Pendle Hill Public School Plan
2015 – 2017
2017
Quality
Teaching for
Learning
21st Century
Pedagogy for
Learning
Engagement
for Learning
Planning template – V2.0
School background 2015 - 2017
School vision statement
We endeavour to actively engage our
students in learning and equip them to be
adaptable lifelong learners who think
creatively and critically with the skills to
solve problems and contribute positively
to their community.
School context
School planning process
Pendle Hill PS is a PP4 primary school located in Western Sydney
near Parramatta. The school has a current enrolment of 326
students which includes an early intervention class and a
preschool. The school is part of a multicultural community with
around 73 % of students coming from language backgrounds
other than English. Over 31 cultural groups are represented in
the school community with Tamil, Arabic, Gurajati and Hindi
being the largest language groups. Around 11% of our families
are refugee or humanitarian visa holders and in 2016, 4 % of our
students were new arrivals to Australia. A section of our school
community is quite mobile, in 2016, 5 % of our students were
new enrolments. The average FOEI (Family Occupation and
Education Index)for 2015/2016 is 83. Our school supports a
number of students with disabilities, the early intervention
students and a number of K-6 students who are integrated into
the mainstream. The school has a strong focus on student welfare
to cater effectively for the diverse needs of our students.
A consultative process was used to develop the Pendle Hill
Public School
2015-2017
School Plan, as a school
community we considered a number of elements in
determining our strategic directions these included:
The community is supportive of the school and there is a
committed P&C. The staff is committed to fostering improvement
in teaching and learning.
Current NAPLAN performance Year 5 reflects an upward trend with
all areas except reading around state average in 2016. .Average
progress in all areas between Year 3 and 5 was higher than state
average. Tracking of students on the literacy and numeracy
continuums reflects a need to focus on extending students and
ensuring those in lower bands receive focused support. Staff have
identified engagement as an area of focus to improve learning
outcomes.

Student and other data

Examination of current programs and practices

Current trends and curriculum directions

DEC and policy priorities
Through staff meetings, community expos and surveys staff
and community were given the opportunity to assess
whether current programs and directions were successful
and what were the key messages and considerations we
wished to incorporate in our vision and directions for future
planning. These processes included building capacity of the
school community to understand the planning process and
school context .
Through a series of staff meetings the data collected was
examined by the whole staff and the key directions,
improvement measures, purpose statements and key
strategies were drafted and further community input invited.
The school leadership team led consideration of how people,
processes, products and practices needed to be developed to
achieve the purpose and improvement measures. Continued
consultation with staff and community led by the school
executive directed further development of the plan and initial
implementation.
Over the course of the three year plan further consultation
has been built into planning processes to ensure shared
ownership of school directions and strategies being
implemented.
Pendle Hill Public School- 3993
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Planning template – V2.0
School strategic directions 2015 - 2017
STRATEGIC
DIRECTION 1
Quality
Teaching for
Learning
Quality Teaching for learning
Learning for all students is based on quality
educational delivery with a culture of consistent high
standards and shared professional practices to
ensure every student achieves their potential growth.
and shared professional
STRATEGIC
DIRECTION
21st Century
Pedagogy for
Learning
21st pedagogy for learning
To build the capabilities of staff to plan and deliver a
curriculum that focuses on creativity, critical thinking,
inquiry and collaboration which ensures students are
prepared for contemporary learning and work.
STRATEGIC
DIRECTION 3
Engagement
for Learning
Engagement for Learning
To promote increased engagement of learners by
fostering positive and productive supports across the
school community.
Pendle Hill Public School- 3993
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Planning template – V2.0
Strategic Direction 1: Quality Teaching for Learning
Purpose
People
Processes
Products and Practices
Learning for all students is based on
quality educational delivery with a
culture of consistent high standards
and shared professional practices to
ensure every student achieves their
potential growth.
Staff
Provide professional learning and regular
opportunities for staff to share and
articulate observations and describe best
practice.
Quality Teaching practice
Foster and embed a strong culture of
teacher self-reflection, and common
understanding of best practice through
regular observation and discussion of
teaching practice.


Provide opportunities for staff to develop
understanding of the national standards,
develop leadership capabilities and set
achievable goals to improve practice.
Develop staff capacity to build and use data
driven practices.
Improvement Measures
 Increased professional dialogue.
 Differentiated teaching and
learning characterised by fluid
and flexible student groupings.
 All students( including EALD
students and student groups
targeted by equity funds) move
expected number of clusters on
the Literacy and Numeracy
Continuums, and achieve
expected growth (NAPLAN, RR
Fountas and Pinnell , Words their
way Levels)
Evaluation Plan
Milestones are identified and monitored to
track implementation of processes.
Regular analysis of observation data
informs planning for professional learning.
Student progress is tracked in PLAN data,
NAPLAN, RR, Fountas and Pinnell and
Words Their way to monitor and assess
effectiveness of strategies.
Through mentoring, staff are supported
to effectively differentiate curriculum
using data analysis , tracking ,
observation of best practice and
collaborative planning
Performance, Development and
Accreditation
Align schoolwide processes to support
mentoring and individual professional
learning plans to support teachers at all
career stages and build leadership
capacity.
Induction and mentoring for early
careers teachers supports teacher
development and implementation of
quality practices.
Literacy Numeracy Foundations
Embed effective strategies for literacy
instruction through TPL, action research
and sharing best practice.
Target the specific needs of equity
groups through additional literacy and
numeracy supports.

Increased professional dialogue.
Differentiated teaching and learning
characterised by fluid and flexible
student groupings.
All students( including EALD students
and student groups targeted by equity
funds) move expected number of
clusters on the Literacy and Numeracy
Continuums, and achieve expected
growth (NAPLAN, RR Fountas and
Pinnell , Words their way Levels)
Products
Increased evidence of quality teaching practices in
all classrooms.
Student learning is tracked on the literacy and
numeracy continuums and data used to plan for
differentiation.
Increased numbers of staff take on leadership
responsibilities with improved capacity to do so.
Practices
Staff regularly observe and discuss practice.
Observations are used to inform discussion and
planning for improvement.
TPL and executive planning support the
development and implementation of share d
priorities and goals.
Literacy instruction is based on school wide
quality teaching and learning practices(FOR, L3)
ILNNP
Teachers use the national standards to inform,
monitor and extend their individual professional
growth.
Pendle Hill Public School- 3993
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Planning template – V2.0
Strategic Direction 2: 21st Century Pedagogy for Learning
Purpose
People
Processes
To build the capabilities of staff to plan
and deliver a curriculum that focuses
on creativity, critical thinking, inquiry
and collaboration which ensures
students
are
prepared
for
contemporary learning and work.
Students
Develop student skills of collaboration,
creativity, critical thinking and
collaboration.
Develop student capacity to take
leadership roles in XO technology.
Develop students capacity to use learning
goals to guide and reflect on learning.
New pedagogies/ Inquiry
Learning for the new syllabus
Improvement Measures
All programs utilise IBL model to
scaffold learning.
All students, including those targeted
by equity funds, demonstrate skills in
inquiry,communication, collaboration,
creativity and critical thinking.
All classes use technology to support
learning throughout the day.‘
Rich’ learning tasks are evident in all
class programs.
Staff
Develop capacity of team members to lead
IBL.
Develop staff understanding of how to
scaffold learning intentions to support
more effective individualised learning and
capacity to integrate this into classroom
practice.
Parents
Provide information sessions, open days
and expos to inform and involve parents in
students learning.
Products and Practices
Based
Deepen common understandings of
pedagogical practices to promote
innovation and change in our learning
environments.



Build staff
strategies.
capacity to implement IBL
Develop school infrastructure to support
implementation of IBL and utilise equity
funds to ensure all students have access
to quality programs and equipment.
Formative Assessment
Build staff expertise in use of formative
assessment to facilitate increased
student capacity to purposefully direct
their own learning.
Evaluation Plan
Improved performance for staff and
students will be tracked on the 21st
Century Learning Design rubric.
Observational and other data will be
tracked to determine if development is
evident in skills of creativity, critical
thinking, inquiry and collaboration.
Learning audits to measure rich tasks and
use of ICT occur
termly when programs are collected
At the beginning of each year and in term 3
through observation in classrooms and
through learning walks at nominated
times.

All programs utilise IBL model to facilitate to
develop student skills in inquiry,
communication, collaboration, creativity and
critical thinking.
There is active use of peer feedback and
critiquing to develop student skills of
inquiry, communication, collaboration,
creativity and critical thinking.
Staff will have greater capacity to target and
implement AFL strategies to purposefully
guide student learning, align LISC with
content/outcomes and
Students demonstrateb capacity to
understand and direct their own learning
Products
Students demonstrate active use of peer
feedback and critiquing to support
development of skills of inquiry,
collaboration, creativity and critical thinking
to learn.
Scaffolds to support learning intentions are
evident and in use in in classrooms.
Infrastructure is developed to support
implementation of IBL and utilise equity
funds to ensure all students have access to
quality programs and equipment.
Practices
Staff and students have opportunities for
training, sharing and reflection on IBL and
use of integrated technology as a learning
tool.
Staff facilitate and students will be engaged
in collaborative inquiry based tasks which
promote creativity, critical thinking and
effective communication on a regular basis.
Staff will effectively use syllabus outcomes to
guide planning of IBL.
Dedicated staff mentor and support
colleagues in development of IBL programs.
Pendle Hill Public School- 3993
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Planning template – V2.0
Strategic Direction 3: Engagement For Learning
Purpose
People
To promote increased engagement of
learners by fostering positive and
productive supports across the school
community.
Students
Build capacity though opportunities for
students to learn about and lead
sustainability and other initiatives.
Increased
student
resilience
and
engagement
is developed through
schoolwide and targeted programs and
supports.
Improvement Measures
There is increased engagement and
participation by all sectors of the
school community
School wide data shows a reduction in
behaviour incidents and increase in
measures which reflect a positive
school culture.
Processes
Enhance well being programs
Implement the Kidsmatter framework to
support creation of a positive school
community and promote student well
being , whilst extending and embedding
PBL and LST initiatives.
Develop, extend and embed programs
and strategies which support
engagement
Staff
Though professional learning, sharing and
collaboration develop staff capacity to lead
and implement
a range welfare and
engagement programs - Kidsmatter, PBL
learning support strategies and co
curricular programs.
Develop staff capacity to implement
effective
performing arts programs
through
effective
professional
partnerships and TPL.
Parents
Develop parent awareness, knowledge
and skills through a range of initiatives,
projects and workshops and effective
communication strategies.
Develop staff capacity to provide
increased opportunities for engagement
at all levels.
Develop and Embed Sustainability
practices across the school.
Evaluation plan
Products and Practices


There is increased engagement and
participation by all sectors of the school
community
School wide data shows a reduction in
behaviour incidents and increase in
measures which reflect a positive school
culture.
Product
The school is a positive and supportive
community.
Increased participation and involvement in school
activities by community and students including
students targeted by equity funds.
Students have improved social skills and
behaviour as measured by examination of school
data.
More students are actively involved in creative
arts programs compared to 2014.
A greater number of teachers are able to
implement programs in creative arts and
sustainability.
Increased number of extra curricular programs
offered
A range of engagement, Kidsmatter. PBL
and LST data will be collected tracked and
evaluated . The data will be used to
monitor effectiveness and plan further
initiatives. Teams responsible for each
program area will track and evaluate the
effectiveness of programs. Teams will
collect and collate participation data across
all programs.
Practices
Students lead sustainability and other projects
The learning and welfare needs of all students are
monitored effectively and a variety of supports are
implemented.
The school works collaboratively with
stakeholders to build a positive school community
and support social emotional learning for
students.
Pendle Hill Public School- 3993
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Planning template – V2.0