Improvement plan for 2019 to 2021 - Click to upload school logo - steps 1 to 3
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Improvement plan for
2020 - Edwardstown Primary
2019 to 2021
School name
2020 - Edwardstown Primary Click to upload school logo
Vision statement
Edwardstown Primary School provides quality teaching
and learning programs within a safe and supportive
environment underpinned by our core values; caring and
compassion, doing your best, and respect. These skills
and understandings educate each child to be a lifelong
learner and contribute to their communities.
Developing strong and cohesive relationships and being
involved within the broader school community are central
to Edwardstown Primary School’s culture. We provide a
range of learning experiences that emphasise these
commitments and responsibilities.
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice Success criteria
NAPLAN HB Writing Achievement: When we review samples of
Increase LITERACY Year 3 - 33/62students - 59% achieved If we adopt a common students writing, we will see that
Year 5 - 6/69 students - 21% achieved
Achievement levels, with a Year 7 - 8/44 students - 18% achieved approach to explicitly teaching they can:
~ increase writing stamina.
focus on Writing. NAPLAN HB Writing Achievement: writing processes, structures & ~ create texts for different purposes
Year 3 - 55/80 students - 68.75%
Year 5 - 15/67 students - 22.4% practicing stamina in years 3 - ~ successfully edit their own writing.
Year 7 - 25/65 students - 38.46% ~ use language to create meaning
5, then we will increase and interest for the audience
NAPLAN HB Writing Achievement:
Year 3 - 60/80 students - 75.0% students achievement in ATSI students reach SEA with the
Year 5 - 35/62 students - 56.45% above criteria achieved.
Year 7 - 25/69 students - 36.23% writing.
NAPLAN HB Reading Achievement: When we review students spelling/ and talk to
Increase LITERACY Year 3 - 65% - (achieved 32/49 students) If we improve our explicit teaching of them about their reading, they can:
Yr 5 - 50% - (49% achieved = 28/57 students) ~ identify the sounds and letters within each word.
Achievement levels, with a Yr 7 - 35% - (25% achieved = 11/44 students) synthetic phonics R-7 using ~ demonstrate they can use the word with correct
Independent Spelling pedagogy:- meaning verbally or written.
focus on improving Reading NAPLAN HB Reading Achievement:
R-3/4 Independent Spelling & Jolly
~attempt hard and unfamiliar words using
strategies around the sounds and letters within
Year 3 - 62/82 students (74.6%)
Year 5 - 44/62 students (70.9%) words.
Year 7 - 40/65 students (61.5%)
Phonics/ Grammar and 4/5-7 Words ~ in Year 1 correctly identify the nonsense words
in the phonological screening using learnt
their Way, we will increase upper strategies.
NAPLAN HB Reading Achievement: ATSI students reach SEA with the above criteria
Year 3 - 42/65 students (64.6%) band growth in NAPLAN - Reading. achieved.
Year 5 - 38/49 students (77.5%)
Year 7 - 38/57 students (66.6%)
NAPLAN HB Numeracy Achievement: When we review students work, we will
Increase NUMERACY Yr 3 - 50% - (53% achieved = 26/49 students) If we improve our teaching of see that they can:
Yr 5 - 35% - (28% achieved = 16/57 students)
Mathematical Thinking, for each ~ identify the operations within a
Achievement levels with a Yr 7 - 35% - (33% achieved = 15/45 students)
problem.
strand & explicit teach strategies
focus on Mathematical NAPLAN HB Numeracy Achievement:
5-7, evidence based pedagogical
~ plan the steps to solve the problem.
~ Use consistent mathematical
Yr 3 - 50/ 82 students (60.9%)
Thinking and explicit teaching Yr 5 - 25/50 students 50%)
Yr 7 - 20/56 students (35%)
approach, then we will increase the language to explain their thinking.
~ communicate their answer in several
in Years 5, 6 & 7. number of Years 5 - 7 students ways (e.g. using words, diagrams and
NAPLAN HB Numeracy Achievement:
Yr 3 - 50/ 73 students (68.49%)
achieving Upper Band Growth in written algorithms).
ATSI students reach SEA with the
Yr 5 - 35/49 students (71.4%)
Yr 7 - 26/57 students (45.61%)
NAPLAN - Numeracy. above criteria achieved.
Page 2 of 12Improvement plan for 2020 - Edwardstown Primary
2019 to 2021
How to complete this template
• Complete every step. The Quality School Improvement Planning Handbook explains how to do this. In addition, your education director will provide support.
• Complete steps 1 to 3 during term 4 of 2018 and have it approved by the principal, governing council chairperson, and education director.
• Email this plan (steps 1 to 3) to your education director.
• Publish your school improvement plan on your school website.
• Work through step 4 (Improve Practice and Monitor Impact) regularly throughout the school year. This step does not need to be published on your website.
• Complete step 5 (Review and Evaluate) in term 4 of each year. This step does not need to be published on your website, though it should inform the
Improvement Planning and Outcomes section of your annual report to the school community.
• Your school improvement plan will be current for 2019 to 2021 and should be updated in term 4 each year.
For further information and advice,
contact:
Shelley McInerney
Review, Improvement and Accountability
Phone: 8226 4297
Shelley.McInerney@sa.gov.au
Page 3 of 12Step 1 Analyse and prioritise
Analyse evidence of student learning and answer the question ‘What are our goals for improvement?’ Specify up to 3
goals and annual targets for student learning improvement in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Goals Targets
Goal 1
NAPLAN HB Writing Achievement:
Increase LITERACY Achievement 2019 Year 3 - 33/62students - 59% achieved
Year 5 - 6/69 students - 21% achieved
levels, with a focus on Writing. Year 7 - 8/44 students - 18% achieved
NAPLAN HB Writing Achievement:
2020 Year 3 - 55/80 students - 68.75%
Year 5 - 15/67 students - 22.4%
Year 7 - 25/65 students - 38.46%
NAPLAN HB Writing Achievement:
2021 Year 3 - 60/80 students - 75.0%
Year 5 - 35/62 students - 56.45%
Year 7 - 25/69 students - 36.23%
Goal 2 NAPLAN HB Reading Achievement:
Increase LITERACY Achievement 2019 Year 3 - 65% - (achieved 32/49 students)
Yr 5 - 50% - (49% achieved = 28/57 students)
levels, with a focus on improving Yr 7 - 35% - (25% achieved = 11/44 students)
Reading NAPLAN HB Reading Achievement:
2020 Year 3 - 62/82 students (74.6%)
Year 5 - 44/62 students (70.9%)
Year 7 - 40/65 students (61.5%)
NAPLAN HB Reading Achievement:
2021 Year 3 - 42/65 students (64.6%)
Year 5 - 38/49 students (77.5%)
Year 7 - 38/57 students (66.6%)
Goal 3 Increase NUMERACY Achievement
NAPLAN HB Numeracy Achievement:
2019 Yr 3 - 50% - (53% achieved = 26/49 students)
Yr 5 - 35% - (28% achieved = 16/57 students)
levels with a focus on Mathematical Yr 7 - 35% - (33% achieved = 15/45 students)
Thinking and explicit teaching in Years NAPLAN HB Numeracy Achievement:
5, 6 & 7. 2020 Yr 3 - 50/ 82 students (60.9%)
Yr 5 - 25/50 students 50%)
Yr 7 - 20/56 students (35%)
NAPLAN HB Numeracy Achievement:
2021 Yr 3 - 50/ 73 students (68.49%)
Yr 5 - 35/49 students (71.4%)
Yr 7 - 26/57 students (45.61%)
Page 4 of 12Step 2 Determine challenge of practice
Consider how improvements in teaching practice will help to achieve your improvement goals and answer the
question ‘What areas of practice should we focus on improving to reach our goals?’ Specify your challenge of
practice for each goal in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Challenge of practice Success criteria
Goal 1 If we adopt a common approach to explicitly teaching writing When we review samples of students writing, we will see that they can:
~ increase writing stamina.
processes, structures & practicing stamina in years 3 - 5, then we ~ create texts for different purposes
~ successfully edit their own writing.
will increase students achievement in writing. ~ use language to create meaning and interest for the audience
ATSI students reach SEA with the above criteria achieved.
Goal 2 If we improve our explicit teaching of synthetic phonics R-7 using When we review students spelling/ and talk to them about their reading, they can:
~ identify the sounds and letters within each word.
Independent Spelling pedagogy:- R-3/4 Independent Spelling & ~ demonstrate they can use the word with correct meaning verbally or written.
~attempt hard and unfamiliar words using strategies around the sounds and letters within words.
Jolly Phonics/ Grammar and 4/5-7 Words their Way, we will ~ in Year 1 correctly identify the nonsense words in the phonological screening using learnt strategies.
ATSI students reach SEA with the above criteria achieved.
increase upper band growth in NAPLAN - Reading.
Goal 3 If we improve our teaching of Mathematical Thinking, for each When we review students work, we will see that they can:
~ identify the operations within a problem.
strand & explicit teach strategies 5-7, evidence based pedagogical ~ plan the steps to solve the problem.
~ Use consistent mathematical language to explain their thinking.
approach, then we will increase the number of Years 5 - 7 ~ communicate their answer in several ways (e.g. using words, diagrams and written algorithms).
students achieving Upper Band Growth in NAPLAN - Numeracy. ATSI students reach SEA with the above criteria achieved.
Page 5 of 12Step 3 Plan actions for improvement
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ Specify your
actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below.
The Quality School Improvement Planning Handbook explains how to do this.
Increase LITERACY Achievement levels, with a focus on Writing.
Goal 1
Challenge of practice If we adopt a common approach to explicitly teaching writing processes, structures & practicing stamina
in years 3 - 5, then we will increase students achievement in writing.
Actions Timeline Roles and responsibilities Resources
Managing implementations & training - Shane Atkins Seven Steps to Writing PD day + 3 staff accessing an extra training
Introduce Seven Steps to Writing Term 1 day during the year. PD - $7500
R-7. 2020 (AP) TRT - $1560
All Teachers (classroom and specialist) - implement Staff Meeting time provided for PLT planning, sharing and
into classroom practice and review practices through discussion around Seven Steps implementation and successes.
PLT meetings/ tracking student writing growth data.
Implement Brightpath student Term 2 Year 3/4/5 Teachers using formative writing Brightpath writing Online tool & student feedback summary tool.
feedback in years 3/4/5. 2020 feedback provided on Brightpath tool to give 2 x 1/2 day (Terms 2 & 3) Year 3/4 & 4/5 PLT release time to
students next step writing growth and unpack feedback and identify next steps for students and to
provide formative writing feedback. TRT - $3640
improvement.
Continue Brightpath Writing Term 1 & 3 Reception to Year 7 teachers collecting Brightpath writing assessment tool - Online
Assessment R-7 2020 writing samples to be entered and scaled
using Brightpath writing assessment tool Staff Meeting time provided for PLT writing
terms 1 & 3. assessment and entry into Brightpath Online
Tool.
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued Increase LITERACY Achievement levels, with a focus on Writing.
Actions Timeline Roles and responsibilities Resources
Tracking students - Data & Short Term Term 1- 4 Leadership/ staff to implement a consistent data Release time in PLTs to track students on
Goals (Learning Sprints - 5 weeks) 2020 tracking system R-7 students in Writing/ Literacy. data wall (1/3 day per term) TRT - $12,480
Teachers to update and move students within the
Identifying ATSI students through data tracking system, tracking individual and cohort
tracking and implement early growth.
intervention programs when required.
Explicitly teach structures and Terms 1 - 4 Year 3/4/5 classroom teachers establish Seven Steps resource book
features of each genre in authentic 2020 consistent 3-5 structures, features & writing Seven Steps online resources
contexts and across multiple rubrics - explicitly teaching these in authentic Consistent 3-5 writing rubrics
curriculum areas. contexts with a focus on grammar and PLT meeting - discussion/ sharing time
punctuation.
Aboriginal Students Support: 2020 Individual Classroom teachers track students SSO supported writing intervention programs
Track R-7 Aboriginal students writing growth data and use early intervention for ATSI students below and just above SEA.
using Brightpath, identify next steps programs as required for identified students.
from feedback tab and then track
students writing progress for each
genre Vicky Bashford (DP) - ATSI Co-ordinator
Total financial resources allocated $25,180
When we review samples of students writing, we will see that they can:
Success criteria ~ increase writing stamina.
~ create texts for different purposes
~ successfully edit their own writing.
~ use language to create meaning and interest for the audience
ATSI students reach SEA with the above criteria achieved.
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 Increase LITERACY Achievement levels, with a focus on improving Reading
Challenge of practice If we improve our explicit teaching of synthetic phonics R-7 using Independent Spelling pedagogy:- R-3/4
Independent Spelling & Jolly Phonics/ Grammar and 4/5-7 Words their Way, we will increase upper band
growth in NAPLAN - Reading.
Actions Timeline Roles and responsibilities Resources
1/2 Day release for challenge of practice to support partnership initiatives.
Facilitate Challenge of Practice Terms 1 - 4 Anne Pillman - Partnership Challenge of Practice 23 x 1/2 day TRT - $5980
R-7 as a partnership initiative. 2020 Orbis Literacy Courses 14 x TRT - $7280
All teachers engagement in Partnership "Challenge Running Record F&P Boxes (R-2 x 2, 3-7 x 1) $1500
of Practice" process.
Phonics Pre-Screening with Receptions + Screening Yr 2
Reception & Yr 2 TRT (x 6) - $3120
DfE Orbis R-3 Literacy course (Rachel & Sarah)
R-2 classroom teachers explicitly implement a synthetics phonics PD - Independent Spelling
Consistently implement synthetic Term1- 4 spelling program using Independent Spelling implementation
phonics spelling R-7. 2020 techniques. 12 x 1/2 day TRT - $6240
~ Independent Spelling in Year 1/ Year 2 and continued in PD @ $980 - $7840
Reception from 2019 introduction.
~Year 1 & 2 classroom teachers + (Charlotte & Alex) participate in
Independent Spelling training following on for Rec. Teachers
completing it in 2019.
Consistently implement synthetic Term1- 4 Year 4/5 - 7 classroom teachers explicitly Words their Way spelling resource book & Professional
Development:
phonics spelling R-7. 2020 implement a synthetics phonics spelling program @ $240 p.p. PD - $1743
using Independent Spelling implementation 7 x TRT - $364
techniques. Words their Way Resource Book $500
~ Year 4/5-7 classroom teachers implement Words
their Way spelling program.
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued Increase LITERACY Achievement levels, with a focus on improving Reading
Actions Timeline Roles and responsibilities Resources
Continue Jolly Phonics/ Grammar 2020 Reception to Year 3/4 classroom teachers continue Jolly Phonics/ Grammar
implementations and explicit to explicitly teach synthetic phonics using Jolly Decodeable readers R-2
teaching Phonics/ Grammar with sounds and actions. Readers - $3000
Using suitable decode-able readers where
necessary.
Tracking students - Data & Short Term Goals Term 1 - 4 Leadership/ staff to implement a consistent data Release time in PLTs to track students on
(Learning Sprints - 5 weeks) & PAT Spelling tracking system R-7 students in Writing/ Literacy. data wall (1/3 day per term)
2020 - $12,480
Identifying ATSI students through data
Teachers to update and move students within the ($$ already calculated into Literacy - Writing)
tracking and implement early intervention tracking system, tracking individual and cohort
programs when required. growth.
Aboriginal Students Support:- 2020 Classroom teachers monitor and track SSO supported phonics intervention
Ensure all Aboriginal students reach Aboriginal students progress of their spelling/ programs for ATSI students below and just
the bench mark for the Phonics
screening checking, through explicitly
reading. Using early intervention programs/ above SEA.
teaching synthetic phonics, Jolly strategies where needed. LLI Intervention program
Phonics/ Independent Spelling.
Total financial resources allocated $40,843
When we review students spelling/ and talk to them about their reading, they can:
Success criteria ~ identify the sounds and letters within each word.
~ demonstrate they can use the word with correct meaning verbally or written.
~attempt hard and unfamiliar words using strategies around the sounds and letters within words.
~ in Year 1 correctly identify the nonsense words in the phonological screening using learnt strategies.
ATSI students reach SEA with the above criteria achieved.
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3 Increase NUMERACY Achievement levels with a focus on Mathematical Thinking and explicit teaching in Years 5, 6 & 7.
Challenge of practice If we improve our teaching of Mathematical Thinking, for each strand & explicit teach strategies 5-7,
evidence based pedagogical approach, then we will increase the number of Years 5 - 7 students
achieving Upper Band Growth in NAPLAN - Numeracy.
Actions Timeline Roles and responsibilities Resources
Release Year Level PLTs to plan a whole year overview of their
Implement DfE "The Fundamentals Term 1, maths program,l including pre - misconception test, authentic
Year 4/5 - 7 PLT release planning time
of Mathematical Learning" in Year 2020 problematised maths task with mathematical thinking language (Terms 1 & 3)
embedded.
4/5 - 7 in Mathematics curriculum 7 x TRT - $3640
planning. Using DfE "The Fundamentals of Mathematical Learning"
https://edi.sa.edu.au/educating/stem-education/designing-stem-lear
ning/stem-learning-mathematics/what-is-mathematics-for
Guidebooks
Facilitate using Misconceptions/ Term 1, Year 4/5 - 7 classroom teachers to use a Back-To-Front maths misconceptions tests
PAT-M Data
Pre-Strand Test for each strand of 2020 consistent pre-test and then conduct a post NAPLAN Numeracy Data
maths, to identify first teaching test to identify and track students growth in Essential Assessment
DfE Online Fundamental of Maths:
points for individual student. each strand. https://edi.sa.edu.au/educating/stem-education/designing-stem-
learning/stem-learning-mathematics/what-is-mathematics-for
Facilitating Year 6/7 teachers to 2020 Year 6 & 7 classroom teachers to implement Year 6/7 teachers "Thinking Maths Program"
participate in "Thinking Maths a consistent mathematics program using 5 days x 4 participants TRT - $10,400
Program" consistent explicit identified thinking
mathematical language.
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued Increase NUMERACY Achievement levels with a focus on Mathematical Thinking and explicit teaching in Years 5, 6 & 7.
Actions Timeline Roles and responsibilities Resources
Tracking students - Data & Short Term Term 1 - 4 Leadership/ staff to implement a consistent data Release time in PLTs to track students on
Goals (Learning Sprints - 5 weeks) 2020 tracking system R-7 students in Writing/ Literacy. data wall (1/3 day per term) - $12,480
Teachers to update and move students within the ($$ already calculated into Literacy - Writing)
Identifying ATSI students through data tracking system, tracking individual and cohort
tracking and implement early growth.
intervention programs when required.
Maintain Higher Band Student Term 1 - 4 Year 4/5 - 7 Classroom teachers - use the Year 4/5 - 7: Essential Maths Online
Achievement in NAPLAN - 2020 formative and summative online assessment resource "Numeracy & My Numeracy"
intellectual stretch through for next step deep learning, for each AC Year subscription $1800
problematised learning opportunities strand as a pre and post test.
that challenge thinking.
Aboriginal Students Support: 2020 Classroom Teachers - track, monitor and SSO supported intervention programs for
All Aboriginal students meet SEA, explicit teach concepts. ATSI students below benchmark/ SEA.
using PAT M and NAPLAN results as Vicky Bashford (DP) - ATSI Co-ordinator Quick Smart Maths Intervention program
data assessments, achieving this
through explicit teaching and tracking
of understanding.
Total financial resources allocated $15,840
Success criteria When we review students work, we will see that they can:
~ identify the operations within a problem.
~ plan the steps to solve the problem.
~ Use consistent mathematical language to explain their thinking.
~ communicate their answer in several ways (e.g. using words, diagrams and written algorithms).
ATSI students reach SEA with the above criteria achieved.
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