Strategic Improvement Plan 2021-2024 - Granville South Creative and Performing Arts High School 8436 - AWS
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Strategic Improvement Plan 2021-2024
Granville South Creative and Performing Arts High School 8436
Page 1 of 8 Granville South Creative and Performing Arts High School (8436) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
Granville South Creative and Performing Arts High School (GSCAPAHS) is a community GSCAPAHS is in Guildford, Western Sydney, and has an enrolment of approximately 715
and partially selective school emphasising student engagement and success. Its motto is students including approximately 90% from language backgrounds other than English, from
"Do Unto Others". over 47 nationality backgrounds and 6 Aboriginal/Torres Strait Islander students. It includes
a Support Unit with 5 classes of mild and moderate intellectual disability, and a selective
The school's main focus is on improving student learning outcomes through quality teaching Creative and Performing Arts stream. GSCAPAHS is close to Holroyd and Chester Hill
practices underpinned by targeted whole school teacher professional learning. We are IEC's, with students transitioning to mainstream education from diverse backgrounds.
committed to developing a learning culture which emphasises critical thinking and ensures
students develop self-discipline in their study habits. The 2020 FOIE is 174 and the school budget allocation includes Equity funding for Socio-
Economic Background, English Language Proficiency and Low level Adjustment for
Our wellbeing systems provide a safe, respectful and caring learning environment; Disability.
encouraging personal excellence; promoting relevant learning experiences; and supporting
student participation and success. The school has been partially selective in the Creative and Performing Arts since 2012.
Students audition for selection in dance, drama, music, visual arts or circus and undertake 5
hours of specialist extension workshops and ensembles per cycle in classes of students
from yrs 7-12. Ensemble students make up about 15-20% of the student population.
Ensemble students enter competitions, perform in festivals and support school events. An
annual performance at Parramatta Riverside Theatre showcases the diverse talent of
GSCAPAHS students.
GSCAPAHS runs programs supported by a range of groups including Granville Multicultural
Community Centre, ABCN, Cumberland Council, Granville TAFE, UNSW, and WSU.
Page 2 of 8 Granville South Creative and Performing Arts High School (8436) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
Teachers at Granville South Creative and Performing Arts 1. Student Engagement Teachers, parents/carers and the community work
High School will draw on a body of professional together to support consistent and systematic processes
knowledge and research to respond to the needs of our Ensure every student is known, valued and cared for that ensure student attendance does not impact learning
students. Our teachers will know how our students learn, through purposeful wellbeing strategies that allow all outcomes.
as informed by reliable data and understand how their students to 'connect, succeed and thrive' (The Wellbeing
experiences impact on their overall learning. Our teachers Framework for Schools). Improve overall average The school has implemented evidence-based change to
will structure their lessons to meet the individual needs of attendance and engagement through systematic whole-school practices, resulting in measurable
our students. The content being delivered to our students processes that include regular analysis of attendance improvements in attendance monitoring and engagement
will hold global relevance and will be delivered through data, whole school and personalised attendance plans in order to support learning.
effective and developmentally appropriate strategies. Our and working closely with parents/carers and the
teachers will improve overall student literacy and community. The school community demonstrates high expectations
numeracy levels. towards improved levels of attendance and engagement
• Facilitate high impact professional learning on in school activities.
evidence-based practice by regularly collecting
Improvement measures student attendance data, analysing data and Staff are able to analyse, interpret and extrapolate data to
monitoring student progress. inform planning, deliver explicit teaching strategies to
Target year: 2022
• Development of evidence-based consistent and improve student outcomes in literacy and numeracy.
Attendance systematic processes around student engagement
and attendance. Literacy, numeracy & HSC results to show improved
student outcomes and achievement of system generated
Increase by 5.4% from baseline the percentage of
• Communicate regularly to students and parents measures.
students attending 90% of the time and more.
regarding attendance requirements and the
consequences of unsatisfactory attendance or Every eligible HSC student has met or is working towards
Target year: 2022
student lateness. achieving the minimum standards.
NAPLAN • Establish a culture of high expectations to engage
Staff understand and explicitly teach literacy and
parents/carers to support their child's attendance and
numeracy to students that can be measured by improved
Increase the proportion of students in the Top 2 NAPLAN engagement.
student progress and achievement data.
Reading bands by 6.4% from system-negotiated target
baseline. • Engage with internal and external wellbeing support
agencies in order to allow our students to connect, Staff to plan and monitor student plans to ensure
thrive and succeed. students' learning needs are met, students are continually
Target year: 2022
challenged and maximise learning outcomes are
• Implement student reward system for improved achieved.
NAPLAN attendance.
• Engage with DoE external personnel to support the Staff will provide individual support to students from a
Increase the proportion of students in the Top 2 NAPLAN
attendance of identified students. refugee background with individualised learning support
Numeracy bands by 6.5% from system-negotiated target
plans.
baseline.
2. Evidence based student performance measures
Target year: 2022 (Literacy, Numeracy and HSC)
Evaluation plan for this strategic direction
HSC Ensure overall growth in student Literacy, Numeracy and
HSC achievement. Question:
Increase the proportion of students in the Top 2 HSC
bands by 6.5% from system-negotiated target baseline. • Facilitate high impact professional learning to
To what extent have we achieved our purpose and can
strengthen the abilities and confidence of teachers of
Page 3 of 8 Granville South Creative and Performing Arts High School (8436) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Initiatives Evaluation plan for this strategic direction
Target year: 2022 all levels in the teaching of reading, writing and demonstrate impact and improvement of student
numeracy skills to students of all abilities. outcomes in departmental and school targets?
HSC
• Extend support initiatives for specific students to
Data:
maximise their growth and attainment in reading,
Increase the proportion of students in the Top 3 HSC
writing and numeracy.
bands by 7.6% from system-negotiated target baseline. We will use a combination of data sources that include:
• Develop a framework to support student learning in
Target year: 2023 the creative and performing arts domain. • TTFM survey
• Instructional Leader to work with teachers using data • SCOUT
NAPLAN growth
to monitor and assess student progress and design
• NAPLAN
Increase the proportion of students achieving expected future learning on a whole class, group and
growth in Reading by 7.5% from system-negotiated target individual level. • RAP
baseline. • Interviews
Target year: 2023 • Attendance plans
• Attendance monitoring records
NAPLAN growth
• Internal data
Increase the proportion of students achieving expected
• Student plans
growth in Numeracy by 6.3 % from system-negotiated
target baseline. Analysis:
Analysis will be embedded through a 10-week systematic
internal data analysis as part of the implementation and
monitoring of the School Implementation Plan (SIP).
Annually the school will review progress towards the
improvement measures.
Implications:
The findings of the analysis will inform future actions in
relation to student growth and attainment.
Page 4 of 8 Granville South Creative and Performing Arts High School (8436) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: High impact teaching and learning
Purpose Initiatives Success criteria for this strategic direction
Teachers at Granville South Creative and Performing Arts Staff will use differentiated teaching strategies and
High School will deliver engaging and high-quality 1. Differentiation assessment approaches reflective of analysis of student
teaching and learning that enriches every student. Our learning needs across a full range of abilities. Staff will
teachers will plan high-quality teaching and learning Embed within all teaching and learning programs the embed content, process and product differentiation
programs using evidence-based research and student principles of differentiation by making reference to the strategies into their teaching and learning programs,
performance data. Our teachers will continually develop High Potential and Gifted Education policy and the teaching resources and assessment to support the
their practice to include effective teaching strategies that recommendations of What Works Best including explicit learning needs of all students.
cater for the individual learning needs of our students. teaching.
Staff will interpret student internal and external data to
• Staff will collaborate to employ data to identify the develop class learning profiles and show the planning of
Improvement measures need for interventions and plan for, program and all students individual needs.
deliver differentiated teaching strategies with
Target year: 2024 increased effectiveness. Staff integrate formative assessment into teaching
• Facilitate high impact professional learning to practice in every classroom, confirming that students learn
Differentiation
develop the capacity of all staff to interpret student what is taught and informing student future learning.
100% of staff will be able to differentiate content, product data in order to successfully differentiate content,
product and process (with a focus on aligning Every Teaching and Learning program in Stages 4, 5 and
and process to address the learning needs of all students
students to the 'Universal', 'Targeted' and 'Extension' 6 will have formative assessment strategies embedded
in Stages 4, 5 and 6.
categories'. into them that align with the skills being assessed in the
Target year: 2024 accompanying summative task. These teaching and
• Instructional Leader to work closely with faculties to learning programs will also have formative assessment
Differentiation provide targeted professional learning on tracking sheets.
differentiation.
100% of staff will be able to interpret student data to We will streamline formative and summative assessment
2. Assessment, Feedback and Reporting practices with a focus on backward mapped skills
create class learning profiles to help inform evidence-
based teaching and learning practices. emanating from the summative tasks. These skills will be
Strengthen overall assessment procedures (through taught, modelled and tracked through formative
Target year: 2024 formative and summative assessment strategies) to assessment measures.
provide clear and effective feedback and reporting to
Differentiation students, parents and carers.
• Facilitate high impact professional learning on Evaluation plan for this strategic direction
100% of staff will be able to provide samples of
differentiated content, process and product learning developing whole-school formative assessment
Question:
activities and assessment. practices
• Build on existing processes for formative assessment To what extent have we achieved our purpose and can
Target year: 2024 practices and monitoring of student learning. demonstrate impact and improvement of student
outcomes in departmental and school targets?
Differentiation
• Enhancing teacher capacity to provide student Data:
Every Stage 4, 5 and 6 teaching and learning program will feedback that communicates assessment information
have differentiation strategies for content, process and and provides advice on student learning and We will use a combination of data sources that include:
product embedded into them. improvement.
• Ongoing and embedded analysis of data sources • TTFM survey
Target year: 2024 and other student progress measures to strengthen • SCOUT
Page 5 of 8 Granville South Creative and Performing Arts High School (8436) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: High impact teaching and learning
Improvement measures Initiatives Evaluation plan for this strategic direction
Assessment, Feedback and Reporting feedback provided, in order to improve student • Interviews
learning outcomes.
• Formative tracking sheets
100% of teaching and learning programs in Stages 4, 5
• Review and redesign whole-school approach to
and 6 will have formative assessment strategies and • Teaching and Learning programs
reporting on student achievement
tracking sheets embedded into them that align with the
summative skills being assessed. • Student reports
• Assessment tasks
• Internal assessment data
• Student surveys
• WWB Assessment tool
Analysis:
Analysis will be embedded through a 10-week systematic
internal data analysis as part of the implementation and
monitoring of the School Implementation Plan (SIP).
Annually the school will review progress towards the
improvement measures.
Implications:
The findings of the analysis will inform future actions in
relation to student growth and attainment.
Page 6 of 8 Granville South Creative and Performing Arts High School (8436) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Professional engagement
Purpose Initiatives Success criteria for this strategic direction
Teachers at Granville South Creative and Performing Arts Increased engagement through parental feedback on
High School will model effective learning through 1. Community Engagement student learning and engage parents/carers in the
expanding their professional development both collegially collaborative learning process.
and individually. Our teachers will demonstrate respect, Stronger community engagement by involving
professionalism and sensitivity in all their interactions with parents/carers and the wider community in CAPA Executive staff will have expert contemporary knowledge
students, colleagues, parents/carers and the community. showcases and initiatives. Also, through communicative of effective leadership practices.
Our teachers will understand the link between school, avenues, local organisations and neighbouring primary
home and community and engage with their school schools. Parent/carers and community are committed to engaging
communities to enrich the educational context for our in surveys, P&C meetings, CAPA showcases, community
students. • Facilitate the showcasing of student talent by hosting events and parent/teacher interactions.
2 additional public performances.
• Ensure structures for school media communication The leadership team maintains a focus on distributed
Improvement measures instructional leadership to sustain a culture of building
are reflective of current practice and promotion
priorities. staff capacity for future planning.
Target year: 2024
• Review and develop systems to improve our The Instructional Leader works with teachers to become
Community Engagement
customer service delivery by ensuring that our accredited at Proficient, Maintenance and higher levels of
administration staff build and maintain high quality accreditation.
Well established and embedded social media
relationships with parents/carers and members of the
communications to ensure authentic engagement with the
wider community. Visible culture in the school that supports the attainment
wider school community.
of higher levels of accreditation.
2. Collective Staff Efficacy
Target year: 2024
Formal mentoring or coaching to improve teaching
Develop overall staff efficacy through a focus on practice is provided to teachers in the Peer Observation
Community Engagement leadership capacity building in all faculties, with an program and beginning teachers program.
emphasis on developing expert teachers and supporting
A further 20% increased collaboration with feeder primary higher levels of professional accreditation. The leadership team deploys professional learning on
schools to build stronger relationships and a smoother
capacity development programs and implements
transition of students between primary and secondary • Strengthen existing induction and beginning teachers principles of evaluative thinking continually to monitor the
school programs to support staff in improving their impact of programs and approaches used by all teachers
professional knowledge and skills. and improves practice as required.
Target year: 2024
• Facilitate opportunities for structured mentoring
Community Engagement across the school for staff at every level. Staff will show growth in their perceptions of collective
efficacy through a re-evaluation of the Situational Analysis
A further 30% increase in parental/carer engagement in • Expertly facilitate high impact professional learning to survey, with a focus place on the collective efficacy,
the TTFM survey and faculty review process. develop all SASS staff on the Excellence in School leadership and engagement opportunity questions.
Administration standards.
Target year: 2024 • Instructional Leader to work closely with staff to
provide targeted professional learning on Evaluation plan for this strategic direction
Collective Staff Efficacy accreditation, NESA compliance recommendations
and collective staff efficacy. Question:
A further 20% increase in staff delivering professional
learning during whole school professional development To what extent have we achieved our purpose and can
sessions. demonstrate impact and improvement of student
Page 7 of 8 Granville South Creative and Performing Arts High School (8436) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Professional engagement
Improvement measures Evaluation plan for this strategic direction
Target year: 2024 outcomes in departmental and school targets?
Collective Staff Efficacy Data:
100% Executive staff engaging in and/or delivering We will use a combination of data sources that include:
leadership professional learning across the whole school.
• TTFM survey
Target year: 2024
• Customer Service Survey - Front administration.
Collective Staff Efficacy • SCOUT
100% of faculties to comply with internal NESA • Interviews
compliance review processes and every faculty to have at • CAPA showcases
least one representative who is leading whole school
professional learning. • Professional learning
• Accreditation
Target year: 2024
• Surveys
Collective Staff Efficacy • Resource allocation
100% of SASS staff to embed the standards within the • P&C minutes
Excellence in School Administration into their PDP's.
• Communication data
• Compliance process and recommendations
• MyPL data
Analysis:
Analysis will be embedded through a 10-week systematic
internal data analysis as part of the implementation and
monitoring of the School Implementation Plan (SIP).
Annually the school will review progress towards the
improvement measures.
Implications:
The findings of the analysis will inform future actions in
relation to student growth and attainment.
Page 8 of 8 Granville South Creative and Performing Arts High School (8436) -2021-2024 Printed on: 1 April, 2021You can also read
