School Strategic Plan for Hampton Park
Secondary College
8709
2014-2018
Endorsements
Endorsement by
School Principal
Signed……………………………………….
Name………………………………………….
Date……………………………………………
Signed……………………………………….
Endorsement by
School Council
Name………………………………………….
Date……………………………………………
School Council President’s endorsement represents endorsement of School Strategic
Plan by School Council
1
School Profile
Hampton Park Secondary College is known for its partnership of students, staff, parents, working together to meet the needs of students and supporting their active
participation in the local and global communities. We educate all students to become valued contributors in a world of change and complexity. We welcome all students
into a culture that celebrates their individuality and connections, fostering a sense of belonging and inspiring the pursuit of their potential. Our students learn to be critical
thinkers who are self- reflective, self-disciplined and motivated, empathetic and socially competent.
By participating in an educational community with these values, our students will acquire knowledge, capabilities and attitudes that will serve them today and in the
future.
Purpose
Deliver 21st Century pedagogy to diverse multicultural students in an ICT rich environment based on the values of respect, learning
and working together.
The college values the central role of education in building active and informed citizenship in a democratic, equitable and just
environment that is characterised by cultural, economic, and social diversity. We believe learning should be: Transformative, Deep
and focused on value adding, Inclusive of all learners (acknowledging diversity and being responsive to it) and Respectful (self and
others), collaborative, co-operative
Values
Our values of Respect, Learning, and Working Together are embedded in whole such practice and are supported by the Positive
Behaviours Program.
Environmental Context
Hampton Park Secondary College is situated approximately 42 km from the Melbourne CBD in the south east growth corridor within
the City of Casey. The College is geographically close to Lyndhurst SC, Cranbourne SC, Hallam Senior SC and Narre Warren P-12
College. River Gum PS, Hampton Park PS, Kilberry Valley PS, Lynbrook PS and Coral Park PS are the predominant primary
schools that feed into Hampton Park Secondary College. The College opened in 1987 and is sited on spacious grounds with modern
facilities. The student population is currently around 1200 students.
Significant building programs have occurred over the past five years with a BER funded Language Centre and in partnership with
River Gum Primary School has developed the River Gum Performing Arts Centre.
Service Standards
The student population is multicultural with approximately 52 nationalities represented and 63 languages other than English spoken.
Around 35% of students come from a background where the student or at least one parent speaks a language other than English at
home. Over recent years there has been an increase in the enrolments of Afghan students who now make up 11% of the school
population. These students often have little previous educational background except for 6 months in a Language Centre. This poses
a challenge for the College to provide an appropriate educational program for these students. Students from New Zealand and the
Pacific Islands represent approximately 9% of the student population. Indian and Philippine students represent 10 % of the total
population.
The School Family Occupation (SFO) index for the College had trended slightly upwards over 5 years and in 2014 the SFO is
0.6952. 30% of families receive EMA in 2014. CASES 21 data shows that on average 36% of primary parents / carers are
unemployed, 35% are presenting as unskilled workers and approximately 20% are a single parent / carer. We currently enroll a large
draft as at 4th November 2014
p 3 of 15
number of refugee students (including a number under Community Detention) into the middle and senior school who have special
learning and well-being needs. To support the wellbeing needs of students, we have an extensive Well Being Team consisting of
Student Wellbeing Coordinator , Student Wellbeing Officer , Adolescent Health Nurse- 2 days per week , Time Out Room Manager –
Full time and SSSO Psychologist on site once weekly.
A comprehensive and inclusive curriculum is offered at the College. Year 7 to 10 curriculum is organised around the Australian
Essential Learning Standards (AUSVELS). Currently the college has committed to weekly staff professional learning by undertaking
curriculum mapping and learning sequence development for the whole school under the guidance of educational consultants. Year
10, 11 and 12 students have the opportunity to undertake VCE, VETiS/VCE (between 20% and 30% of students accelerate into a
VCE/VET study in year 10) or VCAL in Year 11 and 12. All students participate in the one to one Netbook program which operates
with a virtual desk top that enables “Bring your own device” and 24/7 access. The school has also engaged Compass, a student
learning management system that allows among other things, student and parent access to student learning and attendance
information.
Students across all year levels are encouraged to take on leadership roles (Multipride, Reading Coaches, Sports Captains, Primary
School Mentors, Year 12 Committee, The Advanced Youth Development Program (Navy Cadets)) and to participate in the Inter
School Sports Program. The College has an embedded whole school positive behaviours program based on our values of respect,
learning and working together. Regular year level assemblies celebrate student involvement in these values.
Hampton Park Secondary College and River Gum Primary School work together to create an extensive shared instrumental/voice
program across both schools. We offer an Instrumental program catering for many musical instruments, specializing in rock, pop
and contemporary music. The College participates in Performing Arts evenings, minor and major productions every year that are
open to all students.
Parent involvement in the College is through the Parent Network and College Council which both meet monthly. Parents and carers
are welcomed into the college at any time.
The College is involved in a number of community partnerships with organisations such as the Beacon Foundation, The Smith
Family, SELLEN, Operation New Start Victoria, Deakin University, Hampton Park Community Renewal Group and VETiS through
ourselves and other Colleges, Casey Council, Chisholm TAFE, Monash University, St John’s Catholic College and the Hallam Trade
Training Centre consortia.
Service standards typically describe who the school is serving, the services the school will provide, and the standards of quality and
responsiveness with which the school will provide the services.
draft as at 4th November 2014
p4 of 15
Strategic Direction
Achievement
Achievement refers to both
the absolute levels of
learning attainment and
growth in student learning
that schools strive to
support.
While recognising that
literacy and numeracy are
essential foundations for
students’ success,
achievement outcomes
encompass a broader view
of learning, spanning the full
range of curriculum
domains, as well as
students’ co-curricular
achievements.
Goals
To maximise the learning growth of
every student in all learning domains
of the curriculum with a particular
focus on literacy and numeracy and
on achieving high levels of
performance in the senior years
program
Targets
Key Improvement Strategies
NAPLAN Data (School Summary Report)
Decrease the percentage of Y7 and Y9
students below Bands 4 and 5 (7) Bands 5 and
6 (9) Numeracy to less than 20% (7-40% in
2013: 9- 40% 2013) by 2018.
Teaching & Learning
Decrease the percentage of Y7 and Y9
students below Bands 4 and 5 (7) and 5 and 6
(9) Reading to less than 15% (7- 33% in 2013:
9- 37% in 2013)) by 2018.
2.
The percentage of students in the High
category in Writing to be at the State
benchmark for Relative Growth Y7 to Y9 by
2018.
AusVELS Data (COMPASS)
Teacher judgements (AusVELS) show all
eligible students progress at or above the
expected growth by 2018.
VCE/VET/VCAL (School Summary Report)
VCE All Studies Median score to be at least 28
by 2018.
1.
Strengthen the teaching and learning practices
in the college by implementing the Hampton
Park Secondary College Learning Architecture
to provide an agreed approach to pedagogy and
curriculum planning and delivery.
Collaborate with feeder primary schools to
improve student achievement data.
Build Capacity
3.
Build the capacity of all staff to lead and
implement purposeful teaching and develop an
effective learning community that has a
consistent whole school approach to teaching
and learning.
Assessment & Reporting
4.
Establish a rigorous system of accountability
and data analysis by which the college’s
performance and student achievement can be
tracked, evaluated and then used to inform the
teaching and learning.
VCE completion rate to be at the State
average (96.8% in 2013) by 2018.
Increase the percentage of 40+ scores to be at
least 5% by 2018.
Increase the VCE predicted score to be at or
above achieved by at least 75% of students
(Data report 17).
Increase the VET participation rate to state
mean (6.8%) by 2018.
Increase the VCAL completion rate for
Intermediate students to at least 80% and
draft as at 4th November 2014
p 5 of 15
Strategic Direction
Goals
Targets
Key Improvement Strategies
Senior students to at least 90% by 2018.
Engagement
Engagement refers to the
extent to which students feel
connected to and engaged
in their learning and with the
broader school community.
Engagement spans
students’ motivation to learn,
as well as their active
involvement in learning.
Engagement also refers to
students engagement as
they make critical transitions
through school and beyond
into further education and
work.
Wellbeing
Students’ health, safety and
wellbeing are essential to
learning and development.
An inclusive, safe, orderly
and stimulating environment
for learning is critical to
achieving and sustaining
students’ positive learning
experiences.
Productivity
Productivity refers to the
effective allocation and use
of resources, supported by
evidence and adapted to the
draft as at 4th November 2014
To promote high levels of student
engagement in their learning and
promote positive feelings of
connectedness and high levels of
participation in classroom learning.
Increase the proportion of students exiting to
university to 60% by 2018. (47% in 2013) and
decrease those not in education or training to
10% (25% in 2013) in 2018.
Student Attitudes to School
Increase the Student Motivation score (4.21 in
2014) to the State average (4.26 in 2014) by
2018.
Increase the Stimulating Learning score (3.07
in 2014) to the State average (3.15 in 2014) by
2018.
Increase the Classroom Behaviour score
(2.84 in 2014) to the State average (3.05 in
2014) by 2018.
To foster a positive and supportive
college community that promotes a
safe, orderly learning environment
and supports the social and emotional
development of the students.
Increase parent participation in POS survey
Student Attitudes to School
Increase the Student Morale score (4.69 in
2014) to the State average (4.78 in 2014) by
2018.
Engagement
5.
Implement strategies and programs that
promote improvement in the areas of student
engagement and positive attitudes to schooling,
including personalised learning programs.
Parent Partnerships
6.
Build the partnership with parents to provide
increased involvement and participation in
college activities and in supporting the learning
outcomes of students.
Pathways
7.
Continue the development of student pathways
and a broadening of options for student choice,
particularly in the senior years.
8.
Promote improved levels of student wellbeing
through the implementation of strategies and
programs designed to promote positive
relationships and improved attitudes and
behaviours.
9.
Review the existing resource allocations to
priority areas.
Increase the School Connectedness score
(3.44 in 2014) to the State average (3.60 in
2014) by 2018.
To effectively manage the College’s
resources so as to maximise the
student outcomes in learning,
engagement and wellbeing.
Increase the Student Safety score (4.23 in
2014) to the State average (4.32 in 2014) by
2018.
Allocation of resources will reflect school
strategic intent.
p6 of 15
Strategic Direction
Goals
Targets
Key Improvement Strategies
unique contexts of each
school.
Successful productivity
outcomes exist when a
school uses its resources –
people, time, space, funding,
facilities, community
expertise, professional
learning, class structures,
timetables, individual
learning plans and facilities
– to the best possible effect
and in the best possible
combination to support
improved student outcomes
and achieve its goals and
targets.
draft as at 4th November 2014
p 7 of 15
School Strategic Plan 2015 – 2018: Indicative Planner
Key Improvement Strategies
Achievement
Year 1
Teaching & Learning
1. Strengthen the teaching
and learning practices in
the college by
implementing the
Hampton Park Secondary
College Learning
Architecture to provide an
agreed approach to
pedagogy and curriculum
planning and delivery.
2.
Collaborate with feeder
primary schools to
improve student
achievement data.
Build Capacity
3. Build the capacity of all
staff to lead and
implement purposeful
teaching and develop an
effective learning
community that has a
consistent whole school
approach to teaching and
learning.
Assessment & Reporting
4. Establish a rigorous
system of accountability
and data analysis by
which the college’s
performance and student
draft as at 4th November 2014
Actions
Achievement Milestones
Teaching & Learning

Y7-10 students and teachers use the Hampton Park Secondary
College Learning Architecture, based on shared vision and
values, and an agreed pedagogy, to enhance teacher practice.
This will include: integration of ICT into classroom learning,
personalisation and differentiation of learning.

Investigate ways to improve and develop staff and student
accountability, such as the sharing and ownership of student
learning data, student conferences and goal setting.

Include students in the development and monitoring of their own
learning using data, involving students in the development of their
own learning goals and action plans, provide opportunities for
students to voice their own views on aspects of teaching and
learning, promote the use of individual learning plans for students.

Review the current provision of extension and intervention
strategies and programs to assess the extent to which they
address the specific learning needs of students.

Develop a policy for the staffing of VCE classes and conduct VCE
teacher interviews based on data, to set goals for improvement.
Build Capacity
Use the performance development culture of the college to promote a
team approach and the development of a staff culture of high
performance and professional growth.

Domain Leaders undertake Leadership for Learning, including the
Curriculum Design process.

Promote the development of leadership skills for members of the
Leadership Team.

Teachers undertake rotational learning supporting the Hampton
Park Secondary College Learning Architecture.

Teachers from Network schools undertake professional learning
based on the HPSC Learning Architecture.

Strengthen team leadership and team membership in order to
promote quality professional practice, and to build staff expertise
and capacity through triads and PLTs.

Commence process of implementing Peer Observation to develop
an awareness of the impact of teaching on student learning.
Teaching & Learning

Hampton Park Secondary College Learning
Architecture, including pedagogical practices,
understood and used across Y7-10.

Documented Y7-10 Curriculum, including ICT
strategies

Team approach (PLT’s and triads) to
curriculum development

Individualised learning evident in goal setting
and learning plans (trial year 7).

Intervention strategies/programs implemented
and reviewed

VCE staffing policy developed and VCE
teacher interviews conducted.
Build Capacity

Leadership for Learning and rotational learning
operational.

Leadership Team development, including
presentations to Network schools.

Professional Learning Teams operational and
effective.

Peer Observation in practice.

Performance and Development Plans include a
focus on professional growth and improved
student learning outcomes.
p8 of 15
Key Improvement Strategies
achievement can be
tracked, evaluated and
then used to inform the
teaching and learning.
Year 2
Actions
Achievement Milestones
Assessment & Reporting
Y7-10 teachers use data to inform student learning by:

developing a college-wide student database that enables the
college to map individual student achievement and identify
performance levels (Compass);

providing professional learning on the moderation of teacher
judgements and the consistency of assessments;

strengthening the use of data to track student progress, to inform
the teaching and learning processes, and to support teachers
PDP’s; and

investigate and develop an understanding of continuous
assessment across the school.
Teaching & Learning

Y7-12 students and teachers use the Hampton Park Secondary
College Learning Architecture.

Student learning data informs assessment processes and
teaching programs, student goal setting and is integrated into
Performance Development Plans.

Intervention program implemented.

VCE staffing policy and interview procedures are implemented.
Build Capacity

Domain Leaders undertake Leadership for Learning and present
professional learning to Domains.

Teachers from Network schools undertake professional learning
based on the HPSC Learning Architecture.

Rotational PL, Peer Observation and effective PLT’s implemented.
Assessment & Reporting

Data used to develop instructional groups and
track progress.

Student achievement data used to inform
curriculum programs and in teacher
Performance and Development Plans.

College wide data-base established.

Professional learning on moderation and
making consistent judgements delivered.

Teachers use Learning Tasks for CATS to
allow for continuous assessment.
Assessment & Reporting
Y7-12 students and teachers use data to inform student learning.
Year 3
draft as at 4th November 2014
Teaching & Learning

Embed the use of the Hampton Park Secondary College Learning
Architecture across all year levels.

Student learning data informs assessment processes and
teaching programs, student goal setting and is integrated into
Performance Development Plans.

Intervention program implemented and evaluated.

VCE staffing policy and interview procedures are implemented
and refined.
Teaching & Learning

Hampton Park Secondary College Learning
Architecture used across Y7-12.

Documented Y7-12 Curriculum.

College wide student learning database further
developed.

Teacher judgements more consistent with
standardised testing.
Build Capacity

Leadership for Learning and rotational learning
operational.

Leadership Team, Teachers and Domain
Teams present to Network schools.

Student achievement data used in teacher
Performance and Development Plans.
Assessment & Reporting

Data used to develop instructional groups and
inform teacher practice.
Teaching & Learning

Hampton Park Secondary College Learning
Architecture used across Y7-12.

Documented Y7-12 Curriculum.
p 9 of 15
Key Improvement Strategies
Year 4
Engagement
Engagement
5. Implement strategies and
programs that promote
improvement in the areas
of student engagement
and positive attitudes to
schooling, including
personalised learning
programs.
draft as at 4th November 2014
Year 1
Actions
Achievement Milestones
Build Capacity

Domain Leaders undertake Leadership for Learning and present
professional learning to Domains.

Teachers undertake and lead rotational learning supporting the
Hampton Park Secondary College Learning Architecture.

Teachers from Network schools undertake professional learning
based on the HPSC Learning Architecture.

Rotational PL, Peer Observation and effective PLT’s implemented.

Assessment & Reporting

Y7-12 students and teachers use data to inform student learning
Build Capacity

Leadership for Learning and rotational learning
operational.

Leadership Team, Teachers and Domain
Teams present to Network and other schools.
Teaching & Learning

Review the Hampton Park Secondary College Learning
Architecture and develop recommendations for further
improvement.
Build Capacity

Review the Leadership for Learning professional learning program
and develop recommendations for further improvements.

Review the effectiveness and worth of presenting professional
learning to teachers from Network schools.

Review rotational PL, Peer Observation and PLT’s.
Assessment & Reporting
Evaluate the use of data by Y7-12 students and teachers and develop
recommendations for further improvements.
Engagement

Continue to build the college wide Positive Behaviours Program.

Continue to implement and consolidate Reciprocal Teaching at
Y7-9, and

Develop other classroom based programs to promote student
engagement in learning. (Stimulating Learning, Student Motivation
and Classroom Behaviour) to build a positive culture of learning.

Improve the resourcing of classrooms or learning spaces to
accommodate 21st century learning.

Educate about, and provide opportunities for, parents to access
student learning data/ information about their child/children.
(Compass).
Assessment & Reporting

Data used to develop instructional groups.

Student achievement data used in teacher
Performance and Development Plans.
Teaching & Learning
Policies and procedures reviewed and
recommendations for further improvements.
Build Capacity
Policies and procedures reviewed and
recommendations for further improvements.
Assessment & Reporting
Policies and procedures reviewed and
recommendations for further improvements.
Engagement

Positive Behaviours Program consolidated and
embedded within the college.

Students engaged in classroom learning
(ATTSS).

Students have optimal physical learning
facilities and a sense of pride and ownership of
learning spaces.

Parent use of Compass and improved
response to Opinion survey.
p10 of 15
Key Improvement Strategies
Actions
Achievement Milestones
Community Partnerships
6. Build the partnership with
parents to provide
increased involvement
and participation in
college activities and in
supporting the learning
outcomes of students.
Community Partnerships

Further develop the partnership/links with the school community
(including groups such as local businesses), to provide sustained
involvement and participation in college community activities. Eg:
the Muslim Mothers Group, Niu Tupu run by Bridging Worx
(Pacifika)

Improve the education of the school community with the use of
Compass, the College website and the Newshamper as a means
for communication. Eg: provide the Newshamper in different
languages, links on Compass and college website to translate to a
preferred language.

Increase participation in parent information evenings, parent
teacher interviews and the parent opinion survey
Pathways

Identify the strengths of the current career education program
across all year levels

Mapping out the ‘careers across the years’ plan, including
activities, excursions and subjects from 7-10 (i.e. MIPS) and
VET/career pathways (Year 1)

Continue to build partnerships (i.e. Beacon Foundation) and
develop links with other education providers, industry and
community agencies.
Engagement

Continue to build the college wide Positive Behaviours Program.

Continue to implement and consolidate Reciprocal Teaching at
Y7-9.

Implement other classroom based programs to promote student
engagement in learning. (Stimulating Learning, Student Motivation
and Classroom Behaviour) to build a positive culture of learning.

Continue to improve the resourcing of classrooms or learning
spaces to accommodate 21st century learning.

Continue to educate about, and provide opportunities for, parents
to access student learning data/ information about their
child/children. (Compass).
Community Partnerships

Implement new partnership/links.

Continue to improve the education of the school community with
the use of Compass, the College website and the Newshamper.

Continued increase in participation in parent information evenings,
parent teacher interviews and the parent opinion survey.
Community Partnerships

More community partnerships established.

Improved communication with parents (POS).
Improved participation data: Compass, parent
information evenings, parent interviews.
Pathways
7. Continue the development
of student pathways and a
broadening of options for
student choice,
particularly in the senior
years.
Year 2
draft as at 4th November 2014
Pathways

Effective pathway planning (MIPS) and a wide
range of pathway options for students.

Effective partnerships with education providers,
industry and community agencies, eg Beacon,
Smith Family, Monash Bridging Works

Career program Y7-12 developed.
Engagement

Positive Behaviours Program consolidated and
embedded within the college.

Students engaged in classroom learning
(ATTSS).

Students have optimal physical learning
facilities and a sense of pride and ownership of
learning spaces.

Parent use of Compass and improved
response to Opinion survey.
Community Partnerships

More community partnerships established.

Improved communication with parents (POS).
Improved participation data: Compass, parent
information evenings, parent interviews.
p 11 of 15
Key Improvement Strategies
Year 3
Year 4
draft as at 4th November 2014
Actions
Achievement Milestones
Pathways

Continue to review and improve the delivery of the career
education program to broaden subject and career options for
student choice.

Implement the ‘careers across the years’ plan, including activities,
excursions and subjects from Y7-10 (i.e. MIPS) and VET/career
pathways (from Year 1 map).

Work with new partnerships to develop links with other education
providers, industry and community agencies.
Engagement

Continue to build the college wide Positive Behaviours Program.

Continue to implement and consolidate Reciprocal Teaching at
Y7-9.

Implement other classroom based programs to promote student
engagement in learning. (Stimulating Learning, Student Motivation
and Classroom Behaviour) to build a positive culture of learning.

Continue to improve the resourcing of classrooms or learning
spaces to accommodate 21st century learning.

Continue to educate about, and provide opportunities for, parents
to access student learning data/ information about their
child/children. (Compass).
Community Partnerships

Implement new partnership/links.

Continue to improve the education of the school community with
the use of Compass, the College website and the Newshamper.

Continued increase in participation in parent information evenings,
parent teacher interviews and the parent opinion survey.
Pathways

Effective pathway planning (MIPS) and a wide
range of pathway options for students.

Effective partnerships with education providers,
industry and community agencies, eg Beacon,
Smith Family, Monash Bridging Works

Career program Y7-12 developed.
Pathways
Continue to review and improve the delivery of the career education
program to broaden subject and career options for student choice.
Pathways

Effective pathway planning (MIPS) and a wide
range of pathway options for students.

Effective partnerships with education providers,
industry and community agencies, eg Beacon,
Smith Family, Monash Bridging Works

Career program 7-12 developed.
Policies and procedures reviewed and
recommendations for further improvements.
Review effectiveness of strategies.
Engagement

Positive Behaviours and Program consolidated
and embedded within the college.

Students engaged in classroom learning
(ATTSS)

Students have optimal physical learning
facilities and a sense of pride and ownership of
learning spaces.

Parent use of Compass and improved
response to Opinion survey.
Community Partnerships

More community partnerships established.

Improved communication with parents (POS).

Improved participation data: Compass, parent
information evenings and parent interviews.
p12 of 15
Key Improvement Strategies
Wellbeing
Year 1
Actions

8. Promote improved levels
of student wellbeing
through the
implementation of
strategies and programs
designed to promote
positive relationships and
improved attitudes and
behaviours


Year 2



draft as at 4th November 2014
Promote improved levels of student wellbeing through the
implementation of strategies and programs designed to promote
positive relationships and improved attitudes and behaviours
o REACH
o Mental Health to include Care Plans and Student
Support meetings
o Supporting Students at Risk; homelessness, cultural
issues, family violence, substance use
o Train all staff in Restorative Practices.
o Provide clear policies and procedures to support
student managers in conferencing students
o Consolidate and develop further, Student Leadership
opportunities, ie Multipride, SRC, House Captains,
College Captains, YR 12 Committee, Community
Involvement program, Peer Support, Reading
ambassadors etc
Organise further programs e.g. buddies, student mentors, crossage learning, to create effective and caring relationships.
Review the implementation of the Positive Behaviours program,
restorative practices and student management and Well Being
policies and procedures.
Maximise school resources for student wellbeing.
Continue to promote improved levels of student wellbeing through
the implementation of strategies and programs designed to
promote positive relationships and improved attitudes and
behaviours
o REACH
o Mental Health to include Care Plans and Student
Support meetings
o Supporting Students at Risk; homelessness, cultural
issues, family violence, substance use
o Staff implement Restorative Practices.
o Policies and procedures to support student
managers published
o Consolidate and develop further, Student Leadership
opportunities, ie Multipride, SRC, House Captains,
College Captains, YR 12 Committee, Community
Involvement program, Peer Support, Reading
ambassadors etc
Programs implemented e.g. buddies, student mentors, cross-age
learning, to create effective and caring relationships.
Achievement Milestones
All staff participate in professional learning on
Restorative Practices
Programs to support student well being and
student leadership implemented.
Improved ATTSS on well being indicators
Review of Positive Behaviours program, restorative
justice, identification and management of students
at risk, and behaviour management processes
completed.
School resources optimised for Student Well
Being.
All staff implement Restorative Practices
Programs to support student well being and
student leadership implemented.
Improved ATTSS on well being indicators
Recommendations of review of Positive
Behaviours program, restorative justice,
identification and management of students at risk,
and behaviour management processes
implemented.
School resources optimised for Student Well
Being.
p 13 of 15
Key Improvement Strategies
Actions
Achievement Milestones

Year 3
Year 4
Productivity
9. Review the existing
resource allocations to
priority areas in order to
effectively manage the
colleges’ resources so as
to maximise student
outcomes in learning,
draft as at 4th November 2014
Year 1
Implement review recommendations of the Positive Behaviours
program, restorative practices and student management and Well
Being policies and procedures.

Continue to maximise school resources for student wellbeing.
 Continue to promote improved levels of student wellbeing through
the implementation of strategies and programs designed to
promote positive relationships and improved attitudes and
behaviours
o REACH
o Mental Health to include Care Plans and Student
Support meetings
o Supporting Students at Risk; homelessness, cultural
issues, family violence, substance use
o Staff implement Restorative Practices.
o Policies and procedures to support student
managers published
o Consolidate and develop further, Student Leadership
opportunities, ie Multipride, SRC, House Captains,
College Captains, YR 12 Committee, Community
Involvement program, Peer Support, Reading
ambassadors etc
 Programs implemented e.g. buddies, student mentors, cross-age
learning, to create effective and caring relationships.
 Implement review recommendations of the Positive Behaviours
program, restorative practices and student management and Well
Being policies and procedures.

Continue to maximise school resources for student wellbeing.
Review the HPSC Wellbeing program and develop recommendations
for further improvement.
Review the existing resource allocations to priority areas.

Literacy and Numeracy Intervention program 7-9

Speech Pathologist- extra day 2015

High needs EAL classes running 7-11

Restructuring of the Leadership profile to align with the
current priorities identifies in the SSP (Year 1).

ES take on administrative roles to leave teachers to teach.

Upgrade and update of VM Ware and ICT infrastructure
including Switches and Raid services.
All staff implement Restorative Practices
Programs to support student well being and
student leadership implemented.
Improved ATTSS on well being indicators
Recommendations of review of Positive
Behaviours program, restorative justice,
identification and management of students at risk,
and behaviour management processes
implemented.
School resources optimised for Student Well
Being.
Policies and procedures reviewed and
recommendations for further improvements.




Implementation of staffing priorities to meet
college needs.
ESO allocations identified and evaluated as to
the level of support provided.
Master plan finalised.
Investigation of resource commitment required
for the provision of ICT.
p14 of 15
Key Improvement Strategies
Year 2
Year 3
Year 4
draft as at 4th November 2014
Actions

engagement and
wellbeing.
Achievement Milestones
Equipment invested in will sustain the one to one laptop
program as more students move to BYOD.
Review the existing resource allocations to priority areas.
Continuation of :
• Literacy and Numeracy Intervention program 7-9
• Speech Pathologist- extra day 2015
• High needs EAL classes running 7-11
• Restructuring of the Leadership profile to align with the
current priorities identifies in the SSP (Year 2).
• ES take on administrative roles to leave teachers to teach.
• Upgrade and update of VM Ware and ICT infrastructure
including Switches and Raid services.
• Equipment invested in will sustain the one to one laptop
program as more students move to BYOD.
Review the existing resource allocations to priority areas.
Continuation of:
•
Literacy and Numeracy Intervention program 7-9
•
Speech Pathologist- extra day 2015
•
High needs EAL classes running 7-11
•
Restructuring of the Leadership profile to align with the
current priorities identifies in the SSP (Year 3).
•
ES take on administrative roles to leave teachers to teach.
•
Upgrade and update of VM Ware and ICT infrastructure
including Switches and Raid services.
•
Equipment invested in will sustain the one to one laptop
program as more students move to BYOD.
Review the resource allocations and develop recommendations for
further improvement.






Review of staffing priorities to meet college
needs.
ESO allocations identified and evaluated as to
the level of support provided.
Master plan finalised.
Investigation of resource commitment required
for the provision of ICT.
Review of staffing priorities to meet college
needs.
ESO allocations identified and evaluated as to
the level of support provided.
Master plan finalised.
Investigation of resource commitment required
for the provision of ICT.
Policies and procedures reviewed and
recommendations for further improvements.
p 15 of 15