School Strategic Plan for
Drouin South Primary School
Gippsland region
2011-2014
Signed……………………………………….
Endorsement by
School Principal
Name…Judy Ingamells
Judy Ingamells
Date……………………………………………
Signed……………………………………….
Endorsement by
School Council
Anita Humphrey
Name…Anita Humphrey
Date……………………………………………
School Council President signs indicating that the School Strategic Plan has been
endorsed by School Council on 8th December 2010.
Endorsement by
Regional Network
Signed……………………………………….
Name……Alex Panayiotou
Leader
Alex Panayiotou
Date……………………………………………
1
School Profile
Purpose
Drouin South Primary School’s vision is to ensure every student has equal access to opportunity, expertise and resources that
engage students to learn, play and interact with others. Drouin South Primary School strives to work in partnership with the
community towards harbouring a warm friendly atmosphere in which every child is encouraged to learn, grow and achieve to the best
of their ability.
Values
Respect – Be kind and considerate to other members of the school community. Be polite and use appropriate language. Be honest.
Look after school equipment, buildings and grounds. Wear your uniform to school and keep it neat.
Independence- Take responsibility for your own learning and become an independent lifelong learner. Take responsibility to look
after your own friendships, relationships, health and behaviour. Care for your own belongings. Practice self control and resilience.
Engagement- Attend school regularly. Participate in classroom activities. Participate in whole school activities. Get along with others.
Environmental Context
Drouin South Primary School was established in 1880 and is located approximately 5 km from Drouin on a site of 1.4 hectares. More
than half of the students come from the township of Drouin with the remaining coming from Drouin South and outlying rural farming
and small acreage communities. The school’s enrolments have fluctuated between 130 to 160 students over the past 10 years. In
2010 the schools population at census was 193 students.
The school has a Student Family Occupation (SFO) index of 0.51 which indicates the socio-economic status of families is a little
lower than the state average. The school has less than 2% of Language Background Other Than English (LBOTE) families and less
than 2% indigenous students. The families at Drouin South predominantly have an Anglo-Saxon background. Approximately 30% of
families utilise the Before and After School Care service.
The school facilities and resources are supported by significant fund raising by the school community. The main school building
houses the administrative offices, a large well resourced library, staffroom and four large classrooms. Six new classrooms and two
learning spaces are scheduled for completion in 2011. The Art Craft/Community Centre has a canteen, a large art/technology room,
a withdrawal/meeting room and disabled toilet. The Visual Arts, Performing Arts and Materials Technology programs use these
facilities four days each week. This space is used daily for Out of School Hours Care.
Parent opinion surveys over the past three years show a general satisfaction rating of 6.3 out of 7, above the state average. Parent
connectedness to the school is also well above state averages.
Drouin South Primary School has a strong partnership with the two kindergartens in Drouin where 80% of prep enrolments
previously attended. Over 90% of students attend Drouin Secondary College after grade six. Due to significant transfers to and from
the school a high proportion of students in grade six have not attended this school in prep.
Strategic Intent
Goals
Targets
Key Improvement Strategies
To improve Literacy and Numeracy learning
Student Learning
outcomes for all students, with a particular
focus on Reading and Writing.
 Teacher Judgements against the
Victorian Essential Learning Standards

Implement a consistent whole- school
(VELS): By 2014, increase the
approach to teaching and learning
percentage of students who have
that differentiates the curriculum and
achieved above the expected standard in
teaching strategies, to cater for all
Reading, Writing and Mathematics and
students.
reduce the percentage who have been

assessed below the expected standard.
 School VELS scores in Reading, Writing
Build teacher capacity to provide
explicit focused teaching.

Develop a culture of challenge and
and mathematics to show an
high expectations and enhance the
improvement in each year of the School
ability of students to take greater
Strategic P and to be consistently
ownership of their learning.
reaching the SFO and the State mean by
the 4th year of the SSP.
 School VELS scores each year from Year
1 to Year 6 to show an improvement of at
least 0.5 VELS level with matched
cohorts to show continuous improvement.
 English On-Line Interview: Increase the
percentage of students achieving above
the expected standard for Reading and
Writing.
 Prep to Year 2 EOI assessments for

Build home school partnerships and
the capacity of parents to support
their children’s learning.
Speaking and Listening to be at or above
the State mean and level with, or exceed
the SFO.
 NAPLAN: Reduce the percentage of
students achieving below the National
Minimum Standard (NMS) in Reading,
Writing and Numeracy.
 NAPLAN: increase the percentage of
students attaining Bands 5 and 6 at Year
3 and Bands 7 and 8 at Year 5 for
Reading, Writing and Numeracy.
 Matched cohorts, Year 3 to Year 5, to
show consistent improvement in Reading,
Writing and Numeracy as measured by
NAPLAN data in each year of the SSP.
 By 2014, all students deemed capable
will achieve a learning growth of at least
1.0 over a 2 year period as measured by
VELS and NAPLAN.
 The 2010 mean scores on the Students’
 Implement and embed a range of proactive
Attitude to School (SAS) Survey to trend
strategies to promote resilience,
Student Engagement and
Goal: Student Engagement and
upwards and consistently be at or above
connectedness and positive school-wide
Wellbeing
Wellbeing
State means and to be in the 3rd quartile
behaviour.
To improve students’ relationships,
or better by 2014, particularly for girls. in
wellbeing and engagement in their learning.
the areas of : student morale, Student
Information and Communication
distress, student wellbeing, learning
Technology (ICT) to enrich the curriculum
 Enhance the capacity of staff to use
confidence, Connectedness to peers,
and improve student learning, motivation
Classroom behaviour and student safety.
and engagement.
 To improve mean attendance rates at all
year levels. To reach an average of no
more than 10 absences per student per
year by the 4th year of the SSP
Student Pathways and
Transitions
Goal: Student Pathways and Transitions
To provide improved transitions for students
moving into, through and out of Drouin
South PS.
 Improve the 2010 Parent Opinion Survey
Transition variable mean of 5.50.
 Improve trends on a school developed
survey of Prep parents regarding
transition from preschool to Prep.
 Improve trends on a school-developed
survey regarding transition from Year 6 to
Year 7.
 Review, document, implement and regularly
evaluate the whole-school transition
program.
 Build on links with local preschools and
other early childhood agencies and
providers.
 Strengthen the resilience, social networks
and independent learning skills of senior
students in preparation for Year 6 to 7
transitions.
School Strategic Planner 2011- 2014: Indicative Planner
Key Improvement Strategies
Actions
Achievement Milestones
(KIS across the three student outcomes areas)
Student Learning
(Changes in practice and behaviours)
Year 1
1.1Use the Literacy and Numeracy 6 –
-Every year level will develop and implement
18month strategy: Improvement
the agreed Maths program based on Michael
to teaching and learning that differentiates the
Schedule (Primary) to assist in the
Ymer program.
curriculum and teaching strategies, to cater for
development of whole school plans for
- Teachers participating in PLT meetings
all students.
literacy and numeracy improvement.
fortnightly. Teachers reflecting on and talking
Include strategies to improve writing
about their practice across the school using
skills.
multiple sources of feedback eg NAPLAN,
1.0 Implement a consistent whole- school approach
2.0 Build teacher capacity to provide explicit
focused teaching.
3.0 Develop a culture of challenge and high
expectations and enhance the ability of
students to take greater ownership of their
learning.
4.0 Build home school partnerships and the
capacity of parents to support their children’s
learning.
1.2Use Professional Learning Teams to drive
learning improvement.
1.3Examine teaching practice in the school
Online Assessment of Reading, Assessment
of Reading data and VELS teacher
judgements.
using the e5 framework and participate in
- Teachers using e5 Professional Reflection
Network/region – wide activities
Program (DEECD Booklet)
associated with e5.
-Term planners for each year level team
2.1Enhance the ability of staff to use data
developed.
from the English On-Line interview,
-Early Years Numeracy Interview used as
Numeracy Interview, Vels On-Demand
basis for the development of Individual
Adaptive testing and Naplan to plan point
learning Plans for Mathematics.
of need teaching.
2.2Include a student learning improvement
goal in each teacher’s performance plan.
2.3Use team teaching, peer observation,
coaching and mentoring to enhance
-Continue to support 6 teachers in Numeracy
coaching program.
- Offer parent programs that foster the link
between home and school based on Parent
pedagogy.
3.1 Refine the process for students’ setting of
Helpers program.
-Hold one community function per term eg.
learning goals, self reflection and
Bush dance night, bedtime stories etc.
evaluation of their learning.
-Public relations focus on achievements in all
3.2 Develop learning portfolios as part of the
subject areas not just sport.
school’s Ultranet implementation.
3.3Consistently articulate high expectations
for student learning in communications
with parents, staff and students
themselves.
3.4 Focus on consistent pedagogy and high
expectations
4.1 Use parent information nights, numeracy
and literacy workshops, 3-way
interviews, newsletters and the Ultranet
to provide parents with advice on how
best to support their children’s learning.
4.2 Foster strong links with the feeder
playgroups/preschools and provide
regular sessions to engage in
developmental play and hear stories
while parents learn about the importance
of early language development.
Year 2
1.4 Fully embed the development and
-Consistent team understanding and approach to
implementation of whole school literacy
improving the school performance with new
and numeracy plans.
teachers being supported.
- Staff demonstrating use of numeracy coaching
2.4Continue to use team teaching, peer
ideas in classrooms.
observation, coaching and mentoring to
-All teachers using ICT in their classrooms based
enhance pedagogy
around Ultranet and Interactive Whiteboards
3.5 Involve students in 3-way interviews at
report writing times.
3.6 Develop class pages using Ultranet.
Students using blogs and podcasts to
-Term planners based on whole school numeracy
and literacy plans.
-Teacher performance plans demonstrating use of
data for class planning.
connect students more effectively with
their teachers and with their learning.
3.7 Focus on consistent pedagogy and high
expectations
4.3 Introduce ‘start up’ unit of work for the first
two weeks of the school year to foster
development of positive learning
attitudes and habits. This would
incorporate the schools values program.
Year 3
1.5 Evaluate and refine whole school Literacy and
-Evaluation of Schools numeracy and literacy strategy.
Numeracy strategy.
-Staff planning teams meeting regularly to develop term
2.5Continue Numeracy coaching initiative.
planners
3.8 Work on teacher assessment and moderation
to more accurately reflect achievement of
students.
4.4 Continue to foster strong links with the feeder
playgroups/preschools and provide regular
sessions to engage in developmental play and
hear stories while parents learn about the
importance of early language development.
Year 4
1.6 Evaluate Numeracy coaching initiative.
- Staff planning teams meeting regularly.
3.9 Focus on consistent pedagogy and high
-Staff professional development session based around
expectations
e5 model.
-Teaching teams demonstrating extended ICT use in
their classrooms.
Student Engagement and Wellbeing
1.0 Implement and embed a range of proactive
strategies to promote resilience,
connectedness and positive school-wide
behaviour.
2.0Enhance the capacity of staff to use
Information and Communication Technology
(ICT) to enrich the curriculum and improve
student learning, motivation and engagement
Year 1
1.1 Review the schools values ensuring they are
-Revisit Student Engagement policy and revise if
an explicit, public set of values shared by
required.
students, parents and staff.
-Ensure all staff members are explicitly teaching values
1.2Continue to identify students who are
struggling behaviourally and/or educationally and
program.
-Teachers Connecting with e5 Professional Reflection
Program (DEECD Booklet).
initiate Individual Learning and/or Behavioural
-Teaching teams demonstrating extended ICT use in
Plans in consultation with staff, parents and
their classrooms.
support services staff.
-Clarification of students that require individual Learning
1.3Review existing proactive programs and
Plans.
practices eg. You Can Do It, Calmer Classrooms,
Games Factory to assess their suitability within
the whole school ethos.
2.1Provide professional learning opportunities for
the teaching team to visit other schools in the
network, where ICT is being used to enrich the
curriculum and provide personalised learning.
2.2Implement and introduce the Ultranet to all
students and bring parents online.
2.3 Include an ICT/Ultranet goal in each teacher’s
professional learning plan.
2.4 Continue to use peer coaching to build the ICT
capabilities of staff.
Year 2
1.4 Continue to implement consistently and
-Ensure focus on schools values program is conveyed to
embed the schools proactive programs where
all staff, students and community.
appropriate.
-Electronic portfolios developed and maintained within
1.5 Continue to put in place learning improvement
the Ultranet environment.
and behaviour plans where required.
As listed in Year 1 and2 above
-Focus on Ultranet maintained
Revise and review as necessary
Revise and review milestones above.
As listed in Year 1 and2 above
Continue focus on actions and milestones as listed
Revise and review as necessary
above.
1.1Document existing transition process and procedures
-Transition strategy developed by the end of the year.
including timelines. Include procedures for students
- Transition survey for prep parents and Year 7 students
transferring into the school.
administered by the end of the year.
1.2 Develop and benchmark survey instruments to seek
-Teachers using the e5 Professional Reflection Program
feedback from Prep parents and Year 7 students and
(DEECD Booklet)
their parents.
-Program ‘Moving on’ for children in year 6 developed
1.3 Use feedback from parents and students to enhance
and implemented.
existing transition programs at Prep and Year 6.
-Allocate time in first 3 days to hand information on to
independent learning skills of senior students in
1.4 Ensure time is allocated for handover to the next
the next years teacher.
preparation for Year 6 to 7 transitions.
teacher.
Year 3
Year 4
Student Pathways and Transitions
1.0 Review, document, implement and regularly
evaluate the whole-school transition program.
2.0 Build on links with local preschools and other
early childhood agencies and providers.
3.0 Strengthen the resilience, social networks and
Year 1
2.1 Maintain regular contact with teachers in feeder
preschools and child care centres. Ensure that the
special needs of future students are well understood.
2.2 Maintain participation in local Early Childhood
Networks.
2.3 Implement strategies from DEECD Transition
strategy.
3.1 Use Ultranet to educate students about social
networking and cyber bullying.
3.2 Renew focus on the You Can Do it and Games
factory program. Incorporate activities designed to
enhance resilience, positive choices and independent
learning into the curriculum as students progress
through the school particularly in years 5 and 6.
3.3 Develop a program for year 6 integration unit entitled
Moving On which is specifically designed to focus on the
skills students will need in the first months of secondary
school. Eg. Making friends, reading a timetable, being
prepared for classes etc.
Year 2
1.5Continue to track students and parents transition
-Transition programs evaluated.
experiences via surveys of prep parents and year 7
-Transition processes for entry of students. At times
students and parents.
other than prep, put into action.
1.6 Ensure time is allocated to hand information on to
-Implement, evaluated and refine ‘Moving On’ program
the students next teacher.
for year 6’s.
2.4 Continue to maintain close links with local child care
-Attend Early Childhood Network and transition
centres and preschools.
meetings.
2.5 Continue to attend local Early Childhood Networks.
-In first 3 days allocate time to hand information on to
3.4 Continue to use Ultranet and other ICT programs to
the next year’s teacher.
make links between home and school.
Year 3
As Above
-Transition programs evaluated.
Revise and review as necessary.
-Transition processes for entry of students. At times
other than prep, put into action.
-Implement, evaluated and refine ‘Moving On’ program
for year 6’s.
-Attend Early Childhood Network and transition
meetings.
-In first 3 days allocate time to hand information on to
the next year’s teacher.
Year 4
As Above
-Transition programs evaluated.
Revise and review as necessary.
-Transition processes for entry of students. At times
other than prep, put into action.
-Implement, evaluated and refine ‘Moving On’ program
for year 6’s.
-Attend Early Childhood Network and transition
meetings.
-In first 3 days allocate time to hand information on to
the next year’s teacher.