Strategic Improvement Plan 2021-2024 - Girraween Public School 1988 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Girraween Public School 1988
Page 1 of 10 Girraween Public School (1988) -2021-2024 Printed on: 30 March, 2021School vision and context
School vision statement School context
At Girraween Public School we promote a culture of high expectations and achievement for Location
all students through effective, explicit, evidence-based teaching. Our school provides future-
focused learning in a diverse and growing population. We create an optimal learning Girraween Public School is situated between Bando Road and Gilba Road, Girraween.
environment where every student is known, valued and cared for. Girraween is primarily a residential area, although there is some light industry to the west of
the area.
We sustain strong community confidence and work in partnership with parents to create a
shared vision of high aspiration and excellence. Through culturally inclusive practices we Student enrolment and community
ensure every student is engaged and challenged to continue to learn, to thrive and
succeed, and to achieve their educational potential to become responsible citizens. Currently, there are 55 classes (52 mainstream, and 3 support classes - IO, IM and
Multicategorical) with 1,320 students enrolled. At present 97% per cent of these students
come from language backgrounds other than English.
Girraween Public School is characterised by great cultural diversity, with over 43 different
language backgrounds represented in the student population. Tamil, Gujarati, Telugu and
Hindi are the dominant language groups. 62% of students were born in Australia.
The school community has high aspirations for student achievement and strongly supports
the high educational standards promoted by the school. Community participation in school
governance is through our active Parents' and Citizens' Association which provides support
for school activities and funding for resourcing across the school.
Staff
The leadership team includes the Principal, three Deputy Principals and eleven Assistant
Principals, some of which are school funded positions.
We have a funding allocation of 6.0 for English as an Additional Language or Dialect
(EAL/D); 0.8 for Learning and Support; 5.2 Community Language.
Our School Counsellors are available 4 days each week.
Extracurricular
We offer a wide range of extracurricular learning experiences and programs including:
Student Representative Council (SRC), coding club, Cool Kids Music, dance groups,
sporting groups, choirs, Ukelele group, debating and public speaking, and the Peaceful Kids
program.
Significant alliances and partnerships
We are active contributors to the Pemulwuy Learning Community, comprising of Hilltop
Road Public School, Beresford Road Public School, Greystanes Public School and
Greystanes High School. The focus of this professional network is to successfully
implement Assessment for Learning principles across the five schools.
School improvement focus
Page 2 of 10 Girraween Public School (1988) -2021-2024 Printed on: 30 March, 2021School vision and context
School vision statement School context
In consultation with the school community and based on the findings of our Situational
Analysis, it is evident that we have historically high student achievement and expected
growth in reading and in numeracy. We have a significant school improvement focus in the
a following areas:
Strategic Direction 1: Student attainment and growth
New and existing evidence-based programs will improve students' inferential skills in
comprehension. The implementation of a whole school literacy plan that focuses on reading
and writing to improve targeted outcomes will provide a continuum of teaching and learning
principles from Kindergarten to Year 6. High impact professional learning will support staff in
creating and delivering quality writing and numeracy programs based on an analysis of
student summative and formative assessments. Specific targeted intervention programs in
literacy and numeracy, including the COVID ISLP, will support identified students to improve
targeted individualised learning goals.
Strategic Direction 2: Evidence informed teaching practice
Enhanced quality teaching practice will ensure teachers deliver high quality teaching
programs to all students. High impact professional learning will build teacher capacity to
create differentiated assessment, develop data literacy skills and support consistent
analysis of student results to inform teaching and learning. Students will engage in future
focused learning to become creative, critical and independent thinkers leading to successful
life long learners.
Strategic Direction 3: School community engagement
Review and refine collaboration processes to ensure we build on our current positive
partnerships with parents and the wider community. Cultural awareness will be
strengthened in consultation with key community organisations, including the Aboriginal
Education and Consultative Group (AECG). Initiatives that focus on parental engagement
around shared learning goals, wellbeing and improving student attendance will ensure
increases in student engagement and academic achievement.
Page 3 of 10 Girraween Public School (1988) -2021-2024 Printed on: 30 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
To improve student learning outcomes in reading and Reading All teachers understand and explicitly teach literacy and
numeracy we will develop and sustain whole school data numeracy to students at all levels of achievement, in all
analysis processes. We will ensure curriculum provision In reading we will embed sustainable whole school subject areas, with success that can be measured by
for every student is underpinned by evidence-informed practices for implementing high quality, evidence based improved student progress and achievement data. (SEF -
teaching strategies and embedded evaluative practice. teaching and learning by: Literacy and Numeracy Focus)
• The provision of high impact professional learning for The staff evaluate professional learning activities to
Improvement measures the teaching of reading. identify and systematically promote and implement the
• The creation and implementation of teaching and most effective strategies to improve teaching and
Target year: 2022
learning programs that describe what all students are learning. Teachers collaborate with staff in other schools
expected to know, understand and do in reading. to share and embed good practice. (SEF - Professional
An uplift of 4.6% of year 3 and 5 students achieving in the
Learning)
Top 2 bands (or equivalent) in NAPLAN numeracy.
• The assessment and evaluation of student learning
based on data collection and analysis. A whole school approach ensures the most effective
Target year: 2022
evidence-based teaching methods optimise learning
There is correlation between writing and reading skills. In progress for all students, across the full range of abilities.
An uplift of 7.1% of year 3 and 5 students achieving in the
writing we will embed sustainable whole school practices Teachers employ evidence-based effective teaching
Top 2 bands (or equivalent) in NAPLAN reading.
for implementing high quality, evidence based teaching strategies. Effective methods are identified, promoted and
and learning by: modelled, and students' learning improvement is
Target year: 2023
monitored, demonstrating growth. (SEF - Explicit
• The provision of high impact professional learning for Teaching)
An uplift of 1.8% of year 3 and 5 students achieving
the teaching of writing.
expected growth in NAPLAN numeracy.
• The creation and implementation of teaching and All lessons are systematically planned as part of a
Target year: 2023 learning programs that describe what all students are coherent program that has been collaboratively designed.
expected to know, understand and do in writing. Accommodations and adjustments are made to suit needs
An uplift of 2.3% of year 3 and 5 students achieving as they arise. (SEF - Lesson Planning)
expected growth in NAPLAN reading. • The assessment and evaluation of student learning
based on data collection and analysis.
Numeracy Evaluation plan for this strategic direction
In numeracy we will embed sustainable whole school Question:
practices for implementing high quality, evidence based
teaching and learning by: To what extent have we achieved our purpose and can
demonstrate impact and improvement of student
• The provision of high impact professional learning for outcomes in reading and numeracy?
the teaching of numeracy.
Data:
• The creation and implementation of teaching and
learning programs that describe what all students are We will use a combination of data sources.
expected to know, understand and do in numeracy.
• The assessment and evaluation of student learning These will include:
based on data collection and analysis.
• Internal assessment, e.g. PAT, ACER, Essential
Assessment, Check-in assessment
Page 4 of 10 Girraween Public School (1988) -2021-2024 Printed on: 30 March, 2021Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
• External assessment, e.g. NAPLAN Reading, Writing
and Numeracy
• Committee reviews
• Observation of practice
• Student voice
• Review of initiative programs
• Professional reflection on teaching programs in
teams
Analysis:
Analysis will be embedded within the initiatives through
progress and implementation monitoring each term.
Annually, in Term 4, the school will review progress
towards the improvement measures.
Implications:
The findings of the analysis will inform:
• Future actions
• Adjustments to programs
• Resourcing of initiatives
• Professional learning requirements
• Annual reporting on school progress measures
(published in the Annual Report, in the newsletter
and on the School Website throughout the year)
Page 5 of 10 Girraween Public School (1988) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Evidence informed teaching practice
Purpose Initiatives Success criteria for this strategic direction
To build teacher capacity and professional practice in A whole school approach ensures the most effective
delivering high quality, differentiated teaching and Quality Teaching evidence-based teaching methods optimise learning
learning initiatives. Programs are based on the identified progress for all students, across the full range of abilities.
needs of students and teachers. We will embed sustainable whole school practices for Teachers employ evidence-based effective teaching
implementing high quality, evidence based quality strategies. Effective methods are identified, promoted and
teaching. modelled, and students' learning improvement is
Improvement measures monitored, demonstrating growth. (SEF - Explicit
• The provision of high impact professional learning for Teaching)
Target year: 2022 quality teaching.
• The implementation of clear processes and support All teachers have a sound understanding of student
An uplift of 6% (equivalent to 0.6 mean score) in the
for teachers to maintain and develop their assessment and data concepts (e.g. causality, bias). They
TTFM Teacher survey 'Drivers of Student Learning:
professional standards. analyse, interpret and extrapolate data and they
Collaboration'.
collaboratively use this to inform planning, identify
• The assessment and evaluation of teaching interventions and modify teaching practice. (SEF - Data
Target year: 2023
effectiveness based on data collection and analysis. Literacy)
An uplift of 9% (equivalent to 0.9 mean score) in the
TTFM Teacher survey 'Drivers of Student Learning: Teachers clearly understand, develop and apply a full
Data Informed Practice range of assessment strategies - assessment for learning,
Teaching Strategies'.
assessment as learning and assessment of learning - in
Ensure effective strategies and processes for data determining teaching directions, monitoring and assessing
Target year: 2024
analysis and reflection are used for responsive curriculum student progress and achievement, and reflecting on
delivery. teaching effectiveness. (SEF - Data Use in Teaching)
An uplift of 13% (equivalent to 1.3 mean score) in the
TTFM Teacher survey 'Drivers of Student Learning: Data • High impact professional learning in data literacy,
informs practice'. The school has processes in place to support teachers'
data analysis and data use in teaching for all staff. consistent, evidence-based judgement and moderation of
This is linked to gap analysis data. assessments. (SEF - Whole School Monitoring of Student
• Review and adapt practice to ensure reliable Learning)
formative and summative assessment tasks are used
to analyse student progress, evaluate growth over The leadership team establishes a professional learning
time and report student achievement. community which is focused on continuous improvement
of teaching and learning. Staff participate in capacity
• Embed data informed formative assessment development programs improving practice as required.
practices as an integral part of daily instruction in Whole school relationships provide mentoring and
every classroom. coaching support to ensure the ongoing development and
improvement of all teachers. (SEF - High Expectations;
Improvement of Practice; Coaching and Mentoring)
Evaluation plan for this strategic direction
Question:
To what extent have we achieved our purpose and can
demonstrate impact and improvement of student
Page 6 of 10 Girraween Public School (1988) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Evidence informed teaching practice
Evaluation plan for this strategic direction
outcomes?
Data:
We will use a combination of data sources.
These will include:
• Internal assessment, e.g. PAT, ACER, Essential
Assessment, grade data collection, spreadsheet
• External assessment, e.g. NAPLAN
• Committee reviews (action plans)
• Observation of practice (external staff, peers, other
schools, critical friends/experts, mentor/s coaches)
• Student voice
• Review of initiative programs
• Professional reflection on teaching programs in
teams
• Teacher accreditation
• Quality Teaching Rounds observation
• TTFM survey
Analysis:
Analysis will be embedded within the initiatives through
progress and implementation monitoring each term.
Annually, in Term 4, the school will review progress
towards the improvement measures.
Implications:
The findings of the analysis will inform:
• Future actions
• Adjustments to programs
• Resourcing of initiatives
• Professional learning requirements
• Annual reporting on school progress measures
Page 7 of 10 Girraween Public School (1988) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Evidence informed teaching practice
Evaluation plan for this strategic direction
(published in the Annual Report each year and in the
newsletter and on the School Website throughout the
year)
Page 8 of 10 Girraween Public School (1988) -2021-2024 Printed on: 30 March, 2021Strategic Direction 3: School community engagement
Purpose Initiatives Success criteria for this strategic direction
To increase engagement of the whole school community Teachers, parents and the community work together to
in meaningful partnerships. Promoting authentic Attendance support consistent and systematic processes that ensure
collaboration in the attainment of improved student student absences do not impact on learning outcomes.
outcomes. The school will work with parents and outside agencies to (SEF - Attendance)
support consistent and systematic processes that ensure
student absences do not impact on learning outcomes. Teachers directly and regularly engage with parents to
Improvement measures improve understanding of student learning and strengthen
The school will develop an effective approach which is student outcomes. Reporting to parents has been
Target year: 2022 informed by an understanding of the school community enhanced in response to feedback received. (SEF -
and the underlying factors influencing attendance; using Parent Engagement)
An uplift of 4.5% of students meeting, or exceeding the school data and evidence to enable early identification,
minimum 90% attendance rate. and implementing appropriate strategies and levels of The school is recognised as excellent and responsive by
support. its community because it uses best practice to embed a
Target year: 2024
culture of high expectations, and effectively caters for the
The school leadership team will work through the range of equity issues in the school. (SEF - Community
An uplift of 13% (equivalent to 1.3 mean score) in the
Strategic Attendance Design process approach to: Engagement)
TTFM Partners in Learning Parent survey: 'Parents feel
welcome'.
• Foster regular attendance by establishing a positive Positive, respectful relationships are evident and
and welcoming school culture for all students. widespread among students and staff. Cultural awareness
Target year: 2024
• Address attendance concerns by identifying and is promoted across the whole school. (SEF - Behaviour)
An uplift of 9% (equivalent to 0.9 mean score) in the providing targeted strategies for students or cohorts
TTFM Student Engagement survey 'Drivers of Student needing more support. The school has implemented evidence based change to
Engagement-Students with a positive sense of belonging'. whole school practices, resulting in measurable
• Re-engage students with learning by providing improvements in wellbeing and engagement to support
tailored interventions for students with significant learning. (SEF - A Planned Approach to Wellbeing)
support needs.
Parent Partnerships
Evaluation plan for this strategic direction
The school will establish excellent and responsive
Question:
practices to build parent partnerships and to embed a
culture of high expectations, and ensure equity and
To what extent have we achieved our purpose and can
inclusive education for all.
demonstrate impact and improvement of
school/community engagement?
• Undertake the Tell Them From Me (TTFM) survey to
use reliable evidence to identify strengths and areas
Data:
for improvement from students, staff and parents.
• Review school processes to support inclusion of We will use a combination of data sources.
Language Background other than English families by
the use of translators and interpreters and build These will include:
cultural awareness.
• Attendance data
• Optimise the use of Social Media platforms to
strengthen partnerships between the school and • Scout data
home. • TTFM survey data
Page 9 of 10 Girraween Public School (1988) -2021-2024 Printed on: 30 March, 2021Strategic Direction 3: School community engagement
Initiatives Evaluation plan for this strategic direction
Student Engagement • Learning Support Team referrals
• Online analytics
Students will be actively connected to their learning, have
positive and respectful relationships and experience a • Parental engagement data
sense of belonging to their school and community.
Analysis:
• Whole school processes will be refined and
embedded that support all aspects of student Analysis will be embedded within the initiatives through
wellbeing and academic achievement including progress and implementation monitoring each term.
enhancing Learning and Support processes to target Annually, in Term 4, the school will review progress
support for different phases of development including towards the improvement measures.
high potential and gifted students and students who
may be at risk. Implications:
• The school will adopt a whole-school approach to
wellbeing by undertaking high impact professional The findings of the analysis will inform:
learning on Trauma Informed Practice. This will build
• Future actions
positive learning environments and make the school
a safe place for all students. • Adjustments to programs
• Staff will engage in high impact professional learning • Resourcing of initiatives
to proactively teach coping strategies and resilience
to all students. • High Impact professional learning requirements
• Annual reporting on school progress measures
(published in the Annual Report each year and in the
newsletter and on the School Website throughout the
year)
Page 10 of 10 Girraween Public School (1988) -2021-2024 Printed on: 30 March, 2021You can also read
