Strategic Improvement Plan 2021-2024 - Minto Public School 2572 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Minto Public School 2572
Page 1 of 8 Minto Public School (2572) -2021-2024 Printed on: 22 April, 2021School vision and context
School vision statement School context
At Minto Public School we work collaboratively to provide every child with an inclusive Minto Public School is located in the south west Sydney Region of NSW with a current
environment where all students, staff, and community members are known, valued and student enrolment of 225 and one of four public primary schools providing educational
cared for. We have a culture of high expectations and high aspirations where students services within the Minto Community of Schools. The school culture is that of belonging and
continually grow and improve holistically. We prepare students to be engaged, connectedness with the students, staff and parents working together to promote school
independent and resilient global citizens. excellence.
The school is a dynamic learning community with dedicated staff committed to continual
improvement of learning outcomes through quality teaching practices and programs. The
school, its students and their families benefit from positive, collaborative relationships. Our
parent community highly values education and the school has a very committed and
hardworking Parents and Citizens' Association (P&C).
Our school is supported by a strong multi-cultural community. 74% of our students have a
language background other than English, and 164 require some level of EAL/D (English as
an Additional Language or Dialect) support. 4% of students identify as Aboriginal. & Torres
Strait Islander Our students come from a wide range of socio-economic backgrounds.
Minto Public School was originally opened in 1867, celebrating 150 years in 2017, and has
been at its present site since 1954. It has a number of original buildings, beautifully
refurbished, and a historical train museum. The school has a population of 225 students
with 75% of students from a language background other than English. Minto Public School
currently has 9 classes organised into two stage teams led by two Assistant Principals. The
education of these students is supported by a five day per week English as an Additional
Language or Dialect (EAL/D) teacher, a five day per week Learning and Support Teacher
(LaST) teacher and a three day per week Teacher Librarian. The staff is a mix of
experienced teachers and early career teachers, with a cohort of 20. Administration staff is
comprised of very experienced personnel.
Through our situational analysis, we have identified three strategic directions for the 2021-
2024 Strategic Improvement Plan. 1. Student Growth and Attainment. 2. Wellbeing and
Engagement. 3. High Expectations and Continuous Improvement Culture
Page 2 of 8 Minto Public School (2572) -2021-2024 Printed on: 22 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
To maximise student learning outcomes and increase the Collaboration Days • Collaboration processes are implemented to support
number of students achieving expected growth in reading teachers to analyse student data, identify
and numeracy. Through collaboration we use internal and • Team based Data days to support 5 week teaching improvement measures and use feedback to
external practices to maximise growth in our students and learning cycle. improve student achievement.
learning through explicit teaching, valid assessment • Collaboration processes are implemented to support • School literacy and numeracy data is used regularly
practices and data use. teachers to analyse student data, identify K-6 to monitor and track student progress and to
improvement measures and use feedback to support consistent judgement of learning.
Improvement measures improve student achievement.
• Student data and feedback from teacher
• Embed data informed formative assessment observations informs teaching practice and directs
Target year: 2024 practices as an integral part of daily instruction in learners and their learning.
every classroom.
• 100% of teachers effectively using PLAN2 and • IL teams are collaborative, build the capabilities of all
school based tracking systems to drive student teachers and are an integral component of whole
growth and attainment. Instructional Leader school approaches to language, literacy and
numeracy programs.
NAPLAN Top 2 Bands • Instructional Leader, COVID Intensive Learning
• Effective use of the Support Team(IL, LaST & SLSO)
Support personnel and the Learning and Support
• Improvement in the percentage of students achieving to build teacher capacity and support student
team build teacher capacity to use data to inform
in the top 2 bands to be above the school's upper achievement.
their teaching and learning practices.
bound system-negotiated target in reading 49.8%
(EN2-10C)and numeracy 45.1% (Yr 3MA2ANA) Yr 5 • Targeted and intensive learning and support
MA37NA) programs to improve the literacy and numeracy Evaluation plan for this strategic direction
needs of students, including Aboriginal and EAL/D.
• Increase the percentage of Aboriginal students
achieving top 2 NAPLAN bands in reading and • Develop targeted, ongoing and differentiated staff Question
numeracy to be above the school's lower bound professional learning through team teaching with
system-negotiated targets Instructional Leader, Assistant Principal's and Are the data sources used to regularly analyse the
learning & Support teachers and dialogue with effectiveness of the initiatives in achieving the purpose
NAPLAN Growth academic mentors, to build teacher capacity as and improvement measures of the strategic direction?
exemplary educators in literacy & numeracy.
• Improvement in the percentage of students achieving Data
expected growth to be above the school's upper
bound system-negotiated target in reading 72.1% • NAPLAN data
and numeracy of 70.9%. • Check in Assessment
• Proportionally contribute to the St Andrews Principal • Phonological diagnostic test
Network target uplift of Aboriginal students attaining
and increase in the % of students achieving the top 3 • Phonics Screen
bands NAPLAN in reading and numeracy , while • Best Start
maintaining their cultural identity.
• Student work samples
• Results for Aboriginal and EAL/D students are
equivalent to or exceeding the progress and • Literacy and numeracy PLAN2 data
achievement of all students in the school Internal data
• All teachers demonstrate high quality skills in explicit
teaching of relevant literacy and numeracy targeted • Student work samples
strategies.
Page 3 of 8 Minto Public School (2572) -2021-2024 Printed on: 22 April, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Evaluation plan for this strategic direction
• Data day analysis
Target year: 2024
• School based tracking system
• School based assessment
• Instructional Leader
• Student PLPs
• Student focus groups
• Classroom observations
Analysis
• Regular review of these data sources to provide
clarity around whether we are on track for achieving
the intended improvement measures.
• Regular professional discussion around the School
Excellence Framework elements and themes.
• Executive team and whole staff reflective sessions.
• Term by term review and triangulation of data
sources including quantitative and qualitative,
internal and external data to corroborate conclusions.
Implications
'Where to Next?'
Annual Reporting on school progress.
Did we achieve the intended improvement?
Does the data provide adequate evidence?
Page 4 of 8 Minto Public School (2572) -2021-2024 Printed on: 22 April, 2021Strategic Direction 2: Wellbeing and Engagement
Purpose Initiatives Success criteria for this strategic direction
To create a challenging and engaging school environment • All students will have access to engaging learning
that fosters wellbeing and develops motivated learners. Support Team (Instructional Leader, COVID support environments that support individual learning needs.
Tutor, SLSO team)
• All teachers will have expertise in utilising all support
Improvement measures • To create a climate of collective responsibility
processes available to staff, students and families.
throughout the school's Support team processes, • All students will have a clear understanding that they
Target year: 2022 which are then actioned correctly by all staff are known, valued and cared for.
according to school procedures. • Teachers are consistently using evidence based
Attendance
• Students display active, inquisitive learner practices to support all students' access to social and
• Increase the percentage of students attending school behaviours academic curriculum.
90% of the time, or more, to be at or above the lower • Learning and social spaces are enhanced and • Excelling in Wellbeing as measured by the SEF,' a
bound system negotiated target of 78.4%. maximised across the school so that all students strategic and planned approach to develop whole
have opportunities to access varied quality learning school wellbeing processes that support the
Target year: 2024 environments, according to student need. wellbeing of all students so that they can connect,
succeed, thrive and learn.'
• Student attendance improvement and targets
Tell Them From Me celebrated. • Enhanced teacher capacity to deliver differentiated
teaching and learning programs that improve student
• Enhanced, positive relationships across the school outcomes and are evidenced by improved learner
community is evidenced and increased from baseline Spirals of Inquiry engagement.
data.
• Teachers to research and develop inquiry mindset • Attendance procedures and processes are
Internal Data when considering student learning, engagement and implemented.
achievement. • Minto Public School's attendance policy is known by
• Spirals of Inquiry data that identifies supportive all staff and is embedded in MPS Induction
relationships and consistent contact with every • School wide practices demonstrate a deep
understanding of research regarding behaviour and procedures.
student.
the link to quality practice.
• Increase in PBL data of positive/merit awards,
reduction in negative incidents.
PBL & Wellbeing Team Evaluation plan for this strategic direction
• Smiling Minds baseline data (focus group)
• Identify the link between behaviour and student Question
engagement.
• We consult, review, embed and update our whole To what extent have we achieved our purpose/
school wellbeing processes.
Data
• Review the Student Wellbeing Framework and
Positive Behaviour for Learning and use this lens to • TTFM
support our wellbeing processes.
• Smiling Minds
• Ensure all staff respond and embed consistent,
wellbeing processes guided by the school's • Spirals data
Behaviour Management Policy to ensure monitoring, • EBS reports
analysis and evaluation of student behaviour,
attendance, wellbeing, learning and engagement. • Attendance data
• All Aboriginal and Torres Strait Islander students are
Page 5 of 8 Minto Public School (2572) -2021-2024 Printed on: 22 April, 2021Strategic Direction 2: Wellbeing and Engagement
Initiatives Evaluation plan for this strategic direction
known, valued and cared for by all staff. Analysis
• Establish and embed in school processes to
• Regular review of these data sources to provide
prioritise staff wellbeing so that all staff build and
clarity around whether we are on track for achieving
maintain respectful collegial relationships and have
the intended improvement measures.
ongoing support through various levels of career
progression. • Regular and planned check in students to measure
the success of increased support provisions,
• Effective improvements to attendance levels through
research, community consultation and whole school • Analysis of PBL/Smiling Minds data.
commitment to required changes. • Feedback from IL/Support team, student focus
Student Voice groups and families.
• Analysis of funds, have we used needs based
SRC/Junior AECG/Green Team/Library Monitors funding for intended purpose?
• Building student teacher relationships where Implications
connectedness is emphasised and student voice
flourishes, so that students feel confident, respected • 'Where to Next?'
and valued • Future directions/next steps
• Student voice is prioritised and evident in all learning • Regular professional discussion around the School
settings to enhance and maximise student Excellence Framework elements and themes.
engagement and outcomes.
• Annual Reporting on school progress.
• Visible student leadership in decision making when
considering future directions for MPS. • Did we achieve the intended improvement?
• Does the data provide adequate evidence?
Page 6 of 8 Minto Public School (2572) -2021-2024 Printed on: 22 April, 2021Strategic Direction 3: High expectations and Continuous Improvement Culture
Purpose Initiatives Success criteria for this strategic direction
To promote high expectations teachers know their • Data driven practices determine all teachers'
students well, value them as learners and understand how Data Analysis teaching and learning programs.
to support their learning. Through differentiation, • Data and assessment processes are effectively
individualised feedback and meaningful classroom • All teachers to actively participate in data analysis of
embedded into all student and teacher learning.
interactions, students will be challenged and encouraged student achievement every 5 weeks.
in a culture of continuous improvement. • All students demonstrate a years worth of growth for
• Instructional Leader and Assistant Principal to build
a years worth of learning.
teacher capacity to use data in planning quality
Improvement measures teaching and learning programs. • Identified students are provided with effective and
targeted teaching practices.
• Identify students not demonstrating growth and
Target year: 2024 provide high impact targeted support to ensure the • All staff are able to identify improved student
shift in student outcomes. achievement as a result of high impact strategies.
• Every student, every teacher, and every leader
improves every year. • All teachers to develop skills in data tracking and • Parent and community engagement impacts student
analysis. improvement.
• An increase in percentage of students demonstrating
continuous growth through every teaching and • Students to determine and set individualised learning • Teachers promote high expectations of their students
learning cycle. goals. through differentiation and individualised feedback.
• Every Aboriginal Torres Strait Islander student Aboriginal Education Leadership
achieves jointly determined targets and goals.
• All Personalised Learning Pathways promote student
• High Performance & Gifted students identified and growth and self directed learning with structures put
teachers able to provide access to learning in place to support students.
Evaluation plan for this strategic direction
opportunities.
• Aboriginal Education curriculum is purposeful and Question
• Performance and Development Plans authentically authentically taught to all students.
support all staff and provide high impact support for To what extent have our students and staff achieved
professional development. continuous improvement?
High Performance Gifted Education
• Parent and community engagement to result in high
value impact on student improvement. Data
• Build teacher capacity to identify and support the
needs of high performing students in classrooms.
Internal tracking data
Target year: 2022 • To provide opportunities for curriculum extension.
• Establish school procedures, using Learning & PLAN2
Target year: 2024
Support Team and refine protocols to support high
performing and gifted students. PLP reviews
• Implement and embed Department of Education NAPLAN
High Performance Gifted Education Policy.
Check in Assessment
Focus group (HPGE and parents)
Analysis
Review progress towards the improvement measure.
Page 7 of 8 Minto Public School (2572) -2021-2024 Printed on: 22 April, 2021Strategic Direction 3: High expectations and Continuous Improvement Culture
Evaluation plan for this strategic direction
Implications
Did we achieve the intended improvement?
Does the data provide adequate evidence?
Annual Reporting on school progress.
Page 8 of 8 Minto Public School (2572) -2021-2024 Printed on: 22 April, 2021You can also read
