Strategic Improvement Plan 2021-2024 - Coogee Public School 1616
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Strategic Improvement Plan 2021-2024
Coogee Public School 1616
Page 1 of 8 Coogee Public School (1616) -2021-2024 Printed on: 30 March, 2021School vision and context
School vision statement School context
At Coogee Public School we aim to develop every student as a resilient, confident and Coogee Public School is a large primary school in the Eastern Suburbs of Sydney with an
adaptable learner. Through strong partnerships with our school community, students will enrolment of 580 students across 23 classes. The school culture is that of strong
strive to become assessment capable learners with a passion for learning while community, inclusion and positive relationships. Staff, parents and students work together
demonstrating the abilities to respond independently, collaboratively, reflectively, critically to promote school excellence.
and creatively. With these positive attributes, our students will become successful, well
rounded individuals. The school has a reputation within the community for providing a quality and well rounded
education. The school's academic performance in literacy and numeracy is strong and is
supported by a broad educational offering with particular interests in sport and active
lifestyles, visual and performing arts and environmental sustainability. Programs that
underpin student learning and wellbeing include Visible Learning, whole school literacy and
numeracy practices and Positive Behaviour for Learning (PBL).
We have a diverse cultural community with 35% of students of a language background
other than English. There are 39 different languages spoken in homes, with 15% of EAL/D
(English as an Additional Language or Dialect) students identifying as French. 2% of
students identify as Aboriginal.
The whole school community, involving students, staff and parents, was consulted in a
thorough situational analysis. These findings were combined with the results from External
Validation where the school self assessed its improvements and practices against the
School Excellence Framework standards to develop the Strategic Improvement Plan.
Through these processes we have identified a need to be data driven to identify students
achievements and progress including performing consistently levels on internal and external
performance measures. NAPLAN analysis has provided the school with identified system-
negotiated target areas in Reading and Numeracy. There will be further work on
differentiated instruction with a focus on highly potential and gifted students. There will be a
lense over formative assessment and data collection practices with the development of
greater consistency of teacher judgement. The Visible Learning instructional leaders will
lead this work in the school.
Our work with individual students will be responsive and closely monitored. Individual and
targeted support will be provided where growth is not evident. Pre and post assessments
will be carried out to assess the impact of this support. Structures will be put in place to
identify students who need intervention and students not showing growth will be referred to
the Learning and Support Team for intervention. Continual monitoring of student
performance data will determine areas of need and success at a class and school level and
the involvement of the whole school community in this process will be essential for success.
Page 2 of 8 Coogee Public School (1616) -2021-2024 Printed on: 30 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to ensure that every student is highly Reading Teachers clearly explain to students why they are learning
engaged and demonstrates positive growth in their something, how it connects to what they already know,
learning through explicit, research-informed teaching. Our In Reading, we will embed sustainable whole school what they are expected to do, how to do it and what it
teachers will evaluate their effectiveness by adapting their processes for collecting and analysing data. The looks like when they have succeeded. Students are given
practice through quality professional learning and use of evaluation of this data will regularly be used to inform: opportunities and time to check their understanding, ask
student assessment data to inform teaching. questions and receive clear, effective feedback about
• the selection of teaching strategies in relation to aspects of performance. Effective methods are identified,
student learning needs promoted and modelled, and students' learning
Improvement measures improvement is monitored, demonstrating growth. (What
• the impact of the implemented strategies on student
learning Works Best - Explicit Teaching, SEF - Explicit Teaching)
Target year: 2022
• literacy intervention programs for targeted students A culture of high expectations where teachers differentiate
Achievement of system-negotiated targets: instruction, provide individualised feedback and engage in
• implementation of teacher professional learning
ongoing and meaningful classroom interactions, in order
• Top 2 bands (or equivalent) NAPLAN reading
• ensure effective differentiation is embedded to challenge their students and encourage continuous
increase (uplift) of 6.7%.
consistently throughout the school improvement. (What Works Best - High expectations)
• Top 2 bands (or equivalent) NAPLAN numeracy
• develop systems to collect, monitor and track student
increase (uplift) of 9.1% Teachers use data to check and understand where their
data and apply interventions to meet the needs of all
students are in their learning and to plan what to do next.
Target year: 2023 students
Effective use of data helps teachers understand which
• build capacity of staff to collaboratively analyse and students are progressing at an appropriate level in
Achievement of system-negotiated targets: interpret reading assessment data to inform teaching response to the teaching approaches in their classroom,
practice and how they could best adjust their practice to drive
• Increased (uplift) percentage of students achieving improvement for all students in their class. (What Works
expected growth NAPLAN reading by 2.8%. Numeracy Best - Use of data to inform practice)
• Increased (uplift) percentage of students achieving
expected growth NAPLAN numeracy by 4%. In Numeracy, we will embed sustainable whole school The whole school community demonstrates aspirational
processes for collecting and analysing data. The expectations of learning progress and achievement for all
Target year: 2024 evaluation of this data will regularly be used to inform: students, and is committed to the pursuit of excellence.
(SEF - Learning Culture)
Improvement as measured by the School Excellence • the selection of teaching strategies in relation to
Framework: student learning needs The learning goals for students are informed by analysis
of internal and external student progress and
• the impact of the implemented strategies on student
Learning achievement data. Progress towards goals is monitored
learning
through collection of quality, valid and reliable data.
• At the External Validation the school is assessed as • numeracy intervention programs for targeted Reporting on school performance is based on valid and
excelling in School Excellence Framework in students reliable data and analysis. (SEF - Data skills and use)
Learning culture. • implementation of teacher professional learning
Teaching • ensure effective differentiation is embedded
Evaluation plan for this strategic direction
consistently throughout the school
• At the External Validation the school is assessed as • develop systems to collect, monitor and track student Question: To what extent have we achieved our purpose
excelling in School Excellence Framework in Data data and apply interventions to meet the needs of all and can demonstrate impact and improvement of student
skills and use. students outcomes in reading and numeracy?
Page 3 of 8 Coogee Public School (1616) -2021-2024 Printed on: 30 March, 2021Strategic Direction 1: Student growth and attainment
Initiatives Evaluation plan for this strategic direction
• build capacity of staff to collaboratively analyse and
interpret numeracy assessment data to inform Data:
teaching practice
• Internal assessment, eg. PAT
• External assessment, eg. NAPLAN
• Student work samples
• Student voice
Analysis:
Analysis will be embedded within the initiatives through
progress and implementation monitoring. Annually the
school will review progress towards improvement
measures.
Implications:
The findings of the analysis will inform:
• Future actions
• Annual reporting on school progress measures
(published in the Annual Report each year and in the
newsletter throughout the year).
Page 4 of 8 Coogee Public School (1616) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Quality teaching
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to use quality research informed pedagogy A whole school approach ensures the most effective
for staff who will deliver a curriculum which engages Evidence based teaching evidence-based teaching methods optimise learning
students in a wide variety of experiences. Teachers will progress for all students, across the full range of abilities.
work collaboratively to embed evidence-based quality In Evidence based teaching, we will build upon the whole Teachers employ evidence-based effective teaching
teaching. Students will become passionate and self- school approach to Visible Learning and ensure effective strategies. Effective methods are identified, promoted and
motivated learners. evidence-based teaching methods are utilised to optimise modelled, and students' learning improvement is
learning progress for all students: monitored, demonstrating growth. (SEF - Effective
Classroom Practice)
Improvement measures • Ensure effective teaching methods are identified,
promoted and modelled with the support of Effective feedback provides students with relevant,
Target year: 2022 instructional leaders explicit, ongoing, constructive and actionable information
about their performance against learning outcomes from
Improvement as measured by Corwin's Visible Learning • All lessons are systematically planned as part of a
the syllabus. Feedback to a student about aspects of
School Capability Assessment: coherent Visible Learning program that has been
performance or understanding can be provided by a
collaboratively designed including learning intentions
teacher, peer, or through self-reflection. (What Works
• Practices have shown 2-3 times growth from and success criteria
Best - Effective Feedback)
baseline since inception of the program.
• Ensure teaching is differentiated by providing
Target year: 2024 accommodations and adjustments to support and Student assessment refers to the variety of methods that
extend learners e.g. implementation of High Potential teachers use to evaluate, measure, and document the
Improvement as measured by the School Excellence and Gifted Education (HGPE) policy academic readiness, learning progress, skill acquisition,
Framework: or educational needs of students. These include formal
• Review, monitor and track student learning examinations, standardised tests, class tests, work
improvements in grade/stage teams samples and analysis of student portfolios, as well as the
Teaching
• Implementation of teacher professional learning informal questions, teacher judgements, and observations
• At the External Validation the school is assessed as that occur in classrooms. It is only through effective
excelling in School Excellence Framework in Effective feedback and assessment assessment that teachers can know if learning is taking
Effective Classroom Practice place. (What Works Best - Assessment)
In Effective feedback and assessment, we will develop
Leading assessment capable learners: The school uses embedded and explicit systems that
facilitate professional dialogue, collaboration, classroom
• At the External Validation the school is assessed as • Review and adapt practice to ensure reliable observation, the modelling of effective practice and the
excelling in School Excellence Framework in formative and summative assessment tasks are used provision of specific and timely feedback between
Educational Leadership to analyse student progress, evaluate student growth teachers. This drives ongoing, schoolwide improvement in
over time and report student achievement teaching practice and student results. (SEF - Learning
and Development)
• Teachers routinely review learning with each student
both in class and on work submitted, ensuring all
students have a clear understanding of how to
improve Evaluation plan for this strategic direction
• Strengthen and embed consistent approach to
Question: To what extent have we achieved our purpose
teaching students how to self-assess using the
and can demonstrate impact and improvement of student
success criteria and reinforce how this is linked to
outcomes in evidence based teaching, effective feedback
their progress
and asssessment?
• Embed processes to support teachers' consistent,
evidence based judgement and moderation of
Page 5 of 8 Coogee Public School (1616) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Quality teaching
Initiatives Evaluation plan for this strategic direction
assessments Data:
• Develop and embed a variety of feedback practices • Internal assessment, eg. PAT
including teacher to student, student to student and
student to teacher. • External assessment, eg. NAPLAN
• Implementation of teacher professional learning • Student work samples
• Student voice
Analysis:
Analysis will be embedded within the initiatives through
progress and implementation monitoring. Annually the
school will review progress towards improvement
measures.
Implications:
The findings of the analysis will inform:
• Future actions
• Annual reporting on school progress measures
(published in the Annual Report each year and in the
newsletter throughout the year).
Page 6 of 8 Coogee Public School (1616) -2021-2024 Printed on: 30 March, 2021Strategic Direction 3: Wellbeing and collaboration
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to develop a strategic and planned Student wellbeing is a broad term that encompasses
approach to wellbeing for all students so they can Wellbeing many dimensions including cognitive, social, physical and
connect, succeed, thrive and learn. We are committed to spiritual wellbeing. Schools support wellbeing through
building a culture of collaboration, resilience, In wellbeing, we will continue to embed and further practices that promote social, emotional, behavioural and
empowerment and a sense of belonging within our school develop an integrated whole school process which intellectual engagement, and by fostering positive
community. includes: relationships across the school community. (What Works
Best - Wellbeing)
• Learning Support Team implements programs which
Improvement measures result in improvements in wellbeing and engagement Teacher collaboration involves teachers working together
to further support learning to achieve a common goal through the sharing of
Target year: 2022 evidence-informed practices, knowledge and problem
• Review and build on wellbeing programs such as
solving. Effective collaborative practice improves teacher
Achievement of system-negotiated targets: PBL and Learning Powers to ensure optimum
quality. (What Works Best - Collaboration)
conditions for student learning across the whole
• An uplift of 4% in student attendance. school
The leadership team deploys teaching and non-teaching
• Ensure staff consistently implement a wholes school staff to make best use of available expertise to meet the
Target year: 2024
approach to wellbeing which has clearly defined needs of students. The leadership team uses data to
behavioural expectations and creates a positive evaluate the effectiveness of management processes,
Improvement as measured by the School Excellence
teaching and learning environment and creates a culture of shared accountability to achieve
Framework:
organisational best practice. (SEF - School Resources)
• Embed Smiling Mind to support students and staff
Learning have calmer classrooms, greater focus and improved
Teachers, parents and the community work together to
resilience
• At the External Validation the school is assessed as support consistent and systematic processes that ensure
excelling in School Excellence Framework in • Implementation of teacher professional learning student absences do not impact on learning outcomes.
Wellbeing. (SEF - Wellbeing)
Collaboration
Leading
A culture of collaboration which is regular and deliberate:
Evaluation plan for this strategic direction
• At the External Validation the school is assessed as
excelling in School Excellence Framework in School • Staff involve students and parents in planning to
Question: To what extent have we achieved our purpose
Resources. support learning, and share expected outcomes
and can demonstrate impact and improvement in
• Students and parents understand the assessment wellbeing and collaboration?
approaches used in the school and their benefits for
learning. Data:
• Staff review the use and development of success • Internal assessment, eg. PAT
criteria for learning partners to include prompts that
encourage deeper learning and more 'open' ways to • External assessment, eg. NAPLAN
demonstrate learning • Student work samples
• Effective partnerships in learning with parents, • Student voice
students and staff mean students are motivated to
deliver their best and continually improve Analysis:
• Embed whole school processes that promote a
culture of collaborative planning and learning within Analysis will be embedded within the initiatives through
Page 7 of 8 Coogee Public School (1616) -2021-2024 Printed on: 30 March, 2021Strategic Direction 3: Wellbeing and collaboration
Initiatives Evaluation plan for this strategic direction
and across stages: that clearly articulates curriculum progress and implementation monitoring. Annually the
priorities that move students forward in their learning school will review progress towards improvement
measures.
• Leaders strategically use resources to improve
student outcomes
Implications:
The findings of the analysis will inform:
• Future actions
• Annual reporting on school progress measures
(published in the Annual Report each year and in the
newsletter throughout the year).
Page 8 of 8 Coogee Public School (1616) -2021-2024 Printed on: 30 March, 2021You can also read
