Strategic Improvement Plan 2021-2024 - Greystanes High School 8385 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Greystanes High School 8385
Page 1 of 11 Greystanes High School (8385) -2021-2024 Printed on: 31 March, 2021School vision and context
School vision statement School context
At Greystanes High School, we empower our learning community to thrive, strive and Greystanes High School is a comprehensive high school in Western Sydney that strives to
succeed. support excellence in all areas of student endeavour, through a commitment to quality
teaching and targeted wellbeing programs. The student population of approximately 1050
At Greystanes High School we inspire and challenge students to reach their full potential, students has remained stable for the past few years. Our school community is culturally and
achieve success and prepare for the future through innovative and dynamic teaching, an linguistically diverse, with 59% of students with a Language Background other than English,
inclusive, safe and supportive environment, strong and sustainable community partnerships 28% of whom require some level of EALD support. There are 3.5% of students who identify
and a culture of high expectations for all. as Aboriginal or Torres Strait Islander.
The school's staffing entitlement in 2021 is 73 teaching staff and 15 non-teaching staff. The
school employs a Deputy Principal, Head Teacher Coaching and Innovation, Site Manager
and IT Coordinator from school funds. Our executive staff are stable, with a mix of
experienced and newly appointed members. Approximately 9% of our staff are early career
teachers, with an average 9% turnover of staff each year.
At our school, we provide a rich and vibrant learning culture that is cultivated through
access to strong academic, sporting and cultural programs, within a culture of high
expectations for all. Our school community celebrates diversity, inclusivity and a student
body that values education, recognising the rights of all to learn. As a Positive Behaviour for
Learning school the values of Respect, Responsibility and Active Learning pervade all
aspects of school life. The wellbeing of students is promoted through proactive, age
appropriate and targeted programs, overseen by an energetic Wellbeing team.
As a comprehensive high school, we work to cater for the learning needs of all students,
whilst providing real world connections to learning. Most importantly we aim to deliver an
educational experience that develops well rounded students who have exposure to quality
educational, cultural and sporting opportunities. With this we nurture students to become
well adjusted young adults who are able to become productive and valuable members of
our community and be the leaders of tomorrow.
The school enjoys a highly professional and dedicated teaching staff who are committed to
ongoing professional learning. A school focus on Visible Learning and evidence based
practice has underpinned continued improvement in lesson design and student outcomes.
Greystanes High School is a proud member of the Pemulwuy Learning Community, which
includes feeder primary schools and focuses on sharing effective teaching practice.
Similarly, as a member of the G4 Learning Community, Greystanes High School teams with
local high schools to collaboratively co-design lessons, programs and assessments that
support improved student outcomes.
Greystanes High School has completed a situational analysis with input from all sectors of
the school community. This analysis provided the school with three areas of focus for this
Strategic Improvement Plan.
Strategic Direction 1: Student Growth and Attainment
Our focus areas under this strategic direction are improving student attainment in literacy,
numeracy and the HSC.
Page 2 of 11 Greystanes High School (8385) -2021-2024 Printed on: 31 March, 2021School vision and context
School vision statement School context
Strategic Direction 2: Pursuit of Best Practice
A focus on best practice in classroom and curriculum delivery, informed by research and
data, is a priority for our school in supporting student growth and attainment.
Strategic Direction 3: Nurturing a Community of Active Learners
Student wellbeing and agency coupled with family advocacy are fundamental to improved
student growth and attainment. There will be a whole school focus on developing strategies
to improve student and family empowerment, engagement and wellbeing.
Page 3 of 11 Greystanes High School (8385) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to maximise student learning outcomes in Literacy Literacy and Numeracy
literacy and numeracy and build strong foundations for
academic success. This will be supported by effective Establish, evaluate and consolidate specific literacy • Students consistently perform at high levels on
data driven teaching and learning practices. programs which include explicit teaching and regular external and internal school performance measures
formative assessment. and equity gaps are closing
Improvement measures • Embed additional literacy classes into Stage 4 • Student assessment data is regularly used school-
curriculum and implement explicit teaching of literacy wide to identify student achievements and progress,
Target year: 2022 strategies. in order to reflect on teaching effectiveness and
inform future school directions.
Increase in the number of students in the top 2 bands for • Develop and implement an innovative online reading
program that encourages regular reading informed • Teachers employ evidence-based effective teaching
NAPLAN Reading by 5 percentage points.
by targeted feedback strategies. Effective methods are identified,
Target year: 2023 promoted and modelled, and students' learning
• Map and monitor student capacity against PLAN 2 improvement is monitored, demonstrating growth.
Increase in the number of students achieving expected and progressions which informs teaching and
enriches programs through the implementation of HSC Success
growth in NAPLAN Reading by 3 percentage points.
differentiated teaching strategies.
• The school culture is strongly focused on the building
Target year: 2022 • Enhancing student support through the of educational aspirations and ongoing performance
implementation of explicit decoding and phonics improvement throughout the school community.
Increase the percentage of Aboriginal students achieving programs to build skills in literacy.
the top 3 NAPLAN bands in Reading. • Student assessment data is regularly used school-
• Identify and closely monitor specific groups of wide to identify student achievements and progress,
Target year: 2022 students, including those with limited literacy skills in order to reflect on teaching effectiveness and
and Aboriginal and Torres Strait Islander students to inform future school directions.
Increase in the number of students achieving expected inform teaching and learning programs.
growth in NAPLAN numeracy by 2 percentage points. • Students consistently perform at high levels on
• Develop high impact professional learning for staff external and internal school performance measures
that increases confidence and skill in teaching and equity gaps are closing.
Target year: 2022
literacy within their own Key Learning Areas (KLA)
• The school leadership team model instructional
Increase in the number of students in the top 2 bands for leadership and supports a culture of high
NAPLAN Numeracy by 4 percentage points. Numeracy expectations and community engagement, resulting
in sustained and measurable whole school
Target year: 2022 improvement.
Establish, evaluate and consolidate specific numeracy
programs which include explicit numeracy teaching and
Increase the percentage of Aboriginal students achieving
regular formative assessment
the top 3 NAPLAN bands in Numeracy.
• Evaluate, extend and enhance the implementation of Evaluation plan for this strategic direction
Target year: 2022 explicit numeracy strategies in Year 7 numeracy.
Questions: Literacy and Numeracy
Increase in the number of students in the top 3 HSC • Establish and embed collaborative teaching practice
bands by 3 percentage points. in the Year 8 numeracy program to develop student What has been the impact of explicit literacy and
mathematical skills in problem solving. numeracy lessons, improvement strategies and programs
Target year: 2022 on student performance?
• Develop and implement options for a Year 9
Increase the percentage of Aboriginal students achieving numeracy program using evidence based teaching
Are we closing the gap for equity groups?
Page 4 of 11 Greystanes High School (8385) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Initiatives Evaluation plan for this strategic direction
the HSC by whilst retaining their cultural identity. practice to improve teaching.
Data
• Establish and implement formative assessment
strategies to identify student achievement and • External student performance data (Naplan)
monitor and address deficits in numeracy in years 7 -
9. • Internal data and formative/summative assessments
• Identify and monitor specific groups of students, • Teaching programs
including those with limited numeracy skills and
• Program evaluations
Aboriginal students to inform teaching and learning
programs. • Student work samples
• Develop high impact professional learning for staff Analysis
that increases confidence and skill in teaching
numeracy within their own KLA. Analyse data to determine the extent to which the purpose
has been achieved.
HSC Success
Implication:
A targeted initiative that supports Year 12 students,
teachers and families to ensure all students reach their Where do we go next? Future directions and steps
potential and succeed.
Quesions: HSC Success
• Continue to develop high impact, quality data driven
HSC professional learning.
What has been the impact of the HSC Success Program
• Share professional understanding of evidence based on student attainment?
practice in action through classroom observations.
How well are teachers reflecting and refining their
• Evaluate and refine the current HSC Success
teaching practice?
program to ensure its impact on student
performance.
Are teachers at all leadership levels being made
• Foster partnerships between, teachers, students and accountable for student HSC outcomes?
parents with a focus on full support of students
achieving their personal best in the HSC. Are we effectively engaging parents of students in their
senior years?
• Develop processes to foster a culture of continuous
improvement and accountability at all levels of Data:
leadership.
• PL evaluation
• HSC results and RAP analysis
• HSC Scaling analysis
• Tertiary entry numbers
• ATARs
• Work samples
Page 5 of 11 Greystanes High School (8385) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
• Surveys
• Focus groups
• Observational feedback
Analysis
Analyse the data to determine the extent to which the
purpose has been achieved.
Implications
Where do we go from here? What are our future
directions and next steps?
Page 6 of 11 Greystanes High School (8385) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Pursuit of Best Practice
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to ensure staff are equipped to support • All teachers are committed to identifying,
students in their learning through explicit, consistent and Research and evidence based practice understanding and implementing the most effective
research informed teaching. This will be supported by explicit teaching methods, with the highest priority
collaborative and reflective targeted professional learning Visible Learning given to evidence-based teaching strategies.
and structures that provide opportunities for teachers and
• Develop and implement quality, high impact • Consistent school-wide practices for assessment are
students to achieve their personal best.
professional learning based on research across the used to monitor, plan and report on student learning
Pemulwuy Learning Community and within the across the curriculum. Formative assessment is
Improvement measures school to improve classroom practice. integrated into teaching practice in every classroom,
confirming that students learn what is taught.
Target year: 2024 • Embed the practice of collating and evaluating work
samples and programs that demonstrate effective • Quality of teaching and student learning outcomes is
use of Assessment for Learning for continued evaluated. There are explicit systems for
100% of teachers engaged in professional collaboration
improvement. collaboration and feedback to sustain quality
that explicitly improves teacher practice resulting in 100%
teaching practice.
of teachers implementing Visible Learning in their
• Continued implementation of instructional leadership
classroom. • A whole school and integrated approach to quality
to embed effective research practice across the
network. teaching, curriculum planning and delivery, and
Target year: 2024 assessment promotes learning excellence and
Professional Learning Hubs responsiveness in meeting the needs of all students.
Uplift in student responses indicating improvement in
teacher practice and innovation within the classroom from • The curriculum is enhanced by learning alliances
A whole school, high impact professional learning initiative with other schools or organisations, where useful and
student data.
that engages all staff in collaborative practice and peer practicable.
observations to support and implement innovative
Target year: 2024 • The school monitors and reviews its curriculum
teaching approaches.
provision to meet changing requirements of the
A 5% increase in the School mean score for Relevance in students.
• Collaborative support for teacher performance
TTFM as an indicative measure of a curriculum that better
development in the area of Assessment for Learning. • The school's curriculum provision supports high
meets the needs of our students.
expectations for student learning.
G4 Network
• A network of high schools engaged in collaboration
to improve teacher practice in assessment, program
development, differentiation, lesson design and Evaluation plan for this strategic direction
resourcing.
Research and evidence based practice
Cross Curricular programs
Questions
• Establish and embed teaching and learning
programs which focus on developing transferable What has been the impact of using consistent, research
skills through real world and engaging experiences. informed teaching and innovative strategies on student
performance?
Project Based Learning
Do teachers collaborate and reflect on professional
• Embed student centred projects which focus on the learning to adapt practice that allows students to achieve
real world and are personally meaningful across all their personal best?
Page 7 of 11 Greystanes High School (8385) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Pursuit of Best Practice
Initiatives Evaluation plan for this strategic direction
KLAs.
Data
High Achievers Program
• Walk through observations
• Embed targeted, high impact professional learning to
improve the practice of implementing evidence • Teaching programs
based teaching strategies that effectively engage, • Classroom observations
challenge and empower high potential students and
gifted learners. • Student work samples
• Mentoring/support notes
Future Focused Curriculum • Student focus groups and staff gap analysis
• TTFM data
Develop and consolidate an innovative curriculum that is
engaging and best equips students for their future needs. Analysis
• Evaluate, develop and implement curriculum
Analyse the data to determine the extent to which the
structures to be more responsive and relevant to
purpose has been achieved.
identified student needs in relation to STEAM, cross
Implications
curricular initiatives, wellbeing and digital literacy.
Where do we go from here? What are our future
directions and next steps?
Future Focused Curriculum
Questions
Is our curriculum relevant for our students?
Does the curriculum meet our students' needs?
Data
• TTFM data
• Independent evaluation of teaching and learning
practices across the school
• student, parent and teacher surveys
Analysis
Analyse the data to determine the extent to which the
purpose has been achieved.
Implications
Where do we go from here? What are our future
directions and next steps?
Page 8 of 11 Greystanes High School (8385) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Nurturing a community of active learners
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to be an active learning community which The school is strongly focused on learning, the building of
nurtures student agency and empowers families. This will Skills for Active Learning and student agency educational aspiration and ongoing performance
be supported by engaging the community and providing improvement throughout the school community.
inclusive wellbeing initiatives that are underpinned by Transform active learning expectations
positive behaviours for learning There is a strategic and planned approach to develop
A whole school revision of the school value of 'active whole school wellbeing processes that support the
learning' to: wellbeing of all students so they can connect, succeed,
Improvement measures thrive and learn.
• Empower staff and students to develop a shared
Target year: 2024 understanding of student agency.
A 10% increase in the number students who are • Embed student agency in the classroom. Evaluation plan for this strategic direction
intellectually engaged, interested, motivated and apply
• Empower students to take responsibility for their own
effort in their learning from student TTFM. Skills for Active Learning and student agency
learning.
Target year: 2024 Question:
Empowering families to support student learning
5% increase compared to the 2020 data in the number of Has a shared understanding of student agency been
A whole school approach to support the active
parents reporting that they are able to support their child's established across the community?
involvement of families in their child's education will:
learning at home, parents are informed and feel welcome
in the school from parent TTFM. • Strengthen and enhance family and community What has been the impact of transforming the
partnerships in maximising student learning expectations of active learning on student agency?
Target year: 2024
outcomes.
Data
Proportion of students reporting positive well being at Wellbeing initiatives supporting the school
school in the TTFM survey by 3 percentage points. community • TTFM data
Target year: 2022 • student and staff surveys
Annual Student Support Team Initiatives will:
• PBL data- SWOT analysis
An increase the proportion of students attending 90% of • Develop specific and responsive wellbeing initiatives
the time by 3 percentage points. • Sentral data
to support the assessed area of greatest student
need. • P&C and community feedback
• Develop and implement targeted whole-school Analysis
wellbeing programs.
Analyse the data to determine the extent to which the
Access to Wellbeing Advice, Support and Assistance will purpose has been achieved.
be improved by:
Implication
• The Student Support Team working to continually
refine and improve resources used in the provision of Where do we go from here? Future directions and next
wellbeing services to students. steps.
• A dedicated wellbeing faculty and space will be Empowering families to support student learning
developed to enhance the delivery of well being Question
initiatives and strengthen community partnerships
Page 9 of 11 Greystanes High School (8385) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Nurturing a community of active learners
Initiatives Evaluation plan for this strategic direction
connections. What has been the impact of workshops in empowering
families and the community to maximise student learning
outcomes?
Targeted attendance intervention programs
Data
Targeted intervention will be strengthened by:
• TTFM parent survey data
• Consolidating proactive programs that support
student and family engagement with school • Parent participation rates
attendance. • Workshops offered
• Evaluating and modifying whole school proactive
Analysis
programs and processes to improve attendance and
punctuality, including the provision of individual
Analyse the data to determine the extent to which the
support to identified students.
purpose has been achieved.
Implication
Where do we go from here? Future directions and next
steps.
Wellbeing initiatives Supporting the School
Community
Have the initiatives resulted in our students feeling
connected and supported?
Have we effectively provided for the wellbeing needs of
our school community?
Data
• TTFM survey
• Sentral data
• Round Robins
• Survey feedback from initiatives
• Program evaluations
Analysis
Analyse the data to determine the extent to which the
purpose has been achieved.
Page 10 of 11 Greystanes High School (8385) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Nurturing a community of active learners
Evaluation plan for this strategic direction
Implication
Where do we go from here? Future directions and next
steps.
Targeted attendance intervention programs
Questions
Have the intervention programs had an impact on
attendance?
Is attendance and punctuality improving at GHS? Has the
number of unexplained absences reduced?
Data
• Pre and post data from Sentral
• Program evaluations
• Surveys
Analysis
Analyse the data to determine the extent to which the
purpose has been achieved.
Implication
Where do we go from here? Future directions and next
steps.
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