School Strategic Plan for Mount
Dandenong Primary School
3284
[2016-2019]
Endorsement by
School Principal
Signed……………………………………….
Name………………………………………….
Date……………………………………………
Signed……………………………………….
Endorsement by
School Council
Name………………………………………….
Date……………………………………………
School Council President’s endorsement represents endorsement of School
Strategic Plan by School Council
Signed……………………………………….
Endorsement by
the delegate of the
Secretary
Name………………………………………….
Date……………………………………………
Valid as of August 2015
2
Valid as of August 2015
School Profile
Purpose Statement
Mount Dandenong Primary School values our unique environment and close community. It is a place for
creative opportunities and academic excellence, nurturing respect, happiness and independence.
Values
Mount Dandenong Primary School and its community operate within the context of our R.I.C.H. values.
Respect, Independence, Community and Honesty are the pillars of our expected and modelled behavior.
Environmental Context
Mount Dandenong Primary School (MDPS) is situated in the beautiful Dandenong Ranges, approximately 50
kilometres from the Melbourne GPO. The current enrolment is 192 students and enrolments have been
marginally declining over the review period. The Student Family Occupation (SFO) density is 0.2463. This
index places the school almost in the highest quartile of advantage for government schools.
Originally established in 1897, the school was rebuilt in 1990. The character of the original building has been
retained and the current facility provides a cohesive and connected learning environment within the school
itself and in terms of the local environment. The staff mix combines experienced teachers with a range of
newly graduated teachers providing a wide range of expertise.
Our visual and performing arts programs are recognized for their excellence and effectiveness.
3
Valid as of August 2015
Area
Achievement
Goal
Key Improvement Strategy
To improve student learning growth in all curriculum areas, with a focus on
Literacy (writing and spelling)
To build teacher and student confidence in utilising a range of assessment
strategies to effectively plan for and assess teaching and learning.
To develop and implement a guaranteed and viable whole school approach
to the teaching of writing
Engagement
To improve student motivation and engagement in their learning.
To provide a reporting system that connects families to student outcome
data in a more frequent and interactive manner.
To implement a writing program that is engaging and motivational.
To increase the connection of families to classroom and school wide
programs and activities.
Wellbeing
To enhance the wellbeing of all students within the school
Productivity
Increase the capacity of the school to function as a strategic organisation
To research and implement a whole school approach to student wellbeing.
To optimise available resources and personnel
4
Valid as of August 2015
Key improvement strategies
Achievement
Goal
Targets
To improve student learning growth in all
curriculum areas, with a focus on Literacy
(writing and spelling).
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For the majority of students to show one
year’s growth across the curriculum
including writing and spelling.
For the NAPLAN results to show medium
growth of 50% or above and high growth
of 25% or above
To show improvement across all areas on
both NAPLAN and VELS student data


Build teacher and student confidence in
utilising a range of assessment strategies
to effectively plan for and assess teaching
and learning.
To research and implement an effective
writing approach from Prep to 6.

Ausvels
Dimension
p-6 MDPS –
mean 2015
p-6 State –
mean 2015
p-6 Region –
mean 2015
Reading and
viewing
2.74
2.55
2.69
Speaking and
listening
2.58
2.44
2.57
Writing
2.51
2.37
2.51
Number
2.56
2.43
2.59
5
Valid as of August 2015
NAPLAN Mean
Y3 2015 MDPS
Y3 2015
- State
Yr 5 2015
- MDPS
Yr 5
2015 State
Reading
466.5
421.2
482.8
484.6
Numeracy
410.6
394.5
496.9
481.7
Grammar and
punctuation
449.8
424.4
469.9
485.4
Writing
433.8
412.8
478.9
467.9
Spelling
397.1
401.1
487
480.7
Actions
Year 1
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Success criteria
Investigate and evaluate effective
assessment practices and programs and
resources
Implement whole school spelling
assessment
Implement whole school reading
assessment
A team of staff will investigate effective
writing programs and approaches
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Staff have participated and contributed to
professional conversations about current
assessment practices and purposes.
Whole school spelling assessment
conducted twice yearly and recorded on
the school data portal (currently
GradeXpert)
Whole school Fountas and Pinnell reading
assessment conducted twice yearly and
recorded on the school data portal
Data is used to drive teaching practices to
support student improvement.
A writing program has been decided upon
for implementation and professional
6
Valid as of August 2015

Year 2
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Investigate and implement an effective
Number assessment for whole school
consistency.
Implement whole school writing
assessment program
A formal instructional model for writing is
created and articulated
All staff are trained and the new whole
school approach to the teaching of writing
is implemented.
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Year 3
Year 4
conducted throughout 2017
Whole staff moderation sessions take
place throughout the year.
Effective Number assessments are
researched and implemented
Whole school Number assessment
conducted twice yearly and data is
entered on the school data portal
(currently GradeXpert).
Whole school writing assessment
conducted twice yearly and data is
entered on the school data
portal(currently GradeXpert).
Data is used to drive teaching practices to
support student improvement
A document is created that defines the
instructional approach the teaching of
writing at MDPS.
All staff are trained in the new approach
to writing and it is implemented from Prep
to Year 6.
Staff confidence in writing instruction is
improved
Continue the improvement agenda as above
after assessment of effectiveness and current
stage of completion.
Full school review of strategic achievement
7
Valid as of August 2015
Key improvement strategies
Engagement
Goal
Targets
To improve student motivation and engagement
in their learning.
 For MDPS to have a reporting system that
gives live data and information to all
families as assessments are conducted.
 For students to be engaged and
enthusiastic in the whole school writing
program.
 For the Student Attitudes to School
Survey to show improved outcomes in the
Teaching and Learning component.
2015
Teaching and
Learning


school
region
state
Learning Confidence
3.88
4.18
4.15
School Connectedness
4.14
4.41
4.39
Stimulating Learning
3.78
4.15
4.14
Student Motivation
4.28
4.57
4.56
Teacher Effectiveness
4.06
4.42
4.41
Teacher Empathy
4.11
4.44
4.43
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
Provide a reporting program that provides
24/7 accessibility to staff, students and
parents
Provide a stimulating learning environment
where students are active learners and
collaborate, explore and connect with the
school and the wider community.
A school focus on the teaching and learning
that is purposeful, relevant and meaningful
For parents representatives from each
class to participate in the parent helpers
program.
For the parent opinion survey to
demonstrate improved outcomes in the
8
Valid as of August 2015
student engagement component.
Student
Engagement POP
- 2015
Connectedness to
Peers
Student Motivation
Social Skills
School
Connectedness
School
School
Type
State
5.88
5.91
5.85
5.71
5.92
5.78
5.77
5.83
5.95
5.59
5.74
5.76
Actions
Year 1
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Success criteria
Research an effective data/reporting
online programs that allow live reporting.
Investigate and evaluate assessment
practices.
Investigate which assessments should be
uploaded for parents and student live
reporting and the frequency of the
uploads.
A whole school focus on writing that
engages and encourages students will be
researched.
Student writing portfolios with explicit
feedback for improvement will be
implemented.
Opportunities to engage students through
author visits, authentic publishing of work
and writing competitions will be
researched.
A parent helper course will be
implemented.
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
A live reporting system has been
investigated and identified for rollout in
2017.
Staff have participated and contributed to
professional conversations about current
assessment practices and purposes.
All staff promote, encourage and prioritise
writing.
Staff will identify opportunities for
students to publish work for authentic
purposes.
A parent helper course is run at school
and attended by parent representatives
from each class.
Parent helpers are involved in every
classroom on a regular basis.
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Valid as of August 2015
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Year 2
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Year 3
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
Year 4
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Parent helper recruitment strategies are
researched and implemented.
Purchase and implement a reporting
system.
Create an assessment schedule that
indicates the type and frequency of data
to be uploaded.
Provide professional learning for staff on
the effective use of the system.
A writing program is fully implemented
from Prep to Year 6
Student portfolios contain explicit
feedback for student improvement
Students are given regular opportunities
to interact with authors and writers,
publish work for authentic audiences and
participate in writing competitions.
The parent helper course is refined after
feedback sources considered and is
offered.
The reporting system goes live for
community use
The assessment schedule and data upload
is fully implemented
Continue the improvement agenda as
above after assessment of effectiveness
and current stage of completion.
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The reporting system has been
implemented.
Staff upload student data according to an
agreed upon schedule.
The reporting system is prepared for
community use.
Students receive explicit feedback for
improvement
Staff have provided authentic
opportunities to engage the students in
their writing
Parents from each classroom are involved
in the parent helper course
Parent helper numbers in all classrooms
have increased from 2016
Data sources are reflecting improvement
Staff upload all student data according to
the agreed upon schedule
Parents can access student reporting as
per the agreed schedule.
The traditional reporting system is phased
out.
Full school review of strategic achievement
10
Valid as of August 2015
Key improvement strategies
Wellbeing
Goal
Targets
To enhance the wellbeing of all students within
the school


To have a clearly articulated whole school
approach to wellbeing.
To show consistent growth in the student
wellbeing and relationships component of the
Student Attitudes to School Survey.
Student
2015
Wellbeing ATSS
Morale
Student
Distress
Year 1
school
region
state
5.33
5.76
5.73
5.78
6.00
5.95

Research effective and successful school
wellbeing programs and commit to a
program that will suit the needs of MDPS
and align with the school’s R.I.C.H. values

Implement a student tracking system that
tracks student welfare issues effectively
and highlights support, programs and
strategies put in place to support those
students that require support.
Actions
Success criteria
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Research and investigate whole school
wellbeing programs
Decide on the most appropriate program for
MDPS.
Prepare for initial professional learning and
implementation for 2017
Student data tracking is investigated
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A team is formed to investigate the various
programs and resources available
Presentation to staff and a decision made
about the best fit program for MDPS
Professional learning is planned for 2017
Student data tracking system is chosen and
ready for implementation in 2017
11
Valid as of August 2015
Year 2
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Year 3
Year 4
Professional learning is undertaken by all
staff
Appropriate resources purchased
The program is implemented Foundation to 6
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Continuation of the program
Ongoing training for staff
Evaluation of the current program takes
place
 Continue the improvement agenda as
above after assessment of effectiveness
and current stage of completion.
Full school review of strategic achievement
Professional learning has taken place
Resources are purchased
All students and staff are involved in the
program
Data sources are reflecting improvement
 Evaluation of the program has occurred.
 Data sources are reflecting improvement.
12
Valid as of August 2015
Key improvement strategies
Productivity
Goals
Targets
Year 1

Increase the capacity of the school to
function as a strategic organisation
 To successfully allocate funding each
year of the strategic plan to achieve
the outcomes for all three strategic
priorities.
 To have effective timetabling to ensure
professional learning is allocated to
whole school strategic priorities.
 For staff to have strategic priorities
linked to their PDP process.

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Identify the personnel who will lead the
investigation of the various strategic
improvement areas
Ensure effective and sustainable allocation
of funding to implement the various
strategic improvement areas
Ensure effective and sustainable allocation
of funding to train staff, students and
parents where required for the strategic
plan goals and actions
Actions
Success criteria
Allocate funding for:
 Researching and investing reporting
systems
 Purchasing a reporting program
 Training staff to use the program
Allocate funding for:
 Researching and investing a writing
program/approach
 Purchasing the resources and materials to
implement a new writing program.
 Training staff to use the program.
Allocate funding for:
 Researching and investing a wellbeing
program/approach
 Purchasing the resources and materials to
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Staff have been identified to drive the
improvement agenda in each of the priority
areas
Funds have been allocated to research,
purchase and install the live data reporting
program
Funds have been allocated to research
purchase and implement the writing
program/approach
Funds have been allocated to research
purchase and implement the wellbeing
program/approach
13
Valid as of August 2015
Year 2
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Year 3


Year 4
implement a new wellbeing program.
Training staff to use the program.
Training the community how to use the
live online reporting system
Training and implementation of the
writing program is appropriately funded
and resourced.

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
Staff, students and parents are able to log
in and access student data 24/7
All staff will be training in the use of the
program
The writing approach is implemented from
F-6.
Monitor and reassess the effectiveness of
the online data reporting program
Continue the improvement agenda as
above after assessment of effectiveness
and current stage of completion.
Full school review of strategic achievement
14
Valid as of August 2015