Improvement plan for 2019 to 2021 - Click to upload school logo - Frances Primary School
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Improvement plan for Frances Primary School
2019 to 2021
School name
Frances Primary School Click to upload school logo
Vision statement
"Building on friendship and knowledge to inspire a
journey of life-long personal excellence."
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice
2019: For students enrolled in Years R-7 to increase by 3 the number of students
Literacy: achieving SEA or above, using Running Records to Level 30 and PAT R data for
If we prioritise a daily, timetabled reading program to
students in Year 3. integrate the Big Six components of Reading across all
to improve fluency and 2020: For students enrolled in Years R-6 in 2019 to increase by an additional 2 the of the year levels, then we will increase student
efficiency in Reading in all number of students achieving SEA or above, using Running Records to Level 30 achievement in Reading.
and PAT R data for students in Years 3-7.
students R-7.
2021:For students enrolled in Years R-5 in 2019, an additional 5 will be achieving
the SEA or above, evidenced by Running Records to Level 30 and PAT R data for
students in Years 3-7.
2019: For students enrolled in Years R-3 in 2019 to increase by 3 the number of
Numeracy: students attaining Year level appropriate achievement, as measured by the Big If we develop a common evidence-based approach
Ideas in Number assessment tools. (using the guidebook resource) to teach subitising,
to improve achievement levels 2020: For students enrolled in Years R-3 in 2019 to increase by an additional 3 the trusting the count and place value, then we will
in Numeracy, particularly the number of students attaining Year level appropriate achievement , as measured by increase student achievement in Numeracy (particularly
the Big Ideas in Number assessment tools.
Number strand, for students the Number strand) in Years R-3.
who are in Years R-3. 2021: For students enrolled in Years R-3 in 2019 to increase by an additional 4 the
number of students attaining Year level appropriate achievement , as measured by
the Big Ideas in Number assessment tools.
2019: For students in Years 4-7 to demonstrate improved results in Writing noted
Literacy: via annotated student writing samples using the NAPLAN Writing rubric and If we explicitly teach students how to construct
achievement standards aligned to their Year level. compound and complex sentences and develop greater
to improve achievement levels 2020: For students enrolled in Years 4-6 in 2019 to increase by 3 the number of control over their use of vocabulary and use of
in Writing for students who are students achieving SEA or above, using the school wide writing assessment punctuation in the appropriate genre, then we will
(NAPLaN rubric).
in Years 4-7. increase student achievement in Writing in Years 4-7.
2021: For students enrolled in Years 4-5 in 2019 to increase by an additional 2 the
number of students achieving SEA or above, using the school wide writing
assessment (NAPLaN rubric).
Page 2 of 12Improvement plan for Frances Primary School
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:
Andrew Wells
Review, Improvement and Accountability Manager
Phone: 8226 1576
Andrew.Wells@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 Literacy: 2019: For students enrolled in Years R-7 to increase by 3 the number of students achieving
2019 SEA or above, using Running Records to Level 30 and PAT R data for students in Year 3.
to improve fluency and efficiency in
2020: For students enrolled in Years R-6 in 2019 to increase by an additional 2 the number of students
Reading in all students R-7. 2020 achieving SEA or above, using Running Records to Level 30 and PAT R data for students in Years 3-7.
2021 2021:For students enrolled in Years R-5 in 2019, an additional 5 will be achieving the SEA or
above, evidenced by Running Records to Level 30 and PAT R data for students in Years 3-7.
Goal 2 2019: For students enrolled in Years R-3 in 2019 to increase by 3 the number of students attaining
Numeracy: 2019
Year level appropriate achievement, as measured by the Big Ideas in Number assessment tools.
to improve achievement levels in 2020: For students enrolled in Years R-3 in 2019 to increase by an additional 3 the number of students
Numeracy, particularly the Number 2020 attaining Year level appropriate achievement , as measured by the Big Ideas in Number assessment tools.
strand, for students who are in Years
R-3. 2021: For students enrolled in Years R-3 in 2019 to increase by an additional 4 the number of students
2021 attaining Year level appropriate achievement , as measured by the Big Ideas in Number assessment tools.
Goal 3 Literacy: 2019: For students in Years 4-7 to demonstrate improved results in Writing noted via annotated student
2019 writing samples using the NAPLAN Writing rubric and achievement standards aligned to their Year level.
to improve achievement levels in Writing
2020: For students enrolled in Years 4-6 in 2019 to increase by 3 the number of students
for students who are in Years 4-7. 2020 achieving SEA or above, using the school wide writing assessment (NAPLaN rubric).
2021: For students enrolled in Years 4-5 in 2019 to increase by an additional 2 the number of
2021 students achieving SEA or above, using the school wide writing assessment (NAPLaN rubric).
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
Goal 1 If we prioritise a daily, timetabled reading program to integrate the Big Six components of Reading across all of the year levels,
then we will increase student achievement in Reading.
Goal 2 If we develop a common evidence-based approach (using the guidebook resource) to teach subitising, trusting the count and place
value, then we will increase student achievement in Numeracy (particularly the Number strand) in Years R-3.
Goal 3 If we explicitly teach students how to construct compound and complex sentences and develop greater control over their use of
vocabulary and use of punctuation in the appropriate genre, then we will increase student achievement in Writing in Years 4-7.
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.
Literacy:
Goal 1 to improve fluency and efficiency in Reading in all students R-7.
Challenge of practice If we prioritise a daily, timetabled reading program to integrate the Big Six components of Reading across
all of the year levels, then we will increase student achievement in Reading.
Actions Timeline Roles and responsibilities Resources
Literacy guidebooks and resources
To create/update a Whole School T1, 2019 Teachers, SLLIP, LET Australian Curriculum
Literacy Agreement. ACARA Literacy progression: Reading
Big Six in Reading, Deslea Konza
Best Advice: Leading Learnng Improvement
Sheena Cameron
https://myintranet.learnlink.sa.edu.au/library/document-library/educationa
l-resources/best-advice-series/decd-best-advice-1-6-comprehension.pdf
To implement an uninterrupted T1, 2019 Principal, Teachers Literacy guidebooks and resources
timetabled Whole School Literacy Australian Curriculum
Block from 9:05-11:00 each ACARA Literacy progression: Reading
morning.
Access professional development Term 2, Principal/SLLIP Literacy guidebooks and resources
Australian Curriculum
on the teaching and practise of all 2019 teachers ACARA Literacy progression: Writing
of the components of the Big Six in Deslea Konza (2014) 'Teaching Reading: Why the Fab Five
should be the Big Six, Australian Journal of Teacher Education,
Reading. 39(12), accessed at http://ro.ecu.edu.au/ajte/vol39/iss/12/10/
Page 6 of 12Step 3 continued Plan actions for improvement
Literacy:
Goal 1 continued to improve fluency and efficiency in Reading in all students R-7.
Actions Timeline Roles and responsibilities Resources
All staff use the language of the Big Six in Reading SLLIP, Principal,
specifically in relation to comprehension. Teachers
2020 Teachers, Principal Blank M Rose SA & Berlin LJ (1978) The language of learning
The preschool years: Grune & Stratton
support students to think critically by independently Anne Bayetto, Lecturer, School of Education, Flinders University has also published
developing questions, posing problems and The Big 6 of Reading articles for Australian Primary Principals Association, accessed
at http://www.appa.asn.au/publications/principals-as-literacy-leaders/.
reflecting on multiple perspectives. All staff to Comprehension article.
model and utilise progressively challenging levels Keebem EO & Zimmerman S (2007) Mosaic of thought: the power of comprehension
of questioning 1-4 (Blank, Rose and Berlin) strategy instruction. Protsmouth, NH: Heinemann
Teachers use a variety of methods to https://myintranet.learnlink.sa.edu.au/library/document-library/educa
2020 Teachers tional-resources/best-advice-series/decd-best-advice-1-4-vocabular
scaffold students' use of academic y.pdf
language enabling students to engage Cameron, S & Dempsey L (2016) The Oral Language Book,
in and express complex thinking. auckland, New Zealand: S&L
Woodward C, Haskins G, Schaefer G & Smolen L (2004) 'Let's Talk:
Teachers pre-teach language before A different approach to oral language development' Young children,
introducing the topic. 59(4), pp92-95
Students set strategic Active Comprehension 2021 Teachers, Principal, SLLIP, Students, Cameron S (2009) Teaching reading
goals to improve reading including:
"prediction, linking text content with their own Families comprehension strategies: A practical
experiences and knowledge, asking and classroom guide, New Zealand: Peaerson
answering questions, image construction,
and summarising." (Cameron, 2009)
Total financial resources allocated
Success criteria A-E and NAPLaN data indicate student achievement in the higher bands in Reading.
Teachers able to articulate learning goals in Reading for students against AC achievement standards.
Students able to articulate Reading Comprehension strategies as they develop their personal learning goals.
Students are successful in answering PAT-R and NAPLaN questions requiring inference.
With an improvement in Reading, we would expect improvements in other areas of the Curriculum to follow.
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2
Numeracy:
to improve achievement levels in Numeracy, particularly the Number strand, for students who are in Years R-3.
Challenge of practice If we develop a common evidence-based approach (using the guidebook resource) to teach subitising,
trusting the count and place value, then we will increase student achievement in Numeracy (particularly
the Number strand) in Years R-3.
Actions Timeline Roles and responsibilities Resources
To create/update a whole school T1, 2019 Staff, SLLIP, LET Numeracy guidebooks and resources
Numeracy Agreement. Australian Curriculum
National Numeracy Learning Progression
Professional learning is provided to 5/3/2019 Principal/SLLIP to lead session/s "Big Ideas in Number" resource
ensure a common understanding Numeracy guidebooks and resources
around subitising, trusting the Australian Curriculum
National Numeracy Learning Progression
count and place value.
Ann Baker, Natural Maths
TRT to enable half day professional learning
Learning Sprint: Learning Intentions Simon Breakspear Learning Sprints professional development for all
T3, 2019 Teachers staff.
(WALT) and success criteria (WILF) are "Big Ideas in Number" resource
introduced. Teachers discuss Numeracy guidebooks and resources
connections between learning goals, Australian Curriculum
National Numeracy Learning Progression
learning activities and assessment John Hattie's effect sizes and feedback
requirements with students (AITSL). TRT cover for teachers to visit other sites
Page 8 of 12Step 3 continued Plan actions for improvement
Numeracy:
Goal 2 continued to improve achievement levels in Numeracy, particularly the Number strand, for students who are in Years R-3.
Actions Timeline Roles and responsibilities Resources
Student numeracy progress is T2,T4 2019 Teachers "Big Ideas in Number" resource
measured Numeracy guidebooks and resources
Data is examined to inform future Australian Curriculum
planning National Numeracy Learning Progression
Professional Development plans will 2020 Principal, Staff TfEL - SA Teaching for Effective Learning
include strategies for increasing student Framework and review tools.
achievement in Numeracy (particularly AITSL-Australian Institute for Teaching and
Number): this will include opportunities
School Leadership.
for peer and line-managed
observations.
Total financial resources allocated T&D expenses as applicable
Success criteria ** In observations and through learning samples teachers will note an increase in student achievement in
the Number strand.
** Students will demonstrate improved ability to subitise, trust the count and to understand place value.
Page 9 of 12Step 3 continued Plan actions for improvement
Literacy:
Goal 3 to improve achievement levels in Writing for students who are in Years 4-7.
Challenge of practice If we explicitly teach students how to construct compound and complex sentences and develop greater
control over their use of vocabulary and use of punctuation in the appropriate genre, then we will increase
student achievement in Writing in Years 4-7.
Actions Timeline Roles and responsibilities Resources
To create/update a whole school Term 1, Staff, SLLIP, LET Literacy guidebooks and resources
Agreed practices in Literacy and 2019 Australian Curriculum
introduce the Literacy Block across ACARA Literacy progression: Writing
the school from 9:05-11:00 daily.
Staff to attend Professional Term 1, SLLIP, Principal, Teachers Literacy guidebooks and resources
Development in annotating writing 2019 Australian Curriculum
samples in English, as part of ACARA Literacy progression: Writing
LDAM strategy. LDAM resources
Develop lessons to explicitly teach 2020 Principal, teachers Literacy guidebooks and resources
and practise using the text features Australian Curriculum
of information reports and ACARA Literacy progression: Writing
expositions.
Page 10 of 12Step 3 continued Plan actions for improvement
Literacy:
Goal 3 continued to improve achievement levels in Writing for students who are in Years 4-7.
Actions Timeline Roles and responsibilities Resources
Student writing progress is measured. T2,T4 2020 Teachers NAPLAN Writing rubric
Teachers interrogate PAT-R and Professional development in triangulation PAT-R data
NAPLaN data, specifically analysing and interrogation of data TBA
the questions most commonly
incorrect, to prioritise learning
experiences for students.
Professional Development Plans 2020 Principal, teachers Literacy guidebooks and resources
will include strategies for increasing Australian Curriculum
student achievement in Writing: this ACARA Literacy progression: Writing
will include opportunities for peer TRT cover for teachers to visit other sites
and line managed observations.
Total financial resources allocated
Success criteria ** improved results are noted via student writing samples and the NAPLAN Writing rubric.
** student work reflects increased awareness of writing purpose/audience.
** greater use of compound and complex sentences to convey ideas and concepts.
Page 11 of 12School improvement plan Approvals
Approved by principal
Joyce Dinan
07/02/19
Approved by governing council chairperson
Kylie Ryan
07/02/2019
Approved by education director
Adam Box
Date
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