Strategic Improvement Plan 2021-2024 - Burnside Public School 1433 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Burnside Public School 1433
Page 1 of 9 Burnside Public School (1433) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
At Burnside Public School we aim to deliver high quality education within an inclusive Burnside Public School is situated on two hectares of well-maintained land in the busy
environment to prepare responsible, and engaged young people. Every student, every Sydney suburb of North Parramatta. The school was opened in 1922. The current school
teacher and every leader will work in partnership with families and the educational enrolment is approximately 239 students (61%NESB). Students are currently educated in
community to maintain high expectations to be challenged to learn and improve each year. ten class groupings.
Every student will be known, valued and cared for in order to connect, succeed and thrive.
Burnside has a highly qualified and dedicated staff working closely together to generate
quality educational programs that aim to develop individual student learning outcomes.
Teachers are engaged learners, investigating and implementing teaching practices based
on quality researched based practices. Engaging actively with students about their learning
is a priority to improve growth and development.
Very successful student welfare practices promote in students a sense of well-being,
happiness and responsibility. Student leadership is valued and promoted through the
Student Representative Council (SRC), as well as the leadership groups - School Leaders,
House Captains, Media and Tech Teams, Gardening Team, Band and Library monitors.
Extra-curricula activities in academic fields such as debating, Maths Olympiad and ICAS;
sporting activities such as PSSA and knockout competitions as well as creative and
performing arts activities such as band, dance and choir are offered to students to allow
them a well-rounded educational experience.
Parents have high expectations of and aspirations for their children. There is a very active
culture of participation in the life of the school. Burnside has an established, dynamic and
supportive School Council and P & C Association. Students, staff and parents work together
to ensure the very best educational outcomes for students.
The Cumberland Community Connection and Parramatta Learning Community offer staff
dynamic educational partners to engage in professional learning opportunities with
colleagues.
Our next 4 year improvement cycle will focus on the areas of Student Growth and
Attainment; Quality Teaching through Collaborative Learning; Learning, Identity and
Wellbeing. These 3 broad themes will form our strategic directions for the strategic
improvement plan 2021-2024.
Page 2 of 9 Burnside Public School (1433) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
In order to maximise student learning outcomes in reading Data Skills and Use Student achievement is accurately recorded using ALAN,
and mathematics we will develop and sustain whole formative assessments, summative and diagnostic
school processes for collecting and analysing data. This Build teacher capacity to ensure data collection is used to assessments throughout the year. Assessment is used
will ensure all staff use data to understand the learning differentiate curriculum, inform teaching and provide flexibly and responsively as part of daily practice.
needs of individual students and classroom programs will feedback to students to maximise learning.
be reflective of data. This will guide teachers in the Regular data talks where teachers analyse, interpret and
implementation of differentiated groupings. Effective • Systematic analysis of the Literacy and Numeracy extrapolate data to inform planning, identify interventions
classroom practice will be underpinned by evidence Progressions to personalise learning and and modify teaching programs. Teachers respond to
informed strategies and embedded in evaluative practice. differentiate teaching for students as well as track trends in student achievement at individual, group and
growth and progress. whole school levels.
Improvement measures • Professional Learning in data literacy, data analysis
Explicit Instruction and other proven researched based
and data use for all staff to identify assessment
pedagogies are embedded in practice to create a culture
Target year: 2022 strategies ensuring collection of quality, valid and
of high expectations and collaborative practice. A whole
reliable internal and external data.
school approach ensures the most effective evidence-
A minimum of 54.1% of year 3 and 5 students achieve in • Expert use of authentic self assessment, formative based teaching methods optimise student learning
the top two bands in NAPLAN numeracy. (System assessment (Learning Intentions and Success progress.
negotiated target.) Criteria) as well as summative and diagnostic
assessments to track student learning, analyse data, Valid teacher judgments used to identify expected growth
Target year: 2022
inform teaching and learning practices and report for each student to ensure students are achieving at or
student achievement. higher growth rates on internal and external data.
A minimum of 68.4% of year 3 and 5 students achieve in
the top two bands in NAPLAN reading. (System • Data collection tools used effectively across the
Targeted intervention groups display growth in student
negotiated target.) school - Essential Assessment, standardised and
learning and fluidity in student groupings. High Potential
diagnostic tests, Phonological Awareness and
Target year: 2023 and Gifted students are supported through differentiated
Phonics screening on ALAN.
adjustments within each classroom.
A minimum of 77.1% of students achieve expected growth Effective Classroom Practice in Reading and
in NAPLAN reading. (System negotiated target.) All teachers understand and explicitly teach literacy and
Mathematics
numeracy to students at all achievement levels. Student
Target year: 2023 achievement data is used to measure progress.
Effective classroom practice in reading and mathematics
will be achieved through a focus on explicit instruction,
A minimum of 68.6% of students achieve expected growth differentiated learning, formative assessment and
in NAPLAN numeracy. (System negotiated target). collaboration between staff to cater for all students within Evaluation plan for this strategic direction
all classrooms.
Question: To what extend have we maximised student
• Explicit Instruction - I Do, You Do, We Do model of learning outcomes in reading and mathematics? Have
gradual release of responsibility will be embedded in school wide processes supported teacher's data
practice. The use of Warm Up activities will reinforce, collection, use, analysis and reflective practice in data
embed and apply key skills from previously taught skills? How have teaching and learning programs been
lessons to ensure long term memory. Teachers use adjusted based on the analysis of data?
the plough back model to check for understanding.
They routinely receive and provide quality feedback Data: We will use a combination of data sources
so that teachers and students are confident that including;
mastery is demonstrated.
• Internal assessments e.g ALAN, Essential
Page 3 of 9 Burnside Public School (1433) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Initiatives Evaluation plan for this strategic direction
• To effectively track student learning, PLAN2 data will Assessment, SENA, CARS and STARS, CAMS and
be utilised including the classroom observation tool STAMS, Benchmarks, PAT, AGAT, SA, stage based
and progression markers. Teachers will adjust school assessments
practice using the progressions to tailor explicit
individual student goals and differentiate teaching • External assessments e.g NAPLAN, Check- In
practice. Assessments
• Work sample analysis e.g moderation activities
• Targeted in-class and small group interventions by
specialised staff cater for all learning needs • Observations
throughout the school.
• Surveys
• High Potential and Gifted students identified and
strategically supported through differentiated Analysis:
adjustment of complexity, challenge, choice,
abstraction, creative and critical thinking, higher We will analyse the data to determine the extent to which
order thinking, pace, authenticity and learning the purpose has been achieved through regular
environment. professional discussions, executive and whole staff
meetings. Triangulation of data sources will occur
• Teacher's expertly use knowledge of syllabus including quantitative and qualitative data as well as
documents to embed teaching strategies that are internal and external data .
researched based. Use of the literacy and numeracy
hub to; support effective primary mathematical Implications:
practices and strategies; and to deepen teacher
knowledge of language comprehension and word After a detailed analysis of data, a determination will be
recognition skills required to improve reading. made as to the future directions for the school to provide
ongoing improvement to maximise student learning
outcomes . Annual reporting on school progress
measures will occur.
Page 4 of 9 Burnside Public School (1433) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Quality Teaching through Collaborative Learning
Purpose Initiatives Success criteria for this strategic direction
Our teachers will evaluate their effectiveness and Staff have opportunities to build their expertise and share
reflectively adapt their practice through quality, targeted Professional Learning knowledge and skills with educators within and outside of
professional learning, collaborative practices such as QTR the school. Teachers are engaged in strong collaborative
and programming reflective of the analysis of student Build Teacher's capacity to embed research based practices to inform teaching and support the continuity of
data. Researched-informed teaching practice will result in pedagogies into classroom practice to promote a whole learning for all students.
innovative lessons. school teaching and learning culture.
The school uses embedded and explicit systems that
• The School Excellence Framework will be used to facilitate professional dialogue, collaboration, classroom
Improvement measures support school leaders to ensure that consistency, observation, the modelling of effective practice and timely
expectations and assumptions are aligned across all feedback between teachers. This drives on-going school
Target year: 2023 teaching and learning at school, and there is strong improvement in teaching practice.
alignment between the Framework and the themes
30% of teachers involved in mentoring relationships. of What works best. All staff will be involved in Student centred pedagogies allow for students to be seen
unpacking these documents and aligning them to as co-collaborators. ICT and new technologies are used
Target year: 2023 their practice. by both staff and students to build effective
• Leadership team utilises the High Impact communication and collaborative digital platforms.
All teachers participate in Quality Teaching Rounds
(QTR). Professional Learning Tool to lead professional
learning within the school. There is a high functioning professional learning
community which is focused on continuous improvement
Target year: 2024
• Leadership professional learning to ensure school of teaching and learning.
leaders are reflecting on where they are now and
100% of early career teachers are aligned to a trained
how to move forward to improve leadership practice. Whole school and our inter-school relationships provide
mentor.
Leaders will use self-assessment and reflection tools mentoring and coaching support to ensure the ongoing
to explore their leadership and plan pathways development and improvement of all teachers.
Target year: 2023
towards improvement.
100% of classroom teachers to embed Explicit Instruction The school demonstrates a high performance culture with
• Explicit Instruction - PL on warm up and ignition
model. a clear focus on student progress and achievement and
activities, Gradual release of responsibility I DO, We
high quality service delivery.
Do, You Do method, Plough Back - Checking for
Target year: 2023 understanding.
The leadership team maintains a focus on instructional
Teacher TTFM Data indicates an improvement in the area • Literacy and Numeracy Strategy Advisor to support leadership to sustain a culture of effective, evidence-
of teacher's using learning strategies that effectively the school to audit teaching and learning programs to based teaching and on-going improvement.
improve student learning. ensure all programs display teaching and learning
strategies based on current research to reflect quality
Target year: 2024 teaching and learning.
Evaluation plan for this strategic direction
• Utilisation of DoE Tier 1 support, Literacy and
All stage programs display the Explicit Instruction model Numeracy Hub resources, to improve teacher Question:
including a gradual release of responsibility. The structure knowledge based on current research.
follows Warm-up, Connection to past learning, Modelled, Has the training on explicit instruction increased teacher's
guided instruction, independent activities and plough back • Data talks for the systematic analysis of literacy and abilities to explicitly address the needs of all students?
where teachers check for understanding. numeracy evidence including progressions to track What has been the impact of EI on student learning and
growth and adjust teaching and learning. growth? Has collaborative practice and data talks
Target year: 2024 developed school wide practices for data analysis? Have
• PL on essential assessment, diagnostic
assessments, bench marking and assessment teachers used innovative classroom practices within their
Feedback is a tool used by teachers, students and the
Page 5 of 9 Burnside Public School (1433) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Quality Teaching through Collaborative Learning
Improvement measures Initiatives Evaluation plan for this strategic direction
leadership team to evaluate where we are and what our reports to build staff knowledge of the analysis of rooms to allow for students to be collaborators in their
future improvements are. Formal feedback tools utilised. data. learning?
• SCOUT training for all staff.
Data:
Collaborative Practice We will use a combination of data sources including;
• Professional learning logs
To drive ongoing, school-wide improvement in teaching
practice and student results, the school will use • Professional Development Plans
embedded and explicit systems to facilitate collaborative
practice focused on current research. • Classroom Observation sheets
• Data collection modes - NAPLAN, SCOUT, PLAN2
• Continued partnership with Newcastle University with
Quality Teaching Rounds to utilise the Department's • Data talk minutes and analysis
Quality Teaching Model as the framework for deep • Focus groups
engagement in analysis and review of classroom
practice. • TTFM Surveys
• Teaching Sprints used as an evidenced informed Analysis:
professional learning practice that allows teachers to
collaborate effectively through a process of We will analyse the data to determine the extent to which
continued professional development facilitating the purpose has been achieved through regular
incremental changes to classroom practice for big professional discussions, executive and whole staff
impact over time. meetings. Triangulation of data sources will occur
• Build teacher capacity through coaching and including quantitative and qualitative data as well as
mentoring opportunities within the school and internal and external data .
through inter-school relationships. The provision of
mentoring will ensure the ongoing development and Implications:
improvement of staff.
After a detailed analysis of data, a determination will be
• Learning Walks used for teachers to visit made as to the future directions for the school to provide
classrooms to foster conversation about teaching ongoing improvement to maximise student learning
and learning to develop a shared vision of high outcomes. Annual reporting on school progress measures
quality teaching that impacts on student learning. will occur.
• Cumberland Community Connection of schools to
create teacher collaboration across discipline areas
and schools through strong support from school
leaders to build school improvement.
• Extension of learning beyond the classroom,
including extended classroom community, global
awareness and cultural understanding
• Expert use of digital learning tools to help
collaborate, share, communicate and empower staff
Page 6 of 9 Burnside Public School (1433) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Quality Teaching through Collaborative Learning
Initiatives
and students in the learning environment as well as
share learning with families and beyond.
• A focus on students as collaborators through working
with staff and involving them in the design of
programs and assessment products. Teachers utilise
student centred pedagogies in order for students to
have choice and personalise their learning.
Page 7 of 9 Burnside Public School (1433) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Learning, Identity and Wellbeing
Purpose Initiatives Success criteria for this strategic direction
To ensure that all students are able to connect, succeed, Students maintain a high understanding of their learning
thrive and learn, there will be a planned approach to Student and Community Engagement and articulate what they need to do to improve and grow.
whole school wellbeing programs, strong links with the The setting of student learning goals in negotiations with
parent community and engagement with the broader Students are actively engaged in learning and school parents developed from student progress and
educational community. Students will become self- processes to build a strong sense of identity. Students achievement data.
directed learners who are aware of their own progress use learning goals and success criteria as a foundation to
and work with teachers to direct their future learning. discuss and share their learning journey with their Students, teachers and parents engage regularly in
families. The school will strengthen strong, respectful discussions /meetings/ showcases about learning.
family-school relationships and inter-school relationships. Student achievement is clearly communicated. All
Improvement measures This will deepen a shared responsibility for student students 1-6 can articulate their learning goals for English
learning and growth between the school and our families and mathematics and can explain what they need to do to
Target year: 2022 as well as inter-school relationships at transition points achieve it.
pre-school -primary, primary - high school and beyond.
TTFM wellbeing data (advocacy, belonging, expectations)
Regular and ongoing planning, monitoring and evaluation
increase to above state norms 81%. • Expert use of Learning Intentions and Success of the whole-school approach to student wellbeing and
Criteria, Questioning, Peer and Self-assessment by engagement is in consultation with the community. Strong
Target year: 2024
teachers to establish strong feedback processes for transition programs are in place to support all students.
students to understand their learning progress and to
Decrease in recorded negative behaviours and
set learning goals. Teachers, parents and the community work together to
suspensions by 15% each year recorded in SENTRAL.
• Students leading showcase opportunities to engage support consistent and systematic processes that ensure
Target year: 2024 with parents about learning in both formal, informal, student absences do not impact on learning outcomes.
face-to-face and digital platforms.
Parent TTFM data shows a growth in parents High functioning Learning and Support processes guide
understanding of where their children are at in their • Strengthen community engagement opportunities and assist teachers and parents in actively supporting
learning (Above 7.1) through authentic student lead conferences and students.
student learning showcases.
Target year: 2022 Respectful and positive relationships are evident and
• Parent learning opportunities to strengthen parent reflect school values and expectations for students,
knowledge of curriculum and school practices held teachers and families.
School attendance is at 89.7% attendance rate. (system via different mediums.
negotiated target)
• Strengthen student opportunity to connect with peers Students empowered to apply zones of regulation and
Target year: 2024 and outside educational settings to broaden and restorative practices to regulate social and emotional
deepen their sense of connection to community. responses.
Formal transition programs are embedded practice,
• Strengthen transition processes and engage in
monitored by the learning and support team and include
community events to celebrate transition.
all stages of transition to and from the school. Evaluation plan for this strategic direction
Wellbeing
Question:
Embed a whole-school approach to student wellbeing
where there is collective efficacy to ensure all students To what extend can we determine our systems and
connect, succeed, thrive and learn. processes for enhancing student wellbeing and
engagement have been successful? How have students,
• Review current wellbeing processes and school staff and parents actively engaged in student learning and
policies to reflect the level of alignment with the shared growth? How are students actively engaging in
Wellbeing Framework.
Page 8 of 9 Burnside Public School (1433) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Learning, Identity and Wellbeing
Initiatives Evaluation plan for this strategic direction
• Expert use of the Wellbeing for School Excellence learning and school community through active voice and
tool to support staff understanding of wellbeing connections to others?
initiatives and programs to reflect 'excellence' across
the School Excellence Framework. Data:
• Update and review whole-school wellbeing
We will use a combination of data sources including;
processes to ensure monitoring, analysis and
evaluation occurs in student behaviour, attendance, • TTFM - student, parent and staff data
wellbeing, learning and engagement data.
• Focus Groups
• Review current student leadership initiatives and
their alignment to the Wellbeing Framework to • Surveys
strengthen student's connection to the school, staff
• Wellbeing, attendance and suspension data
and broader community.
• Student voice evident in goal setting and knowledge
• Embed Restorative Practice and Zones of Regulation
and understanding of LISC.
into all classroom practices.
Analysis:
We will analyse the data to determine the extent to which
the purpose has been achieved through regular
professional discussions, executive and whole staff
meetings. Triangulation of data sources will occur
including quantitative and qualitative data as well as
internal and external data .
Implications:
After a detailed analysis of data, a determination will be
made as to the future directions for the school to provide
ongoing improvement to maximise student learning
outcomes . Annual reporting on school progress
measures will occur.
Page 9 of 9 Burnside Public School (1433) -2021-2024 Printed on: 1 April, 2021You can also read
