Strategic Improvement Plan 2021-2024 - Eugowra Public School 1870 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Eugowra Public School 1870
Page 1 of 6 Eugowra Public School (1870) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
Through teamwork and inclusiveness, we will design and deliver high quality learning Eugowra Public School is a small, rural two-teacher school located in the village of
experiences through explicit teaching to ensure improved growth in Reading and Eugowra. It is part of Cabonne Council and located on the Lands of the Wiradjuri people, 40
Numeracy. The school values and will further strengthen connections with families and the kilometres east of Forbes in Central West NSW. The school provides for approximately 30
wider community. students K-6 and is one of two primary schoools in the Eugowra area.
We have strong links with the local Preschool and Catholic School. The 3 schools join
together throughout the year for sporting and educational events with a joint transition
information evening held annually. The school runs transition programs which allow for a
strong connections to be made before students begin their formal schooling, as well as
connecting with partner high schools for secondary education transition. Eugowra Public
School prides itself on its partnerships with local community groups and committees, with
students participating in many local events and activities.
Students are encouraged to do their best in a safe environment where every student is
known, valued and cared for. The school prides itself in providing rich, quality learning
experiences for all students. Staff continually participate in professional learning and
collaborate to ensure a whole-school approach to learning takes place. Students' progress
and learning is closely monitored with differentiation taking place in both classes.
Eugowra Public School has a strong focus on student wellbeing and implements many
initiatives to support students' wellbeing and learning, such as learning support programs,
breakfast club, mindfulness and wellbeing lessons. The school adopts The Alannah &
Madeline Foundation's Better Buddies Framework; allowing students to feel valued and
respected. Students take part in weekly garden and kitchen sessions, which provide
students with the opportunity to grow and produce healthy food whilst promoting
environmental and sustainability learning. The school employs a speech pathologist who
assists students individually and in groups for therapy sessions, as well as providing staff
support with programs and the explicit teaching of vocabulary. A music teacher from the
Conservatorium of Music is also employed by the school, with students participating in
weekly lessons focusing of music, dance and drama.
The school values its partnerships with parents and the community, with the Parents and
Citizens Association (P&C) raising funds and providing services that assist the school and
its students. Eugowra Public School is part of small schools networks (Cowra Small Schools
and Forbes Small Schools) for teacher professional learning and student collaboration
through student voice, leadership and curriculum activities. Students join with other small
schools for sporting events and educational activities such as STEM days and critical and
creative thinking learning experiences focusing on the seven dispositions for learning.
Through our situational analysis and consultation with parents and carers, we have
identified the need for a continued emphasis on explicit teaching, collaboration within the
school and school networks, and utilising quality assessments and data to effectively inform
teaching practice. These practices will ensure students achieve expected growth and
attainment in Reading and Numeracy.
Page 2 of 6 Eugowra Public School (1870) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
To continue to develop and refine explicit teaching and Explicit Teaching • A whole school approach utilising evidence-based
systematic and reliable assessment processes. We will teaching practices is implemented.
focus on evidence-based practices in Literacy and Reading and Numeracy
• All teachers explicitly teach literacy and numeracy
Numeracy to enhance engagement and student learning
across all subject areas, measuring student progress
outcomes. • Plan lessons that systematically build students
and achievement.
understanding of skills, concepts and content
knowledge to create achievable steps for students to • Teachers understand, develop and apply a range of
Improvement measures progress towards mastery assessment strategies to determine teaching
Target year: 2022 • Include regular revision of skills and content directions, monitoring and assessing student
knowledge and review prior knowledge in a planned progress and achievement.
• Increase the percentage of students achieving in the approach so that lessons can be adjusted to • All teachers have a sound understanding of student
top two NAPLAN bands by 8.3% to reach or exceed students' skills and knowledge assessment and data concepts.
the Cowra Small Schools Network target in Reading.
• Regularly review student learning to inform • Systematic and reliable assessment processes and
Target year: 2023 differentiation and future directions data is used to evaluate student learning.
• Provide clear explanations to students about what • Evidence-based strategies and innovative thinking is
• Improvement in the percentage of students achieving they will be learning, the purpose and relevance of used to achieve improvement in student progress
expected growth in NAPLAN Reading to between tasks so that success criteria is clear and teachers and achievement.
60-80%. can check for student understanding
Target year: 2022 Use of Data to Inform Practice
Evaluation plan for this strategic direction
• Increase the percentage of students achieving in the Reading and Numeracy
top two NAPLAN bands by 8% to reach or exceed Question, Data, Analysis, Implication (QDAI)
the Cowra Small Schools Network target in • Regularly dedicate time to collecting and using data
Numeracy. to evaluate the effectiveness of teaching practice Q: Has whole-school explicit teaching practices, regular
assessment and use of data led to improved student
Target year: 2023 • Collect, use and analyse meaningful data to evaluate growth in Literacy and Numeracy?
the effectiveness of teaching practice and moderate
• Improvement in the percentage of students achieving practice to meet the learning needs of students D: Student progress and growth checked and monitored
expected growth in NAPLAN Numeracy to between against internal school assessment data, progressions
• Develop and refine whole-school systems and
60-80%. and PLAN2, as well as external sources (NAPLAN),
processes for the accurate recording and monitoring
of data Check-In Assessments
Target year: 2024 A: The analysis will determine how effective the strategies
Assessment
have been in improving student results
Progressions
Reading and Numeracy
I: The findings of the analysis will inform further directions
• All students to achieve or exceed expected growth in for students growth in Reading and Numeracy, teacher
• Student assessment is a part of everyday practice so
Literacy and Numeracy using the Literacy and professional learning and curriculum implementation
that students are regularly provided opportunities to
Numeracy Learning Progressions, PLAN2 data and
demonstrate what they know and can do
syllabus indicators for the aspects of Vocabulary and
Additive Strategies. • Review and refine assessment tasks that assess
intended learning outcomes to enable students to
demonstrate their learning
Page 3 of 6 Eugowra Public School (1870) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Initiatives
• Make time after assessment tasks to give students
timely and relevant feedback to improve their
performance in future tasks
Page 4 of 6 Eugowra Public School (1870) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: SD 2 - Collaboration and Innovation
Purpose Initiatives Success criteria for this strategic direction
Collaboration within the school and networks of schools • The school has embedded explicit systems that
will ensure the implementation of effective strategies Collaboration facilitate professional dialogue, collaboration,
which improve teaching practice. Student progress will be classroom observation, modelling effective practice
supported through high expectations and partnerships • Professional learning opportunities for staff to gain and the provision of feedback.
with stakeholders. expertise in evidence-based practices
• The school demonstrates aspirational expectations
• Whole school processes for staff to collaborative of learning progress and achievement for all
Improvement measures plan, develop, evaluate and refine teaching and students, and is committed to the pursuit of
learning programs excellence.
Target year: 2024
• Work in partnership with colleagues within school • Teaching staff demonstrate and share their expertise
and school networks to connect, share ideas, within their school and with other schools.
• Collaborative practice and feedback assessed as
resources and professional learning
excelling in the School Excellence Framework. • The school is recognised as excellent and
• Allocate time to regularly work with colleagues to responsive by its community because it uses best
Target year: 2024 plan, develop and refine innovative teaching and practice to embed a culture of high expectations, and
learning programs effectively caters for the range of equity issues in the
Attendance school.
• Students collaborate with other students in Small
• Increase the percentage of students attending school Schools Networks in student voice learning • Teachers directly and regularly engage with parents
more than 90% of the time to be above the school's experiences and tasks that challenge students to to improve understanding of student learning and
lower bound target of 80%. utilise their learning across multiple key learning strengthen student outcomes.
areas
• The school engages in strong collaborations
High Expectations between parents, students and community that
inform and support continuity of learning for all
• Provide clear and concise learning intentions and students at transition points.
success criteria to establish expectations early in the • Teachers, parents and the community work together
learning process to support consistent and systematic processes that
• Provide a variety of meaningful learning opportunities ensure student absences do not impact on learning
that cater for all abilities so students can be outcomes.
challenged to learn new things
• Create a safe space where all students feel
comfortable taking risks, making mistakes and Evaluation plan for this strategic direction
asking questions to clarify their thinking
Question, Data, Analysis, Implication (QDAI)
• Engage with parents and carers to encourage them
to hold high expectations of their children in terms of Q: Has collaborative in-school and inter-school
academic achievement and attendance partnerships, high expectations and professional learning
opportunities led to improved student growth in Literacy
and Numeracy?
D: Teacher observations, lesson observations,
teaching/learning programs, PDPs, professional learning,
TTFM surveys, parent/teacher meetings in person/ phone
calls, parent participation levels in meetings and
Page 5 of 6 Eugowra Public School (1870) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: SD 2 - Collaboration and Innovation
Evaluation plan for this strategic direction
information sessions
A: The analysis will determine how effective the strategies
have been in improving student results
I: The findings of the analysis will inform further directions
Page 6 of 6 Eugowra Public School (1870) -2021-2024 Printed on: 1 April, 2021You can also read
