IMPROVEMENT PLAN FOR 2019 TO 2021 - CLICK TO UPLOAD SCHOOL LOGO - CONNECTED@BRIGHTONPS
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Improvement plan for Brighton Primary School 2021
2019 to 2021
School name
Brighton Primary School 2021 Click to upload school logo
Vision statement
Engage, Imagine, Create and Innovate
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice
By the end of 2019, the staff at BPS will increase the number of students by 5%
To increase student (compared against the same cohort from 2017), in every band level of NAPLAN
If we were to adopt and implement a whole school,
achievement in writing F-7 Writing at and above National Minimum Standard. See attached evidenced based approach to the teaching of writing,
By the end of 2020, the staff at BPS will increase the number of students by 5% we will see an improvement in the quality of outcomes
(compared against the same cohort from 2018), in every band level of NAPLAN in student writing F-7.
Writing at and above National Minimum Standard.
By the end of 2021, the staff at BPS will increase the number of students by 5%
(compared against the same cohort from 2019), in every band level of NAPLAN
Writing at and above National Minimum Standard.
By the end of 2020, the staff at BPS will increase the percentage of students meeting SEA
To increase student benchmarks in Running Records F-2 and in each band above National Minimum Standard in NAPLAN If we were to adopt and implement a whole school,
Reading in years 3-5 (compared against the same cohort from 2018) by 10%. See Attached
achievement in reading F-5 evidenced based approach to the teaching of reading,
By the end of 2020, the staff at BPS will increase the percentage of students meeting SEA based on the Big 6 and Jolly Phonics / Grammar, we
benchmarks in Running Records F-2 and in each band above National Minimum Standard
in NAPLAN Reading in years 3-5 (compared against the same cohort from 2018) by 10%.
will see an improvement in the achievement of student
reading across our school.
By the end of 2021 we will increase the percentage of students meeting SEA benchmarks in running
records F-2 and in each band above national minimal standard in NAPLAN reading in y3-5. Phonics
Screening Check, 85% of F students at our above achievement standard - PASM Data.
To retain and improve the If we were to adopt and implement a whole school,
number of high achieving evidenced based approach to differentiated teaching,
students in years 3-7 By the end of 2020, the staff at BPS will implement an evidenced based approach to and challenging students in numeracy, we will see an
numeracy teaching of Mathematics R-7 to retain 100% of the level of high achieving students in
NAPLAN numeracy across years 3-5 (compared against the same cohort from 2018).
increase in the number of students who are recognised
as high achievers.
By the end of 2021, the staff at BPS will increase the levels of high achieving
students in NAPLAN numeracy across years 3-5 (compared against the same
cohort from 2018) by 10%.
Page 2 of 12Improvement plan for Brighton Primary School 2021
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 To increase student achievement in
By the end of 2019, the staff at BPS will increase the number of students by 5% (compared against the
2019 same cohort from 2017), in every band level of NAPLAN Writing at and above National Minimum Standard.
writing F-7 See attached
By the end of 2020, the staff at BPS will increase the number of students by 5% (compared against the
2020 same cohort from 2018), in every band level of NAPLAN Writing at and above National Minimum Standard.
By the end of 2021, the staff at BPS will increase the number of students by 5% (compared against the
2021 same cohort from 2019), in every band level of NAPLAN Writing at and above National Minimum Standard.
Goal 2 By the end of 2020, the staff at BPS will increase the percentage of students meeting SEA benchmarks in
To increase student achievement in 2019 Running Records F-2 and in each band above National Minimum Standard in NAPLAN Reading in years
reading F-5 3-5 (compared against the same cohort from 2018) by 10%. See Attached
By the end of 2020, the staff at BPS will increase the percentage of students meeting SEA benchmarks in
2020 Running Records F-2 and in each band above National Minimum Standard in NAPLAN Reading in years
3-5 (compared against the same cohort from 2018) by 10%.
By the end of 2021 we will increase the percentage of students meeting SEA benchmarks in running
2021 records F-2 and in each band above national minimal standard in NAPLAN reading in y3-5. Phonics
Screening Check, 85% of F students at our above achievement standard - PASM Data.
Goal 3 To retain and improve the number of 2019
high achieving students in years 3-7
numeracy By the end of 2020, the staff at BPS will implement an evidenced based approach to teaching of
2020 Mathematics R-7 to retain 100% of the level of high achieving students in NAPLAN numeracy across years
3-5 (compared against the same cohort from 2018).
By the end of 2021, the staff at BPS will increase the levels of high achieving students in
2021 NAPLAN numeracy across years 3-5 (compared against the same cohort from 2018) by 10%.
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 were to adopt and implement a whole school, evidenced based approach to the teaching of writing, we will see an
improvement in the quality of outcomes in student writing F-7.
Goal 2 If we were to adopt and implement a whole school, evidenced based approach to the teaching of reading, based on the Big 6 and
Jolly Phonics / Grammar, we will see an improvement in the achievement of student reading across our school.
Goal 3 If we were to adopt and implement a whole school, evidenced based approach to differentiated teaching, and challenging
students in numeracy, we will see an increase in the number of students who are recognised as high achievers.
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.
To increase student achievement in writing F-7
Goal 1
Challenge of practice If we were to adopt and implement a whole school, evidenced based approach to the teaching of writing,
we will see an improvement in the quality of outcomes in student writing F-7.
Actions Timeline Roles and responsibilities Resources
Develop and implement a whole school End of The Leadership team will facilitate the provision of Appointment of LB1 with writing focus.
25th March 7 Steps training. $22,000
approach to Writing based on Seven 2020 Seven Steps for ALL staff Literacy progressions
Steps. All educators will introduce and use Seven Steps EALD scales
Develop and implement a whole school in their classrooms. Bookmaking
Literacy guide books.
evidence based approach to the All teachers will indicate a writing goal in their Two staff trained as 7 Steps coaches - Vanessa (Writing Leader)
teaching of writing/literacy. PDP's (this was achieved) and Chris (Educator)
PLTs meet every term to plan T1-ongoing The writing leader will facilitate a program Timetable meetings into staff term planner
writing, including a collaborated 2019/2021 which mentors and reviews the writing Naplan writing marking rubric
PLT writing focus. program, ACARA
Achieved and ongoing Literacy Progressions-to be investigated further
Writing samples are collected for All educators will actively participate in collecting and Allocated Teacher time, PLT release $38,500
moderating writing samples.
every student which includes T1-ongoing Achieved-to continue in 2020. Every student has a sample I can writing statements
writing goals. 2019/2021 of writing and 2020 writing goal to be passed onto next Band 1 Writing Leader appointed-Vanessa
year's teacher
Band 1 Writing leader provided exceptional support for all
staff-to continue in 2020
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued To increase student achievement in writing F-7
Actions Timeline Roles and responsibilities Resources
Introduce BrightPath for all staff 2021/22 Writing Leader to facilitate Reappoint Leader Band 1 position 0.6
Leaders to attend BrightPath PD
All educators to continue to 2021 Writing Leader to coach/mentor educators 7 Steps to writing success
integrate explicit writing lessons and provide demonstration lessons based on BrightPath
into teaching and learning PLT term writing focus.
All educators to participate in 2021 Writing Leader to facilitate PD, whole school BrightPath
BrightPath PD and moderate and support moderation process.
student writing samples in PLT
Total financial resources allocated $17,070
Success criteria Students can articulate the Seven Steps to writing.
Every student will have writing goals and at least one example of a narrative.
Students can use teacher's feedback effectively to add value to their writing.
There is evidence of student growth in their moderated writing samples.
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 To increase student achievement in reading F-5
Challenge of practice If we were to adopt and implement a whole school, evidenced based approach to the teaching of reading,
based on the Big 6 and Jolly Phonics / Grammar, we will see an improvement in the achievement of
student reading across our school.
Actions Timeline Roles and responsibilities Resources
F-2 Running Record training
A deep analysis of reading data is 2019 All educators to monitor student growth in comprehension in Pat-R - T&D led by DP and Training of staff in Running Records
SLIPP
completed and students requiring Implement Term 3 - Year 1 educators attend Phonics Screening PD Literacy guidebooks
differentiated support are 2020
Growth measured by data collection (year 1s) to monitor teacher change in pedagogy.
Year 1 educators attend Phonics Screening advanced PD and upskill all teachers F-3 PLTs
Release of all teachers to attend PD - $2200
in identifying needs of students Use of Wave of intervention recording
identified. Embed AP to work with SLIPP to upskill leadership, SIP representatives on analysis of PAT R data
(ongoing into 2021) Release of teachers to attend PD - $2200
2021 All educators to monitor student growth in comprehension in Pat-R
to inform programming and practice
Develop teachers skills in Jolly 2019 Kim Martin to undertake a very comprehensive audit of Release of all teachers to undertake Reading
Reading at BPS and developed a 'road map' forward - sharing
Phonics Grammar. of findings to whole staff and a focus on some quick gains Audit- $3,300
2020 All educators to. Big 6
Ongoing development of knowledge of ACARA
ACARA
Phonics Handbook paper
Assistant Principal will continue to facilitate intervention programs for Development of Mini Lit, Pre Lit and MacquLit. $52209
Intervention program are T1- 4 students at risk.
Volunteer training to assist with Listening to students
developed for students not 2019 Further training for ancillary staff to deliver the intervention programs.
To be reviewed term 4 2019. New intervention model to be considered read-2020 focus
achieving SEA. Introduce & in 2020 Release time for teachers to up-skill
implement AP to create guidelines for eligibility for Intervention Programs Purchase of resources - Reading Doctor, talk to text
Upskill staff to develop and implement Wave 2 phonic and phonemic
2021 awareness intervention - AP with DfE support etc.
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued To increase student achievement in reading F-5
Actions Timeline Roles and responsibilities Resources
Foundation - Partnership moderation and sharing of practices
To implement a consistent 2019 Trial of Heggerty in F/1 classes and PD delivered
Decodable Readers $2000
approach to phonics and grammar Decodable readers purchased and introduced in term 3 Heggerty resources and training - $1000
In term 4, F-2 PLT focus meetings to audit what pedagogies and
assessments are being used in literacy.
Training and development of Jolly
Leadership in conjunction with F-2 PLT will develop a Literacy Phonics/Grammar $1300 + resources $2500
agreement for the teaching of phonics and grammar in 2020
Organise Jolly Phonics/Grammar training for F-7 and resources
Release of teachers
Term 1, whole school training Jolly Phonics and Grammar 1-3 and Heggerty resources and training - $1000
Introduce implementation (ongoing)
2020 Term 1, Trial of Heggerty in Yr 2 classes and PD delivered. Embed in F/1
Term 1 - ongoing. F-3 team to work with Leadership and Kim Martin (DfE) Purchase of additional decodables
Embed 2021 to establish Literacy commitments for assessment and teaching of phonics
and phonemic awareness, and an intentional approach to the teaching and
learning of high frequency/sight words
Use of SPELD phonics program guides
Term 2, whole school training Jolly Grammar 3-6
Term 1 yr2/3 team to work with Leadership and SPELD Release time for observation and mentoring
Term 1 - ongoing. AP and Foundation teachers to educate the community about the
Establish literacy expectations for intentional approach to phonics and phonemic awareness and the shift in pedagogy from DfE planning and programming document
levelled to decodable readers.
instructional rounds and intentional Term 1 - ongoing. Sorting and aligning various decodables to compliment with Jolly Phonics
sequence
approach to the teaching and Term 1 - 4 - ongoing. PLT conversations/professional readings to deepen the understanding
and knowledge of teaching and learning of phonics and phonemic awareness
learning of spelling/grammar 2021. Leaders provide opportunities for educators to observe and mentor teaching of
phonics and phonemic awareness
2021 - whole school literacy agreement to be finalised
Total financial resources allocated $10,570
The reading capability of every student (Wave 1, 2, and 3) is identified and appropriate programs are accessed.
Success criteria Every student is making progress in Running Records. (one years growth)
Improvement in skills in reading comprehension is evident through assessment.
2021 increase in Phonics Screening Check data
Number of students in Wave 2 Intervention (MiniLit / MacqLit) decreases
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3 To retain and improve the number of high achieving students in years 3-7 numeracy
Challenge of practice If we were to adopt and implement a whole school, evidenced based approach to differentiated teaching,
and challenging students in numeracy, we will see an increase in the number of students who are
recognised as high achievers.
Actions Timeline Roles and responsibilities Resources
Key personnel to support the implementation of Release of key staff to produce Numeracy agreement ( 16 release
Produce a whole school numeracy Term days $8800)
approach in the teaching of 2020 intro evidence based approach to teaching of Thinking Maths T&D. Year 6/7 staff
mathematics. 2021 Mathematics F-7. Numeracy Guide Books
Key personnel will formulate and trial a whole Observation release for staff across the school - PLT focus
implementa Appointment of Leader Band 2 STEM Leader/Numeracy focus Term
school Numeracy Agreement to adopt as a whole 1, 2020
tion school approach Provision of T&D for all staff
Teachers implementing whole Term 1-4 All teaching staff consolidate implementation Pat M to develop wave 1,2,3
NAPLAN and PAT data
school Numeracy Approach 2021 of whole school Numeracy Agreement, lead Purchase of PAT Maths testing $1000
by Assistant Principal/STEM, Numeracy Provision of T&D for all staff & SFD, and PLT release
PLT based release for teacher observations
focus Provision of T&D for all staff - big ideas in number t1 wk4
Release of NSC to develop big ideas in number assessment
Teachers identify high achieving Term 3 PLT line manager support staff to stretch and Partnership days
students and implement 2021 challenge high achieving students. Planning for Combined staff meetings
programmes to continue to stretch differentiation within the classroom supported by PLT meetings
the NSC. Assistant Principal, Numeracy, work in PLT planning days.
and challenge
collaboration with PLT leaders to embed Whole 0.2 Teacher to facilitate upper bands workshop
School Numeracy Agreement (Grange PS model)
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued To retain and improve the number of high achieving students in years 3-7 numeracy
Actions Timeline Roles and responsibilities Resources
Updating of maths resources $12000
Ensure provision of high quality By 2021 DP,AP, Library Manager to audit maths Quality Thinking Maths PD to occur term 1 2020 while 2 staff will
maths equipment and resources in equipment and resources in the school lead undertake Masters class.
2021 Thinking Maths PD, 3 teachers 6-9 workshops, 3 teachers 3-5
classrooms to support the common by Deputy Principal. workshops.
Numeracy pedagogical approach. NSC to develop Maths resource box per Big ideas in number SFD, T1, wk4 - $3600
Student centred approach to Mathematics, Van de Walle txt for
class in line with big ideas in number. every teacher
Implementation of DfE units of T1 2021 Teachers to use one unit of work in Maths DfE units of work.
work in Mathematics y5-7. (Number and Place value).
Design and implement teaching and By 2021 Deputy Principal training in use of planning Assessment rubric developed by NSC
learning programmes, lesson plans and document
units of work using the scope and Connections to Big Ideas in Number
sequence to engage students and
Inclusion in timely dip stick testing of Big
promote a positive beliefs and attitude
towards Mathematics. Ideas.
Total financial resources allocated $30,000
Whole school Numeracy Agreement implemented
Success criteria High achieving students identified, challenged and stretched
Number of students achieving A's and B's increased
Students achieving high C's are elevated
Students are able to articulate their learning goals, strengths and weaknesses in numeracy
Students are able to use problem solving strategies to solve more complex problems across curriculum areas.
Teachers use Big Ideas in number assessment to track student achievement in Mathmatics
Page 11 of 12School improvement plan Approvals
Approved by principal
Name
Date
Approved by governing council chairperson
Name
Date
Approved by education director
Name
Date
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