School plan 2015 – 2017
Oakdale Public School 2789
DEVELOP A COLLEGIAL
EDUCATIONAL
COMMUNITY
PROVIDE A QUALITY
DIFFERENTIATED
CURRICULUM
BUILD TEACHER
CAPACITY
Planning template – V2.0
School strategic directions 2015 - 2017
School vision statement
School context
School planning process
Our vision is to promote equity and excellence in an
environment where all students can be successful
learners, confident, creative individuals, and active
and informed citizens.
Oakdale Public School is a P4 school with 167
students. It is set in a picturesque semi-rural area in
the Wollondilly Shire.
Each year we go through a rigorous self-evaluation
process that provides us with data to assist with the
consultative process of developing our school plan.
*Surveys were sent to all teachers, SLSO’s,
administration staff, students and parents to glean
responses about our performance in 2014 across a
variety of areas. This information was used for
discussion in our DREAM BIG meetings with our
educational community.
*Two DREAM BIG meetings were held one with staff
and the other with community members. We talked
about our aspirations for the school and what it would
look like in 2017. We discussed current programs,
improvements that needed to be made and programs
we would like to see implemented.
*Targets and ASR information for 2014 were reviewed.
NAPLAN, PLAN, Best Start, and school-based
assessment data was used by school committees to
assist with the direction of the plan.
*Staff sought professional learning about the
development of the school plan. Subsequently,
executive met to familiarise themselves with this
process. Staff meetings focused on the DEC website for
school planning and the Australian Professional
Standards for Teachers.
*All amenities within the school complement our vision
of promoting equity and excellence, successful learners,
confident and creative individuals, as well as, active
and informed citizens.
*Strategic directions were determined and the
principal and executive formulated a timetable to allow
for the collegial development of the Oakdale Public
School Plan 2015-2017.
*This document will drive school improvement to
assist us bring our school vision to fruition.
Talented Artist
Engaging Activities
We have 7 classes and 18 staff members in various
roles. Several housing developments have been
approved in the area and should increase
enrolments over the next three years. Our students
are predominantly Anglo-Saxon and have lived in
the area for a reasonable amount of time. Aboriginal
students make up 9% of our enrolment. Recently
we have had more of a transient population.
We pride ourselves on how visually appealing the
school is; beautiful gardens, trees, wildlife and
learning areas make this an enjoyable place to work
in. The school has a relaxed, welcoming and
personable atmosphere where staff, students and
community are mutually respectful in their
interactions.
Staff work effectively to provide students with the
basic skills and to also broaden their knowledge in
cultural, social, and emotional pursuits. We excel in
identifying, supporting and guiding talent; assisting
students become successful learners.
Strong Foundations
The students enjoy vigorous physical activity and
challenges requiring imagination and creative play.
They use good manners, show respect and look out
for one another. They display enthusiasm and
appreciation for all of the extra-curricular events
planned for them.
The school community come together often to
support student learning. Parents and extended
family, business and broader community assist with
our strategic directions.
Planning template – V2.0
School strategic directions 2015 - 2017
DEVELOP A COLLEGIAL
EDUCATIONAL
COMMUNITY
PROVIDE A QUALITY
DIFFERENTIATED
CURRICULUM
BUILD TEACHER
CAPACITY
Purpose:
Purpose:
Purpose:
To strengthen relationships within our educational
community by creating an environment that fosters
and maintains respectful, collaborative interactions,
engages parents in the learning of their child and
adheres to educational priorities of the school.
To develop productive and inclusive learning settings
across the school by reviewing inclusive strategies,
teaching and learning programs; leading to an
exploration of new approaches to engagement and
support, so that all students become 21st century
learners.
To identify and provide professional learning
opportunities that engage teachers in the
development of their professional knowledge,
practice and commitment to the delivery of a high
quality curriculum that meets the needs of all
students.
Eileen Bond a community member spoke eloquently to
our Year 3 & 4 classes about the history of Oakdale
Differentiated learning means all students can experience
success
The staff showed students that they enjoy learning new
things too
Planning template – V2.0
Strategic Direction 1. Develop a collegial educational community
Purpose
People
Processes
Products and Practices
Purpose:
Students: Establish the expectation of
Inform:
Refine
communication
methods to make all systems
efficient, direct and cost effective;
allowing parents more choice to
access and respond to school
information. Fortnightly blog by
selected class, school website
regularly updated. Use of email, SMS,
newsletters and notes, fact sheets on
current issues about student
wellbeing using “Parenting Ideas”.
Products:
To strengthen relationships within our
educational community by creating an
environment
that
fosters
and
maintains respectful, collaborative
interactions, engages parents/carers
in the learning of their child and
adheres to the educational priorities
of the school.
a high standard of student behaviour
that is inclusive and demonstrates
positive interactions with students,
staff, parents and the wider
community e.g. school rules are used
termly to focus on specific behaviour
and reward excellence in this area
through
our
Class
Champions
assemblies.
Students: Create and maintain orderly
Improvement Measures

100% of teaching staff regularly
update
school
website
and
contribute a class blog to the
newsletter each term.

100% of parents use email and
school website to view newsletter
and access permission and other
notes.

100% of parents respond to surveys
on website after major school
events.


20% increase in attendance at P&C
meetings, coffee afternoons, KLA
workshops
and
information
afternoons/evenings.
100% of students follow school rules
and
demonstrate
inclusive
behaviour.
and workable routines, show excellent
management of challenging behaviour
to create an environment where
student learning is not compromised
but directed toward engaging and
purposeful activities.
Plan for appropriate and
contextually relevant opportunities for
parents/carers to be involved in their
children’s learning.
Staff:
Staff: Establish programs that involve
parents/carers in broader school
priorities and activities that develop a
school-wide collective responsibility
for student learning and success.
Consult: Increase the amount of
feedback from major school events;
surveys posted on school website
after Harmony Day, Cross Country
etc. to allow for ongoing evaluation.
Survey
education
community
management, leadership and school
programs linked to ASR. Conduct
public meetings around pertinent
issues such as cyber safety, bullying,
lifestyle and relevant matters as they
arise. Form focus groups among the
parent body that align to strategic
directions that can be a motivating
force to muster parent/carer
support and drive our vision.
Involve
education
community in several DREAM BIG
meetings to plan, implement and
monitor our school plan. Launch
“new to the school” morning tea with
the principal, in order to form
positive connections immediately.
Encourage the P and C to take a
Engage:
Parents/Carers: Engage in perspective
enhancing opportunities organised by
the school e.g. attend coffee afternoons
to discuss stimulating topics such as
“Overfed and Undernourished”.
School website
Class blog
Email
SMS
Newsletter, notes, fact sheets
Surveys after each school event
Meet and Greet mornings new
parents/carers
DREAM BIG meetings
KLA workshops
Coffee afternoons to discuss topical
issues
Staff week ahead email
Extend parent/carers invite to a
broader range of activities at the school
Practices:
Implement some new communication
systems and maintain established forms
to further engage staff, parents/carers
and students in learning to inform
school planning and management.
Teachers actively communicate with
parents about student progress in
learning and behaviour. Highlighting
student aptitude in our extension
programs is regularly part of the
discussion. Parents and the broader
community are frequently welcomed
into classrooms, sporting, cultural and
fundraising events to share their
knowledge and
skills. Providing
opportunities for parental involvement
in a given child’s learning has
strengthened relationships across the
educational community.
Planning template – V2.0
Participation
in
community forums run by the school
to broaden knowledge of teaching
practice and how student learning can
be supported at home and in the
school.
Parents/Carers:
Parents/Carers: Assist parents/carers
Parent involvement across KLA’s
to grasp our vision of education as a
“broad endeavour” encompassing
motivation, emotions, social and moral
values and a range of preordained
experiences to build student potential.
For example, further extending our
invitation to parents/carers to attend
our
ANZAC
Day
ceremonies,
performances about bullying and
cultural presentations; with the aim of
building on opportunities to engage
parents/carers.
Therefore,
the
information
the
school
deems
important, enters the home via the
parent/carer.
Involve: Organise
Learning is
supported by the effective use of
system and community expertise, as
well as resources, through contextual
decision making and planning.
posing “what if questions” and
presenting parents with current
views on how children learn e.g.
multiple intelligences, the effect of
trauma on the brain and so on.
Follow this up with discussion in one
of our “Have your say” coffee
afternoons.
Broader
High expectations for student behaviour
proactive
role
in
increasing
parent/carer involvement in the
school. Plan meet and greet activities
and
improved
methods
of
communication about P and C
meetings, fundraising activities and
class involvement.
Community:
workshops for
parents in the areas of Literacy and
Numeracy.
Reading
strategies
training for parents/carers held by
Reading
Recovery
teacher.
MATHSMAD, science and dance
lessons
viewed
by
parents.
Parent/carers overview of stage
meeting, teacher and parents/carers
interviews,
report
feedback
interview and individual requests for
interviews. Parent/carer run yarning
circles in classrooms to correlate
with curriculum taught.
Increased parent representation at
organised meetings and response to
surveys provides the feedback to make
more informed decisions around school
planning.
The responsibility for student learning
and wellbeing is a partnership between
parents and the school. Student
outcomes are improved because of this
connection.
Stimulate: Stimulate discussion by
Evaluation:
Outstanding academic achievement
Increased percentage of staff,
parents/carers and students using
school website to post blogs, access
newsletters, notes and other school
business. Heightened response by
parents providing feedback through
surveys. Increased attendance at all
school
activities
by
parents
regarding their child’s learning.
Planning template – V2.0
Strategic Direction 2. Provide a quality differentiated curriculum
Purpose
People
Processes
Products and Practices
To develop productive and inclusive
learning settings across the school by
reviewing inclusive strategies and
teaching and learning programs;
leading to an exploration of new
approaches to engagement and
support, so that all students become
21st century learners.
Students: Engage students in quality
Inform: Teachers to collect, analyse
teaching and learning programs that
encourage and empower students to
be active participants in their own
education both in the school and the
home setting which includes an
expectation of self-reflection.
and plan teaching programs from
data obtained through internal and
external assessments such as PLAN,
Best Start, Reading Recovery
Screening, NAPLAN and NCCD.
Quantitative and Qualitative Measures
Best Start data
Plan data
NAPLAN data
Nationally Consistent Collection of
Target
professional
development
experiences
that
continually build on the teachers’
capacity to develop quality child
centred learning based on data
analysis. This will assist teachers to
cater for individual needs whether it is
in learning support or gifted and
talented areas.
support and equipment that will
allow them to deliver the required
instruction that supports the
progress of all students.
Data. (NCCD)
Stage Assessments
Individual
student
assessments
(Running Records and SENA)
Class
formative
and
summary
assessment tasks.
 I.CA.S.
Engage: Additional services and staff
Practices: Employment of additional
Parents/Carers: Intensify the access
Involve:
Staff:
Improvement Measures

80% of students achieving stage
expectations according to PLAN data
for K-2

80% year 3 students achieving band
3 or above in Literacy and Numeracy

80% year 5 students achieving band
5 or above in Literacy and Numeracy

100% students not achieving stage
outcomes receiving targeted support.

50% increase in available individual
ICT devices for students each year

100% participation in all extra
curricula opportunities offered.
and opportunity for parents to take an
active role in their child’s learning;
enabling parents to increase their
capacity to support their child in both
the school and home setting. For
example, Reading Recovery seminars,
student goal setting, three-way
interviews involving parent/carer/
student and teacher, assisting within
the class and also as parent tutors
across the school.
Community: Seek involvement from
external community members and
services that possess the capacity to
deliver broader learning opportunities
for all students beyond the classroom.
Such
targets
include
skilled
Consult: Teachers on their needs for
to help deliver targeted programs
that include Gifted and Talented
programs.
Teachers
and
parents/carers in quality training
and professional learning that
supports the ongoing provision of
quality
differentiated
learning
programs in classrooms that allows
all children equal access to the
curriculum.
Stimulate: Provide access to funds
from RAM Equity funding, school
budget and parental fundraising to
provide additional human resources,
learning
materials
and
new
technology equipment and software
to support targeted programs,
including ICT, Reading and Math
support programs, PLPs as well as
the delivery of high quality learning
support staff to support the learning
needs of students identified through the
quantitative and qualitative measures
listed.
Product: Provide targeted individual
reading support to assist all students
achieve stage outcomes through
Reading Recovery and Home Reading
program K-6 linked to our Learning
Support Program. Employment of a
support teacher to plan, deliver and
evaluate individual programs in all
classes K-6 to meet current needs.
Employment of additional
support
teacher
to
assist
the
implementation of our MATHSMAD
program K-6. This allows for the
formation of smaller maths groups,
formed around the similar needs of
students which allows for more explicit
teaching targeting these needs.
Product:
Planning template – V2.0
parents/carers,
local
sport
organisations and athletes, local
artists, authors, historians. Engage
companies designed to deliver
specialist instruction in the creative
and performing arts and sporting
areas.
Leaders: Provide teachers with regular
Students are given the opportunity to
experience a wide range of activities
opportunity to engage in collegial,
professional dialogue and training to
share knowledge and expertise in data
collection and analysis. This will drive
the planning and delivering of explicit
and targeted teaching, based on the
current and constantly changing needs
of each child.
experiences
based
implementation
of
Australian Curriculum.
on
the
the
new
Monitor and assess
regularly the effectiveness of current
class, individual and school based
programs in order to deliver the
necessary progress. Modify and/or
extend learning activities as required
to meet the ever evolving needs of all
students.
Evaluate:
Product: All teachers devise, review and
rewrite PLPs for Aboriginal students,
Leaning Support students and Out of
Home Care students to cater for their
changing needs. As well as, identifying,
implementing
and
recording
all
adjustments made for students within
classrooms. Teachers enter data onto
NCCD and implement suggestions
generated.
Practices: Commitment to the provision
of access to high quality ICT equipment
and programs to support the needs of
the children as 21st Century learners.
Product: Students provided with access
to school and home Reading Eggs
program
to
support
Reading
development.
Upgrading of access to
individual devices for students in
classes K-6 and provision of Technology
assisted devices for identified Learning
Support students.
Product:
Performance is a highlight at the school
Product: Gifted and Talented technology
group supported by Teacher Librarian.
Practices Sourcing and engaging of
personnel and services that deliver high
quality learning programs delivered by
qualified trained instructors.
Product: Opportunities provided for all
Music tuition including singing, drums,
keyboard and guitar
children to participate in specialist
lessons in dance, gymnastics, golf, art,
chess, singing and music.
Planning template – V2.0
Strategic Direction 3. Build Teacher Capacity
Purpose
People
Processes
Products and Practices
To identify and provide professional
learning opportunities that engage
teachers in the development of their
professional knowledge, practice and
commitment to deliver a high quality
curriculum that meets the needs of all
students.
Students: Engage students in teaching
Inform: Build a deep understanding
and learning programs that reflect
different types of learning targeting
the whole student, such as ‘Creative
Arts – Music Bus, outsourced Dance
Program (incursion), specially funded
Visual Art teacher; Technology – ICT
extension group; PDHPE, Golf Program
(incursion); Numeracy, MATHSMAD
focus Numeracy and Problem solving
through differentiated grouping. All
programs fostering a culture of high
expectations across a differentiated
curriculum and increasing student
expectations,
capacity
and
achievement.
of new syllabus documents and the
Excellence Framework through the
Literacy, Numeracy and Science
Committees to inform student
focused teaching and learning
programs.
Quantitative and Qualitative Measures
AITSL self-assessment tool
Performance and Development plans
Targeted
professional
learning
Literacy and Numeracy Committees
PL in team/stage meetings – student
Staff: Cultivate a transparent and
Engage:
Improvement Measures
100% participation by teachers in
Biannual reviews
100% teachers provide evidence to
support PLAN and PDP
100% of teachers complete AITSL selfassessment tool
100%
of
teachers
complete
Performance and Development plans
P 100% of teachers attend, plan and
prepare profession learning in school
Committees and team meetings
100% of teachers participate in a
minimum of two teaching observations
annually
100% of teachers provide and act upon
feedback given in a collegial environment
collegial
working
environment
through the use of Performance and
Development Plans that focuses on
targeted professional learning and
meaningful self-reflection for all
teachers. Ensure all teachers engage in
collaborative feedback and use it to
inform their teaching and learning
practices.
Actively
involve
parents/carers in their child’s learning
experiences
by
providing
opportunities to work with teaching
staff in a meaningful way. For example,
Reading Recovery seminars, student
goal setting, three-way parent/carer/
student and teacher interviews
Leaders: Build staff capacity to inspire
Parents/Carers:
Consult: Foster a collegial working
environment
based
on
the
Performance
and
Development
Framework that ensures ongoing
mentoring, professional dialogue,
reflection and evidence-based goal
setting that incorporates clear and
explicit links to our school targets
Provide
professional
learning through the Literacy,
Numeracy and Science teams plus
our stage-based teams. These
sessions
will
support
deep
understanding and quality practical
implementation of the new syllabus
documents; evidenced by the
collaborative resources constructed
and supported in our school-wide
systems (programmed units for
literacy, science and numeracy.)
Involve: Participation by all students
in the teaching and learning cycle by
collecting and analysing data (both
assessment and student feedback)
that builds a teachers’ capacity to
know students’ needs and use that
knowledge to inform differentiated
focused
Observations – according to PDP
Feedback/collegial – documented and
acted upon to inform programing and
pedagogy
One-on-one with supervisor
Targeted
professional
learning with a focus on literacy,
numeracy and science that is directly
linked to our school plan and the
performance
and
development
framework. Reflection and review will
be paramount in ensuring that teacher
goals are met and used to support
quality pedagogy.
Practices:
Engaging, dynamic and
differentiated teaching and learning
programs based on current research
that meet the needs of all students and
undergo collaborative review via the
Literacy, Numeracy and Science Teams.
Product:
Practices: Students, parents/carers and
teachers actively participate in the
teaching and learning cycle through
feedback and reflection in formal
reporting, parent seminars and biannual
reviews.
Product: All teachers engage in shared
Planning template – V2.0
Collegial planning of our strategic
directions
student learning by monitoring
performance
plans;
ensuring
engagement
in
professional
development that is linked to the
Professional Standards and School
Plan and that whole-school systems
and structures (e.g. K-6 planning
overviews; scope and sequence
documents) are in place to support
and extend all students through
differentiated learning programs.
programming and assessment.
Leaders: Provide teachers with the
PLAN, Best Start, school based
assessment results monitored to
analyse student performance in
literacy and numeracy. Student
growth plotted using PLAN, NCCD
software and programs adapted to
meet identified student needs.
Meeting goals set out in PDP –
evidence based.
current research about how students
learn so that staff can design and
implement
programs
that
are
responsive to the learning strengths
and needs of students from diverse
backgrounds.
Inspire
professional
discussion and open debate, centred
on current research about student
learning styles. This underpins the
foundation
for
collaboratively
constructing quality teaching and
learning programs that meet the
needs of all students.
Stimulate:
professional learning through schoolwide teams and the PDP process based
on meaningful feedback that builds
teacher capacity to ensure improved
learning outcomes for students.
Evaluate: Research based, NAPLAN,
Aboriginal artist worked with students to
create a mural on Harmony Day
Life’s a ball when you can have so much
fun learning
Planning template – V2.0