School plan 2015 – 2017
Urana Public School
Wellbeing
for
Success
2015-2017
Engaged
Learners
Quality
Systems
Quality
Support
Planning template – V2.0
School background 2015 - 2017
School vision statement
School context
School planning process
Urana Public School is a quality learning environment
that offers inclusive, personalized and innovative
education.
Urana Public School is located in the Riverina region,
central to Wagga Wagga, Albury, Deniliquin and
Griffith. The school caters for twenty eight students K6 in a rural setting.
This is an aspirational plan developed with the school
community – students, parents, staff and community
members. They were consulted using the following
methods:
Typically it has a strong history of educational delivery
for students from Urana and surrounds having been in
existence for up to 150 years. The changing
demographics of rural NSW is evidenced by school
reclassification as a public school in 2015.
Staff Development Days allowed all staff, the UPS team,
including all administrative and teaching staff, to work
together to look closely at what is happening in the school
and to explore what needs to be in place to better meet
the needs of all students.
The community is characterized by an increasing
percentage of families from low socio-economic
backgrounds with aspirational dreams for their
children’s’ future and who support the continuous
improvement of the school in improving the literacy
and numeracy outcomes for all students.
A short survey was distributed to parents, staff and
students in a ‘3 wishes and a star’ format.
Quality literacy and numeracy programs such as Focus
on Reading (FoR), Language Literacy and Learning (L3),
Targeting Early Numeracy (TEN) and Taking Off With
Numeracy (TOWN) drive the quest for literacy and
numeracy growth for all students.
The parent body worked with the principal to define a
vision – ‘What is the school here for?’ This assisted in
informing the development of the three strategic
directions.
Every student has the opportunity to achieve their
personal best through engaged learning in a safe,
respectful, supportive and caring environment.
Urana Public School prepares resilient, socially
confident, independent learners.
All parents were invited, through casual conversations at
the 2014 UPS Presentation Night, to engage with the
principal about improvements the school could make.
The BiJOU Learning Community encompasses Urana,
Berrigan, Jerilderie and others and provides a vehicle
to develop teachers’ capacity to meet the literacy and
numeracy needs of all students. Professional learning
with others is a valuable tool in self-improvement.
[School name and school code]
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Planning template – V2.0
School strategic directions 2015 - 2017
STRATEGIC
DIRECTION 1
STRATEGIC
DIRECTION 2
STRATEGIC
DIRECTION 3
Wellbeing
for
Success
Engaged
Learners
Quality Systems
Quality Support
Purpose:
Purpose:
Purpose:
To ensure every student is equipped with the social,
emotional and physical skills that will empower them to
engage in and enjoy meaningful relationships and
experiences in preparation for a successful life-long
learning journey.
To embrace academic excellence and develop learners
who will become successful and informed citizens in a
changing world.
To build meaningful partnerships with our learning
communities, to build the capacity of individuals to be
innovative in a highly supported environment.
To guide learners to become resilient, independent and
adaptable, who in turn are accountable for their learning
and achievement.
[School name and school code]
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Strategic Direction 1: Wellbeing for Success
Purpose
People
Processes
Products and Practices
Why do we need this particular
strategic direction and why is it
important?
How do we develop the capabilities of
our people to bring about
transformation?
How do we do it and how will we
know?
What is achieved and how do we
measure?
To ensure every student is equipped
with the social, emotional and physical
skills that will empower them to engage
in and enjoy meaningful relationships
and experiences in preparation for a
successful life-long learning journey.
Students:
Build students’ capacity to learn by
explicitly teaching the dispositions and
habits within existing programs and
practices to develop a clever learner's
toolkit that gives students the skills
to become:
 Successful learners, who enjoy
learning, make connections and
transfer knowledge and skills
 Confident individuals who are able
to live a safe, healthy and fulfilling
lives
 Active and responsible
citizens who make a positive
contribution to the wellbeing of
present and future generations.
 Personalised Learning and Behaviour
Plans written for all students
Improvement Measures
 Personalised Learning and
Behaviour Plans written for all
students
 All students show a demonstrated
and measurable improvement in
behaviour, attendance and social
and leadership choices
Develop the five dispositions: resilience,
reciprocity, reflectiveness,
resourcefulness and responsibility,
allowing them to contribute to the
building of a positive learning culture
and of which they are integral and feel
valued.
Staff:
Engage in and demonstrate a
commitment to lifelong learning. This
commitment reflects their growing
ability to explore the possibilities and
provide differentiated learning activities
to develop the holistic student and
provide a learning environment that
promotes the development of the five
dispositions.
Parents/Carers:
Develop an understanding of the skills
required for successful learning and can
support their children by being actively
supportive of the learning and
achievement of these within the school.
Learning Community:
Continue the sharing of opportunities
and experiences for students. Collegial
support with professional development
to address the well-being of the
To develop and encourage expanded
professional knowledge for staff and
parents of programs offered by interagencies , supplemented by programs
that can complement existing school
programs
ie. Growing Great Kids, Fast ForWord,
Calmer Classrooms, Bounce Back and
their relevance/their benefits in the
school context
Evaluation Plan
How2Learn trainer’s professional
learning completed
 All students show a demonstrated
and measurable improvement in
behaviour, attendance and social and
leadership choices
Product:
Students are active participants in school
programs and ambassadors of the school
within the community.
Practice:
Students are self-aware, have the skills to
build positive relationships and actively
contribute to the school, community and
society in which they live.
Product:
The school actively seeks to involve
support services and interagency groups
as the building blocks to identify and
support individual needs.
Practice:
High levels of collaboration and
information sharing exist between the
school, families and key agencies to
personalise support for all students.
[School name and school code]
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Planning template – V2.0
students and the impact it has on
student learning.
Staff trained in higher order ways of
learning
Personalised Learning and Behaviour
Plans developed for all students
Student tracking sheet updated
regularly
[School name and school code]
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Planning template – V2.0
Strategic Direction 2: Engaged Learners
Purpose
People
Processes
Products and Practices
Why do we need this particular
strategic direction and why is it
important?
How do we develop the capabilities of
our people to bring about
transformation?
How do we do it and how will we
know?
What is achieved and how do we
measure?
Students have the opportunities to
explore how they learn best and
develop a range of skills, knowledge
and understanding of the range of
tools available to support them.
 External and school based data shows
learning growth for all students
To embrace academic excellence and
develop learners who will become
successful and informed citizens in a
changing world.
To guide learners to become resilient,
independent and adaptable, who in turn
are accountable for their learning and
achievement.
Improvement Measures
 Students are collaborative, creative
and productive users of technology
and confident communicators using
technology
 External and school based data
shows learning growth for all
students
Students:
That students will become true 21C
learners, harnessing their naturally
inquisitive and curious minds to develop
collaborative, communicative, creative,
critical skills in order to become active
and informed citizens of the future.
Staff:
Engage all staff in professional
development that is, relevant, future
focused and shaped by research,
evidence and feedback to build their
capacity as learners, teachers and
leaders.
Differentiated professional learning
exists for school administration staff.
Parents/Carers:
Parents become active participants and
learners in the school environment.
They will gain a better understanding of
the learning progress of their children
and how to effectively support them to
learn. Parents will be provided the
opportunity, support and
encouragement to be part of learning
process to develop their knowledge and
Teaching staff develop deeper
knowledge and skills together with
increasing confidence in using the
tools for learning including technology,
to increase the opportunities to
personalise student learning.
 Students are collaborative, creative
and productive users of technology
and confident communicators using
technology
Product:
Teachers regularly input data into PLAN,
update student tracking sheets and
provide feedback to students
Build a culture of learning - use the
language of learning across the school,
actively demonstrate the dispositions
of successful learners and believe that
intelligence is learnable and
expandable.
Practice:
Evaluation Plan
Product:
Monitoring attendance levels closely
Analysis of all external/internal
assessment data to track student
achievement
School self-evaluation processes used
to evaluate

teaching and learning
Teachers utilise the data to plan explicit
learning experiences to move students
along the literacy and numeracy
continuums, learning is differentiated for
all students
Increased evidence of use of technology
as a tool for learning, increased
opportunity for staff and students to
explore how technology can work for
them
Practice:
Students regularly select appropriate tool
that best allows them to demonstrate
their learning
[School name and school code]
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Planning template – V2.0
skills about the tools of learning.



Learning Community:
Continue to grow professional learning
opportunities which will support, share
and offer opportunities for collaboration
for leaders, teachers and students.
programs,
projects
learning experiences and
student/staff/parent
involvement in extra curricula
events
Termly parent learning afternoons
All students complete learning styles
survey
[School name and school code]
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Planning template – V2.0
Strategic Direction 3: Quality Systems, Quality Support
Purpose
People
Processes
Products and Practices
Why do we need this particular
strategic direction and why is it
important?
How do we develop the capabilities of
our people to bring about
transformation?
How do we do it and how will we
know?
What is achieved and how do we
measure?
To build meaningful partnerships with
our learning communities, to build the
capacity of individuals to be innovative
in a highly supported environment.
Students:
Are provided with opportunities to
provide relevant feedback to their
teachers and to school leaders to inform
school planning
Staff:
Improvement Measures

The iPads in Classrooms initiative
results in enthusiasm for what
technology adds to the learning,
confidence in its application and
the sharing of the excitement of
student achievement .
Engage in the professional learning
process. They are active participants and
regularly engage in individual, team and
formal reflection processes.
Collaboration is a feature of the
planning and evaluative cycle within the
school and is valued by staff as an
opportunity to share expertise and grow
professionally.

Investigating and embedding
innovative systems, programs or
settings to support teacher and
student learning that targets the
development of their personal goals.
Expand the role of the learning
community to enable students,
teachers, leaders and parents to share
resources, learning opportunities,
professional dialogue and develop
professional networks.
 Attainment by all teachers of their
identified performance and
development goals and ensuring
they meet the Australian
Professional Standards for Teachers
Evaluation Plan
Term learning community meetings –
discuss direction and evaluate journey
so far, where to from here?
Tell Them From Me - Student, Staff
and Parent surveys [when available]
3 stars and 1 wish survey conducted
annually by students, parents and staff
Learning Community:
Utilise shared knowledge and skills and
provide opportunities for staff to
connect, collaborate and participate in
quality professional learning.
 Attainment by all teachers of their
identified performance and
development goals and ensuring they
meet the Australian Professional
Standards for Teachers
Product:
Parents/Carers:
Accept opportunities to be an active
participant in developing their
understanding of the learning which is
occurring in the school.
The iPads in Classrooms initiative
results in enthusiasm for what
technology adds to the learning,
confidence in its application and the
sharing of the excitement of student
achievement .
Reflection and evaluation of teaching
practices through the Performance
and Development Framework.
Collaboratively develop mechanisms to
support quality collegial feedback.
The teaching staff of the school
demonstrate and share expertise and
welcome innovative effective learning
opportunities for both students and staff.
Practice:
Teaching staff demonstrate and share
expertise, have very high levels of
contemporary content knowledge and
teaching practices and utilise evidence
based teaching strategies. Teachers
collaborate within the school, across
learning communities and across multiple
networks to ensure consistency of
curriculum delivery, strategies for
differentiation and consistency of teacher
judgement.
Product:
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Planning template – V2.0
All teachers will have high level knowledge
of professional standards and will
demonstrate strong evidence regarding
achievement of all performance and
development goals
Practice:
School Leader places a high priority on the
ongoing professional learning of all staff
and participates in professional learning
alongside teachers.
Staff participation in team teaching, peercoaching activities, mentoring and
feedback sessions will support
professional growth.
[School name and school code]
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Planning template – V2.0