Strategic Improvement Plan 2021-2024 - Callala Public School 4626 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Callala Public School 4626
Page 1 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
We are committed to delivering rich, broad learning experiences in a nurturing environment, Callala Public School caters for the needs of 160 (2021) students K - 6, serving the four
to enable our students to become successful learners, confident and creative individuals, villages of Currarong, Callala Bay, Callala Beach and Myola. Our school is also an active
and active and informed citizens for the future. member of the Community of Schools (CoS) based around Shoalhaven High School and its
partner schools. We work closely with these schools to realise additional opportunities for all
students, teachers and communities. Transition programs, including those with our local
pre-schools, help to foster and build the public education ethos.
Our dedicated teaching staff include two Assistant Principals, Instructional Leader
supporting teachers in K-2, seven classroom teachers, teacher librarian and Relief from
Face to Face teacher focusing on Science Technology Engineering Art Mathematics
(STEAM) initiatives. In addition, students with additional learning needs are supported by
two experienced teachers, needs one as Learning and Support Teacher and one as COVID
-19 tutor (2021). The school and teachers are supported by a dedicated SASS team, with
School Learning and Support Officers in each classroom. Our committed administration
team are essential in keeping business running smoothly and all staff work to ensure all
students are provided with the greatest possible opportunity to reach their full potential.
Callala Public School has approximately 15% of students identified as Aboriginal & Torres
Strait Islander. Our school is built on Jerrinja land and and is supported by the Jerrinja
AECG and an active and committed P&C. Our school has 7 classes and exceptional
support for the students to experience success. All students are valued and cared for within
a culture of inclusivity.
Our school has many opportunities for students to shine both in and out of the classroom.
This includes sporting opportunities, PSSA representation, cultural and performing arts
programs including Wakakirri and the Year 6 "Rock On" band program.
Recent initiatives include:
• Spirals of Inquiry
• Seven Steps to Writing Success
• Sound Waves (whole school approach to spelling)
• Our Mia Mia (specialist support)
• Bush Tucker Garden
• Ok Sensory space
• STEAM room (technology focus)
A situational analysis has been conducted through authentic consultation with the school
community through 2020. This process has identified three areas of focus building on the
strengths of the previous two planning cycles to develop a comprehensive and focused plan
for the next planning cycle.
Page 2 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
Strategic Direction 1. Student Growth and Attainment
Initiatives will focus on student growth and attainment in reading and numeracy. This will be
achieved by developing and sustaining whole school processes for collecting and analysing
data to ensure the implementation of contextually appropriate curriculum provisions.
Teaching and learning programs will be underpinned by evidence-informed strategies and
embedded evaluative practice to improve student learning outcomes in reading and
numeracy.
• Initiative 1: Reading
• Initiative 2: Numeracy
Strategic Direction 2 - Excellence in teaching, leading and collaborative practice
Initiatives will ensure resources are allocated to provide significant time for teachers to
learn, plan and work together. Clear and accurate monitoring and analysis of student
achievement data on a regular basis will inform teaching and learning programs. In addition,
the use of evidence based strategies supported by instructional leadership will be integral in
supporting improved practice and learning outcomes. Continual monitoring of student
performance data will determine areas of need and success at a whole school level.
Initiative 1: Collaborative practice and Instructional Leadership
Initiative 2: High expectations and continuous improvement
Strategic Direction 3 -A holistic approach to engagement and attendance
Initiatives will focus on ensuring that all students "Succeed, Connect and Thrive". While
Positive Behaviour for Learning has been successful for the last two school plans, our
reflection of progress is consistent with the literature that suggests that behaviour is only
part of wellbeing and there is more work to be done that warrants inclusion of wellbeing
initiatives in the new school plan.
• Initiative 1: Wellbeing and strengthened community relationships
• Initiative 2: Engagement and attendance
Page 3 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
To deliver constant improvement and maximise student Reading Increased performance in the School Excellence Themes
learning outcomes in reading and numeracy. Excellence of:
will be achieved by using data driven and evidence based Personalised learning focusing on reading and
teaching practices that are responsive to the individual comprehension Curriculum Provision
needs of students to ensure improvement and growth for
every student, every year. Activities developed will focus on embedding a learning The school's curriculum provision supports high
culture that enables students to create, receive feedback expectations for student learning. The curriculum is
and achieve their learning goals. Teachers will be enhanced by learning alliances with other schools or
Improvement measures supported in developing class and individual student goal organisations, where useful and practicable.
setting and ten week programming to address areas of
Target year: 2022 need in reading and comprehension. Students' learning and courses of study are monitored
longitudinally (for example K-2; K-6; 7-12) to ensure
NAPLAN Professional learning and Instructional Leadership will continued challenge and maximum learning.
support teachers in expertly using student assessment
Reading data in reading and comprehension to reflect on teaching Formative Assessment
effectiveness and provide individualised, explicit,
A minimum of 39.2% of Year 3 and 5 students will achieve differentiated and responsive learning opportunities. Teaching and learning programs across the school show
in the top two bands in NAPLAN reading. (To ensure evidence that they are adjusted to address individual
progress towards Lower bound system-negotiated target). The leadership team will effectively use professional student needs, ensuring that all students are challenged
learning models to build teacher capabilities and collective and all adjustments lead to improved learning. Teachers
pedagogical practice, ensuring best practice in the involve students and parents in planning to support
Target year: 2022
teaching of reading and comprehension. learning and share expected outcomes.
NAPLAN
There will be a school wide focus on explicit teaching of Teaching and Learning Programs
reading and comprehension skills and differentiated
Numeracy
reading programs in order to improve student outcomes in Teaching and learning programs are dynamic, showing
reading and comprehension. evidence of revisions based on feedback on teaching
A minimum of 31% of Year 3 and 5 students will achieve
practices, consistent and reliable student assessment and
in the top two bands in NAPLAN numeracy. (To ensure
Data driven practices continuous tracking of student progress and achievement.
progress towards Lower bound system-negotiated target).
There will be a focus on embedding formative assessment Learning: Student performance measures NAPLAN
Target year: 2024
practices as an integral part of daily instruction in every
classroom. This will ensure effective strategies and Most students achieve in the top two bands for NAPLAN
85 % of students in K-Year 2 achieving benchmarks in PM
processes for data analysis and reflection are used for reading, writing and numeracy.
reading levels
responsive curriculum delivery in reading and
Target year: 2024 comprehension. Data use in teaching
PAT Reading Teachers will be supported to develop skills in the use of Teachers clearly understand, develop and apply a full
assessment and data driven practices by professional range of assessment strategies - assessment for learning,
PAT Reading data learning in data literacy, data analysis and data use to assessment as learning and assessment of learning - in
impact student outcomes in reading. determining teaching directions, monitoring and assessing
Year 1 - 70% at or above expectation student progress and achievement, and reflecting on
Instructional leaders will work with teachers using data to teaching effectiveness.
Year 2 - 75% at or above expectation monitor and assess student progress and design future
literacy learning on a whole class, group and individual
Page 4 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Initiatives Evaluation plan for this strategic direction
level. Q: Data will be monitored using the QDAI approach and
Year 3 - 75% at or above expectation triangulated to ensure the analysis leads to accurate
Numeracy evaluation of the initiatives and the implications in
Year 4 - 85% at or above expectation achieving the purpose and improvement measures of the
Personalised learning focusing on numeracy strategic direction.
Year 5 - 80% at or above expectation
Activities developed will focus on embedding a learning D: Data sources will include:
Year 6 - 80% at or above expectation culture that enables students to create, receive feedback
and achieve their learning goals. Teachers will be • SCOUT resources
Target year: 2024 supported in developing class and individual student goal
• NAPLAN results
setting and ten week programming to address areas of
PAT Mathematics data need in numeracy. • Gap analysis of targeted areas of improvement
Year 1 - 88% at or above expectation Professional learning and Instructional Leadership will • Monitoring and evaluation of teaching and learning
support teachers in expertly using student assessment programs
Year 2 - 92% at or above expectation data in numeracy to reflect on teaching effectiveness and • PAT data and other internal data
provide individualised, explicit, differentiated and
Year 3 - 90% at or above expectation responsive learning opportunities. • Learning Progression for tracking of targeted groups
and targeted areas identified by gap analysis
Year 4 - 92% at or above expectation The leadership team will effectively use professional • Lesson observations
learning models to build teacher capabilities and collective
Year 5 - 94% at or above expectation pedagogical practice, ensuring best practice in the • Student and teacher self assessment
teaching of numeracy skills. • Student progress towards learning goals
Year 6 - 85% at or above expectation
There will be a school wide focus on explicit teaching of A: Analysis will guide the school's future directions. The
numeracy skills and differentiated numeracy programs in analysis will involve:
order to improve student outcomes in Mathematics.
• Regular review of these data sources to provide
Data driven practices clarity around progress towards achieving the
intended improvement measures.
There will be a focus on embedding formative assessment
practices as an integral part of daily instruction in every • planned professional discussion around the School
classroom. This will ensure effective strategies and Excellence Framework elements and themes.
processes for data analysis and reflection are used for • Executive team, Stage team and whole staff
responsive curriculum delivery in numeracy. reflective sessions.
Teachers will be supported to develop skills in the use of • regular review and triangulation of data sources
assessment and data driven practices by professional including quantitative and qualitative, internal and
learning in data literacy, data analysis and data use to external data to corroborate conclusions.
impact student outcomes in Mathematics. • External Validation 2021
Instructional leaders will work with teachers using data to I: Analysis of the data will determine:
monitor and assess student progress and design future
numeracy learning on a whole class, group and individual • progress made towards improvement measures
level.
Page 5 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Initiatives Evaluation plan for this strategic direction
• progress towards achieving the purpose of the
Strategic Direction
• success achieved through specific activities
• activities that will be adjusted or discontinued
• future directions for the following years.
Page 6 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Excellence in teaching, leading and collaborative practice
Purpose Initiatives Success criteria for this strategic direction
A whole school approach ensures the most effective SEF statements
evidence-based teaching methods optimise learning Instructional Leadership and collaborative practice
progress for all students, across the full range of abilities. Learning: Learning Culture
Embedded and explicit systems ensure a culture of Collaborative practices will be established, supported and
continuous improvement through professional dialogue, prioritised to allow teams to work together to develop High Expectations
collaboration, professional learning and instructional solutions to practice challenges. Through collaboration,
leadership. Teachers employ evidence-based effective stretching each student from their current point in their The whole school community demonstrates aspirational
teaching strategies. learning requires co-designing, trialling and evaluating expectations of learning progress and achievement for all
approaches to ensure every student benefits from students, and is committed to the pursuit of excellence.
collective knowledge, to realise their potential.
Improvement measures Effective partnerships in learning with parents and
Instructional leadership will be embedded into teams students mean students are motivated to deliver their best
Target year: 2023
focusing on improvement in teaching and learning and and continually improve.
evidence based practices. An instructional leadership
Expected Growth in Reading
mindset that includes an intense moral purpose focused Learning: Curriculum
on promoting deep student learning, professional inquiry,
58% of students will achieve expected growth in NAPLAN
trusting relationships and seeking evidence in action, will Curriculum Provisions
reading in order to meet the Lower bounds for this
be used.
targeted area.
The school's curriculum provision supports high
High expectations and continuous improvement expectations for student learning. The curriculum is
Target year: 2023
enhanced by learning alliances with other schools or
Continuous improvement will be supported through the organisations, where useful and practicable.
Expected Growth in Numeracy introduction of Spiral of Inquiry teams. The spiral of inquiry
provides an evidence informed and disciplined approach Students' learning and courses of study are monitored
59% of students of Year 3 and 5 students will achieve in to professional inquiry that is used to change outcomes
the top two bands in NAPLAN numeracy. (upper target longitudinally (for example K-2; K-6; 7-12) to ensure
for learners in a wide range of settings. It provides a continued challenge and maximum learning.
system-negotiated target). ground-breaking framework focusing on changing the
experience of learners through the development of new Teaching: Effective classroom practice
Target year: 2024
learning and new actions.
Spirals of Inquiry Feedback
All staff will be supported to develop through the PDP
Framework and processes focusing on the themes Teachers routinely review learning with each student both
Spirals of inquiry are embeded in school processes and
identified in What Works Best and high Impact in class and on work submitted, ensuring all students
resourced effectively. Evidence of impact is collected and
Professional Learning Policy Implementation. Exemplary have a clear understanding of how to improve. Student
evaluated. through the following data - PAT testing,
teachers will be supported to achieve higher levels of feedback is elicited by teachers and informs their
lesson observations, PDP process, evaluation against
accreditation and aspiring leaders developed. teaching. Student errors and misunderstandings are
What Works Best evidence in practice.
explicitly addressed until teachers and students are
Establishment of a culture of high expectations for every confident that mastery is demonstrated.
Target year: 2024
child in which teachers consider multiple ways of knowing
and learning, value children's strengths and differences Leading: Educational Leadership
Instructional Leadership
and use these in their assessment and planning. In order
to support each child's learning trajectory, teachers will Instructional Leadership
Instructional leadership is embedded in school processes
take responsibility for each child's learning and
and resourced effectively. Evidence of impact is collected
development. This will include finding new ways to learn, The leadership team maintains a focus on distributed
and evaluated through the following data - PAT results,
providing additional support, reflecting on best practice instructional leadership to sustain a culture of effective,
Page 7 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Excellence in teaching, leading and collaborative practice
Improvement measures Initiatives Success criteria for this strategic direction
lesson observations, PDP process, evaluation against and persistence in responding to challenges. evidence-based teaching and ongoing improvement so
What Works Best evidence in practice. that every student makes measurable learning progress
and gaps in student achievement decrease.
Leading: School planning, implementation and
reporting
Continuous improvement
The school is recognised as a leader for its impact on
learning progress, its effective practices and continuous
improvement, and its active support of (improvement in)
other schools.
Evaluation plan for this strategic direction
Q: Data will be monitored using the QDAI approach and
triangulated to ensure the analysis leads to accurate
evaluation of the initiatives and the implications in
achieving the purpose and improvement measures of the
strategic direction.
D: Data sources will include:
• PDP's
• Meeting minutes
• Instructional leader observations
• Spirals of inquiry processes and evaluations
• SCOUT resources
• NAPLAN results
• Gap analysis of targeted areas of improvement
• Monitoring and evaluation of teaching and learning
programs
• PAT data and other internal data
• Learning Progression for tracking of targeted groups
and targeted areas identified by gap analysis
• Lesson observations
• Student and teacher self assessment
Page 8 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Excellence in teaching, leading and collaborative practice
Evaluation plan for this strategic direction
• Student progress towards learning goals
A: Analysis will guide the school's future directions. The
analysis will involve:
• regular review of these data sources to provide
clarity around progress towards achieving the
intended improvement measures.
• planned professional discussion around the School
Excellence Framework elements and themes.
• Executive team, Stage team and whole staff
reflective sessions.
• regular review and triangulation of data sources
including quantitative and qualitative, internal and
external data to corroborate conclusions.
• External Validation 2021
I: Analysis of the data will determine:
• the progress made towards improvement measures
• progress towards achieving the purpose of the
Strategic Direction
• success achieved through specific activities
• activities that will be adjusted or discontinued
• future directions for the following years.
Page 9 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: A holistic approach to wellbeing, engagement and attendance
Purpose Initiatives Success criteria for this strategic direction
To ensure that all students have the opportunity to Increased performance in the School Excellence Themes
connect, succeed, thrive and learn through a holistic Wellbeing and strengthened community relationships of:
approach to wellbeing, engagement and attendance.
Wellbeing and strengthened community relationships Learning: Learning Culture
Improvement measures A holistic approach to wellbeing ensuring all staff are Attendance.
using evidence based practices to promote positive
Target year: 2022 relationships and ensure that every student is known, Teachers, parents and the community work together to
valued and cared for. This will be achieved through support consistent and systematic processes that ensure
Attendance training for all staff in the Berry Street Model for Education student absences do not impact on learning outcomes.
and ensuring a whole school approach to positive
System-negotiated attendance target increase in the wellbeing. This will be supported by a review of current Learning: Wellbeing
proportion of students attending > 90% of the time. from school based PBL polices, implementation of the DoE
baseline 82.20% to meet the lower bounds of 85.2% Behaviour Management Strategy and Wellbeing A planned approach to wellbeing
Framework.
Target year: 2022
There is school-wide, collective responsibility for student
Welfare and Learning and Support Committees will be learning and success, which is shared by parents and
Wellbeing
established to support referrals to the learning and students. Planning for learning is informed by sound
support team and assist in accessing DoE and non-DoE holistic information about each student's wellbeing and
System-negotiated wellbeing target increase in the
support for students with additional needs. learning needs in consultation with parents/carers.
proportion of students reporting positive wellbeing.
Increase from baseline 70.4% to a lower bound of 75.8%
Positive wellbeing for students will be supported by the Behaviour
of students having positive wellbeing. Measured through
school, parents, and the community working together to
the Tell Them From Me Survey for students.
promote the health, wellbeing, and learning of all Positive, respectful relationships are evident and
students. This will include continued collaboration with widespread among students and staff and promote
parents and the P & C and the establishment of an student wellbeing to ensure optimum conditions for
Aboriginal Education Committee to support continued student learning across the whole school.
consultation with the AECG and strengthen partnerships
with community. Also, the establishment of a Leading: Educational Leadership
Communication Committee to develop a communication
strategy and activities to strengthen community Community engagement
relationships.
The school is recognised as excellent and responsive by
Attendance and Engagement its community because it uses best practice to embed a
culture of high expectations, and effectively caters for the
Attendance range of equity issues in the school.
Attendance Matters, a wellbeing approach in building a
culture of attendance at Callala Public School is to provide
greater clarity for teachers and parents and/or caregivers Evaluation plan for this strategic direction
with the dual responsibilities as they relate to student
attendance and in alignment with the NSW Department of Q: Data will be monitored using the QDAI approach and
Education Attendance in Government Schools triangulated to ensure the analyse leads to accurate
Procedures 2015. As part of the South Coast attendance evaluation of the initiatives and the implications in
pilot, the school community of Callala Public achieving the purpose and improvement measures of the
Page 10 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: A holistic approach to wellbeing, engagement and attendance
Initiatives Evaluation plan for this strategic direction
School recognises and values positive home and school strategic direction.
partnerships and will seek to involve parents in
developing and maintaining the strategies that support D: Data sources will include:
regular attendance of all students, including
communicating with the school if they are aware of issues • Tell Them From Me survey results - students,
impacting on their child's attendance, engagement and teachers and parents
wellbeing.
• SCOUT resources
Teachers at Callala Public School will reinforce the • Attendance data - Internal
importance of regular attendance, they will monitor
student's partial or whole day absences and maintain • Attendance data - State and South Coast
accurate records in accordance with the Attendance • Learning Support referrals
Policy PD20050259-2015 NSW Department of Education.
• HSLO referrals data
The Learning Support Team will refine processes in • Our Mia Mia referral data
resolving attendance difficulties by implementing a range
of additional school-based strategies and accessing • Sentral behaviour incidents
Department of Education support and resources. • Facebook usage analysis
Engagement • Seesaw usage analysis
• School Enews usage analysis
A focus on wellbeing that goes beyond just the welfare
needs of individual students and aims for all students to • P & C meeting minutes
be healthy, happy, successful and productive individuals
• AECG meeting minutes
who are active and positive contributors to the school and
society. Supporting all students to 'Succeed, Connect and • PBL and behaviour management policy review
Thrive' by expanding opportunities both in and beyond the
classroom with a broad range of activities to encourage A: Analysis will guide the school's future directions. The
student engagement in school life and encourage analysis will involve:
attendance. A major focus will be engagement through
STEAM activities and the use of technology to support • Regular review of these data sources to provide
teaching and learning. In addition to opportunities in the clarity around progress towards achieving the
classroom opportunities beyond the classroom in Creative intended improvement measures.
and Performing Arts, music and band programs, sporting, • planned professional discussion around the School
swimming, sailing and gifted and talented programs aim to Excellence Framework elements and themes.
promote engagement. The school endeavors to support
all students in accessing opportunities that they may not • Executive team, Stage team and whole staff
have had the opportunity to access due to rural location, reflective sessions.
financial disadvantage or access to after school programs.
• regular review and triangulation of data sources
including quantitative and qualitative, internal and
external data to corroborate conclusions.
• External Validation 2021
I: Analysis of the data will determine:
Page 11 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: A holistic approach to wellbeing, engagement and attendance
Evaluation plan for this strategic direction
• the progress made towards improvement measures
• progress towards achieving the purpose of the
Strategic Direction
• success achieved through specific activities
• activities that will be adjusted or discontinued
• future directions for the following years.
Page 12 of 12 Callala Public School (4626) -2021-2024 Printed on: 1 April, 2021You can also read
