Tahmoor Public School 2012-2014 School Plan
Tahmoor Public School was established in 1928 and is situated on the southern end of a growing semi rural town at the foot of the Southern Highlands. The combination of modern and original buildings is surrounded by an expansive playground and award winning gardens. A computer lab, an Opportunity class
(OC), a well equipped library with connected classroom facilities and newly refurbished classrooms all with interactive whiteboards are important features of the school. The original teacher’s residence has been converted into a small Teacher’s Centre which is used as a venue for professional development by teachers and community groups from all over the district. Our school currently has 343 students, 11% of whom are of Aboriginal heritage and 3% are of language backgrounds other than English. Our school’s Parents and Citizens Association meets on a monthly basis to provide parents with the opportunity to contribute actively in the running of the school and to contribute to its learning programs. It also engages in fund raising initiatives to provide ongoing provision of additional school resources and learning opportunities for our students. At Tahmoor Public School we provide a secure, caring environment where staff and parents work co-operatively together to develop the full potential of every child.
The priority areas in the 2012-2014 School Plan have been established through consultation with stakeholders from the whole school community. These include students, staff, parents, community representatives and Aboriginal representatives. The consultation process included surveying students, staff and parents and an analysis of this data carried out by the School Self-evaluation and Planning Committee. The priority areas and subsequent outcomes, targets and strategies were refined in committee meetings and staff meetings.

Tahmoor Public School 2012-2014 School Plan
This plan has been endorsed and approved by:
Principal: Mr David Schofield School Education Director: Mr Peter Smith
Signed: Signed: Date:

Tahmoor Public School 2012-2014 School Plan
School Priority Area
Intended Outcomes:

Increased levels of literacy achievement for every student consistent with National, State and Regional directions.
Target(s)

To increase the percentage of students achieving above NMS in Year 3 NAPLAN Reading from 51% (2011), 56% (2012), 61% (2013) and 66% (2014)

To increase the percentage of students achieving above NMS in Year 5 NAPLAN Reading from 63% (2011), 68% (2012), 73% (2013) and 78% (2014)

To increase the percentage of students achieving above NMS in Year 3 NAPLAN Writing from 79% (2011), 82% (2012), 85% (2013) and 88% (2014)

To increase the percentage of students achieving above NMS in Year 5 NAPLAN Writing from 63% (2011), 66% (2012), 69% (2013) and 73% (2014)
Indicators Strategies National
Partnership
Reform
R1
Time Frame
(year 20__)
12 13 14
Responsibility Allocation Funding
Source
Principal, HAT and
Literacy
Coordinator
$12210 (41 days of casual relief)
Low SES NP Increase percentage of students achieving above
NMS in Reading.
Teachers programs 3 – 6 incorporate Focus on
Reading teaching strategies.
Differentiated reading programs implemented
K – 6.
Train staff in Focus on Reading and implement programs incorporating the teaching and learning cycle.
Utilise Highly Accomplished Teacher (HAT) to lead implementation of Focus on Reading program.
Assistant Principal to coordinate Phase 3 FoR program in
2013.
Literacy AP and HAT to mentor classroom teachers and facilitate the development of explicit and differentiated reading programs.
R1 HAT
Literacy AP and
HAT
$9806 (30 days of casual relief)
Low SES NP
N/A
Principal _____________ SED__________

Tahmoor Public School 2012-2014 School Plan
Indicators Strategies
Teachers programs K – 2 incorporate Best Start and Synthetic Phonics teaching strategies.
Literacy AP to mentor and facilitate the implementation and development of the K- 2 Synthetic Phonics programs.
Increase percentage of students achieving above
NMS in Writing.
Teachers programs demonstrate Writing
Rescue (3 – 6) and
Synthetic Phonics strategies as a teaching focus for writing within their classrooms.
K – 2 to build upon Best Start data and incorporate into teaching learning programs.
Implementation of an uninterrupted K – 6 learning block.
Implement 3 – 6 Writing Rescue (Factual and Literary) linking
Grammar with Writing.
Develop a school K – 6 spelling program.
The implementation of a systematic K – 6 assessment program for Writing.
Participation in the Premiers Spelling Bee.
National
Partnership
Reform
Time Frame
(year 20__)
12 13 14
Responsibility
Literacy AP
K-2 Teachers
K – 6 Teachers
3 – 6 Teachers
K – 6 Teachers
Literacy
Coordinator and
All Staff
STLA
Allocation
$1000
N/A
N/A
N/A
N/A
N/A
N/A
Funding
Source
Global
Principal _____________ SED__________

Tahmoor Public School 2012-2014 School Plan
Indicators Strategies
Implementation of QT principles within teaching learning programs.
Improved NAPLAN
Reading results.
The development of marking rubrics for each text type studied.
Principal, HAT and all teaching staff to meet in Term for focused professional dialogue regarding student progress in writing Exposition texts.
Increased student access to school programs and reading resources .
School to plan, purchase, implement and embed the Focus on
Reading program (FOR) into class teaching Year K to 6.
Teachers provided with reflection, planning and classroom support for implementation of Focus on Reading strategies.
Continue implementation of online home reading program.
National
Partnership
Reform
Time Frame
(year 20__)
12 13 14
Responsibility
Stage Teams
Allocation
N/A
R1 and R4
R1
R1 and R4
R4
Principal and HAT N/A
Principal and HAT $3000
HAT $1000
Funding
Source
Low SES NP
Low SES NP
Principal and HAT $39306 (82 days of casual relief)
Low SES NP
Low SES NP
Principal _____________ SED__________

Tahmoor Public School 2012-2014 School Plan
School Priority Area
Intended Outcomes:

Increased levels of numeracy achievement for every student consistent with National, State and Regional directions
Target(s)

To increase the percentage of students achieving above NMS in Year 3 NAPLAN Numeracy from 51% (2011), 56% (2012), 61% (2013) and 66% (2014)

To increase the percentage of students achieving above NMS in Year 5 NAPLAN Numeracy from 81% (2011), 83% (2012), 85% (2013) and 87% (2014)
Indicators Strategies National
Partnership
Reform
Time Frame
(year 20__)
12 13 14
Responsibility Allocation
Stage coordinators N/A
Evidence of CMIT,
Counting On, TEN and
TOWN strategies embedded in teaching and learning programs
K – 6.
Improved achievement of students in the early years.
Reduced numeracy achievement gap between Aboriginal students and all students.
Implementation of an uninterrupted K – 6 numeracy learning block.
Provide targeted Professional Learning programs (CMIT,
Counting On,TEN and TOWN) to build whole school capacity to improve student numeracy outcomes.
Teachers track and map student progress against the
Numeracy continuum. (5 week cyclic assessments).
Numeracy coach to demonstrate lessons, observe teaching practises and provide reflection opportunities.
Targeted students will receive intensive learning support and will monitor their progress using all aspects of the numeracy continuum.
Best Start assessment data and learning continuums are used to inform and improve student numeracy outcomes.
Strengthen the understanding and use of Personalised
Learning Plans (PLPs) to improve numeracy outcomes for all
Aboriginal students.
ILNNP Principal
Numeracy
Mentor/Coach
K – 2 Teachers and
Stage coordinator
SIPS Coordinator and Classroom
Teachers
$130664
N/A
N/A
Funding
Source
N/A
ILNNP

Tahmoor Public School 2012-2014 School Plan
Indicators Strategies
Staff use of SMART package to support teaching and learning.
Evidence of staff and students logging onto the
Mathletics website.
Benchmarking which implements tracking of student achievement to inform teaching and learning.
Additional resources purchased.
Targeted support in numeracy for the individual needs of students.
The number of parents attending information sessions.
Continuation of training in the use of SMART package, particularly the teaching strategies.
Continued implementation of the Mathletics program as an additional teaching tool to help engage and motivate the students in numeracy.
Teachers enter numeracy assessment data onto the Sentral database to track student achievement in numeracy and to inform their teaching.
Purchase practical mathematical resources to support quality teaching and learning programs in numeracy.
Learning Support Team and all staff develop individual
Learning Plans (ILP) which are implemented targeting areas of development based upon the needs of students.
Instruct parents on successful strategies that promote numeracy learning through the use of parent/carer inservices and coffee mornings.
National
Partnership
Reform
Time Frame
(year 20__)
12 13 14
Responsibility
Principal
Allocation
N/A
Funding
Source
Numeracy
Coordinator
Technology
Coordinator
Numeracy
Committee
LST and
Classroom
Teachers
Executive Team
$2000
N/A
N/A
N/A
Extrata Colliery
$1000 per year Global
Principal _____________ SED__________

Tahmoor Public School 2012-2014 School Plan
School Priority Area
Intended Outcomes:

Improved overall student engagement through quality transition programs.
Target(s)

Increase the percentage of students enrolling in kindergarten participating in the school preparation program from 75% in 2011 to 90% by 2014

Increase the percentage of Year 6 students who participate in a transition to high school program from 80% in 2010 to 100% by 2014
Indicators Strategies National
Partnership
Reform
R4
Time Frame
(year 20__)
12 13 14
Responsibility Allocation
N/A Roles and responsibilities in the initiative are defined.
A timetable of visits by coordinators to Quality
Transition High School and Quality Transition
Preschool is established.
Coordinators visit each school to discuss each school’s transition experiences.
Coordinators gather ideas to improve transitions and share with executive .
Select transition coordinators

Preschool to kindergarten and

Year 6 to secondary to lead liaison with partner preschools and High Schools to increase the quality of transition programs across schools.
Incorporate a “Getting Ready for School” program with all feeder Preschools and Playgroups.
Term 1 – School tour
Term 2 – Literacy Session
Term 3 – Numeracy Session
Term 4 – Formal Orientation Sessions – 2 or 3 as required.
Principal and HAT
Principal, ES1
Coordinator, ES1 teachers
Funding
Source
Principal _____________ SED__________

Tahmoor Public School 2012-2014 School Plan
Indicators Strategies
Parents, caregivers and preschool teachers attend sessions with their preschoolers.
Evaluations demonstrate that parents and community members value the initiative
(school based survey).
Kindergarten teachers report a more settled start to the year compared to previous years.
Parents attend sessions.
Evaluation of the sessions demonstrate that parents/carers value the sessions (school based survey).
Secondary teachers are informed of particular needs of students entering high school.
Students are comfortable in the secondary setting.
Time is allocated for a weekly Aboriginal playgroup for parents to bring preschoolers to school beginning in Term 1.
Playgroup teacher/s work those students and their parents who are not attending a regular preschool.
Preschool transition coordinator and SLSO provide workshops and information sessions for parents/carers three times per year in Semesters 1 - 3 as a preparation for school. Invite professionals to present at sessions including Speech and
Occupational Therapists, Best Start, Literacy, Numeracy and
Disabilities Consultants.
Student transition data is shared with local high schools.
Liaise with local high school to investigate transition programs which are available for Year 6 students.
National
Partnership
Reform
Time Frame
(year 20__)
12 13 14
Responsibility
Preschool
Transition
Coordinator
Preschool
Transition
Coordinator
Year 6 Transition
Coordinator
Allocation
N/A
N/A
N/A
N/A
Funding
Source
Principal _____________ SED__________

Tahmoor Public School 2012-2014 School Plan
Intended Outcomes:

Increase Aboriginal student learning outcomes in literacy to match or better outcomes for all students

Increased Aboriginal community participation in school
Target(s)

To increase the percentage of Aboriginal students achieving above NMS in Year 3 NAPLAN Reading from 67% (2011), 70% (2012), 73% (2013) and 76% (2014)

To increase the percentage of Aboriginal students achieving above NMS in Year 5 Reading from 80% (2011), 83% (2012), 86% (2013) and 89% (2014)

To increase the percentage of Aboriginal students above NMS in Year 3 NAPLAN Writing from 67% (2011), 70% (2012), 73% (2013) and 76% (2014)

To increase the percentage of Aboriginal students above NMS in Year 5 NAPLAN Writing from 20% (2011), 23% (2012), 26% (2013) and 29% (2014)

To increase the percentage of Aboriginal students above NMS in Year 3 NAPLAN Numeracy from 67% (2011), 70% (2012), 73% (2013) and 76% (2014)

To increase the percentage of Aboriginal students above NMS in Year 5 NAPLAN Numeracy from 60% (2011), 63% (2012), 66% (2013) and 69% (2014)
Indicators Strategies
School to develop quality Personalised Learning Plans (PLP) for all Aboriginal students.
National
Partnership
Reform
Time Frame
(year 20__)
12 13 14
Responsibility Allocation
Principal, SIPS and
Classroom
Teachers
N/A All Aboriginal students have a quality
Personalised Learning
Plan.
Develop a CoS plan to implement 8 Ways in conjunction with the national curriculum.
Participation of local
Aboriginal families in the schools Aboriginal playgroup.
Improved staff and student understanding of
Aboriginal culture.
Organise a working body across the CoS to oversee and implement a model and plan of action to incorporate the 8 ways of learning into the new History curriculum.
Promote early engagement in learning of the local Aboriginal community through the establishment of an Aboriginal playgroup at school (Readiness for school action plan item).
Participation in and celebration of culturally significant events such as NAIDOC week.
Aboriginal
Education
Consultant and
Classroom
Teachers
Principal, SIPS and
Aboriginal
Education
Consultant
SIPS and
Aboriginal
Committee
N/A
N/A
$500
Funding
Source
Next Steps
Global
Principal _____________ SED__________

Tahmoor Public School 2012-2014 School Plan
Indicators Strategies
Reduced literacy and numeracy achievement gap between Aboriginal and all students.
Improved attendance rates for Aboriginal student population.
Assessment online tool used as additional pre/post measure for tracking progress and achievement in
FEB/MAR and again
OCT/NOV (years 2 – 6).
Improved NAPLAN
Reading results for year
3 and year 5 students.
* Increased number of
Aboriginal community members visiting the room and the school
* Attendance of
Aboriginal parents at information sessions.
* AECG consultation and involvement in school planning processes.
Employ a Literacy and Numeracy coach for Aboriginal students. Data will be collected and plotted against both the
Literacy and Numeracy continuums.
Recognition of outstanding and improved attendance at end of semester assemblies.
Train Aboriginal parents/carers to lead Reading tutoring program for year 2 to 6 students.
Implement small intensive reading groups to target students with support from STLA.
Establish a culture class/room as designated area for use by the
Aboriginal community and class groups:

Provide additional educational, physical and cultural resources for the room.

Conduct information sessions for the Aboriginal community on how to help their children with reading.

Conduct regular morning tea sessions where
Aboriginal community and staff can meet informally.

Invite AECG to hold some of their meetings in the culture room.
National
Partnership
Reform
Time Frame
(year 20__)
12 13 14
R1
Responsibility
Next steps coordinator
Principal, ASLO and Classroom
Teachers
Principal and HAT N/A
STLA
Principal, SIPS,
HAT and
Classroom
Teachers
Allocation
N/A
N/A
N/A
$100
Funding
Source
Next Steps
Global
Principal _____________ SED__________

Tahmoor Public School 2012-2014 School Plan
Intended Outcomes:

Increase quality learning for students
Target(s)

Increase the percentage of teachers who collaborate to improve the quality of classroom practice from 25% (2011), 50% (2012), 75% (2013) to 100% (2014) (Using whole school evaluation survey results)

Increase the percentage of teachers who have the opportunities to develop leadership capacity beyond their own classroom using the Team Leadership for School Improvement evaluation survey data from 25% (2011) to 30% (2014)

Increase the percentage of teachers who are confident in the use of Quality Teaching from 50% (2011), 60% (2012), 70% (2013) to 80% (2014) (Using whole school evaluation survey results)
Indicators Strategies National
Partnership
Reform
R1
Time Frame
(year 20__)
12 13 14
Responsibility Allocation
Principal, HAT and
All Staff
N/A
Funding
Source
All teachers have a
Professional Learning
Plan which is linked to whole school priorities
An increased percentage of staff members set goals for professional
Development and growth.
Teaching and learning programs developed with explicit reference to areas identified through
NAPLAN data analysis and school based assessment.
Timetable individual teacher discussions with the principal to discuss professional learning needs and school priorities.
Negotiate with staff to devise Professional Leaning Plans with reference to the Professional Teaching Standards.
Teachers undertake training in the use of data (including
SMART) to inform planning for teaching and learning.
R4
Principal and All
Staff
Principal and HAT and Stage
Coordinators
N/A
N/A
Principal _____________ SED__________

Tahmoor Public School 2012-2014 School Plan
Indicators Strategies
Increased evidence of
Quality Teaching aspects within teaching and learning programs.
Increased leadership capabilities across the school.
Increased teacher confidence and competence in QT.
Elements of QT are evident in teaching and learning programs.
Increased student engagement and substantive communication is evident in lessons.
Provide training for staff in the Quality Teaching model.
Implement Team Leadership for School Improvement K-12
Professional Development program.
Provide release time to allow teachers to collaboratively plan and reflect upon lesson planning with a focus on QT.
School diaries will be provided for each staff member to use during planning, staff meetings and reflection.
National
Partnership
Reform
R4
Time Frame
(year 20__)
12 13 14
Responsibility Allocation
Principal and HAT N/A
Funding
Source
Principal, HAT and
Executive team.
$2000
Principal and All
Staff
N/A
Global
Principal _____________ SED__________

Tahmoor Public School 2012-2014 School Plan
School Priority Area
Intended Outcomes:

The implementation of a broad, inclusive and relevant curriculum.

Clear alignment between the implementation of curriculum, professional learning and student learning needs.

Appropriate assessment and reporting practices are embedded in all teaching and learning programs.
Target(s)
* Increase to 100% the number of teachers using SMART NAPLAN data to inform their teaching and learning programs. (Using whole school evaluation survey results)
* Increase the number of teachers utilising criterion based assessment tasks.
Indicators Strategies National
Partnership
Reform
Time Frame
(year 20__)
Responsibility Allocation Funding
Source
Mandated timelines for the implementation of the Australian
Curriculum are met.
Increased CTJ across stages within the area of writing.
Embedded QT components within teaching and learning programs.
A consistent approach to assessment across the school.
Strategically support NSW syllabuses incorporating the
Australian Curriculum.
Support staff in the implementation of the Australian
Curriculum.
Implementation of an action based research project focusing on persuasive writing encapsulating Quality Teaching components and Consistent Teacher Judgement(CTJ)
Review whole school assessment schedules and timelines.
Assessment data is to be recorded using SENTRAL.
12 13 14
Principal
Principal and
HAT/AP
Literacy AP and
Literacy
Committee
N/A
N/A
N/A
Principal _____________ SED__________

Tahmoor Public School 2012-2014 School Plan
Indicators Strategies
Enhanced assessment information.
Students make connection between learning, assessment and prior learning.
Increased CTJ and programs that reflect input from all Stage members. assessment for learning utilised in planning teaching learning programs
NAPLAN, Best Start and online testing data actively used to drive teaching learning programs.
Implement criterion based assessment tasks across the school.
Stage teams to develop assessment rubrics to ensure Consistent
Teacher Judgement (CTJ) across each of the Stage groups.
Release time formulated to enable staff to work in collaborative groups so that they can plan, administer and evaluate effective and quality teaching earning programs.
To incorporate pre and post assessment into teaching learning programs as part of the cyclic process.
Best Start data, NAPLAN and online testing data to be used to inform future directions for teaching learning programs.
National
Partnership
Reform
Time Frame
(year 20__)
12 13 14
Responsibility
Stage Coordinators
Stage teams
Allocation
N/A
Principal, HAT and
Executive team.
N/A
Principal, HAT,
Stage Coordinators and Stage teams.
N/A
Principal,
HAT,Stage Coords and Stage teams.
N/A
Funding
Source
Principal _____________ SED__________