Strategic Improvement Plan 2021-2024 - Scarborough Public School 3045 - AWS
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Strategic Improvement Plan 2021-2024
Scarborough Public School 3045
Page 1 of 8 Scarborough Public School (3045) -2021-2024 Printed on: 26 March, 2021School vision and context
School vision statement School context
At Scarborough Public School we embrace a culture of trust, courage and risk taking that Scarborough Public School is a located on Dharawal country in the northern suburbs of
sets high expectations for every student to achieve academic, social, physical and Wollongong. Our small school has an enrollment of 65 students, across 3 multi-grade
emotional success. We value authentic collaboration to develop inclusive, creative and classes. As a small school, we keep students at the centre of our decision-making, ensuring
innovative learning opportunities that are responsive to student individuality and need. that no student gets lost in the crowd.
We consistently expect our students and teachers to turn up, welcome challenge and be Our expectations for learning are high for every student and reflect the high aspirations and
better than the day before. Every single day of teaching and learning at Scarborough Public goals of both our community and the students themselves. Learning is supported across the
School matters. curriculum by a very active and well-informed local community.
Our school celebrates difference within a diverse cohort of students, including an increasing
number of neurodiverse learners. Aboriginal students make up less than 5% of our student
cohort but the school has a strong focus on developing integrated learning opportunities
that celebrate our country's rich Aboriginal history and culture.
We take an inclusive, proactive and strengths-based approach to learning, with our
experienced staff committed to working collaboratively with parents and external providers
to ensure every student is known, valued and cared for. Adjustments are planned,
documented and delivered by staff to ensure all students can access learning at their level
of need.
Extra-curricular opportunities in sport, science and technology, debating, public speaking,
academic enrichment and the arts enable our students to build on their strengths and
interests through many different and challenging experiences. These opportunities are often
delivered in collaboration with our Seacliff Community of Schools and a strong small
schools network.
The whole school community, involving students, staff, parents and the NIAECG, was
consulted in the development of this Strategic Improvement Plan. Through our situational
analysis, we have identified a need to use assessment with greater flexibility and
responsiveness as an integral part of daily instruction, ensuring teachers can adapt their
practice and meet the learning needs of all students. Further work is required on developing
staff understanding of student assessment and data concepts. Teachers need greater
confidence in analysing, interpreting and extrapolating data, collaboratively using this
information to inform planning, identify interventions and modify teaching practice.
Our analysis of NAPLAN and internal data highlights numeracy as an area of focus, with
particular emphasis on developing a strong understanding of the new maths syllabus. A
strategic planned approach to wellbeing and inclusion is also a priority, achieved through
the development of whole school wellbeing processes that support the wellbeing of all
students so they can connect, thrive and learn.
As part of these targeted improvements, student progress will be continually monitored and
evaluated against the School Excellence Framework to determine the impact of our
changes in practice.
Page 2 of 8 Scarborough Public School (3045) -2021-2024 Printed on: 26 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
To improve student performance and growth in target Assessment for teaching • Teaching programs are dynamic, showing evidence
areas of reading and numeracy through refinement of our of revisions, based on feedback on teaching
curriculum knowledge and teaching practice, along with Ensure that consistent school-wide practices for practices, consistent and reliable assessment and
consistent use of literacy and numeracy assessment for, assessment are used to monitor, plan and report on continuous tracking of student progress and
as and of learning. student learning across the curriculum. achievement.
• High impact professional learning on the use of • Learning intentions and success criteria are
Improvement measures effective assessment to inform teaching. embedded in classroom practice to inform learning.
• Collaboratively align assessment tasks to the • Students can articulate their learning goals and the
Target year: 2022
curriculum to inform teaching practices, utilising steps they need to take to achieve learning success.
• The proportion of Year 3 and 5 students achieving in challenging learning goals and success criteria. • Learning and support team effectively collaborates
the top two bands in NAPLAN numeracy increases with the classroom teacher, parents and external
• Embed data-informed formative assessment
by 11.7%. support to provide effective adjustments for students
practices as an integral part of daily instruction all
with specific needs, including those who show high
• The proportion of Year 3 and 5 students achieving in classrooms.
potential or giftedness in any of the four domains.
the top two bands in NAPLAN reading increases by
• Expertly gather evidence of how learners are
4.6%. • Teaching programs reflect best practice and support
progressing towards learning goals, using effective
the delivery of the new English and mathematics
Target year: 2024 classroom discussion, questioning, observation,
curriculum documents.
activities and tasks.
The school self-assesses at excelling in the • Assessment data shows growth in reading and
• Utilise the learning progressions to effectively track
assessment element of the School Excellence numeracy focus areas.
and evaluate student progress, aligned to the
Framework (SEF). syllabus outcomes.
Target year: 2024 Effective Classroom Practice Evaluation plan for this strategic direction
The school self-assesses at excelling in the effective Teachers are committed to identifying, understanding and The school will use the following data sources to regularly
classroom practice element of the School Excellence implementing effective, evidence-based strategies. analyse the effectiveness of the initiatives in achieving
Framework (SEF). the purpose and improvement measures:
• Deliver professional learning around the new
Target year: 2024 mathematics and English curriculum and the CESE • NAPLAN, Check-in and Scout data
What Works Best research.
The school self-assesses highly in the K-6 reading: • Student IEPs and PLPs
school self-evaluation tool • Embed effective feedback into classroom practice to
ensure all students have a clear understanding of • Teacher programs
how to improve. • Student work samples
• Review and adapt lesson planning practices to • Teacher observation feedback
ensure teaching is differentiated and documented to
support all students at their level of need, including • Evaluation against the SEF SaS and What Works
high potential and gifted students. Best Toolkit
• Expert teaching of curriculum content and skills The evaluation plan will involve:
within lessons that are systematically planned as part
of a coherent and integrated program. • Regular review of these data sources to identify
progress against the intended improvement
Page 3 of 8 Scarborough Public School (3045) -2021-2024 Printed on: 26 March, 2021Strategic Direction 1: Student growth and attainment
Initiatives Evaluation plan for this strategic direction
• Establish effective learning alliances with schools measures.
and experts to improve teaching of reading and
• Regular professional discussion around the School
numeracy.
Excellence Framework elements and themes.
Page 4 of 8 Scarborough Public School (3045) -2021-2024 Printed on: 26 March, 2021Strategic Direction 2: Collaborative practice
Purpose Initiatives Success criteria for this strategic direction
To improve student performance through the use of data- • Teachers confidently collaborate and share effective
informed practices within a collaborative planning Precision in Practice (PiP) classroom strategies within the team and across
environment, using collective efficacy to maximise the schools, leading to measurable improvement in
impact and consistency of teaching. Ensure that teachers work within a collaborative learning numeracy outcomes.
community to maximise the consistency and impact of
their teaching. • Valid and reliable assessment data is regularly
Improvement measures collected, monitored and deeply analysed to inform
• Professional learning based on the research of learning goals.
Target year: 2024 Hattie, Fullan and Sharratt is delivered to develop • Data walls are used systematically, with clear
shared beliefs and understandings across all staff, evidence of ongoing evaluation of student work and
100% of teachers have embedded QT elements within and across schools in effective data-informed
teaching and learning programs. All subject areas have monitoring of progress.
planning.
demonstrated a focus on planning for, and evaluating • All teachers engage in ongoing observations of
teaching and learning programs using QT • Establish regular Precision in Practice (PiP) classroom practice, providing quality feedback and
meetings structured around the collaborative inquiry sharing expertise to collectively improve pedagogy.
Target year: 2024 approach of Lyn Sharratt (Clarity), focussed on
effective intervention and collaborative problem • Experienced teachers have begun the journey
The school self-assesses at excelling in the solving. towards highly accomplished accreditation,
instructional leadership element of the School supported by negotiated PDP goals.
• Co-construction of meaningful data walls that enable
Excellence Framework (SEF). staff to engage in co-teaching conversations, analyse
student progress, identify specific student needs and
Target year: 2024
set effective learning goals for students. Evaluation plan for this strategic direction
The school self-assesses at excelling in the data skills • Teachers undertake ongoing observations within the The school will use the following data sources to regularly
and use element of the School Excellence Framework school, and across schools, aligned to the Quality analyse the effectiveness of the initiatives in achieving
(SEF). Teaching Rounds framework. Embedded the purpose and improvement measures:
opportunities for feedback and sharing of best
practice are provided to broaden teaching repertoire. • NAPLAN and Check-in data
• Feedback from observations and Precision in • IEPs and PLPs
Practice discussions inform Performance and
Development Plan (PDP) goals. • Sprints planning and student work samples
• Data wall photos
• Teacher observation feedback, aligned to QTR
• 360 Reflection tool
• SEF SaS
• What works best toolkit & AITSL self-reflection tool
The evaluation plan will involve:
• Regular review of these data sources to identify
progress against the intended improvement
measures.
Page 5 of 8 Scarborough Public School (3045) -2021-2024 Printed on: 26 March, 2021Strategic Direction 2: Collaborative practice
Evaluation plan for this strategic direction
• Regular professional discussion around the School
Excellence Framework elements and themes.
Page 6 of 8 Scarborough Public School (3045) -2021-2024 Printed on: 26 March, 2021Strategic Direction 3: Student wellbeing and engagement
Purpose Initiatives Success criteria for this strategic direction
To improve student wellbeing and engagement in learning • Teachers expertly apply individual adjustments to
through the implementation of inclusive, proactive and Proactive wellbeing and inclusion practices learning and environment that are aligned with policy
research-informed practices. and informed by consultation with experts.
Whole school practices that result in measurable
improvements in well-being and engagement to support • Consistent implementation of evidence-based
Improvement measures learning. changes to whole school practices. with a focus on
trauma-informed practice.
Target year: 2022 • High-impact professional learning around effective • Systematic processes are in place to ensure
inclusive practice, informed by the Inclusive students turn up every day, and student absences do
Expectations for success and student sense of Education Statement, Disability Standards, School
belonging in Tell Them from Me survey, increased by not impact on learning outcomes .
Wellbeing Framework, Behaviour Strategy and
5.5% Disability Strategy. • Evidence of a school-wide, collective responsibility
for student learning success.
Target year: 2022 • Research-informed professional learning on the
effective use of trauma-informed practice, aligned to • IEP and PLP meetings are collaborative and involve
The percentage of students attending school 90% of BeYou, Berry Street Education Model and CPS. all stakeholders, delivering goals for students that
the time or more is increased by 6.2% on 2018 data. are specific, measurable, achievable, relevant and
• Development of a Wellbeing and Inclusion Plan, timely.
ensuring optimal conditions for learning with
Target year: 2024 • Aboriginal perspectives are respectfully embedded in
expectations that are explicit, supportive and
consistently applied across the school. all learning programs.
The school rates as sustaining in all 7 dimensions of the
School Assessment Tool for strengthening family and • Embed inclusive and proactive strategies within all
community engagement in student learning classrooms to collaboratively solve student
behaviour problems and teach lagging skills. Evaluation plan for this strategic direction
Target year: 2024
• Review and adapt IEP and PLP processes to ensure The school will use the following data sources to regularly
The school self-assesses at excelling in the wellbeing they effectively cater for students with diverse needs, analyse the effectiveness of the initiatives in achieving
element of the School Excellence Framework (SEF), including high potential or gifted learners. the purpose and improvement measures:
using the Wellbeing for School Excellence Evaluation
Support Tool. Cultural awareness and reconciliation • Tell them from Me (student and parent feedback)
Whole school focus on cultural inclusivity, with a specific • Sentral wellbeing entries and suspension data
Target year: 2024
focus on Aboriginal and Torres Strait Islander • Turning Policy into Action Guide
The school self-evaluates highly in the perspectives.
Reflect>Plan>Act tool within the Aboriginal Education • IEP, PLP and Behaviour Plan documentation
and Training Policy: Turning Policy into Action guide. • Cultural awareness training will be delivered for all
• SEF SaS
teachers, with all staff given the opportunity to attend
Connecting to Country training over the 4 year cycle. • Wellbeing Self-Assessment Tool & Wellbeing for
School Excellence tools
• Development of a Reconciliation Action Plan (RAP)
using Narragunnawali resource to guide future • External expert feedback (OT/Speech/Psych)
planning and to establish a formal commitment to
reconciliation by the school. The evaluation plan will involve:
• Increase teacher involvement at NIAECG meetings • Regular review of these data sources to identify
for greater connection with community. progress against the intended improvement
measures.
Page 7 of 8 Scarborough Public School (3045) -2021-2024 Printed on: 26 March, 2021Strategic Direction 3: Student wellbeing and engagement
Evaluation plan for this strategic direction
• Regular professional discussion around the School
Excellence Framework elements and themes.
Page 8 of 8 Scarborough Public School (3045) -2021-2024 Printed on: 26 March, 2021You can also read
