the
explicit teaching of text types.
Moderate student writing to inform
planning.
Develop a common language
across the school to discuss writing.
Reading
Develop staff expertise in the explicit
teaching of reading skills and strategies.
Use formative assessment to inform
planning.
Develop a common language across the
school to discuss reading.
Attendance
Establish an effective process to monitor
attendance with our attendance officer.
Introduce a culture of good attendance in
the community.
Key Focus
At Craigmore South Primary School we are driving
toward establishing a whole school approach in
Literacy ensuring our students are engaged in a
balanced and challenging literacy program.
Values
In our school we will work
collaboratively, demonstrate
responsibility, respect, integrity and
embrace diversity.
Priorities:
Reading
Targets:
Strategies:
Students to achieve :( Non NEP)
Oxford Words (Read)
Rec- 50 words
Yr 1- 100 words
Yr 2- 200 words
Yr3- 7 – 400 words +
Implement whole school literacy
agreement.
NAPLAN
All students (except NEP) will achieve
National Minimum Standards in
NAPLAN.
Year 3,5 and 7 mean scores to be equal
or above like schools.
Year 5 – 25% or less in the low growth
band (currently 43%).
Year 7 – 25% or less in the low growth
band (currently 31%).
2 hours of uninterrupted literacy per
day (including 1 hour reading block).
Running Record levels
End of:
Reception : level 10
Year 1 : level 20
Year 2 : level 26 +
Year 3- 7 level 30 +
Provide students with quality teaching
and learning, and have high
expectations of all students.
All staff are committed to reading
program (including SSO’s and
leadership).
Regular and ongoing PD in teaching
reading.
Staff using TfEL framework as planning
tool and Aus. Curric to inform their
teaching.
Focus on reading comprehension
strategies and higher order thinking
skills.
Jolly phonics taught in reading groups
below level 10.
Evaluation Measures:
Whole school literacy agreement document.
All staff using the whole school literacy agreement with
common language/understanding. Improved literacy
outcomes/results.
Student achievement assessment: Running records, Probe,
Naplan, Oxford word list and Pat R.
Teacher planning reflects explicit, targeted and differentiated
teaching with links to Aus. Curriculum and TfEL.
Graphs used to track and monitor student progress.
Performance development meeting.
NAPLAN
All students (except NEP) will achieve
National Minimum Standards in
NAPLAN.
Year 3,5 and 7 mean scores to be equal
or above like schools.
Implement whole school literacy
agreement.
Provide students with quality teaching
and learning, and have high
expectations of all students.
Daily writing block.
Whole school literacy agreement document.
All staff using the whole school literacy agreement with
common language/understanding. Improved literacy
outcomes/results.
Whole staff student writing moderation sessions held each
term using the NAPLAN writing assessment rubric.
Regular and ongoing PD in teaching
writing.
Writing
Staff using TfEL framework as planning
tool and Aus. Curriculum to inform their
teaching.
PD each term focused on explicit
teaching of text types to coincide with
our text types map.
Increase school attendance to the
mandated 93% in 2014.
Work closely with our Attendance
Officer Maria Koba, as a project school
to increase attendance in the Early
Years.
Audit attendance data.
Audit student files for attendance.
Audit processes used by school.
Newsletter article introducing the
project.
Attendance
Ensure staff are aware of their
responsibilities for attendance, including
using a staff meeting to go through
process.
Ensure processes are in place for
attendance that meet audit
requirements.
Contact all parents where absence is
above 20% in term 1.
Provide capacity building to teachers
and staff.