School plan 2015 – 2017
Northlakes Public School 4588
STRATEGIC
DIRECTION 1
Quality Student
Learning
STRATEGIC
DIRECTION 2
Quality Teaching
STRATEGIC
DIRECTION 3
Engaging & Effective
Community
Partnerships
Planning template – V2.0
School background 2015 - 2017
School vision statement
School context
School planning process
Our vision is to provide meaningful and relevant
experiences in terms of teaching and learning in a safe,
nurturing, motivating environment for every student at
Northlakes Public School so that they can grow and
develop into good citizens of our school community and
the community at large.
Northlakes Public School is located on the NSW
Central Coast just under 40km north of Sydney CBD.
We have commenced 2015 with an enrolment of 179
girls and 194 boys for a total of 373. Enrolment has
been in a gradual decline for over 10 years to our
current number. Our ICSEA at 906 and FOEI of 147 are
indicative that the socio-economic status of our
community is tending to the end of lower advantage.
Our RAM is enhanced under ATSI, integration and SES
components. The school is also an Early Action for
Success (EAfS) school for 2015 and 2016. We have 14
mainstream classes and two IO/IS classes, supporting
students with moderate to severe intellectual, emotional
and/or physical disabilities and one multi-categorical
class supporting students with a range of diagnosed
disorders. Teachers have been involved in Professional
Learning including evidenced based programs (Focus
on Reading, L3K), involving peer coaching and
mentoring for Quality Teaching. The school community
is also supported by Jabiru Cottage under the Central
Coast Schools as Community Centres program and is
located on the school grounds. The school also has
strong links with the Northlakes High School. Including
Science GATS program, visits to their Agricultural
Farm, Aboriginal cultural groups and transition to high
school program. Welfare and discipline is underpinned
by the You Can Do It program and coordinated by a
Student Welfare Teacher (SWT) for five days per week,
including supervised alternative play program.
Attendance is also monitored by the SWT. Aboriginal
enrolments in 2015 are at 53, which equates to about
11% of the student population. The school has an AEO
0.4FTE, strong links with the local AECG and
Darkinjung Lands Council.
The school reviewed the 2012-2014school plan in term 4
annually. All stakeholders, parents/care providers,
students and staff were invited to provide feedback on what
makes an excellent school. They were provided with
opportunities through a number of forums, including but not
limited to; formal surveys, parent / teacher evenings, parent
forum, morning tea with a teacher and P&C meetings.
From this information three strategic directions were
formulated.
We continually strive to:

Develop literate, numerate students who can
think creatively and critically and who will grow
into successful, productive citizens and
community leaders with highly developed skills
in cooperation and strong values.

Empower parents / care providers to support
their children’s learning by providing appropriate
support.
Our vision aligns well with the 2 goals of the Melbourne
declaration, these being;
1. Australian schooling promotes equity and
excellence, and
2. All young Australians become:
Successful learners
Confident and creative individuals
Active and informed citizens
Public Schools NSW | School Plan 2015-2017 | Northlakes Public School Page 2 | Planning template – V2.0
School strategic directions 2015 - 2017
STRATEGIC
DIRECTION 1
Quality Student
Learning
Purpose:
To develop literate, numerate, confident, creative,
cooperative and intrinsically motivated students to be
critical/discerning, successful life-long learners.
All students will excel and learn to their full potential.
STRATEGIC
DIRECTION 2
Quality Teaching
Purpose:
Highly skilled teachers who build capacity through
collaboration and mentoring to create sustainability of
delivering quality programs to students.
Public Schools NSW | School Plan 2015-2017 | Northlakes Public School Page 3 | Planning template – V2.0
STRATEGIC
DIRECTION 3
Engaging & Effective
Community
Partnerships
Purpose:
Identify, initiate and build on opportunities that engage
the learning community in the progress of students’
learning and in the educational priorities of the school.
Strategic Direction 1: Quality Student Learning
Purpose
People
Processes
All students will excel and learn to
their full potential.
To develop literate, numerate, confident,
creative, cooperative and intrinsically
motivated students to be
critical/discerning, successful life-long
learners.
Students - understand the need to be
curious, active learners with the knowledge
of where they are with their learning and
where they need to be next. - have the skills
to set personal goals for their learning and
the knowledge of how, when and where to
seek assistance with their learning.
- able to talk deeply about their learning,
working with the teacher for support to set,
achieve and measure the success of their
goal.
Staff -understand and have the skills to
identify what students know when analysing
assessment data and where individuals
need to move to next when planning
ongoing learning experiences.
- understand the importance and value of
including students in the setting of goals.
-have the skills to support students with
goal setting and measuring the success of
goals.
- understand which practices have the
greatest impact on student learning and
have the capacity to plan and implement
these in all teaching opportunities.
Parents understand the importance and
value of including students in the setting of
goals.
-understand the importance of their
contribution to their child’s learning and feel
valued as a respected partner in the
teaching and learning and personalised
goal setting process.

Improvement Measures


Settled classrooms with engaged
students in quality learning
experiences, achieving optimum
learning outcomes.
Improved literacy and numeracy data
K-6 as evidenced by PLAN, NAPLAN,
Data walls, work samples and teacher
anecdotal evidence.
Community Partners: Wallarah Area
Learning Community (WALC) – combined
PL in areas of common need.
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Public Schools NSW | School Plan 2015-2017 | Northlakes Public School Page 4 | Planning template – V2.0
PL on literacy and numeracy
continuums, PLAN and analysing
student data.
Ensure that all students can access
the syllabus by identifying where they
are on the learning continuum and
teaching them the skills and
knowledge to progress.
Student’s progress entered on PLAN
(K-2 2Xper term S2/S3 1Xper term).
Display data walls of student
progress in all classrooms and
provide feedback to students as to
where they are at and how they can
move their learning.
PL on student goal setting.
Students set personal goals in
literacy and numeracy. Develop a
culture of high expectations for all
students by modelling and supporting
students to set challenging yet
achievable learning goals
L3K and TEN implemented in every
Kindergarten classroom..
PL on differentiating lessons to
personalise learning including LaST
support for CTs to meet NCCD
reporting requirements enabling them
to confidently make adjustments to
the teaching program for those
identified students.
Parent workshops on our literacy and
numeracy programs, with a focus on
how to best support their child’s
learning and goal setting.
Regular communication established
for successful transition to all stages.
Products and Practices
Product:

80% or more K-6 students will be
working at or working beyond cohort
appropriate clusters in the
comprehension, reading texts,
vocabulary knowledge and writing
aspects of the literacy continuum.

80% or more K-2 students will be
working at or working beyond the
minimum benchmarks in aspects 1 and
2 of the numeracy continuum.

80% or more 3-6 will be working at or
working beyond the appropriate stage
level in each aspect of the numeracy
continuum.

Decrease the percentage of Yr 3, 5 & 7
students below minimum standards in
NAPLAN reading writing and numeracy.
Practice:

Teachers competently plot students on
the literacy and numeracy continuum
and implement differentiated learning
activities to meet the students point of
need..

L3S1 and TEN implemented in every
Stage 1 classroom.

FoR implementation in every 3-6
classroom.

Quality lesson models developed for
implementation K-6 in reading, writing
and numeracy from current TPL.

Discussions regarding student goal
setting embedded in daily classroom
routines and goals constantly being
reviewed and revised.
Strategic Direction 2: Quality Teaching and Leadership
Purpose
People
Highly skilled teachers who build
capacity through collaboration and
mentoring to create sustainability of
delivering quality programs to
students.
Students: Supported to master core
subjects engaged in tasks developing their
skills along numeracy and literacy
continuums.
Think deeply and critically and make
relevant connections.
Improvement Measures


100% teachers accredited at
Proficient standard by the end of
2017, with a percentage of staff
working towards attaining
accreditation at highly accomplished
or lead.
Teachers will know their students,
how they learn and be able to plan
for and implement effective teaching
and learning programs.
Staff: - highly engaged in their own and
each other’s PL raising the collective levels
of competency of the whole team.
- Exceptional teachers model for, and
mentor colleagues in a supportive nonthreatening environment.
- Leaders often present in classrooms
supporting teachers and giving effective
feedback to improve practice.
Parents/Carers: - supported to engage in a
collaborative learning community.
-provided with community learning sessions
to enable carers to support student learning.
Parents, students and staff collaborate to
establish learning goals for all students.
Community Partners: Continue working
with Muru Bilbi AECG, San Remo
Neighbourhood Centre and maintain
participation in AIM HIGH program with
University of Newcastle.
Leaders: - opportunities to lead and
manage key projects within the school and
the broader community will be provided to
current and aspirant school leaders.
- identify pedagogy to move students along
the relevant continuum.
Processes

PL aimed at developing deep
understanding and implementation
of all new syllabus documents.

TPL based on the Australian
Teaching Standards and the QT
model, will be systematic,
sustained and responsive to staff
and student needs

Instructional leaders will provide in
class support and coaching
through regular analysis
conversations. They will lead in
developing skills to identify
students’ literacy and numeracy
achievements in relation to the
continuums and plan for
intervention.

PL on best teaching practice in
literacy and numeracy- FoR, L3K,
L3S1, TEN and CTJ.

Tiered intervention supporting
individual student needs in
literacy/numeracy (EAfS strategy).
Evaluation Plan

Data walls in classrooms to track
student progress.

Evidence of differentiation in
teaching/learning programs.

Planning reflects assessment as
part of the T/L cycle and evidence
of data driving future T/L.

5 week PLAN data entry to record
student achievement.
Public Schools NSW | School Plan 2015-2017 | Northlakes Public School Page 5 | Planning template – V2.0
Products and Practices
Product:

100% students will make progress and
growth in their tiered intervention
learning plan.
Practice:

100% of teachers understand that the
new Syllabus is conceptually rather
than content driven.

There is a focus on continuous
improvement in teaching and learning
within a climate of trust, collaboration
and the provision of timely, continuous
feedback.

Change in teaching practice from a
focus on whole class to a focus on the
individual needs of students.

Research based evaluation tools will
be used to inform practice.
Strategic Direction 3: Engaging & Effective Community partnerships
Purpose
People
Identify, initiate and build on
opportunities that engage the learning
community in the progress of
students’ learning and in the
educational priorities of the school.
Students understand the relevance of
their learning to becoming confident,
active participants in their community.
Improvement Measures


Participation levels at various
parent/carer events will be informed
by attendance data for each event.
Increased response to TTFM from 8
responses in 2014.
Staff understand the importance and
value of open, regular communication
with Parents/ Carers to inform and gain
support for student learning.
Parents/Carers - value education and
realise the importance of regular
attendance and punctuality to school.
- understand the importance of their
attendance at learning and information
sessions to empower them to become
involved in their children’s learning.
Community Partners: Continue to
engage with Muru Bilbi AECG, Wallarah
Area Learning Community (WALC) and
University of Newcastle, San Remo
Neighbourhood Centre and Men’s Shed.
Leaders: - continually reflecting on ways
to engage Parents/Carers in school
improvement.
- provide training sessions aimed at
informing and empowering
Parents/Carers to become more involved
in their children’s learning.
Processes
.

Teachers make ‘good news’ phone
calls to parents on a regular basis.

Parents and carers are provided
with opportunities via forums,
surveys and focus groups to have
input into the priorities of the
school and future directions.

Parent/ Carer information sessions
will be offered on a range of
programs (FoR, L3, TEN),
volunteering in the classroom and
‘how to support your child’s
learning’.

Parent/ Carer information sessions
on transition to ‘big school’ and
‘high school’, including research on
the benefits of regular attendance
and punctuality to school.

Parents informed when their child
is involved with tiered intervention
and provided with information on
how to support their special
learning needs.

Parents/ Carers having input in the
priorities of the school and future
directions

A well utilised and regularly
updated school website that will
promote the school profile and
provide tools for parents/carers to
support their children.
Public Schools NSW | School Plan 2015-2017 | Northlakes Public School Page 6 | Planning template – V2.0
Products and Practices
Product:

Student attendance matches or
exceeds state average.

An increased percentage of parents
engage in school decision making and
support student learning as measured
by participation levels and surveys
such as Tell Them From Me
Practice:

Teachers and leaders acknowledge
and respect the cultural, linguistic and
religious backgrounds of students and
their families.

A positive culture of learning exists
across the school among students,
staff and parents/carers.