School plan 2015 – 2017
Narellan Public School
School background 2015 - 2017
SCHOOL VISION STATEMENT
SCHOOL CONTEXT
Our vision is to provide quality, purposeful and engaging
teaching and learning opportunities for 21st century learners.
Narellan Public School has an enrolment of 340 students,
including 21 Aboriginal students. The school has
experienced sustained enrolment growth as the holding
school for the Spring Farm community, however, due to a
large proportion of families living in rental accommodation
the school population is very transient. The school is
committed to developing and implementing differentiated
and engaging teaching and learning programs, based on
ongoing assessment and evaluation.
Our purpose is to establish strong foundations, with an
emphasis on developing critical and creative thinkers, in a
safe, caring and supportive environment. We endeavour to
enhance the strong links with our local and global
communities particularly with our community of schools.
We aim for each and every child to become active and
respectful citizens and achieve to their full-potential.
Values
Fairness
Integrity
Pride
Respect
Responsibility
Acceptance
Excellence
The school
Numeracy)
commence
Numeracy)
program.
is currently implementing TEN (Targeting Early
across the K – 2 classes and in 2015 will
the implementation of TOWN (Taking Off With
across the 3 – 6 classes and the L2 literacy
The school draws from a broad cross-section of the local
community with two-thirds of the student population falling
into the bottom two quartiles of socio-economic status. The
NSW DEC measure of family occupation and education
index (FOEI) is 119, which is considerably higher than
other schools in the local community. The Resource
Allocation Model which was introduced in 2014 has
provided significant funds to the school to support lowsocio economic students and Aboriginal and Torres Strait
Islander students. The funds have been utilised to support
enrichment and quality teaching programs and employ
additional teaching staff and School Learning and Support
Officers to support students with additional learning needs.
Student financial assistance has also been provided to
ensure student access to programs including speech
pathology, school activities and welfare initiatives.
2015 school priority areas will focus on Building Strong
Foundations of Learning, Enhancing Community
Partnerships and Building Teacher and Leadership
Capacity.
Public Schools NSW | School plan 2015 - 2017 | NARELLAN PUBLIC SCHOOL
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SCHOOL PLANNING PROCESS
In preparation the 2015-2017 school plan a comprehensive
review of the 2012-2014 school plan and an annual review
of school programs was undertaken. Parents, staff and
students were surveyed on school vision statements,
values, school culture, teaching and learning programs,
communication processes and school facilities. The
surveys identified school achievements and areas to be
reviewed. A detailed a analysis of NAPLAN and school
assessment data has identified areas of inferential
comprehension and number as areas of need.
Feedback from parents, staff and students indicated:
School achievements:

Narellan Public School provides high quality
learning environment

The community is well-informed in regard to
school activities

Narellan Public School provides a safe and
secure environment.

Students are proud of being a student at Narellan
Public School.

Narellan Public School celebrates student
achievement.
Areas for Review:

Student engagement and effective implementation
of 21st Century Learning pedagogies

School homework programs

Enhancing leadership opportunities

Curriculum differentiation for all students

School/Community partnerships
www.schools.nsw.edu.au
01
School strategic directions 2015 - 2017
This page identifies the 3 strategic directions and the purpose of each one. Each strategic direction will:
■
■
■
■
define the key improvements which combine for the school to achieve excellence
represent a high level and future-focused educational priority which is evidence based and data informed
be a succinct statement that drives the development of the school’s educational and organisational leadership culture
make explicit links to the dimension of the school excellence framework.
STRATEGIC DIRECTION 2
STRATEGIC DIRECTION 1
Building Strong
Foundations of Learning
for Every Child
In order for students to become successful learners and global
citizens it is vital that experiences are tailored to develop ethical
and moral behaviour, respect and resilience.
A comprehensive curriculum that builds upon strong
foundations in essential literacy and numeracy skills. Innovative
and productive use of technology to encourage independent,
creative problem solvers.
Public Schools NSW | School plan 2015 - 2017 | NARELLAN PUBLIC SCHOOL
Enhancing Community
Partnerships through
Effective Communication
and Engaging the
Community in Student
Learning and school
Decision Making
Strong community partnerships enhance the capacity of
our families to be deeply engaged in their child’s
education, instilling attitudes and values to contribute to
the community and to maximise student engagement and
achievement
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STRATEGIC DIRECTION 3
Building Teacher and
Leadership Capacity to
develop a self-sustaining
and self-improving
community
Building high quality teaching and leadership practices is
pivotal to students maximising learning potential and
achievement. Effective teachers and leaders foster and
support innovation, creative thinkers and problem solvers,
excellence and success.
www.schools.nsw.edu.au
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Strategic direction 1: Building Strong Foundations for Learning
PURPOSE
PEOPLE
PROCESSES
PRODUCTS AND PRACTICES
Why do we need this particular strategic
direction and why is it important?
How do we develop
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 know?
Students have a right to a quality education that
offers strong foundations in Literacy and Numeracy
to allow students to reach their full social,
emotional and academic success.
Teachers
require
ongoing
professional
development and learning to offer quality learning
for 21st Century Learners.
Classrooms and the school environment need to
encompass experiences to develop ethical and
moral behaviour, respect and resilience.
A comprehensive curriculum that builds upon
strong foundations in essential literacy and
numeracy skills and creative and productive use of
technology but also encourages creative,
innovative problem solvers.
IMPROVEMENT MEASURE/S
All staff effectively tracking students on the
continuums with consistent teacher judgment across
the school using syllabus documents.
60% of students achieving expected or above state
minimum growth in all areas of NAPLAN
80% of students achieving grade appropriate levels
against the Literacy and Numeracy continuums.
Staff:
Engaging
students
through
interesting and quality lessons
that cater to their individual
learning, social and emotional
needs.
Staff:
Develop
a
comprehensive
knowledge
of
syllabus
documents,
Literacy
and
Numeracy Continuums and 21st
century learning pedagogies.
Effective use of assessment data
to
deliver
a
differentiated
curriculum.
Parents:
Engage parents in how to
support their child’s learning.
Present Literacy and Numeracy
workshops for parents using
hands
on
activities
and
resources to see how their
children learn in class and help
their children at home
Community partners:
Further enhance links with our
network of schools to develop
professional
learning
opportunities
and
transition
opportunities for students
Leaders:
Lead grade teams in planning,
teaching and assessing quality
English
and
Mathematics
lessons. Ensuring staff are
upskilled in using the syllabus
documents and Literacy and
Numeracy Continuums.
Public Schools NSW | School plan 2015 - 2017 | NARELLAN PUBLIC SCHOOL
1.
2.
3.
4.
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Develop whole school Overview
and scope & sequences for
English Maths: Within these
documents include explicit spelling,
grammar & punctuation and
speaking and listening programs.
Consistent Teacher Judgement
across KLAs, Quality Teaching
and development of Teaching
and Learning cycle: Provide
professional
learning
around
strategies to improve engagement,
reporting and effective teaching
and learning. Ensure differentiated
learning in every classroom across
the school for Literacy and
Numeracy that caters for the
individual needs and progression of
the
student.
Incorporate
professional learning through the
Classroom Teacher Program.
Whole
School
Programs:
Continue to provide professional
learning,
leading
to
full
implementation of Focus on
Reading in classrooms, TEN into
K-2, TOWN into Year 3-6 and L3
into Kindergarten with additional
scope to Stage 1 and L2 supporting
identified Year 2 students.
Formative
Assessment
&
Learning Intentions: Build staff
capacity to implement and reflect
upon the use of formative
assessment, learning intentions,
success criteria, feedback, peer
and
self-assessment
and
reflection/goal setting based on
current research to effectively
Products:
75% of K-2 students achieving appropriate
phonemic awareness and phonics clusters
by the end of Stage 1.
Monitor reading levels across the school and
target students at risk.
Improvement of learning outcomes for
Aboriginal students using PLP’s, PLAN and
NAPLAN data
Increased number of students performing the
top two bands in NAPLAN Literacy and
Numeracy by 4%.
Learning intentions and success criteria are
evident and making positive impact on selfassessment and achievement of learning
outcomes through analysis of PLAN data
Quality pedagogy and consistency in teacher
judgement, curriculum program design,
scope and sequences and assessment
benchmarks for whole school evaluation,
professional learning and strategic planning
Teaching, assessing and reporting are based
on the NSW Syllabus, PLAN data and
formative assessment
Practices:
There is school-wide, collective responsibility
for students’ learning and success, with high
levels of student, staff and community
engagement
Assessment data to monitor achievements
and gaps in student learning are used
extensively to inform planning for particular
student groups and individual students
Evaluating
and
reporting
student
performance data underpins the wholeschool assessment strategy
A learning culture and personal best that is
inspired by the implementation of Learning
Intentions and Success Criteria strategies in
every classroom, with students and staff
www.schools.nsw.edu.au
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improve student outcomes and
understanding of their learning
Evaluation plan:

Develop
whole
school
overview with English and
Mathematics
scope
and
sequences

Reflection
sessions
incorporated in every team
meeting

Formative assessment evident
within all classroom
Public Schools NSW | School plan 2015 - 2017 | NARELLAN PUBLIC SCHOOL
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reflecting on the achievement of their
personal learning and leadership goals
Quality teaching and learning practices
across the school, demonstrated through
differentiated Literacy and Numeracy lessons
and assessments to improve student
achievement.
Proactive professional learning teams across
stages and curriculum areas that are focused
on using best evidence-based practice and
data analysis delivering consistent- quality
teaching and achievement of National
Teaching Standards.
Students reflect on their achievement of their
personal learning goals
www.schools.nsw.edu.au
04
Strategic direction 2: Enhancing Community Partnerships
PURPOSE
Strong community partnerships enhance the
capacity of our families to be deeply
engaged in their child’s education, instilling
attitudes and values to contribute to the
community and to maximise student
engagement and achievement
IMPROVEMENT MEASURE/S
2 Curriculum / information workshops per
term with 10% parent attendance. 50%
increase in parents supporting their child’s
home study as outlined in TTFM survey.
100% of classrooms are updating learning
intentions and work samples on a fortnightly
basis.
PEOPLE
PROCESSES
Students: Engaging in conversation
with parents about their own learning
and application.
Staff:
Developing
positive
and
proactive relationships with the
community. Engage staff in TPL of
‘Why Communities Matter’/ Melbourne
Declaration.
Parents: Engage parents in learning
school
teaching
and
learning
processes and provide immediate
feedback
about
their
child’s
application.
Providing the opportunity, in a nonthreatening environment, to engage
with staff and the wider community.
Community
partners:
Creating
powerful partnerships across our
Community of Schools and Local
Government Area.
Leaders: TPL – Communicating and
Engaging With Your Community? In
line
with
positive
leadership
development. Great team, great
leaders, great results.
How do we do it and how will we know?
1.
2.
3.
Students,
staff
and
parents
communicate
and
engage
in
learning programs to improve
student learning outcomes: Parent/
community members will attend
special events, such as information
workshops, Open Days, excursions/
incursions, School Concert etc. Parent
will be well-informed of school
programs and students achievement.
Host special events that utilise the
expertise of the community.
Effective
and
proactive
communication with the school
community: Use various modes of
communication, such as parent
interviews, eNews, social media, notes
home, noticeboards and website, to
engage our school community.
Teachers will communicate the
information being sent home to their
class.
Fostering positive partnerships in
the broader community: including
COS initiatives, professional learning
experiences, community involvement
and participation in local events.
Evaluation plan:
Record of parent attendance at parent
interviews,
review
meetings
and
workshops
Tell Them From Me surveys results
Partnerships are developed with World of
Leaning,
Gumnut
Kids,
Narellan
Community Preschool, Blinky Bill and
Narellan Childcare Centre to facilitate
transition programs for kindergarten
students.
Public Schools NSW | School plan 2015 - 2017 | NARELLAN PUBLIC SCHOOL
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PRODUCTS AND PRACTICES
Products:
Students are connected to their local
community through the Community of Schools
and local events.
Increased numbers of parents attending and
becoming involved in learning partnerships.
Frequent communication of achievements and
school programs through electronic systems.
Parents acting in partnership with the school,
and understanding of current educational
practices.
Practices:
The school community works together in
collaboration to improve student results.
Parent
workshops
assist
parents
to
understand curriculum and teachjng methods.
Provide new and ongoing opportunities for
students to participate in local events such as
Light Up Narellan, Australia Day March
Informal parents meetings ie coffee and cake.
Allow parents to informally interact with other
parents and staff.
Facilitate opportunities for meaningful and
productive school/community partnerships.
Further enhance Pre-school and COS
activities which support transition to school
and High School.
Parents/carers are more actively involved in
development of Learning Plans for students at
risk
Regular communication of school
achievements and curriculum information to
community members through ‘Class Dojo’ and
‘School Parents’.
www.schools.nsw.edu.au
05
Strategic direction 3: Building Teacher and Leadership Capacity.
PURPOSE
PEOPLE
PROCESSES
Building high quality teaching and
leadership practice is pivotal to students
maximising
learning
potential
and
achievement. Effective teachers and
leaders foster and support innovation,
creative thinkers and problem solvers,
excellence and success.
How do we develop capabilities of our
people to bring about transformation?
Staff: Build capacity and knowledge of
syllabus content through the development
of systems and cultures that focus on
teacher
professional
development,
including
professional
learning
and
opportunities for collegial dialogue and
observation of lessons.
Upskill staff in uses of technology and the
related inquiry skills required for Future
Focused Learners.
Staff develop PDPs to focus on areas for
improvement
and
professional
development.
Parents: Communicate school vision and
plans with parents to build on parent
leadership capacity within the school
community and engagement with school
programs.
Community partners: Utilise Community
of Schools partnerships and Share the
Skills networks to support school
professional learning programs and
initiatives.
Leaders: Ensure leaders are informed and
lead conversations in current pedagogy,
best practice and effective school planning
and policy development.
How do we do it and how will we know?
1. Professional
Development
Framework: Negotiated PDPs for all
staff linked to National Teaching
Standards.
2. Watching
Others
Work:
Opportunities for teacher coaching
and mentoring through observation,
reflection and feedback to improve
pedagogy.
3. Professional Learning: Professional
learning opportunities to improve
student learning outcomes and
engagement. (FoR, Future Focused
Learners, ICT training, SOLE, critical
and visual literacy and inferential
comprehension).
Team
leaders
develop team professional learning
plans to address school priority areas.
4. Leadership Capability Framework:
Enhancing
school
leadership
capabilities through mentoring of
executive staff, curriculum and
committee leaders and staff with
additional responsibility. Staff are
supported in the development of
action plans and budgets to address
priority areas.
Evaluation plan:
All staff will have a negotiated
professional development plan reflective
of DOE, school and personal priority
areas
Teaching programs are reflective of
Future Focused Learning pedagogies
including ICT and SOLE.
Staff take responsibility tracking
their individual Professional Learning to
ensure they meet minimum professional
requirements
IMPROVEMENT MEASURE/S
All
teachers
have
a
negotiated
Performance and Development Plan in
line with National Standards and School
Plan.
100% New Scheme Teachers working
towards or maintaining accreditation in
National Teaching Standards.
All teachers differentiating teaching and
learning programs that cater for different
learning abilities and styles.
Public Schools NSW | School plan 2015 - 2017 | NARELLAN PUBLIC SCHOOL
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PRODUCTS AND PRACTICES
What is achieved and how do we know?
Products:
Teachers show evidence of career growth
and
accreditation
against
National
Professional Standards embedded in the
PDF process.
Teachers, leaders and aspiring leaders are
working
towards
Proficient,
Highly
Accomplished or Lead Teacher level.
Differentiated learning experiences and
programs to meet the specific needs of
students.
Formative
assessment
and
school
monitoring systems developed. School and
team meetings analyse and monitor student
data and progress.
Practices:
Professional
Development
Plans
for
individual teachers aligned to National
Standards and school plan. The teacher
supervision policy is underpinned by the
National Teaching Standards, with a culture
of teachers reflecting on themselves and
their practise.
Opportunities for all staff to take on
leadership roles. Leaders mentor and direct
aspiring leaders and build on their own
capacity.
Consistent high implementation of the
Australian curriculum through high quality
programs, incorporating technology and
including
evidence
of
appropriate
differentiation.
Implementation of focused programs such
as TEN/TOWN for numeracy development,
FoR, Reading Recovery and L2, to support
literacy development.
Effective school planning tools are utilised by
team and committee leaders.
www.schools.nsw.edu.au
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