School Strategic Plan for Peranbin Primary
College 5367
2015 - 2018
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School Profile
Purpose
Peranbin Primary College seeks to offer its students a high quality academic and social education, acknowledging the aspirations
and philosophies of its families, the wholesome values of its 4 rural communities and drawing on sound educational research and
educational theory.
Beginning from a base of unexceptional academic achievement in 2014 and an enrollment that has declined dramatically over the
past 10 years, one consequence of which is a bussing arrangement which inhibits whole staff activities, Peranbin is faced with some
challenges. In its favor, the college had harmonious and orderly learning environments at 3 of its 4 campuses, exceptionally low
class sizes and well over the minimum APT allocation for all staff.
We believe that we can give our students an educational experience which will be the equal of any urban school’s provision, while
maintaining the advantages of the country community settings in which the college’s four campuses are based. In the 21st century,
there is no reason for a small country school, like Peranbin, to be isolated from opportunities and influences which can dramatically
improve the nature of the learning which occurs. Geography does not need to be a barrier to innovation, high quality instruction and
the development and application of highly effective learning experiences.
In moving toward a vision of harmonious and productive learning environments, the college will draw on the best and most suitable
resources and apply whatever combination of available opportunities can be sourced. The vision is of an integrated and dynamic
college, changing and moving, innovating purposefully and collaboratively, reviewing rigorously, reflecting and adjusting, recognizing
and celebrating success.
Leadership of this process will be authoritative but distributive, resulting in whole staff involvement, student empowerment and
inclusion, family awareness and access and the recognition and partnership of the broader communities the college serves.
Advantage will be taken of the four campus structure and solutions will be found to any challenges that this structure presents.
It is our hope that students graduating from this college will have maximized their capacity for learning, creativity, independence and
interdependence, that they will understand and accept the responsibilities of 21 st century Australian citizens and that their attitudes
will be informed by knowledge and understanding of others and themselves.
Values
Peranbin’s College values :

Learning

Honesty
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
Respect

Fairness

Responsibility
Students are familiar with the college norms which are:

Care for yourself and others

do your best in all you do

everyone deserves a fair go

be honest, sincere and truthful

treat others as you want to be treated

act in a responsible way

we are all different, and that's OK.
At assemblies each week, students recite the pledge which states:

We love Australia

We respect the land and the laws

We care about our school and respect our teachers

We support our classmates and friends

We always try to do our best
Environmental Context
Peranbin Primary College has a unique multi-campus structure which serves four separate communities in some of the most
beautiful country in the North East of Victoria. Campuses in Strathbogie, Swanpool, Baddaginnie and Violet Town offer multi-age
classroom instruction to a total of 84 students.
The last decade or so has seen a diminution of the student enrolment, partly through rural decline and partly through the choices of
some families to send their children to other schools.
Another factor affecting current enrolments is the prevalence of home-schooling around Tatong and Strathbogie. This phenomenon
may or may not be impacted by proactive strategies to engage home schooling students in some college programs.
While some families of Peranbin students may appear satisfied with the average performance of their children, it is commonly the
case that all parents are keen for their children to be as successful as possible. It is our responsibility to influence the aspirations of a
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community in a positive way. Peranbin needs to maximise the potential of the student cohorts entrusted to its care and education.
The structure of Peranbin, with its low enrolment and 4 campuses, currently necessitates multi-grade groups of considerable stretch
in some instances. At the Strathbogie campus, students are divided into Foundation-2 and a Grade 3 – 6 groups. The Swanpool and
Baddaginnie cohorts combine and are grouped collectively in the same way. At the Violet Town campus, students are in 3 groups: F1, 2-4 and 5-6.
Class sizes are small enough to allow for highly individualised teaching and for students to develop a strong sense of belonging.
Development of expertise in differentiation and personalisation is a priority, as each teacher works with multi-age students groups.
Peranbin is led by a single principal and one school council and has a common curriculum and values. The instructional model is
based on the Hume Region Placemat but a shared approach to learning and teaching needs to be further developed and a Peranbin
instructional model needs to be the focus of further work, especially as there have been recent staff changes, including a change of
principal in 2014.
Peranbin is fortunate to serve diverse communities, which offers the potential of enriched provision, expanded choices and many
possibilities for sporting and cultural activities. Each campus is closely involved in community activities, promoting a sense of local
community connectedness. The 4 campus structure, where each site is at a significant distance from the other sites, however,
throws up some challenges for collaboration, administration and professional learning.
Peranbin employs seven classroom teachers as well as a Japanese teacher, a specialist teacher of the Visual and Performing Arts
and Physical Education, a part-time teacher’s aide and has part-time administrative staff at each campus, overseen by a full-time
business manager, based at the Violet Town campus. A senior teacher is given a time allowance to provide welfare and well-being
leadership across the college. As part of their additional responsibilities, expert teachers are given leadership of an area of college
activity eg numeracy leadership, junior team leadership etc.
Staff development is effected through regular in-house professional learning, Professional Learning Teams, external, expert
provision of PD and a mixture of expert coaching (principal), peer observation and feedback and mentoring for graduate teachers.
Whole-staff learning structures are more difficult to achieve in this structure, especially while a bussing regimen exists to bring two of
the campus cohorts together at weekly alternating campuses. It is not possible, currently, to bring the staff together after classes,
until 4.30 in the afternoon, which limits the number of times this can be expected of staff. Once a week, therefore, teachers travel to
meet together between 4.30 and 5.30 or 6.00. On a second day, each week, teachers are expected to work for an hour adjacent to
the school day on their own campus. Professional learning for these two groupings needs to be differentiated.
Peranbin has begun a professional learning and leadership development partnership with all other schools in the Shire of
Strathbogie. The principal meets every month with the other principals to share and brainstorm ideas for maximising our collective
power as educators. A numeracy leader and a literacy leader from the college meet with their colleagues twice a term, at each
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school in turn, for professional learning activities. The school is also able to draw on connections made by the principal through her
membership of the Southern Network of Principals within the North Eastern region, her connections with Monash University, the
South Eastern region and the Bastow Evolve Program.
Peranbin has begun to introduce innovative practices – the use of iPads, the implementation in 2014 of the VCOP writing program,
peer observation and feedback. Its 4 campus structure poses challenges for collaborative professional learning but they are
nonetheless largely in place.
Work has begun on developing leadership skills at Peranbin and the implementation of new leadership and planning structures is in
train.
An area of developing strength in the college is its connections to each of its broader communities, particularly at the base-campus,
Violet Town, where learning benefits and opportunities for enrichment accrue from highly positive and functional relationships with
the community.
Service Standards
General Service Standards

The college fosters close links with parents and the broader school community through its commitment to open and regular
communications.

The college commits to the active sharing of its vision and goals to ensure school community engagement in the school’s
strategic plan.

The college guarantees all students access to a broad, balanced and flexible curriculum including skills for learning and life.

The college provides a safe and stimulating learning environment to ensure all students can achieve their full potential.

All students will receive instruction that is adapted to their individual needs.
Specific Service Standards
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The college remains in close contact with families. A new website and facebook page are currently in development to
facilitate additional forms of two way communication between the college and its families.

The college works to constantly increase the quality of its provision and enrich the learning engagement of its students.

The college provides explicit instruction in social and emotional development, reinforced regularly by classroom teachers.

Any conflict, problem or issue that is observed or brought to the attention of teachers or the principal receives rapid and
effective attention. Any negative behavior is responded to immediately in the spirit of using an opportunity for learning.
Parents and carers are informed in any but low-level incidents.
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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.
Improve outcomes in student
performance in literacy and numeracy.
According to NAPLAN data:
Reading:
Year 3 – locate 90% students in bands 5
and 6
Year 5 – locate 80% of students in bands
6, 7 and 8
In literacy the percentage of students
achieving high relative growth in
Reading will increase from 0% to 50%
and in Grammar and Punctuation from
10% to 50%

Develop and implement across
all campuses an agreed
Peranbin Instructional Model
based on high expectations.

Build pedagogical content
knowledge in Numeracy and
Literacy
Numeracy
Year 3 – locate 80% of students in bands
4, 5 and 6
Year 5 – locate 80% of students in bands
5, 6, 7 and 8
In numeracy the percentage of students
achieving high relative growth will
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increase from 10% to 50%
According to AusVELS data, the
percentage of students at or above the
standard in Mathematics and English is
above the state average. A closer
alignment of AusVELS teacher
judgements with objective student
achievement data will be achieved,
specifically NAPLAN, On Demand and
Early Years Online data.
Student Attitudes to School data will
show improvement:
2014
2018
Learning
Confidence
Stimulating
learning
Student
Motivation
Teacher
Effectiveness
3.67
4.50
3.94
4.50
4.32
4.60
3.97
4.50
Parent Opinion Data will show
improvement:
School
Improvement
Stimulating
Learning
Learning
Focus
2014
2018
6.14
6.70
6.20
6.70
6.08
6.50
School Staff Survey will show
improvement in the percentage
endorsement as shown below
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Collective
Efficacy
Teacher
Collaboration
Guaranteed
and Viable
Curriculum
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
transitions through school and beyond
into further education and work.
Develop quality differentiated learning
and teaching in all areas of the
curriculum and at all transition points.
2014
75%
2018
85%
56%
80%
70%
85%
Student Attitudes to School data will
show improvement:
2014
2018
School
Connectedness
Stimulating
learning
Student
Motivation
3.72
4.50
3.94
4.50
4.32
4.60

Build teacher capacity to identify
and respond effectively to
student learning needs using a
range of data and feedback.

Use technology to support
differentiation and the provision
of challenge and stimulation.
Parent Opinion Data will show
improvement:
2014
2018
Stimulating
Learning
Reporting
6.20
6.70
5.99
6.50
General
satisfaction
6.30
6.70
Attendance data will improve from
Prep Yr1
Yr2
Yr3
Yr4
Yr5
Yr6
10
85 % 93 % 94 % 94 % 93 % 94 % 90 %
To
Prep Yr1
Yr2
Yr3
Yr4
Yr5
Yr6
85 % 95 % 95 % 95 % 95 % 95 % 95 %
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.
Improve the standard of wellbeing and
the learning culture across the four
campuses of the college.
Student Attitudes to School data will
show improvement:
2014
2018
Student
Distress
Student Morale
4.92
5.98
4.94
5.80
Student Safety
4.03
4.50
Connectedness
to peers
3.97
4.50
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
Develop and integrate an
effective values education
program
.
Ensure the safety and
connectedness of all students
within a positive learning culture
Parent Opinion Survey will show
improvement:
2014
2018
Connectedness
to peers
Social Skills
5.93
6.50
5.96
6.60
School
connectedness
6.16
6.50
The School Staff Survey will show
improvement:
2014
2018
Trust in
63%
70%
students
and
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parents
Staff trust
in
colleagues
Productivity
Productivity refers to the effective
allocation and use of resources,
supported by evidence and adapted to
the unique contexts of each school.
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.
Allocate resources to achieve the goals
of the School Strategic Plan
76%
85%
School budget will reflect the SSP
priorities

Build an effective leadership
team and structures to maximise
time for professional learning

Use technology and other
means to connect Peranbin
students and teachers with
other students, educators,
experts, research and ideas

Allocate financial resources to
support the professional
learning agenda
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School Strategic Plan 2014- 2017: Indicative Planner
Actions
Key Improvement Strategies
Year 1
Achievement

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2015
Develop and implement across all campuses
an agreed Peranbin Instructional Model based
on high expectations.
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Build pedagogical content knowledge in
Numeracy and Literacy
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Working from the Hume Region
Placemat, collaboratively develop an
agreed instructional model for
Peranbin which incorporates
differentiated instruction.
Develop scope and sequence in maths
Timetable minimum of 5 hours of
numeracy and 10 hours of literacy
per week for every child at Peranbin
Use reciprocal coaching to support the
consistent use of the model across
all classrooms
Teach staff to recognise evidence of
learning
Staff work with a numeracy expert
Numeracy leader to work with
colleagues across Strathbogie Shire
schools
Literacy leader to work with colleagues
across Strathbogie Shire schools
Introduce debating and public speaking
for some grade levels
In-house professional learning sessions
in numeracy and maths to be led by
staff.
In-house PL in targeted use of
Mathletics
All staff to include a numeracy goal in
their P&D plans
Introduce a data tracking program
Achievement Milestone
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Completed Peranbin Instructional
Model, documented and practice
consistently observable .
Completed scope and sequence in
maths
Timetable in use
Teachers using the instructional
model as a framework and focussing
on differentiation.
Staff conducting regular data
discussions using protocols
Teachers using common
mathematical language.
Teachers demonstrate increased
repertoire of teaching strategies in
maths
Teachers better able to identify
mathematical thinking in students
Teachers able to accurately place
students on continua of learning
P&D plans contain a numeracy
improvement goal
Evidence of use of data to inform
learning intentions and differentiation
in weekly planners
Teachers using data tracker
Staff meeting schedule records
moderation of writing sessions
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Year 2

Regular moderation of student writing


Develop scope and sequence in literacy
Focus on early years research in literacy
learning for junior class teachers
Invest in literacy PD for staff
Review and further develop the VCOP
writing program
Develop student publication
opportunities
Work with a literacy consultant/coach
All staff to include a literacy goal in their
P&D plan
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Year 3
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Engagement


Build teacher capacity to identify and respond
effectively to student learning needs using a
range of data and feedback.
Use technology to support differentiation and
the provision of challenge and stimulation.
Year 4
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
Year 1



2015

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


Review numeracy and literacy scope
and sequence
Review Peranbin Instructional Model
Continuation of all professional learning
practices supporting pedagogical
development

Review all achievement data in literacy
and numeracy
Celebrate gains in student outcomes
Identify priorities for next SSP period
Review and revise assessment
schedule in numeracy and literacy
Unpack whole school data at intervals
and discuss the implications
Data management system to track
students at risk
ILPs for students at risk
Introduce consistent data display
formats
Build capacity of all staff to collect,
analyse and plan learning activities
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Completed scope and sequence in
literacy
Junior class PLTs regularly focused
on literacy learning
Improved use of VCOP resources,
activities and assessment
instruments
Student-produced publications at all
campuses
Staff regularly coached in literacy
pedagogy
P&D plans all contain a literacy
improvement goal.
Modified or updated numeracy and
literacy scope and sequences
Modified or updated Peranbin
Instructional Model
Whole school staff PL day devoted to
summative data over 3.5 years
Documented priorities for next SSP
period with relevant summative data.
Revised assessment schedule
Teachers collecting own data
Teachers using agreed data
formatting for sharing
Data displays in classrooms, and
meeting rooms
Teachers moderating work samples,
analysing data sets together and
discussing teaching and learning
strategies.
All teachers using iPads to help
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Year 2
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Year 3
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on the basis of data
Provide meeting schedule time for data
conversations
Share professional learning focused on
iPads and build a bank of useful
iPads for each year level
Increase access to technology through
purchases, repair etc
Use Polycom to allow teachers to
specialise in mathematical areas and
levels and to teach lessons across all
campuses from home campus
Collaboratively build a repertoire of
differentiation strategies and
structures
Work with parents and students to
maximise attendance
Begin video-documented example bank
of differentiation strategies and
structures.
Develop skills in collecting student
feedback through a range of
strategies
Develop skills in giving feedback which
is specific and timely
Continue to use Polycom to teach
across the college, incorporating
literacy instruction.
Staff to include a learning technology
goal in P&D plan
Continue to build differentiated
instructional video bank
Expand the use of Polycom to allow
students to work with teachers at
other schools sometimes to provide
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students learn
iPads identified for particular grades
loaded with appropriate apps.
Teachers leading short PL sessions
about specific apps and how they
can be used for learning.
Teachers starting to use Polycom to
share classes for some lessons in
Maths to increase differentiation.
Staff P&D plans for 2015 to include a
rigorous differentiation goal.
Meeting time and coaching focuses
incorporate discussion and planning
of differentiation.
Attendance improving
Small bank of video clips showing
differentiation strategies on Staff
Shared drive.
Video clips of teacher practice show
evidence of feedback being given
regularly and effectively.
Purpose designed surveys and
response activities (eg traffic light,
reflection sticks) in use.
Students having some remote
delivery classes in literacy and
numeracy.
All staff include a ‘use of learning
technologies’ improvement goal in
P&D plan.
More substantial video examples
collection available to new and
existing staff
Teachers giving remote delivery
classes to groups outside Peranbin
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Year 4
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
Year 1

Wellbeing



Develop and integrate an effective values
education program
.
Ensure the safety and connectedness of all
students within a positive learning culture

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


Year 2
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stimulus and clarity – probably but
not exclusively with the Strathbogie
Shire schools.
All staff lead professional learning
sessions aligned with college wide
improvement goals
Share video bank of teaching clips with
other schools
Review achievements of past 3.5 years
Identify priorities for next SSP period
 Use Bounce Back as interim values
education program
Research effective values education
programs
Select a program for Peranbin and train
all classroom teachers to deliver it.
Well-being leader to support staff
development of new program
Purchase licences, resources etc to
facilitate implementation of new
program
Engage children in hands-on project
work eg kitchen gardens, community
gardens, inter-generational activities,
community-based activities, cooking,
Bike Education, animal husbandry,
art exhibitions, performing arts
Review Bounce-Back and investigate
Positive Education
Review student welfare and discipline
policies
Review structures to support well being
PL for all classroom teachers in
Peranbin values education program
PL day devoted to values education
Focus on student leadership
opportunities

All staff leading relevant PL sessions
at least twice a year.

Peranbin sharing pedagogical
resources with other schools
Documented priorities for next SSP
period with relevant summative data.
Bounce Back scaffolded into
classroom teacher responsibility
Small study group set up to
investigate values education
opportunities/programs.
Identified program for Peranbin.
Resources secured
Children involved in communitybased activities
Agreed student well-being curriculum
in place
welfare and discipline policies in
place
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Review of structures completed
Meeting schedule includes time for
PL in values education
PL day scheduled and completed
Small study group set up to develop
student leadership
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Year 3
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
Year 4
Year 1
Build an effective leadership team and
structures to maximise time for professional
learning

Use technology and other means to connect
Peranbin students and teachers with other
students, educators, experts, research and
ideas




Productivity

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
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


Allocate financial resources to support the
professional learning agenda

Year 2

Year 3
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Review Wellbeing, Welfare and
Discipline policies
Survey students and families re the
effectiveness of values education at
Peranbin
Increase the number of communitybased activities available to students
Review Values Education Program
Plan changes to the program for the
next SSP period

Design and implement team structures
to support school improvement
Appoint and build capacity of school
leadership team
Clear roles statements
Allocate planning time in blocks to
teams for priority development
Develop and maintain a PL calendar for
all staff
Seek opportunities for differentiated staff
PL and PD
Use remote technologies for
communication between staff
Use Polycom for inter-school debating
and inter-campus lessons sometimes
Build the coaching capacity of staff,
especially those in leadership
positions.
Increase the use of Polycom
Online PL
Make teaching more public through
open classrooms, video footage and
remote access
Investigate Japanese exchange via
Polycom
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Policies modified/rewritten and
approved by SC
Surveys completed
Students involved in more
community-based activities
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Review completed
Goals identified for next SSP period

Leadership team, consultative team,
staff PLTs, campus management
team all in place and meeting
regularly
Calendar of PL produced each term
Observable improvements in teacher
practice as a result of professional
learning
Record of sourced PD
Teachers using Polycom to meet at
times
Students in contact with other
schools and campuses for learning
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Coaching skills appearing in the
repertoire of team leaders
Polycom used to share lessons
between students in the Strathbogie
cluster
Video clip bank of teaching strategy
exemplars
Japanese primary school partnership
established
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Year 4
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Review distributive leadership model at
Peranbin
Plan Japanese exchange trip for senior
students
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Findings of review published
Japanese trip planned
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