Strategic Improvement Plan 2021-2024 - Canterbury Vale School 5759 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Canterbury Vale School 5759
Page 1 of 8 Canterbury Vale School (5759) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
At Canterbury Vale School, our vision is to develop our students as confident, respectful Canterbury Vale School is a NSW Department of Education facility established in 2006 to
and responsible community members. As a school we are committed to ensuring that each provide specialist support for students with Behaviour Disorders and Emotional
student is valued and cared for by building partnerships with students, staff, parents/ carers Disturbances across Sydney. Located in Lakemba, South Western Sydney, it caters for a
and the wider community. Canterbury Vale School strives to re-engage students through maximum of 28 students from Years 7 to 12. The school has three classes, 21 students,
quality education, wellbeing and transition programs, that aim to improve outcomes and specifically for individuals with Behaviour Disorders (BD) and one class, 7 students, for
future pathways that are individualised, ensuring every student achieves their full potential. individuals with an Emotional Disturbance (ED). Students who take up a BD placement do
not require a disability confirmation, however for students to access our program with an
emotional disturbance (ED) sign off, they require a MH2 or MH3 Disability Confirmation
(externalising or both internalising and externalising). Enrolments take place via a selection
panel and students are selected from across the Metropolitan South Directorate .
Canterbury Vale School aims to deliver a program designed to help students learn to better
manage their approach to learning and wellbeing in order to successfully integrate back into
mainstream schools, alternate settings or post education environments. A major focus area
is to have a planned approach for student learning that is focused on providing a whole
school curriculum that improves assessment practices, supports differentiation, embeds
centralised data collection systems and provides targeted individualised literacy and
numeracy support. The development of a whole school curriculum has the overall aim to
ensure that student growth and attainment is achievable for every individual and their
specific needs.
A comprehensive review of wellbeing and behavioural supports of Canterbury Vale School
will be a regular reflective practice. Personalised Learning and Behavioural Support Plans
(PLSPs) will assist with the educational planning along with addressing the social and
emotional wellbeing of each student. Staff will collaborate with students, parents and carers
to ensure that practices are inclusive, evidenced based and support positive behavioural
outcomes.
Student transition planning will form the basis of all student pathways during their time at
Canterbury Vale School. The school will work with the community to assist mainstream
colleagues to support students with emotional and behaviour needs, while using community
and departmental supports to promote Vocational Education, Work Experience and
transition to work credentials. Through a deep embedded culture of community
engagement, a platform of successful student transition is a realistic and achievable target
for all students.
Page 2 of 8 Canterbury Vale School (5759) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
To ensure that whole school improvement is fostered by a High expectations for all students Canterbury Vale School curriculum is planned and
culture of student and staff growth which builds strong includes teaching and learning that meet NESA
foundations in literacy and numeracy. All students have a Develop a collaborative case management approach for requirements, maximises learning and includes
planned approach to learning that supports their individual individual students to create a culture of high expectations evidenced-based practices that caters for the individual
needs and celebrates their achievement. in the development of their PLSP. The PLSP is used to needs of students
monitor progress, provide intervention, inform
differentiation of the curriculum and promote student voice A planned approach for individualised learning using the
Improvement measures PLSP as a collaborative learning document includes
Develop and embed systematic evidenced-based explicit literacy, numeracy and learning needs. Collective
Target year: 2024
practices in teaching and learning including learning responsibility for student learning is formalised through
intentions and success criteria planned regular consultation
All students demonstrate improvement against individual
literacy & numeracy goals based on the Learning
Expertly use student external and internal assessment Whole school monitoring of student learning in literacy
Progressions as outlined in their Personalised Learning
data as performance measures to provide individualised, and numeracy uses interventions programs that are able
and Support Plan
explicit, differentiated and responsive literacy and to provide systematic and reliable assessment information
numeracy interventions to cater for the needs of targeted students
Target year: 2024
Data skills and use Staff use the PDP process to align their goals and build
The school is Excelling in Curriculum and Assessment
their expertise improving their delivery of quality teaching,
within the School Excellence Framework (SEF)
Implement the usage of PAT, YARC, MacqLit and learning and school-wide improvement
QuickSmart for baseline testing of student levels, and
measures of success. Data from these programs and
assessments to be analysed and used to improve student
learning.
Evaluation plan for this strategic direction
Question
Embed literacy and numeracy progressions into all KLA's,
with student achievement consistently being reassessed
How does the whole school curriculum meet the learning
and evaluated through PLAN2
needs of all students at Canterbury Vale School?
Professional learning for staff
What is the impact of PLSPs in catering for the individual
All staff use the school plan to identify, monitor and needs of students? How successful are PLSPs in
address specific areas for development via their PDP differentiating literacy and numeracy?
Develop deep staff understanding of literacy and Are staff PDPs aligned with the CVS School Plan to build
numeracy interventions, progressions and evidenced- a culture of quality teaching, allows collaboration and staff
based practices through professional learning growth?
Is data used successfully to inform differentiation,
programming and assessment?
Data
Data will be analysed to monitor progress and inform
adjustments. An evaluation of data in Strategic Direction 1
Page 3 of 8 Canterbury Vale School (5759) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
will include:
Scope and Sequences
PLSPs
Canterbury Vale programming and assessment templates
PAT, YARC, MacqLit, QuickSmart and internal
assessment data
PLAN2 data
PDPs
SEF-SaS
Analysis
Analysis will be embedded within the initiatives through
progress and implementation monitoring. Initiative teams
will meet at least twice a term and assigned executive
leaders will be responsible for collecting evidence that will
be analysed on a termly basis. During executive
meetings, executive will need to provide feedback on the
impact and progress of their team. Annually the school will
review progress towards the improvement measures.
Implications
The findings of the analysis will inform:
• Future actions including, but not limited to, altering
the implementation time periods, shift of focus
activities and/or changing of initiative priorities.
• Annual reporting on school progress measures.
Page 4 of 8 Canterbury Vale School (5759) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Enhancing wellbeing to support positive behaviour
Purpose Initiatives Success criteria for this strategic direction
To foster the wellbeing of students by reconnecting them Canterbury Vale School uses evidenced based practices
with their education through the provision of social Community engagement and wellbeing programs to address student wellbeing. PLSPs and CVS rewards
programs, supporting positive relationships, community system are whole school practices that ensures individual
engagement, and building their capacity to emerge as Embed a schoolwide culture that is strongly focused on wellbeing needs are met and prioritised. The inclusion of
confident, respectful, and responsible community wellbeing and is individualised to meet the needs of all targets addressing individual needs and expectations of
members. students. To do this staff will be informed in: Sentral as a behaviour are shared to all students and parents/carers
data source for learning; ensuring a stronger focus on
attendance; Schoolbase data to address behaviour. The school actively utilises community relationships and
Improvement measures partnerships that increase the educational aspirations and
Promote partnerships and collaboration in our local wellbeing of students and allows them to be valued and
Target year: 2024 community to enhance positive relationships, including motivated to continually improve
educational settings, work providers, community and
Wellbeing data shows overall improvement in student training organisations. Attendance is a systematic process that includes
engagement and connectedness, as a result of the teachers, parents and the community. Attendance is
schools wellbeing programs and community partnerships. Develop high impact indigenous and cultural programs regularly analysed and promoted through the
This is evidenced by internal school systems across the school curriculum to support and promote implementation of breakfast program, attendance awards,
cultural identity newsletter and social media acknowledgement
Target year: 2024
Ongoing improvement in wellbeing
Students have an uplift of 10% from baseline in achieving
their PLSP goals in wellbeing, attendance and behaviour Whole school adoption of Canterbury Vale School Evaluation plan for this strategic direction
rewards system is used throughout the school, including
PLSP targets, to develop a culture that supports wellbeing Question
and addresses positive and negative behaviour targets
To what extent do the wellbeing programs at CVS assist
Review and adapt wellbeing programs to ensure students in achieving their targets in their PLSPs?
reliability, accessibility and student growth and
achievement with findings or enhancements implemented What has been the impact of the cultural and indigneous
programs implemented at CVS?
Develop high expectations of wellbeing which are
implemented by school executive through a planned Do the community partnerships address wellbeing and
approach that improves and celebrates attendance by goals of students?
including teachers, students and families
Has individual attendance improved as a result of
wellbeing interventions?
Data
Data will be analysed to monitor progress and inform
adjustments. An evaluation of data in Strategic Direction 2
will include:
PLSPs
Sentral data
Page 5 of 8 Canterbury Vale School (5759) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Enhancing wellbeing to support positive behaviour
Evaluation plan for this strategic direction
Schoolbase
Attendance data
Suspension rates
Internal school survey (students, parents and community)
Wellbeing Framework Assessment Tool
Analysis
Analysis will be embedded within the initiatives through
progress and implementation monitoring. Initiative teams
will meet at least twice a term and assigned executive
leaders will be responsible for collecting evidence that will
be analysed on a termly basis. During executive
meetings, executive will need to provide feedback on the
impact and progress of their team. Annually the school will
review progress towards the improvement measures.
Implications
The findings of the analysis will inform:
• Future actions including, but not limited to, altering
the implementation time periods, shift of focus
activities and/or changing of initiative priorities.
• Annual reporting on school progress measures.
Page 6 of 8 Canterbury Vale School (5759) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Fostering a culture of community engagement to assist with
student transition
Purpose Initiatives Success criteria for this strategic direction
To establish a multidisciplinary approach for each student Planning for transition is a systematic collaborative
that fosters community connections, ensures that they are High Expectations for Student Transition process. Meetings include holistic information about the
supported and well prepared to meet their future student and includes parents, carers, mainstream school
challenges and aspirations. The school will work in Develop high expectations of transition practices to and community personnel
partnership with the local community to ensure that increase student efficacy by providing the opportunity for
students are confident in their abilities when transitioning all students to have a voice and participate in learning Educational aspirations are promoted through the
to mainstream school settings, vocational training, the experiences to achieve their transition goals. These implementation of whole school transition goals for
workplace or alternate study pathways. include explicit mentoring sessions, semester transition students in their PLSPs with the next step measures
meetings and school experience understood by all stakeholders.
Improvement measures Establish a whole-school structure where students have a The whole school community, including executive,
weekly opportunity to meet an identified mentor (teacher) teachers and community members, work together to build
Target year: 2024
to identify and monitor behaviour. Explicit teaching will partnerships and curriculum embedded educational
allow students to develop their ability to transfer skills, experiences that support student transition.
10% uplift from 2020 baseline of students completing CVS
understanding and strategies to their mainstream settings
program and returning to mainstream schooling,
and wider community Canterbury Vale School use and share their expertise via
vocational training or work with an improved ability to
a professional learning outreach program to support local
manage their own behaviour according to their PLSP Engagement & Partnerships mainstream schools in catering for student with
challenging behaviours
Target year: 2024
Establish a transition team that links to community
agencies, embeds curriculum provision (such as Work
The school is Excelling in the theme of Educational
Education curriculum) and vocational education providers
Leadership within the School Excellence Framework
to improve student transition Evaluation plan for this strategic direction
(SEF)
Strengthen consultation and support using the Student Question
Support Teacher (School Services Directorate) to assist
all CVS Stage 5/6 students during semester transition Do all community engagement initiatives provided at
meetings Canterbury Vale School contribute to improved student
transition?
Developing a Professional Learning Community
Are students at Canterbury Vale School achieving their
Canterbury Vale School executive use their expertise to transition goals in their PLSP during their enrolment?
deliver Professional Learning to improve the capacity of
our community of schools in their understanding of What has been the impact of outreach programs provided
Canterbury Vale School evidenced-based behavioural to the school community in improving student behaviour
supports and assisting successful pathways?
Data
Data will be analysed to monitor progress and inform
adjustments. An evaluation of data in Strategic Direction 3
will include:
PLSPs
Page 7 of 8 Canterbury Vale School (5759) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Fostering a culture of community engagement to assist with
student transition
Evaluation plan for this strategic direction
Internal School Data (integration sheets, Schoolbase)
Student and mainstream school surveys
Community Feedback
Resource allocation analysis
Analysis
Analysis will be embedded within the initiatives through
progress and implementation monitoring. Initiative teams
will meet at least twice a term and assigned executive
leaders will be responsible for collecting evidence that will
be analysed on a termly basis. During executive
meetings, executive will need to provide feedback on the
impact and progress of their team. Annually the school will
review progress towards the improvement measures.
Implications
The findings of the analysis will inform:
• Future actions including, but not limited to, altering
the implementation time periods, shift of focus
activities and/or changing of initiative priorities.
• Annual reporting on school progress measures.
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