School Strategic Plan for Newlyn Primary School
Grampians Region
2013-2016
Signed………………………………………. (Principal’s signature)
Endorsement by
School Principal
Name………………………………………….
Date……………………………………………
1
Signed……………………………………….
President’s signature)
Endorsement by
School Council
(School Council
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Date……………………………………………
Endorsement by
Regional Director
or nominee
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nominee’s signature)
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(Regional Director or
School Profile
Purpose
Our friendly, caring Community School aims to facilitate academic learning, nurture individuality, challenge and understand every
child in an environment that provides fairness and balance.
We want our children to be inspired, creative, joyful, curious, optimistic, responsible and capable individuals who can move through
life with self-belief and tolerance, able to interact with others in a confident, positive and competent manner.
Values
At Newlyn Primary School we value:
Respect-: We care and have consideration for ourselves, others and the environment.(We care for all)
Responsibility: We are all responsible for our own actions (Be in charge of yourself)
Excellence: We strive to do and be the best we can be.(Do your very best)
Community : We value working together.(We work together)
Environmental Context
Rolling fields, mountains and grazing stock surround the school which is known for its family friendly
atmosphere.
Newlyn Primary School was established in 1858 and is proud of its history and service to the community. It
is housed in an historic building with additional rooms added to provide for specialist activities. It is set in
attractive, well maintained grounds.
Our friendly, caring Community School aims to facilitate academic learning, nurture individuality, challenge
and understand every child in an environment that provides fairness and balance.
We want our children to be inspired, creative, joyful, curious, optimistic, responsible and capable individuals
who can move through life with self-belief and tolerance, able to interact with others in a confident, positive
and competent manner.
Literacy and Numeracy are priorities throughout the school. Staff members are skilled with the educational
use of technology. The school will continue its commitment to increasing ICT to enhance teaching and
learning,.
Newlyn is noted for its involvement in performing arts with a strong focus on instrumental music, singing and
polished public performances. Daily sport is also a feature of every grade level.
Declining enrolment is an issue for the school and the school council will work proactively to increase
enrolment into the future.
Strategic Intent
Goals
Targets
Key Improvement Strategies

Student Learning
To improve student learning
outcomes in Literacy and Numeracy
at all levels Prep to Year 6.
Revisit and clarify, with the whole
school community, the school’s

shared vision, values and core
NAPLAN increased
proportion of students
achieving well above
beliefs.

personalise learning, with a
expectations and reduction
particular focus on accurate
in those achieving below
assessment, Individual Learning
expectations.

Plans and effective intervention.
Increased percentage of
students achieving well
Build the capacity of staff to

Further develop a culture of high
above expected levels in
expectations with respect to
Reading, Writing and
learning and behaviour.
Number.

To further increase student
Student Engagement
and Wellbeing
with higher levels of student
engagement in learning
Reduce absence to 12 days per
student by 2016.
To further increase family and
community engagement in the
school.
Plan for more customised learning
responsibility for learning, student
decision-making and enhanced
provision of feedback to students.
Maintain student attitude to
school variables above the 50th
percentile.

Continue to improve student and
community engagement by
strengthening approaches related
to:
 Parent involvement in
the school.
 Student relationships
and social skills.
Student Pathways and
Transitions
To improve transition for students as
they move through the school, with
a focus on sequential learning
continua and effective management
and use of data.
Learning growth P-6 assessed
by teachers to be at least one
VELS (AUSVELS) level in Prep
and for each two Years 1\2, 3\4,
5\6
Maintain parent perception of
the schools transition program
above the 75th percentile.

Ensure that whole-school
approaches to teaching and
learning and assessment are
consistent P-6 and sequential
between classes.

Develop an effective learning
environment where formative
assessment and effective use of
data to improve teaching and
learning is embedded in everyday
practice.
School Strategic Planner 2013- 2016: Indicative Planner
Key Improvement Strategies
Actions
Achievement Milestones
(Changes in practice and behaviours)
(KIS across the three student outcomes
areas)


Year
1

Revisit and clarify, with the whole
Develop a strategic professional
school community, the school’s shared
learning plan for each year of the
vision, values and core beliefs.
new SSP, based on sound
principles of teamwork and
Build the capacity of staff to personalise
learning, with a particular focus on
coaching to build teacher capacity
in the areas of:
accurate assessment, Individual
Learning Plans and effective
intervention.

• More accurate assessment
and moderation.
• Better identification and more
Further develop a culture of high
expectations with respect to learning
and behaviour.
challenge for highly able
students.
• Better identification and
enhanced intervention for
students at risk.
• Continue sharing of practice
(modelling, demonstration,
observation, feedback, ) using


Revised school values and
embedded daily workings of the
school.
Staff developing Individual
Learning Plans updated each
term based on sound data.
Staff sharing practice through
planning.
the coaching capacity of the
Principal.

Whole school curriculum planning,
including development of
essential learnings and standards
at each level aligned to
AUSVELS in 2013.
• Higher levels of consistency
between the two classes in
relation to curriculum (term)
planning, assessment and
pedagogy.
• Development of more
sophisticated personalised
learning plans, particularly for
students at risk and more able
students.
• More effective intervention
strategies.
Year
2


Continue to explicitly plan to
regularly discuss and evaluate
the implementation of the SSP
and Annual Implementation
Regular discussion at School
Council on progress towards
milestones set in Strategic Plan.
Plan (AIP) at staff level and
council meetings.


Plan for more customised learning with
higher levels of student responsibility
Year
3

Build on actions outlined in Year 1
and 2

Milestones as outlined in Years 1
and 2
Year
4

Year of review and planning

New Strategic Plan developed
Year
1

Student learning, responsibility
and decision making:
for learning, student decision-making
and enhanced provision of feedback to

Commence planning for the
introduction of a LOTE program
and explore the use of videoconferencing and partnerships
with other schools to facilitate
this.
•
plans to provide enhanced
Continue to improve student and
feedback to students about
community engagement by
their learning.
•
 Parent involvement in the
school.
Increase us of teacher feedback
and student goal setting with
evidence in learning journals.

Improved student relationship
and social skills .
Teachers make specific
students.
strengthening approaches related to:

Enhance student goal and
target setting

Student community and
engagement:
 Student relationships and
•
social skills.

Continue to enhance the
Improved student attendance
“Friendly Families” and
Social Skills programs.
•
Consistently communicate
the message that “It’s Not
OK to Be Away” and
expand the positive and
proactive measures to
reward and encourage
attendance.
Year
2
Student learning, responsibility and
decision making:
•
Increase “student voice”
and capacity to negotiate
learning and monitor
acquisition of skills,
competencies and
knowledge (selfassessment / rubrics /
identification of learning
styles)

Increased opportunities for
students to plan and evaluate
their own learning.

Student community and
Continued encouragement in
school-family engagement.
engagement:
•
Use a school based
support group to explore
additional whole-school
strategies to increase
student and family
engagement.

Ensure that whole-school approaches
to teaching and learning and
Year
3

Build on actions outlined in Year 1
and 2

Milestones as outlined in Years 1
and 2
Year
4

Year of review and planning

New Strategic Plan developed

Consistent approaches to
teaching and learning throughout
the school.
Year
1


Continue improving systems to
assessment are consistent P-6 and
record track and regularly
sequential between classes.
discuss students’ results and
Develop an effective learning environment
where formative assessment and effective use
of data to improve teaching and learning is
embedded in everyday practice.
progress.

Work on teacher assessments
to more accurately reflect the
proportion of high-achieving

Planned meetings for
differentiation and moderation
discussions.
students. (Those who achieve
an “A” or “B”.

Enhance moderation of results
within and across levels in the
school, and if possible between
schools.

Ensure that approaches to
planning, pedagogy and
assessment are consistent
between P-2 and 3-6 classes.
Year
2

Refine school-based continua
AUSVELS implementation commenced
in English and Mathematics in
line with AUSVELS.

Enhance moderation of results
within and across levels in the
school, and if possible between
schools.

Ensure that approaches to
planning, pedagogy and
Greater consistency across the school
inp planning,pedagogy and
assessment.
assessment are consistent
between P-2 and 3-6 classes.
Year
3

Build on actions outlined in Year 1
and 2

Milestones as outlined in Years 1
and 2
Year
4

Year of review and planning

New Strategic Plan developed