School Strategic Plan for
Newborough Primary School
Gippsland region
2012-2015
Signed……………………………………….
Endorsement by
School Principal
Name
Tim Delany
Date.........................................................
Signed……………………………………….
Endorsement by
School Council
Name
Date.........................................................
School Council President signs indicating that the School Strategic Plan has been
endorsed by School Council
Signed……………………………………….
Endorsement by
Regional Network
Leader
Name
Mark Anderson
Date……………………………………………
1
School Profile
Purpose
Our school motto is ‘Educating for Successful Futures’. We achieve this by providing an engaging learning environment that supports
customised learning to encourage students to become lifelong learners through a strong focus on positive student engagement. We
aim to develop highly aspirant students who will value themselves, their community and who will maximize their learning
opportunities to perform to their full potential. They will develop the knowledge and skills to become successful and valued members
of their community.
Values
Our school is a NEWBEE School. We teach and practise NEWBEE values of Be A Learner, Be Caring, Be Safe and Be Proud.
Through the NEWBEE values we continue to foster the skills of Organisation, Resilience, Persistence, Confidence and Getting Along
to develop highly aspirational students who value education as a means of ensuring successful futures.
Environmental Context
Environmental

Newborough Primary School was founded in 1949 and located in the Latrobe Valley approximately 130 kilometres east of
Melbourne. Our enrolment is currently around 150 after a period of decline resulting largely from local demographic changes. In
2011 we undertook a Cycle 5, Stage 2 Building Futures project and as a result, over half of our teaching and learning speces
are new. The school has one sports field, two all weather basketball/netball courts, three adventure playgrounds on a large
terraced and well maintained site with 7 mainstream classrooms, a multi-purpose room, a meeting room that is available for
community use, a library, vegetable garden and art room. We are a Sunsmart, National Solar and Water Wise school and
recycle paper and compost.
Social

The current staff profile consists of 47% Expert Teachers, 21% Accomplished Teachers and 32% Graduate teachers. There is a
Student Family Occupation (SFO) index of .550 at the school with 45% of families claiming EMA requiring increasingly targeted
support to achieve critical learning outcomes. We have a very low percentage of Non English Speaking Background (NESB)
and Koorie families and generally low student and family transience.
Educational

Newborough Primary School has a clearly defined behaviour management policy called NEWBEES, which is based on the
nationally recognised School Wide Positive Behaviour Support program. The students own and participate in decisions about
NEWBEE values. We have high expectations and pride in our students’ educational, social and sporting achievements and
support our students with strong transition programs between our school and the local secondary college and pre-school.
3
Student leadership is promoted with responsibilities such as the School Captains, House Captains and Junior School
Councillors who have NEWBEE roles in the areas of care, pride, learning and safety. We provide a range of cultural, academic,
special needs and sporting activities, including an instrumental music program, school musical, camping, values program,
excursions, community and safety awareness programs.

Staff members have a commitment to excellence and to improving their professional knowledge and capacity and have
embedded the Victorian Essential Learning Standards in curriculum development, assessment and reporting. Staff work in
Professional Learning Teams to analyse evidence of student learning and make collective decisions about what students know,
what they need to learn next and how they can best be taught.
Technological

A fibre optic and wireless network supports a computer laboratory and computer facilities in classrooms which are equipped with
electronic whiteboards, notebooks, netbooks, digital still and video cameras and filtered high speed internet. The school is
supporting the roll out of the Ultranet out to students and also uses digital media such as Mathletics and a range of iPad
applications to support learning. Specialist I&CT teaching is provided for the students and technical support personnel maintain
the network.
Strategic Intent
Student Learning
Goals
Targets
Key Improvement Strategies
To improve student
outcomes in literacy and
numeracy
NAPLAN
By 2015 for both literacy and numeracy using NAPLAN as the
measure:
Build strong and distributed instructional
leadership
 No more than 10% of students below Band 3 at Year 3 and below
Band 5 at Year 5
 At least 40% of students in top 2 bands at Years 3 and 5.
 An average learning growth of 85 points or better between Years
3 and 5
Build teachers’ capacity and skills to
implement effective teaching and learning
Build commitment to school vision and
values
Instruction & Leadership
Student Engagement and
Wellbeing
To improve students’
engagement in learning.

Create an index to measure staff engagement and by averaging
the Staff Opinion data relating to Empathy, Clarity, Engagement
and Learning

To achieve an average of 75 or above by 2015 across these
four variables. (Baseline 2010 – 66)
Student Engagement

Construct a Teaching and Learning Index by determining the
mean of the six Teaching and Learning variables on the
Student Attitudes to School survey

Achieve a mean 4.6 on this index by 2015 (Baseline 2010 –
4.3)
Student Relationships

Construct a Student Relationships Index by determining the
mean of the three relationships variables on the Student
Attitudes to School survey

Achieve a mean 4.2 on this index by 2015 (Baseline 3.84 –
2010)
Student Attendance
Average student absences P-6 not to exceed 14 days per year over
the period 2012 – 2015.
Build commitment to school vision and
values
Continue to implement the School Wide
Positive Behaviour Support Program –
particularly to support evidence based
practice.
Build teachers’ capacity and skills to
implement effective teaching and learning
5
Student Pathways and
Transitions
To improve year to year
transition outcomes
Learning Growth
By 2014 for both literacy and numeracy using NAPLAN as the
measure: No more than 10% of students below Band 3 at Year 3 and below
Band 5 at Year 5
 At least 40% of students in top 2 bands at Years 3 and 5.
 An average learning growth of 85 points or better between Years
3 and 5.
Parent Satisfaction
The Transitions and General Satisfaction variables on the Parent
Opinion Survey to be sustained at 6.0 or better for each of the years
2012-2014.
Build teachers’ capacity and skills to
implement effective teaching and learning
School Strategic Planner 2012- 2015: Indicative Planner
Key Improvement Strategies
Actions
(KIS across the three student
outcomes areas)
(Changes in practice and behaviours)
Year 1
STUDENT LEARNING
Build strong and distributed
instructional leadership
Build teachers’ capacity and
skills to implement effective
teaching and learning
Build commitment to school
vision and values
Achievement Milestones

Restructure the leadership team to include more leaders and focus on
instructional leadership
Regular leadership team meetings that
have teaching and learning at the centre

Develop a code for leadership team culture and behaviours of leaders and
ensure regular planned weekly leadership team meetings

Leaders observing & providing feedback
to teachers
Liaise with the RNL to optimise access to available external support and
resourcing and access the Latrobe Valley Network PLT strategy

Restructure the PLT model and timing to bring teaching and learning to the
centre & promote evidence based practice

Identify and skill PLT leaders in order to build teacher capacity and skill in:
o explicit literacy and numeracy strategies
o Teaching individual students at their point of need

Enrol 3 – 6 PLT and Leadership Team in the Melbourne University ALPOS
course

Support P-2 PLT to access Australian Developmental Curriculum (investigations)
& access high quality numeracy assessment tools

Ensure teachers are exposed to and reflect on the research relating to effective
teaching & assessment

Trial team based performance and development plans for all staff – based on
SSP and AIP goals

Leaders in classrooms to regularly observe learning to provide feedback and
support teachers to teach as well as they possibly can

Use an agenda template for PLTs that has overall school purpose, team vision,
team values, team protocols, team goals as a permanent header as a reflection
tool

Review assessment schedules and data management tools to support planning
and instruction (Ultranet)



Communicate with parents about what and how their children are learning
Evidence based PLTs that focus on
individual students and their Zone of
Proximal Development
Teacher practice that includes:

Use of formative assessment to
inform planning and instruction

Developmental Curriculum in years
P-2 (investigations)

Individualised instruction
Publicised assessment schedule that is
used to inform instruction
Teaching and learning incorporating
SWPBS – Newbee Values – Be a
learner, Be Caring, Be Proud and Be
Safe
Audit existing teaching and learning resources and identify new
Research twenty-first century learning to identify opportunities for innovation at
Newborough Primary School
7
Year 2
Year 3

Continue to implement School Wide Positive Behaviour Support Program –
including class based and small group learning activities

Continue to access Latrobe Valley Network PLT strategy and maintain evidence
based PLTs - keeping teaching and learning to the centre

Fully implement a performance and development culture, including progressively
developing a culture and practice that expects all teachers to be engaged in
coaching and mentoring as a key approach in changing classroom practice

Fully implement team based performance and development plans for all staff –
based on SSP and AIP goals

Review and evaluate the budget planning process to ensure effective use of
resources to meet areas of need

Refer to the ALPOS data, e5, Developmental Curriculum methodology,
AusVELS and other Curriculum and Learning frameworks to develop a Teaching
and Learning Statement for Newborough Primary School.

Ensure Newborough Teaching and Learning Statement incorporates high
leverage literacy and numeracy strategies, 21st Century Learning, SWPBS and
the Australian Developmental Curriculum

Increase leadership knowledge of all leaders through professional learning including shared professional reading and reflection & mentoring

Revisit the strategic plan to review alignment and effectiveness of actions being
implemented

Ensure that learning approaches incorporate strategies that enable students to
acquire skills in measuring their own learning progress (Ultranet)

Focus on improving teachers’ skills in using formative assessment to plan
teaching and learning & expose all teachers to Zone of Proximal Development
thinking and practice [Vygotsky] – scaffolding of student learning.

Support continued implementation of the Developmental Curriculum across all
year levels (investigations & project based learning)

Refer to twenty-first century learning research to identify opportunities for
continued innovation at Newborough Primary School


Communicate with parents about what and how their children are learning

Publicise and implement NPS Teaching and Learning Statement
Visible and active leadership team
driving teaching and learning across the
school
Evidence based PLTs that focus on
individual students and their Zone of
Proximal Development
Publicised Teaching and Learning
Statement with a focus on teacher
practice, including:

Use of formative assessment to
inform planning and instruction

Developmental Curriculum
(investigations & project based
learning)
Teaching and learning incorporating
SWPBS – Newbee Values – Be a
learner, Be Caring, Be Proud and Be
Safe
Students able to articulate what they are
learning now and what they will need to
learn next
Engage a leadership coach (possibly a senior regional officer) – to observe and
give feedback.
Visible and active leadership team
driving teaching and learning across the

Use some external support, perhaps the RNL, to provide feedback on the
Teaching & Learning Statement and the extent to which it is inclusive of the
school’s vision, values, practices and behaviours across the school.

Increase teachers’ understanding and skills in using the Ultranet to support
student learning and record learning growth.

Continue to implement team based performance and development plans for all
staff – based on SSP and AIP goals

Focus on improving teachers’ skills in using formative assessment to plan
teaching and learning

Progressively develop a culture and practice that expects all teachers to be
engaged in coaching and mentoring as a key approach in changing classroom
practice

Ensure that learning approaches incorporate strategies that enable students to
acquire skills in measuring their own learning progress (Ultranet)

Review assessment schedules and data management tools to support planning
and instruction (Ultranet)


Review reporting to parents – consider AusVELs and Ultranet
Use the RNL as a leadership coach – observing and giving feedback.
school
Evidence based PLTs that focus on
individual students and their Zone of
Proximal Development AND plan
instruction/interventions based on this
data
Fully implemented Teaching and
Learning Statement with a focus on
teacher practice, including:

Use of formative assessment to
inform planning and instruction

Developmental Curriculum
(investigations & Project Based
Learning)

21st Century Learning

SWPBS – Newbee Values – Be a
learner, Be Caring, Be Proud and
Be Safe
Students able to articulate what they are
learning now and what they will need to
learn next
Year 4

Continue to implement NPS Teaching and Learning Statement and related high
leverage strategies, including:
o Evidence based PLTs
o Formative assessment
o Developmental Curriculum
o School Wide Positive Behaviour Support

Continue to increase teachers’ understanding and skills in using the Ultranet to
support student learning and record learning growth.

Progressively develop a culture and practice that expects all teachers to be
engaged in coaching and mentoring as a key approach in changing classroom
practice

Ensure that learning approaches incorporate strategies that enable students to
acquire skills in measuring their own learning progress (Ultranet)

Engage a leadership coach – observing and giving feedback.
Visible and active leadership team
driving teaching and learning across the
school
Evidence based PLTs that focus on
individual students and their Zone of
Proximal Development AND plan
instruction/interventions based on this
data
Fully implemented Teaching and
Learning Statement with a focus on
teacher practice, including:

Use of formative assessment to
inform planning and instruction

Australian Developmental
Curriculum in years P-2
9


(investigations)
21st Century Learning
SWPBS – Newbee Values – Be a
learner, Be Caring, Be Proud and
Be Safe
Students able to articulate what they are
learning now and what they will need to
learn next
STUDENT ENGAGEMENT
AND WELLBEING
Year 1
Build commitment to school
vision and values
Build teachers’ capacity and
skills to implement effective
teaching and learning
Year 2


Clearly articulate the links between SWPBS and whole school vision and values

Restructure the PLT model and timing to bring teaching and learning to the
centre & promote evidence based practice

Support P-2 PLT to implement the Developmental Curriculum (investigations) to
improve student engagement

Ensure teachers have an action plan to systematically engage all their students
in reflection on what they are learning and what they need to do next.

Employ Social Skills teacher to implement evidence based strategies to improve
social learning and competencies (SWPBS Data)


Maintain PLTs as driver for improving student engagement and learning

Continue to focus on improving teachers’ skills in using formative assessment to
plan teaching and learning and ensure teaching occurs at the point of need


Communication with parents about what and how their children are learning

Expose all teachers to Zone of Proximal Development thinking and practice
[Vygotsky] – scaffolding of student learning

Refer to the e5 and other Teaching and Learning frameworks to develop a
teaching and learning philosophy and revisit it regularly - translation to classroom
practice


Improve teacher skills in conferencing with students about their learning.
Focus on improving teachers’ skills in using formative assessment to plan
teaching and learning and ensure that teaching occurs at the point of need
Leadership team to drive whole school review of the ways in which SWPBS has
informed teaching and learning in first 4 years of implementation (include in
Teaching and Learning Statement)
Review assessment schedules and data management tools to support planning
and instruction (Ultranet)
Strengthen student voice, including:
AIP that supports staff to reflect on
student engagement as it relates to
pedagogy
PLTs that facilitate teacher learning
about Zone of Proximal Development
and the use of effective teaching and
learning practice
Students able to articulate what they are
learning now and what they will need to
learn next – evident in observation
AIP that supports staff to reflect on
student engagement as it relates to
pedagogy
PLT include specific targets relating to
student engagement
PLTs that facilitate teacher learning
about Zone of Proximal Development
and the use of effective teaching and
learning practice
Students able to articulate what they are
learning now and what they will need to
learn next
Improved student engagement and
student relationships as measured by
SAS survey
o
o
Year 3
enhancement of the current student leadership program
student decision making in learning – Developmental Curriculum


Maintain PLTs as driver for improving student engagement and learning


Communication with parents about what and how their children are learning


Improve teacher skills in conferencing with students about their learning.


Review reporting to parents – consider AusVELs and Ultranet
Continue to focus on improving teachers’ skills in using formative assessment to
plan teaching and learning
Expose all teachers to Zone of Proximal Development thinking and practice
[Vygotsky] – scaffolding of student learning
Strengthen student voice, including:
o
enhancement of the current student leadership program
o
student decision making in learning –Developmental Curriculum
Review Social AusVELS Personal Learning Domain and Social Competencies
PLT include specific targets relating to
student engagement
PLTs that facilitate teacher learning
about Zone of Proximal Development
and the use of effective teaching and
learning practice
Students able to articulate what they are
learning now and what they will need to
learn next.
Teachers using the Ultranet in order to
record student growth and plan for
learning.
Improved student engagement and
student relationships as measured by
SAS survey.
Year 4
STUDENT PATHWAYS
AND TRANSITIONS
Year 1


Maintain PLTs as driver for improving student engagement and learning


Improve teacher skills in conferencing with students about their learning.
Continue to focus on improving teachers’ skills in using formative assessment to
plan teaching and learning.
Strengthen student voice, including:
o
enhancement of the current student leadership program
o
student decision making in learning – Australian Developmental
Curriculum

Increase teachers’ understanding and skills in using the Ultranet in order to
relate it to student work and tasks.

Review Teaching and Learning Statement against AusVELS Personal Learning
Domain and Social Competencies to ensure Social Learning

Restructure the PLT model and timing to bring teaching and learning to the
centre & promote evidence based practice
PLT include specific targets relating to
student engagement
PLTs that facilitate teacher learning
about Zone of Proximal Development
and the use of effective teaching and
learning practice
Students able to articulate what they are
learning now and what they will need to
learn next
Teachers using the Ultranet in order to
record student growth and plan for
learning
Improved student engagement and
student relationships as measured by
SAS survey
PLTs that facilitate teacher learning
about Zone of Proximal Development
11
Build teachers’ capacity and
skills to implement effective
teaching and learning
Year 2
Year 3

Focus on improving teachers’ skills in using formative assessment to plan
teaching and learning.

Ensure teachers have an action plan to systematically engage all their students
in reflection on what they are learning and what they need to do next

Action plan to support students transitioning between years 2 and 3

Ensure that learning approaches incorporate strategies that enable students to
acquire skills in measuring their own learning progress

As part of PLT operation regularly revisit the strategic plan to review alignment
and effectiveness of actions being implemented across the school

Refer to the ALPOS data, e5, AusVELS and other Curriculum and Learning
frameworks to develop a Teaching and Learning Statement for Newborough
Primary School.

Publish parent/community handbook that clearly articulates how learning takes
at Newborough Primary School

Ensure there is an efficient and accessible system and framework for tracking
student progress (Ultranet)


Communication with parents about what and how their children are learning

Review assessment schedules and data management tools to support planning
and instruction (Ultranet)

Expose all teachers to Zone of Proximal Development thinking and practice
[Vygotsky] – scaffolding of student learning.

Ensure that learning approaches incorporate strategies that enable students to
acquire skills in measuring their own learning progress

As part of PLT operation regularly revisit the strategic plan to review alignment
and effectiveness of actions being implemented across the school


Publish the Teaching and Learning Statement for Newborough Primary School.

Publish parent/community handbook that clearly articulates how learning takes
at Newborough Primary School


Communication with parents about what and how their children are learning
and the use of effective teaching and
learning practice
Students able to articulate what they are
learning now and what they will need to
learn next
PLTs that facilitate teacher learning
about Zone of Proximal Development
and the use of effective teaching and
learning practice
Students able to articulate what they are
learning now and what they will need to
learn next
Ensure that learning approaches incorporate strategies that enable students to
acquire skills in measuring their own learning progress (Ultranet)
Ensure there is an efficient and accessible system and framework for tracking
student progress (Ultranet)
Ensure that learning approaches incorporate strategies that enable students to
Fully implemented Teaching and
Learning Statement with a focus on
teacher practice, including:

Use of formative assessment to
inform planning and instruction

Australian Developmental
Curriculum in years P-2
(investigations)

21st Century Learning

SWPBS – Newbee Values – Be a
learner, Be Caring, Be Proud and
Be Safe
acquire skills in measuring their own learning progress (Ultranet)
Year 4

Review assessment schedules and data management tools to support planning
and instruction (Ultranet)

Expose all teachers to Zone of Proximal Development thinking and practice
[Vygotsky] – scaffolding of student learning.

Review reporting to parents – consider AusVELs and Ultranet

Ensure that learning approaches incorporate strategies that enable students to
acquire skills in measuring their own learning progress

As part of PLT operation regularly revisit the strategic plan to review alignment
and effectiveness of actions being implemented across the school

Ensure there is an efficient and accessible system and framework for tracking
student progress (Ultranet)

Publish parent/community handbook that clearly articulates how learning takes
at Newborough Primary School


Communication with parents about what and how their children are learning

Review assessment schedules and data management tools to support planning
and instruction (Ultranet)

Expose all teachers to Zone of Proximal Development thinking and practice
[Vygotsky] – scaffolding of student learning.
Ensure that learning approaches incorporate strategies that enable students to
acquire skills in measuring their own learning progress (Ultranet)
Collaboration with school council to
publish parent/community handbook
that clearly articulates how learning
takes at Newborough Primary School
Clarity among parents and the
community about what teaching and
learning looks like at Newborough
Primary School
Consistent implementation of Teaching
and Learning at NPS.
Shared understanding among staff
about Leadership in the community and
the nature of teaching and learning at
NPS.
13