School plan 2015 – 2017
Public Schools NSW I School Plan 2015-2017 I Clarke Road School
www.schools.nsw.edu.au
School background 2015 - 2017
School vision statement
School context
School planning process
Social- Community and demographics
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Banner statement- Opening New Worlds
Our vision and purpose
To provide a caring and vibrant learning
environment that engages students to achieve
their personal best
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To open new worlds for every student.
Our outcomes
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Students are engaged in vibrant learning.
A safe, caring and happy school environment.
The creation of a voice for our students.
Being part of your community.
An outstanding teaching team.
Directing a road to independence.
Engaging, connecting and ensuring students
belong.
Our values
Effective teamwork
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Striving for excellence.
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Innovative practices and new ways of thinking.
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High standards in staff performance.
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Tolerance- of diversity and individual difference
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Respect- Showing care and concern for other.
Our beliefs and assumptions
All students can learn.
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All students deserve quality educational
programs
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Individualised programs are essential.
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Every day is a learning opportunity.
By understanding students we can better target learning.
Located in a high socio economic area in
Sydney’s northern network, Hornsby
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All students who attend have intellectual
disabilities and other associated impairments.
Students range in age 4 years to 18 years.
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35% students are second language learners.
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Students are placed at our school through the
recommendations of a DEC placement panel.
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Maintained at maximum enrolment.
Educational
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Provides specialised, personalised and
individualised educational programs.
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Implementing the NSW BOSTES Curriculums
incorporating The Australian Curriculum with
accommodations and adjustments for complex
learners.
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We have strong community networks and
inclusive programs that foster belonging.

We have a strong community reputation for
quality programs and provision of educational
services.
Technological
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Every student has access to WiFi, interactive
whiteboards and computers.
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All students have access to voice output
devices and supported speech programs.
Environmental
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We have 3 specially designed playgrounds
with level wheelchair access.
Large rooms with kitchenettes, breakout
areas, individualised learning areas, direct
toilet and shower access and air conditioned.
Pool, bike track, sensory forest, modified
basketball courts and vegetable gardens.
Library facilities and video conferencing.
Clarke Road School 5655
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Team formed to implement the process of school
promotion and planning. Parents interviewed.
Collation of opportunities and issues analysis.
Establishment of key statement and supporting
statements.
Reporting back to parents.
Staff Development Day designed to complete a
“Window of safety” incorporating our vision and
purpose, Values, outcomes and beliefs and
assumptions. A window of safety provide clarity
for teachers and school leaders about what is
defined as quality in the work they do together, as
well as framing the limits of their freedom and the
areas in which productive conversations will
flourish. All staff engaged in deep conversation
and activities.
Consultation with P&C.
Professional training day with staff to establish
directions and priorities.
Plan drafted and parents advised
Feedback from teams and staff at Clarke Road
School. Feedback from Parent body
Parent and staff surveyed (Tell them from me
Surveys) to ascertain baseline data.
School strategic directions 2015 - 2017
STRATEGIC DIRECTION 1
STRATEGIC DIRECTION 2
STRATEGIC DIRECTION 3
Transforming
learning.
Strong leadership.
Working smarter.
Strong community
connections.
Student achievement,
learning and outcomes
Teaching/Learning &
Leading
Parent/School/Interagency
Partnerships
Purpose:
Purpose:
Purpose:
Research indicates that we need to first seek to
understand the child and then seek to be understood.
Students with disabilities require teachers who are well
informed on how students learn, how students unique
physiology impact on their capacity to learn and how they
integrate learning within their capabilities. Teachers need
to adjust and accommodate extensively if our students are
to develop regulatory behaviours and educational skills
that promote independence, skill and knowledge. New
understandings in teaching methods and learning are
required to deeply engage our students.
A journey in excellence is facilitated by strong leadership
and effective teamwork. Teams that work smart and have
clear vision, purpose, values and commitment to students
learning outcomes are supported through high level
professional learning. We need to be innovative and
introduce new ways to reduce workload, target priorities and
to streamline administrative/ educational tasks to ensure
effort is targeted at teaching and learning. Technology,
effective time management, strategic leadership and shared
ownership will inform this strategic direction.
All members of the school community, including parents
and families, other education institutions, community
organisations and businesses actively participate in and
are committed to the common purpose of enhanced
student outcomes. The development of positive and caring
relationships among key stakeholders in the school
community can work positively towards the sole purpose
of the school - to enhance student learning. These
relationships are characterised by a collaborative culture
and an agreed deep belief that every student is capable of
learning.
Effective
and
strategically
developed
partnerships can considerably broaden the settings and
provision of resources for these varied learning
experiences to occur.
Clarke Road School 5655
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Strategic Direction 1: Transforming learning.
Purpose
People
Processes
Products and Practices
Why do we need this particular
strategic direction and why is it
important?
How do we develop the capabilities of
our people to bring about
transformation?
Students: Students will have fun and
continue to develop skills that improve
their life. Within a framework of teacher
practice, based on research and the latest
in education and health interventions,
students will be given every opportunity to
engage meaningfully in learning. Teachers
will develop new skills and ways of thinking
about how our students learn and how to
focus teaching to meet student needs.
How do we do it and how will we
know?
What is achieved and how do we
measure?

Increased student level of engagement in
learning and improvement in the extent of
teaching targeted for individual learning
need and disability.
Staff: Staff target teaching through a
deep understanding of how our students
learn. They will be supported to try
innovative programs that open worlds for
students. Staff will work toward
accreditation and improved skills level
within the Australian Teaching Standards.

Parents/Carers:
Challenging
parent
expectation and extending consultation
around students learning will ensure we
are working together to achieve great
things for students.
Community Partners:
We will invite community partners to work
alongside and with us. We will promote an
understanding of the benefits of reciprocal
professional learning.

Research indicates that we need to first
seek to understand the child and then
seek to be understood. Students with
disabilities require teachers who are well
informed on how students learn, how
students unique physiology impact on
their capacity to learn and how they
integrate learning within their capabilities.
Teachers
need
to
adjust
and
accommodate extensively if our students
are to develop regulatory behaviours and
educational
skills
that
promote
independence, skill and knowledge. New
skills that transform learning are required
to deeply engage our students.
Improvement Measures
Knowledge of how students learn is
evidenced by- Increased student level of
engagement in learning and improvement
in the extent of teaching targeted for
individual learning need and disability.
A sound understanding of student
learning needs will be evidenced by
Increased baseline data and profiles
that inform directions and
interventions.

EAD/L students display progress
toward prioritised communication
goals.
Transforming learning is evidenced byKnowledge of In the Zone profiling and
impacts. Reduced incidents of behaviour
Leaders: Leaders will drive improvement
through researched based practice. They
will promote cooperation, positivity and
harmony. They will strengthen
performance measures and promote
teamwork within highly ethical and moral
standards.
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Engagement profiles (In the Zone)
are completed for targeted
students. Students are calm and
engaged in differentiated learning
and “In the Zone for Learning” is
implemented by trained staff.
The “Creating a Voice Project” ”is
implemented by trained staff.
Self-leadership is evidenced
through accreditation and
performance development.
Build on LaST consultations and
discussions to promote insights
into students learning needs and
teaching startegies.
Reflect on and practice latest
research in leadership and actively
seek opportunities to lead and
support others to lead.
Acknowledge and embrace
innovation and freedom of choice
to trial new methodologies.
Implement geography curriculum
Evaluation Plan
 “Tell them from me” surveys. (T&S)
Compare data from 2014/15/16.
 Feedback from staff on PL
 Feedback on presentations.
 Feedback on supports to network
schools.
 Observation reports/photos on
LaSTs.
 Profile completion for ITZ.
 Profile completion CaV
 Anecdotal feedback from teachersvideo and written.
Clarke Road School 5655
Page 4
The identification of baseline data
collection to informs directions and
interventions.
EAD/L students display progress toward
prioritised communication goals.
Product:

By 2017 Creating a voice projectCommunication Passport is embedded
at Clarke Road School and students
have base line assessments.
Product:
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Student profiles, reporting, planning
and assessments indicate a deeper
knowledge of students learning styles,
capabilities and are completed using
new formats.
Practice:
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Teachers engage the use of
benchmarking, data collection and
profiling tools to understand the way
students are learning.
Practice:
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There is a school-wide, collective
responsibility for students learning and
success, evidenced by levels of
teacher consultation and discussions
at LaST meetings. Teams will
collaborate extensively about student
wellbeing.
Strategic Direction 2: Strong leadership: Working smarter
Purpose
People
Processes
Products and Practices
Why do we need this particular
strategic direction and why is it
important?
How do we develop the capabilities of
our people to bring about
transformation?
How do we do it and how will we
know?
What is achieved and how do we
measure?
 See Improvement measures
A journey in excellence is facilitated by
strong leadership and effective teamwork.
Teams that work smart and have clear
vision, purpose, values and commitment
to students learning outcomes are
supported through high level professional
learning. We need to be innovative and
introduce new ways to reduce workload,
target priorities and to streamline
administrative/ educational tasks to
ensure effort is targeted at teaching and
learning. Technology, effective time
management, strategic leadership and
shared ownership will inform this strategic
direction.
Students: Five Capabilities that will
transform our students lives arecommunication, personal development,
citizenship opportunities, work skills and
learning skills. Our student will require
focuses assistance and practice to
realise their potential and make
connections in their learning.
Improvement Measures
Strong Leadership/working smarter is
evidenced by
Clear targets and milestones for the
products and practices which will be
evidenced in a coordinated school
calendar of actions.

100% of students PLSPs and
reporting systems are reviewed.
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Improved transition structures
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90+ positive feedback on “Tell Them
from Me Survey”
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PDPs completed, reviewed and
reported on.
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Data on student performance
informs individual planning
documentation.
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Targeted professional learning is
evidenced by- a calendar of events.
Parents/Carers: Engage parents more
extensively in planning for individualised
learning and provide improved feedback
to parents. Extend parental involvement
in school activities, teams and events.
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Staff: Strengthen teamwork, increase
collaborative planning, promote
accountability measures and deeply
value relationships. Motivate staff through
strong relationships to build growth
mindsets.
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Community Partners: Extend
community sponsorship and engagement
with our school.
Leaders: Leaders will lead with capacity,
conviction and courage. They will engage
sound leadership practices and skills.
Leaders will know how to build strong,
connected teams

Self-leadership is evidenced
through accreditation and
performance development.
All teachers will be provided with
the opportunity to perform at their
highest standard.
PLSP, profiling and reporting
formats will be improved.
Leadership skills, learnt in the “Art
of Leadership course” and capacity
2 will be embedded and discussed.
Engage in and implement our
Systems leadership grant to create
a community of practice.
Pursue leadership opportunities.
Implement an extensive
professional learning calendar of
events.
Prioritise what matters most in
improving performance.
Strengthen interagency and
parents relationships through
extended consultation and
communication.
Implementation of LMBR
Evaluation Plan
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Completion of Capacity 2 and AOL
360 assessment for all executive.
“Tell them from me” survey for staff
and parents.
Achievement of PDP goals.
Assess number of opportunities to
lead local/state/nationally.
Successful implementation of new
scheme teacher/accred. training.
Clarke Road School 5655
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Product:
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Student individualised planning and
reporting systems are reviewed and
redesigned to address legislative
requirements.
Product:
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Transition to work booklet are
completed.
Practice:
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Strong Leadership is evidenced in all
team meetings. Leaders provide clear
line of sight between planning and
action outcomes.
Practice:

Teams work collaboratively to discuss
and improve student achievement and
instructional planning for learning.
Practice:
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Professional learning plans will guide
self-reflection and improvement
against The Australian professional
Standards for Teachers.
Practice:
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We prioritise what matters most based
on student outcomes and needs.
Practice:

Staff have purposeful leadership roles
based on professional expertise.
Practice:

LMBR is implemented and live at
Clarke Road School.
Strategic Direction 3: Strong community partnerships
Purpose
People
Processes
Products and Practices
Why do we need this particular
strategic direction and why is it
important?
How do we develop the capabilities of
our people to bring about
transformation?
How do we do it and how will we
know?
All members of the school community,
including parents and families, other
education
institutions,
community
organisations and businesses actively
participate in and are committed to the
common purpose of enhanced student
outcomes. The development of positive
and caring relationships among key
stakeholders in the school community can
work positively towards the sole purpose
of the school –to open new worlds. These
relationships are characterised by a
collaborative culture and a deep belief that
every student is capable of learning.
Effective and strategically developed
partnerships can considerably broaden
the settings and provision of resources for
these varied learning experiences to
occur.
Improvement Measures
Strong community partnerships are
evidenced by-
Students: All students PLSPs are
developed in consultation with
stakeholders. These plans strengthen
shared responsibility and ensure student
need is central.
What is achieved and how do we
measure?
 See Improvement measures
Practice:

The school identifies expertise within
its staff and draws on this to develop
its professional community.
Practice:

The school leadership team builds
capacity of the staff and school
community to use data to inform
strategic school improvement efforts.
Product:
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Positive, respectful relationships are
evident among students and staff,
promoting student wellbeing and
ensuring great conditions for student
learning.
Product:
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School-wide and/or inter-school
relationships are further extended.
Practice:

The school is recognised as high
achieving and responsive by its
community as a result of its effective
engagement with members of the local
community
Practice:

The school leadership team makes
use of its partnerships and
relationships to access resources for
the purpose of enriching the school’s
standing within the local community
and improving student outcomes.
Practice:

The leadership team will use Case
management practices to resolve
student focused issues and support
families to address student needs.
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A collective responsibility for student
learning and success, with high levels of
community engagement.
Comprehensive and inclusive practices
that support the total wellbeing of
students.
Positive and respectful relationships
across the school community
underpinning a productive learning
environment, and support for students’
development of strong identities as
learners.
90+ positive feedback on “Tell Them from
Me Survey”- Parents.
The school leadership team builds
the collective capacity of the staff
and school community to use
data to inform improvement efforts.

Guidelines for therapy in schools,
(supporting NDIS) are in place.

The school leadership team makes
deliberate and strategic use of its
partnerships and relationships to
access resources to enrich the
school’s capacity within the local
community and improve student
outcomes.

Communities of Schools continue
to operate.

The school has productive
Relationships with local schools

Parents and community members
have the opportunity to engage
in a wide range of school-related
activities.

ABLES is being used to inform
students need.

Prioritise meetings with families
and allocate resources to support
planning.

Student wellbeing and students
need are monitored through strong
teamwork and counsellor support.
Evaluation Plan
 “Tell them from me” survey for staff
and parents.
 Feedback on communication from
parents.
 Number of community programs
accessed.
Staff: Staff build teams around students
who know the uniqueness of each child.
Teachers are in active partnership with
families, in identifying and responding to
individual student learning needs.
Teachers reflect, challenge their
effectiveness and actively build positive
relationships that support teaching and
learning. They maintain high standards
Parents/Carers: Members of the school
community work together effectively and
are guided by a common purpose. All
parents will share a common vision of
what the school should be like. Together
we work toward this vision.
Community Partners: Our community
partners will share a common
understanding of school priorities and a
share belief that together we can build a
positive and inclusive image of students
with disabilities.
Leaders: The leadership team strives to
build a cooperative culture in the school
community. They share the belief that
working collaboratively is the best way to
achieve school purpose. They define a
vision for the school based on what
students should know and be able to do.
Clarke Road School 5655
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