School plan 2018-2020 - Woy Woy South Public School 4329 - AWS
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School plan 2018-2020 Woy Woy South Public School 4329 Page 1 of 6 Woy Woy South Public School 4329 (2018-2020) Printed on: 9 April, 2018
School background 2018–2020
School vision statement School context School planning process
Woy Woy South Public School is committed to Woy Woy South Public School is an aspirational K–6 The writing of this school plan commenced in 2017 with
strengthening a learning culture by building the school and a proud member of the Brisbane Water participation in the External Validation process and surveys
professional capacity of teachers and supporting the Learning Community and Koorana Local AECG. The of staff, students and parents to determine the future
community to continually and effectively provide a quality school pays respect and acknowledges that it is on directions for the school. This data was supplemented by
education for all students. The school, its staff, Parents Darkinjung land. There are 506 students currently enrolled, meetings with parents and the 'Tell Them From Me' teacher
and Citizens Association, Koorana Local AECG and the including 55 Aboriginal and Torres Strait Islander students, (25 respondents) and parent (90 respondents) surveys
wider community, are united in their commitment to achieve in addition to students from a wide range of which specifically focused on the drivers of student
productive partnerships for the betterment of our socio–economic backgrounds. Staff are committed to learning, classroom and school effectiveness and fostering
students. establishing a challenging and supportive environment positive relations between the school and the community.
based on quality teaching and learning experiences across
the curriculum. Analysis of student data across national testing and school
assessments was undertaken together with data generated
Focus is placed on the development of quality literacy and through the PBL program (Positive Behaviour for Learning).
numeracy programs and the implementation of The information gathered was then linked to Department of
new technology to support and engage students in the Education initiatives and targets and Koorana Local AECG
learning process. The AVID (Advancement Via Individual recommendations. The three strategic directions are
Determination) Program promotes a growth mindset designed to promote equity and excellence, enabling
and strong organisational skills for future learning. A wide students to become successful learners, confident and
range of extracurricular activities are provided to extend creative individuals and active and informed citizens. Core
and enrich student learning. processes developed to improve teacher quality and
student learning outcomes drive the strategic directions in a
The Positive Behaviour for Learning program (PBL) is culture which values continuous holistic learning.
embedded in the life of the school with the core values of Community relationships are well established and ongoing
Respect, Responsibility and Relationships clearly maintenance and development of these contacts are a high
articulated by all members of the school community. To priority.
further support the success of students, additional funding
provides identified programs to improve educational Improvement measures will be indicated by analysis of
outcomes for Aboriginal students and to meet the additional data in NAPLAN, class assessments, PBL and results from
needs of students from low socio–economic backgrounds. the 'Tell Them From Me' surveys completed by students,
teachers and community.
The school develops citizens of and for the future,
embedding the school values of RESPECT,
RESPONSIBILITY and RELATIONSHIPS, whilst
celebrating the talents and diversity of its families and
community.
Page 2 of 6 Woy Woy South Public School 4329 (2018-2020) Printed on: 9 April, 2018School strategic directions 2018–2020
STRATEGIC STRATEGIC STRATEGIC
DIRECTION 1 DIRECTION 2 DIRECTION 3
Quality Education for all Quality Teaching, Leading and Productive Partnerships
Students Professional Learning
Purpose: Purpose: Purpose:
To create a stimulating and engaging learning environment To develop a team of dynamic professionals who seek, To build on and expand the collaborative and supportive
that caters for the holistic needs of all students to ensure share and implement best practice. The team partnerships which support student learning and celebrate
that they are aspirational, successful and provided with the demonstrates a commitment to the provision of innovative the talents and diversity of all families in our community.
opportunities to achieve their full potential. pedagogy across all areas of the curriculum in an inclusive
and supportive school environment. Learning – Learning Culture, Wellbeing, Curriculum and
Learning – Learning Culture, Wellbeing, Curriculum and Learning, Assessment and Reporting, Student
Learning, Assessment and Reporting, Student Learning – Learning Culture, Curriculum and Learning, Performance Measures.
Performance Measure. Assessment and Reporting, Student Performance
Measure. Teaching – Effective Classroom Practice, Data Skills and
Teaching – Effective Classroom Practice, Data skills and Use, Collaborative Practice.
Use, Learning and Development. Teaching – Effective Classroom Practice, Data skills and
Use, Collaborative Practice, Learning and Development, Leading – Leadership, School Planning Implementation
Leading – Leadership, School Resources, Management Professional Standards. and reporting, School Resources, Management Practices
Practices and Processes. and Processes.
Leading – Leadership, School Resources, Management
Practices and Processes.
Page 3 of 6 Woy Woy South Public School 4329 (2018-2020) Printed on: 9 April, 2018Strategic Direction 1: Quality Education for all Students
Purpose People Processes Practices and Products
To create a stimulating and engaging Students Establish a quality learning environment Practices
learning environment that caters for the which supports risk taking, promotes
holistic needs of all students to ensure that Understand the learning intentions for each student engagement and acknowledges Teachers collect assessment data at
they are aspirational, successful and lesson and are able to provide feedback on student effort and achievement. regular intervals to track student progress
provided with the opportunities to achieve the attainment of each goal. and inform teaching and learning
their full potential. Strengthen systems and protocols for programs.
Develop the resilience to be risk takers teachers to collect and analyse data on
Learning – Learning Culture, Wellbeing, and apply a growth mindset approach to all student learning to differentiate practice. Teaching programs show evidence of
Curriculum and Learning, Assessment and learning. differentiated practice being undertaken as
Reporting, Student Performance Measure. Evaluation Plan a result of the analysis of student data.
Staff
Teaching – Effective Classroom Practice, Internal student performance data Regular analysis of student assessment
Data skills and Use, Learning and Have the capacity to support individual data informs whole school progress in
Development. students in identifying and achieving their Business Intelligence Student Performance literacy and numeracy and provides a
learning needs, through effective analysis Reports platform for additional support, resourcing
Leading – Leadership, School Resources, of literacy and numeracy assessment data. and professional development.
Management Practices and Processes. PLAN data
Value professional learning activities to Students know their learning objectives for
Improvement Measures identify, undertake and implement the most Other external student performance data – each lesson, are able to set their learning
effective strategies to improve teaching and External competitions, Login to programs goals, articulate the process necessary to
The % of Yr 3, 5 and 7 students in the top learning. such as Maths Online, Reading Eggs, achieve their goals and monitor progress.
two bands for reading by 2020 will increase Typing Tournament, Premiers Reading
by 12% to 54%, 31% and 36% Leaders Challenge All classrooms will promote a growth
respectively. The % of Yr 3, 5 and 7 mindset and reward students for their
students in the top two bands for Have the capacity to develop systems Attendance / Suspension rates efforts and ability to take risks.
numeracy will increase by 12% to 57%, using data to inform collective decisions
28% and 37% respectively by about student learning, provide appropriate PBL data Products
2020 (Baseline – BL 2017). resources and continually monitor the
School Plan 2018 – 2020 Teaching programs and observations
impact of programs and make adjustments
Aboriginal students in the top two reflect evidence based high quality literacy
to improve practice.
bands will increase to 30% by 2019 and Tell Them From Me Surveys and numeracy programs for K–6 students.
35% by 2020 (BL 2015–2017) as a rolling Parents/Carers
average where the group size is statistically Extra curricular activities (e.g. number Student assessment data reflects a clear
significant. Support learning through engaging in and offered and participation rates) progression in the attainment of skills by
valuing their children's understanding of the students.
School data shows sustained growth literacy and numeracy practices. Attendance at Parent/Teacher nights and
in reading and numeracy that is greater Teaching and learning programs are
other information sessions
than statistically similar schools on external Community Partners derived from analysis of assessment data
measures. and reflect the differentiation needed
Minutes of staff meetings – analysis of data
Understand and contribute to student for students to achieve their full potential.
Increase in participation rates of students in learning in the capacity of positive learners,
extra–curricular activities to match or tutors and mentors. Students are recognised for strong
exceed State norms (TTFM BL 2017 from development of a growth mindset and a
48% to 55% by 2020). positive approach to new learning.
Page 4 of 6 Woy Woy South Public School 4329 (2018-2020) Printed on: 9 April, 2018Strategic Direction 2: Quality Teaching, Leading and Professional Learning
Purpose People Processes Practices and Products
To develop a team of dynamic Students Utilise and share the knowledge and skills Practices
professionals who seek, share and of staff in the whole school, Local
implement best practice. The team Have the capacity to identify their particular Management Group and school networks All teachers engage in quality professional
demonstrates a commitment to the learning needs and provide feedback to to ensure the delivery of quality educational learning that is evidence based and linked
provision of innovative pedagogy across all teachers. programs. to maximising student engagement and
areas of the curriculum in an inclusive performance.
and supportive school environment. Staff Implement quality professional learning to
develop highly trained and innovative All teachers develop and implement quality
Learning – Learning Culture, Curriculum Understand and value opportunities to build teachers and employ systems to maximise teaching programs and innovative practices
and Learning, Assessment and Reporting, their capacity to collaboratively participate the learning outcomes for all students. to differentiate lessons in order to improve
Student Performance Measure. in high quality professional learning in order the learning outcomes for all students.
to target identified learning needs. Structured opportunities for collaboration,
Teaching – Effective Classroom Practice, innovation and reflection promote a culture Strong collaboration and sharing of
Data skills and Use, Collaborative Leaders that is inclusive and supportive. expertise and resources occurs within and
Practice, Learning and Development, across all networks.
Professional Standards. Have the capacity to identify quality Evaluation Plan
professional learning, and have the Close links with the Aboriginal community
Leading – Leadership, School Resources, expertise to coach and mentor staff to Minutes from focus groups and staff build and strengthen cultural knowledge for
Management Practices and Processes. foster a positive learning culture. meeting all students.
Value opportunities to share best practice Internal student performance data. Products
Improvement Measures
across the school, networks of schools and
The elements of Leadership and external agencies. Teaching and learning programs High levels of professional collaboration,
Collaboration as reported in the Tell Them and reflection drives professional learning
From Me Survey continue to exceed the Parents/Carers SCOUT Student Performance Reports and teaching programs.
state norm by 0.5. (Baseline – BL 2017) –
Leadership 7.7 (School), 7.1 (state), Understand and value the role they play in Classroom observations Professional development opportunities in
Collaboration 8.1 (school), 7.8 (state). leading their children to be successful, innovative and differentiated learning is
lifelong learners. Professional Development Plans evident in all teaching programs and
The % of students achieving expected practices.
growth for reading in Yr 5 will increase from Community Partners Induction programs and mentoring for
61.9 (BL 2017) to 65 in 2020, and for Yr 7 beginning teachers. Best practice is shared with staff within the
from 43.8 (BL 2017) to 60 in 2020. In Are aware of the social and wellbeing school and external agencies resulting in
numeracy, the % of students achieving needs of students and parents and have Logs of Professional development. enhanced programs being offered to all
expected growth in Yr 5 will increase from the capacity to provide the appropriate students.
44.1 (BL 2017) to 60 and in Yr 7 the % of programs and support needed. Teacher accreditation
expected growth will increase from 68.9 Teaching programs and activities reflect the
(BL 2017) to 70. Value and feel confident to facilitate Tell Them From Me surveys school’s close links with the Aboriginal
culturally inclusive programs that enrich the community and utilise strategies to cater for
The value added for Yr 3 to Yr 5 continues knowledge and continuity of Aboriginal the individual needs of students.
to remain at excelling and the value added culture.
for Yr 5 to Yr 7 increased to sustaining and
growing (BL 2017, SCOUT).
Page 5 of 6 Woy Woy South Public School 4329 (2018-2020) Printed on: 9 April, 2018Strategic Direction 3: Productive Partnerships
Purpose People Processes Practices and Products
To build on and expand the collaborative Students Develop and refine reciprocal community Practices
and supportive partnerships which support partnerships that promote a holistic
student learning and celebrate the talents Understand that the community is a place approach to student learning at school and Continue to expand partnerships with local
and diversity of all families in our for learning and that being an active in the community. community organisations and businesses
community. member can enhance their education to allow students to engage in authentic,
and wellbeing. Implement a whole school, connected learning experiences.
Learning – Learning Culture, Wellbeing, collaborative approach to the provision of
Curriculum and Learning, Assessment and Staff flexible and technically rich learning Staff support parents to be active
Reporting, Student Performance Measures. environments that promote community participants in their children's education
Value interacting with community members ownership, builds pride and celebrates and provide strategies that promote
Teaching – Effective Classroom Practice, to enhance student learning in local student success. personal progress and aspirations for
Data Skills and Use, Collaborative Practice. settings. life–long learning.
Evaluation Plan
Leading – Leadership, School Planning Have the capacity to design and facilitate Utilise current technology and use flexible
Implementation and reporting, School workshops that engage and educate the 5 Weekly Milestone monitoring learning spaces to cater for the individual
Resources, Management Practices and local community. learning needs of every student.
Processes. Tell Them From Me Survey
Leaders Products
Improvement Measures Feedback from monthly P&C meetings
The school's communication
Understand the positive impact community
Increase from 6.6 (Baseline – BL 2017) to SEF S–aS platform comprehensively informs key
relationships have on student success.
7.0 and exceed NSW Government norm stakeholders on all aspects of school life.
(6.6) in the 'Tell Them From Me' Parents/Carers
(TTFM) Parent Survey aspect of 'Parents Parents and community are actively
are Informed'. Understand the valuable contributions they engaged through face to face contact and
make to school life and recognise the understand the learning progress and
Increase from 7.3 (BL 2017) to 8.0 and impact they have on the educational aspirations of their children and how to
exceed NSW Government norm (7.4) in success of their children. effectively support them to learn.
the TTFM Parent Survey aspect of 'Parents
Feel Welcome'. The school is identified as a quality learning
Recognise their role as valued players in
environment within and beyond the local
the consultative decision making process
Exceed NSW Government norm by 0.5 in community.
and recognise their impact on school
the TTFM Teacher Survey aspects of processes and practices.
'Technology' (6.7) and 'Parent Involvement'
(6.8). Community Partners
Appreciate and value the affect
that collaborative learning between
students, parents and teachers has
on overall school life and a positive outlook
on learning.
Page 6 of 6 Woy Woy South Public School 4329 (2018-2020) Printed on: 9 April, 2018You can also read
