School Strategic Plan for
5365 Westgrove Primary School
2015 - 2018
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Endorsements
2
School Profile
Purpose
Westgrove Primary is committed to providing an inclusive, safe and supportive learning environments where students develop
knowledge, skills and understandings to enable them to be positive contributors to their community and the world. The school
acknowledges the importance of child safety and protecting children from abuse. The educational program will build on student
strengths, equip students with 21st century skills, encourage inquiry and motivate students to be lifelong learners. Each student will
be encouraged, guided and supported to reach their individual potential.
Values
Our guiding values are ~respect, empathy, honesty, perseverance and inclusivity. These values define our behaviors and underpin
all decision making. We are committed to ensuring that we treat one another and the environment with respect, are honest in our
endeavors and interactions, persevere to achieve our goals, demonstrate empathy for all members of our community and at all times
embrace inclusive practices.
The school –wide positive behavior pillars of be safe, be respectful, and be a learner are embedded in our practice across the
school.
Westgrove Primary School was established in 1995 with a student population of 275. The school has experienced steady growth
over the years and enrolments are predicted to reach 715 in 2015.
We have an increasing number of students from a language background other than English. Our newly arrived students attend
Western English Language School 4 days per week then transition to Westgrove. We have an English additional language program
to support these students.
The number of students from an indigenous background has also increased over the years. In 2013 we were part of the Focus
School’s Initiative which provided additional support to engage Indigenous students and their families with the school. This funding
enabled us to provide experiences for the whole school which helped build understanding of indigenous culture. Wannik funding was
also used to provide individual tutoring for eligible indigenous students. In 2014 the school received funding from the Koorie Early
Years Literacy project which enabled the school to provide individual literacy and numeracy support for eligible students in years
Prep -3.
The student family occupation density measure has been increasing over the past four years from 0.607 in 2011 to 0.668 in 2014.
This reflects the increasing disadvantage the school community is experiencing. There is an increasing demand on support services
which we are responsive to.
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Westgrove has a number of students on the Program for Students with a Disability. There are 17 students on this program in 2014.
These students are well supported by ES integration aide staff.
Staff work hard to deliver learning which is purposeful and engaging. Professional learning teams, which are well resourced and
organised, operate at each year level. This process ensures consistency around curriculum planning and delivery. Each team is
supported by a pedagogy coach and has a weekly dedicated two hour shared planning session. The teams are also supported by
the in- school literacy and numeracy coaches. Teams have access to quality data which forms the basis of rich professional
discussion. Each child’s progress is tracked and learning is matched to individual needs. Differentiation is planned for and all teams
deliver interventions across the year level. Stand- alone interventions such as levelled literacy (year 1) and Getting Ready in
Numeracy (year 3) are offered.
Over that past four years the school has strived to develop a physical and social environment which is conducive to optimum
learning. The School Wide Positive Behaviour program is well established and the three pillars of Be Safe, Be Respectful and Be a
Learner underpin the school’s behaviour expectations for all students. The school yard and buildings are well maintained and play
areas are constantly being improved to allow for positive interaction between students. The school has an indoor pool in partnership
with Paul Sadler Swimland which has proved to be a wonderful asset to the community.
The parents are generally supportive of the school and assist in many areas. We have strived however to increase the level of parent
engagement over the years with limited success. School Council is a harmonious group who constantly seek ways to improve the
learning environment.
The challenge for Westgrove going into the future is to continue the improvement journey by focusing on delivering quality programs
which meet the learning needs of a diverse range of students. To do this staff must be supported to build their capacity to understand
effective instruction and to deliver learning programs that are engaging. Building connectedness between students, teachers and the
community is critical to improving outcomes for students.
Service Standards
General

The school strives to build strong links and partnerships with parents and the wider community through its commitment to
regular, honest and open communication

The school commits to the active sharing of its vision and goals to ensure community engagement in the school’s strategic
plan

The school will plan for and offer opportunities for parents and the wider community to be involved in school activities and
events in order to build connectedness

Parents will be welcomed into the school and encouraged to assist in classrooms, on excursions, in the canteen etc.

The school will provide all students access to a guaranteed and viable curriculum delivered in a consistent manner across
the school
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
The school will ensure that learning is planned and delivered to match individual learning needs so that each child has the
opportunity to realise their individual potential

The school will provide a safe and orderly learning environment for students
Specific

The school will respond to all communication by parents within 2 working days

The school will communicate details of excursions, camps and school activities in a timely manner to the community

Parents will be engaged regularly if there are any concerns with their child’s academic and or social progress or behavior

All teachers will provide timely and targeted feedback to students on their work

Teachers will ensure learning intentions are explicitly articulated for each lesson

Intervention programs will operate across the school

All staff will follow the School Wide Positive Behaviour process
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Strategic Direction
Goals
Targets
Key Improvement Strategies
Achievement
Achievement refers to both the
absolute levels of learning attainment
and growth in student learning that
schools strive to support.
While recognising that literacy and
numeracy are essential foundations
for students’ success, achievement
outcomes encompass a broader view
of learning, spanning the full range of
curriculum domains, as well as
students’ co-curricular achievements.
To improve the learning growth in
literacy and numeracy for every
student.
School Naplan results will
indicate:
1.Relative Growth to be at the
following levels~
Reading - 30% of students achieve
high growth (2014 – 21.54%), 20% low
growth (2014 – 24.62%)
Number - 35% of students will
achieve high growth (2014 – 29.85%),
15% low growth (2014 – 19.4%)
Writing - 25% of students will
achieve high growth (2014 – 14.93%) ,
25% low growth (2014 – 31.34%)
1. To build a guaranteed and viable
curriculum focused on enhancing
student learning.
2. To build the instructional practice
of every teacher.
2. Year 3
Reading - 50% or more students to
be in bands 5 &6 (2014 – 31.5%)
Numeracy -50% or more students to
be in bands 5 &6 (2014 – 42.7%)
Writing - 60% or more students to
be in bands 5&6 (2014 – 50%)
3. Year 5
Reading - 45% or more of students
to be in bands 7 & 8 (2014 – 51.3%)
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Numeracy - 45% of students to be in
bands 7&8 (2014 – 25.6%)
Writing - 60% of students to be in
bands 7&8 (2014 – 12.5%)
Teacher judgements, informed by the
triangulation of several data sources
including on- line on- demand testing and
common assessment tasks, will indicate
all students deemed capable will
demonstrate a learning growth of at least
1 Ausvels level per year in reading,
writing and numeracy.
(2014 – percentage of students with a learning
growth of 1 Ausvels level or more)
Reading
Writing
Number
Prep
92%
90%
91%
Year 1
83%
91%
80%
Year 2
91%
81%
85%
Year 3
75%
79%
78%
Year 4
92%
96%
92%
Year 5
85%
77%
85%
Year 6
82%
82%
93%
Engagement
Engagement refers to the extent to which
students feel connected to and engaged
in their learning and with the broader
school community.
Engagement spans students’ motivation
to learn, as well as their active
involvement in learning.
Engagement also refers to students
engagement as they make critical
To improve student engagement in
their learning.
Student Attitude to School Survey will
indicate improved outcomes in the
teaching and learning variables ~learning
confidence, school connectedness,
stimulating learning, student motivation,
teacher effectiveness and teacher
empathy.
Improvement will be evidenced by an
average score of 4.7 or higher.
3. Build the data literacy of every
teacher.
4. Build and monitor a whole school
approach to Professional
Learning Teams (PLT’s).
5. Ensure comprehensive and
cohesive student transitions
across the school.
Parent Opinion Survey will indicate
improved outcomes in the stimulating
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transitions through school and beyond
into further education and work.
learning, learning focus and school
connectedness variables.
Improvement will be evidenced by an
average score for these variables of 5.78
or higher.
Staff survey will indicate high levels
of teacher engagement (collective
participation 2018-85%endorsement)
Wellbeing
Students’ health, safety and wellbeing
are essential to learning and
development. An inclusive, safe, orderly
and stimulating environment for learning
is critical to achieving and sustaining
students’ positive learning experiences.
Build the connectedness across the
school between students, staff,
families and the community.
Student Attitude to School Survey
results will indicate improved
outcomes in Student Relationships
variables of classroom behaviour,
connectedness to peers and student
safety.
6. Build the partnership with
parents and the community.
7. Implement a systematic
approach to address
disadvantage.
Improvement will be evidenced by an
average score of 4.0 or higher.
Staff survey to indicate an increase
in the connectedness of families,
staff and students in the variables of
school climate:
1.Trust in students and parents from
55% in 2014 to 75% in 2018
2.Parent and community involvement
from 63% in 2014 to 80% in 2018
Absences will be reduced to an
average of 15 days or below per
student F-6
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Productivity
Productivity refers to the effective
allocation and use of resources,
supported by evidence and adapted to
the unique contexts of each school.
Maximise the school resources to
ensure the achievement of the
strategic plan priorities.
Successful productivity outcomes exist
when a school uses its resources –
people, time, space, funding, facilities,
community expertise, professional
learning, class structures, timetables,
individual learning plans and facilities – to
the best possible effect and in the best
possible combination to support
improved student outcomes and achieve
its goals and targets.
Staff survey to indicate an increase
in the professional learning module
1.Maintain the applicability of PL at
92% or better in 2018
2.Maintain active participation at 80%
in 2018.
8.
Ensure regular monitoring of the
strategic plan by the leadership
team and the school council.
Parent Opinion Survey data will indicate
a school mean score to be 5.8 or higher
on the School Improvement variable.
School Strategic Plan 2014- 2017: Indicative Planner
Actions
Key Improvement Strategies
Achievement
1.
2.
Build a guaranteed and viable curriculum
Build the instructional practice of every
teacher
Year 1

2015





Review, audit and document whole
school curriculum plan in line with AusVELS- include literacy, numeracy and
integrated curriculum
Review the essential learnings in
number and reading and audit in line
with aus VELS
Develop an explicit vocabulary list for
number
Build upon the whole school approach to
intervention
Introduce the BYOD ipad program in
years 3-5
Build teachers’ capacity and knowledge
to embed quality ICT pedagogy and
practice, eg engage consultant
Achievement Milestone
By the end of term 3 the whole school
curriculum plan review process will be
completed and embedded in planning.
By the end of term 4, teachers will have a
shared understanding of intervention.
By the end of term 4, teachers will have
participated in professional learning
associated with ICT pedagogy and practice.
By the end of term 3, an audit of instructional
practice will have been completed
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


Year 2

2016






Year 3

2017


Pedagogy coaches to support and
monitor consistency of curriculum
delivery and rigor across year levels
Audit of instructional practices across
the school
Negotiate a researched agreed upon
model for instruction practice for the
whole school
Pedagogy coaches to support and
monitor consistency of curriculum
delivery and rigor across year levels,
including in agreed upon instructional
practice to ensure QFIC (Quality,
Fidelity, Intensity and Consistency)
Review the essential learnings for
writing and spelling and audit in line with
aus VELS
Develop an explicit vocabulary list for
writing & spelling
Continue to develop whole school
approach to intervention
BYOD year 3-6.
Continue to build teachers’ capacity and
knowledge to embed quality ICT
pedagogy and practice, eg continue to
engage consultant
Building capacity of all staff in the
agreed upon model for instructional
practice eg PL, staff forums, workshops,
peer visits
Building capacity of all staff in the
agreed upon model for instructional
practice eg PL, staff forums, workshops,
peer visits
Continue to develop whole school
approach to intervention
BYOD year 3-6.
By the end of term 4, curriculum delivery and
rigor will be consistent across all year levels
By the end of term 2, teachers are
differentiating the curriculum systemically in
their planning to cater for and engage all
students.
By the end of term 4, teachers in year 3 to 6,
will plan for and implement the use of iPads
to improve student learning.
By the end of term 3, staff will have
completed an action research project on
instructional practice.
By the end of term 4, a whole school
approach to intervention is documented.
By the end of term 4, the school will have
identified an agreed upon model for
instructional practice.
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

Year 4

2018




Engagement
1.
2.
Build the data literacy of every teacher
Build and monitor a whole school approach
to Professional Learning Teams
Year 1

2015



Continue to build teachers’ capacity and
knowledge to embed quality ICT
pedagogy and practice, eg continue to
engage consultant to expand practice to
all Year levels
Pedagogy coaches to support and
monitor consistency of curriculum
delivery and rigor across year levels,
including in agreed upon instructional
practice to ensure QFIC (Quality,
Fidelity, Intensity and Consistency)
Building capacity of all staff in the
agreed upon model for instructional
practice eg PL, staff forums, workshops,
peer visits
Continue to develop whole school
approach to intervention
BYOD year 3-6.
Continue to build teachers’ capacity and
knowledge to embed quality ICT
pedagogy and practice, eg continue to
engage consultant to expand practice to
all Year levels
Pedagogy coaches to support and
monitor consistency of curriculum
delivery and rigor across year levels,
including in agreed upon instructional
practice to ensure QFIC (Quality,
Fidelity, Intensity and Consistency)
Build teacher skill to make quality
judgements of student learning based on
evidence and data
Audit current practice in assessment
Ensure a whole school approach to
collection and use of evidence and data
Ensure the data systems, eg SPA are
understood and used by all teachers
By the end of term 3, all teachers will be
using quality ICT pedagogy and practice.
By the end of term 4, a consistent approach
to intervention embedded across all levels.
By the end of term 1, all teachers will be
implementing the agreed upon model for
instructional practice.
By the end of term 3, all teachers will be
embedding quality ICT pedagogy and
practice.
By the end of term 2, all teachers will use a
range of assessment and moderation
practices.
By the end of term 3, all teachers have an
understanding of their role and what
constitutes an effective PLT.
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3.

Ensure comprehensive and cohesive student
transitions across the school






Year 2

2016





Continue to build a culture of collegiality,
professionalism and coaching so that
PLTs are focussed to collaborate and
plan for high quality instruction and
student learning
Ensure induction and support for new
staff
Ensure monitoring of learning growth for
every student
Ensure monitoring and accountability is
embedded in the work of every PLT
Ensure high expectations for all
Include an intervention process for all
learners across the school – CORE +
MORE
Investigate best practice for transitions –
class to class, team to team, pre-school
to Foundation, Yr 6 to Yr 7, EAL support
Continue to build teacher skill to make
quality judgements of student learning
based on evidence and data
Continue to ensure whole school
approach to collection and use of
evidence and data is implemented
Continue to ensure the data systems, eg
SPA are understood and used by all
teachers
Continue to build a culture of collegiality,
professionalism and coaching so that
PLTs are focussed to collaborate and
plan for high quality instruction and
student learning
Continue to ensure induction and
support for new staff
Continue to ensure monitoring of
learning growth for every student
By the end of term 4, teachers will trial
various student transition approaches.
By the end of term 2, all teachers regularly
use moderation practices to ensure
consistency of assessment.
By the end of term 4, PLTs are working
collaboratively and plan for quality
instruction and student learning.
By the end of term 3, use identified and
agreed upon transition approaches.
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Year 3
2017
 Continue to ensure monitoring and
accountability is embedded in the work
of every PLT
 Continue to ensure high expectations for
all with a whole school process for
setting goals and effective feedback
 Develop a whole school approach to
student transitions – class to class, team
to team, pre-school to Foundation, Yr 6
to Yr 7, EAL support
 Continue to build teacher skill to make
quality judgements of student learning
based on evidence and data
 Continue to ensure whole school
approach to collection and use of
evidence and data is implemented
 Continue to ensure the data systems, eg
SPA are understood and used by all
teachers
 Continue to build a culture of collegiality,
professionalism and coaching so that
PLTs are focussed to collaborate and
plan for high quality instruction and
student learning
 Continue to ensure induction and
support for new staff
 Continue to ensure monitoring of
learning growth for every student
 Continue to ensure monitoring and
accountability is embedded in the work
of every PLT
 Continue to ensure high expectations for
all with a whole school process for
setting goals and effective feedback
 Develop a whole school approach to
student transitions – class to class, team
to team, pre-school to Foundation, Yr 6
to Yr 7, EAL support
By the end of term 2, all teachers make
judgements of student learning based on
evidence and multiple sources of data.
By the end of term 3, PLTs are working
collaboratively and plan for quality instruction
and student learning.
By the end of term 3, a whole school
approach to student transitions is
documented.
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Year 4
2018
Wellbeing
1.
Build the connectedness across the school
between students, staff, families and the
community.
Year 1
2015
 Continue to build teacher skill to make
quality judgements of student learning
based on evidence and data
 Continue to ensure whole school
approach to collection and use of
evidence and data is implemented
 Continue to ensure the data systems, eg
SPA are understood and used by all
teachers
 Continue to build a culture of collegiality,
professionalism and coaching so that
PLTs are focussed to collaborate and
plan for high quality instruction and
student learning
 Continue to ensure induction and
support for new staff
 Continue to ensure monitoring of
learning growth for every student
 Continue to ensure monitoring and
accountability is embedded in the work
of every PLT
 Continue to ensure high expectations for
all with a whole school process for
setting goals and effective feedback
 Develop a whole school approach to
student transitions – class to class, team
to team, pre-school to Foundation, Yr 6
to Yr 7, EAL support
 Audit current practices in engaging with
the community.
 Develop an action plan for improving
connectedness with the school
community.
 Audit current practices in monitoring
student attendance
 Develop an action plan for improving
student attendance monitoring.
By the end of term 2, all teachers make
quality judgements of student learning based
on evidence and multiple sources of data
By the end of term 3, PLTs are focussed
collaborative and plan for high quality
instruction and student learning.
By the end of term 3, a whole school
documented approach to student transitions
is implemented across the school.
By term 4, staff will develop a more
comprehensive understanding of the
challenges in our community and the
importance of building connectedness.
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Year 2
2016
Year 3
2017
Year 4
2018
 Auditing and improving communication
channels with the school community
 Further developing electronic forms of
communication with and within the
school community
 Investigate actions to address
disadvantage and develop an action
plan
 Implementing areas identified in action
plan for improving connectedness with
school community
 Implementing areas identified in action
plan for improving the monitoring of
student attendance
 Further develop electronic forms of
communication with the school
community
 Implement the actions according to the
“addressing disadvantage action plan”
 Implementing areas identified in action
plan for improving connectedness with
school community
 Implementing areas identified in action
plan for improving the monitoring of
student attendance
 Further develop electronic forms of
communication with the school
community
 Implement the actions according to the
“addressing disadvantage action plan”
 Implementing areas identified in action
plan for improving connectedness with
school community
 Implementing areas identified in action
plan for improving the monitoring of
student attendance
By term 3 staff teams implement at least 3
strategies from the wellbeing action plans.
By term 3 staff teams implement all
strategies from the wellbeing action plans.
By term 3 all staff will routinely use the
wellbeing action plans to build
connectedness across the school
community.
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Productivity
1. Maximise the school resources to
ensure the achievement of the strategic
plan priorities
Year 1
2015
Year 2
2016
Year 3
2017
Year 4
2018
 Further develop electronic forms of
communication with the school
community
 Implement the actions according to the
“addressing disadvantage action plan”
 Workforce planning to support the
achievement of strategic plan priorities
 Strategic resource plans to reflect the
implementation of strategic plan
priorities
 Ensure regular monitoring of the
strategic plan by the leadership team
and school council
 Workforce planning to support the
achievement of strategic plan priorities
 Strategic resource plans reflect the
implementation of strategic plan
priorities
 Ensure regular monitoring of the
strategic plan by the leadership team
and school council
By the end of term 4, all staff believe that
they have had the opportunity to contribute to
the new school strategic plan.
By the end of term one, staff have completed
performance and development plans that
demonstrate links with the school’s strategic
plan and annual implementation plan.
 Workforce planning to support the
achievement of strategic plan priorities
 Strategic resource plans reflect the
implementation of strategic plan
priorities
 Ensure regular monitoring of the
strategic plan by the leadership team
and school council
By the end of term 4, all staff have had an
end of year discussion related to their
performance and development plan including
feedback sources.
 Workforce planning to support the
achievement of strategic plan priorities
By the end of term 3, the leadership team
routinely monitors the strategic and annual
implementation plans.
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 Strategic resource plans reflect the
implementation of strategic plan
priorities
 Ensure regular monitoring of the
strategic plan by the leadership team
and school council
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