School plan 2015 – 2017
Jiggi Public School
Health
And
Wellbeing
Student
Engagement
Curriculum
And
Assessment
Planning template – V2.0
School background 2015 - 2017
School vision statement
School context
School planning process
At Jiggi Public School the students are the highest
priority. Every decision is, and always will be in the best
interests of the students.
Jiggi Public School strives to keep students –

safe

happy

engaged in explicit, meaningful learning.
Jiggi Public School has an enrolment of 38 students,
drawn exclusively from the local area and travel to
school by bus or car. The school attracts outstanding
levels of support and involvement from parents and
community members.
The school students are known as Jiggi Gems. There
are two classes— Diamonds (K-2) and Opals (3-6).
The school has a computer room a library, canteen,
play equipment and an Interactive Whiteboard in every
room.
Jiggi Public School is also a proud member of the Big
Scrub and First North Community of schools and Rivers
P- 12 which enhances our quality teaching and
learning while providing a diverse range of experiences
and opportunities for our students.
< Our school has consulted with our Big Scrub and First
North Community of Schools in deciding directions for our
planning. All School Community members have
participated in consultative processes such as annual
surveys, evaluation and planning opportunities and Student
Representative Council and P & C meetings. Staff have
participated in ongoing planning, assessment, analysis and
evaluation processes. Our 3 strategic directions reflect the
identified needs of our students, the preferences of the
families and the requirements of the community, organised
within the NSW Department of Education and Training
School Excellence Framework.
Two surveys were issued via the newsletter in term 4 2014
asking for parent opinions on strengths and areas for
improvement of the school.
In week 3 Term 1, 2015 the P&C looked at jointly
constructing a list of beliefs and assumptions regarding
student learning.
The Big Scrub and First North Principals collaboratively
planned in Term 4 and three small groups from these
learning communities planned in detail.
The P&C formed a planning focus group with teachers in
week 8 Term 1, 2015 and then communicated via email, in
person and over the phone to discuss. Draft plans from
these meetings were distributed via the newsletter for
comment.
Our vision is for our ‘Jiggi Gems’ to be respectful,
responsible, caring students who achieve their full
potential. We will do this in close partnership with
parents and the surrounding community.
Jiggi Public School
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Planning template – V2.0
School strategic directions 2015 - 2017
STRATEGIC
DIRECTION 1
STRATEGIC
DIRECTION 2
Health and Wellbeing
Student Engagement
STRATEGIC
DIRECTION 3
Curriculum and
Assessment
Purpose:
Purpose:
Purpose:
To create and nurture a supportive social and
physical environment where children and staff are
happy, safe and empowered to make positive
choices and to be confident, resilient and assertive.
To support staff in motivating children through quality
teaching and learning experiences which target their
needs.
To support staff to assess and monitor individual
learning needs in order to implement and evaluate
quality teaching and learning programs and achieve
improved Literacy and Numeracy results for all
students.
Jiggi Public School
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Planning template – V2.0
Strategic Direction 1: Health and Well-being
Purpose
Why do we need this particular
strategic direction and why is it
important?
To create and nurture a
supportive social and
physical environment
where children and staff
are happy, safe and
empowered to make
positive choices and to be
confident, resilient and
assertive.
Improvement Measures
All students will achieve their negotiated
learning goals. This will be measured
through student self-evaluation and
progress along the literacy and numeracy
continuums by teacher placement. Once
these individual learning goals are
achieved, we will acknowledge success
and develop a new set of learning goals
to continue improvement.
People
How do we develop the capabilities of
our people to bring about
transformation?
Students:
* Are happy and well-adjusted in the
school environment.
*Are safe, feel nurtured and are
empowered to make positive choices
within the school environment.
* Engage student leaders are engaged
and demonstrate highly developed
leadership capabilities.
*Students transition smoothly and
confidently through a range of
educational stages.
Staff:
* Staff empower students to make
positive choices through the
implementation of the JPS Discipline
Policy.
*Staff ensure that the school environment
is a happy and positive place by
embedding a positive tone into daily
practice, school structures, planning,
organisation and management.
*Staff support and empower each other
through mentoring and collaboration.
*Create a welcoming environment for
parent communication.
* Staff continue training in Positive
Behaviour for Learning.
Parents/Carers:
*Parents / caregivers support staff in
implementing DEC and school policies.
*Parents and caregivers demonstrate
positive behaviour when working
with/within the school.
*Feel comfortable to demonstrate their
responsibility to communicate all
concerns with the school.
Processes
Products and Practices
How do we do it and how will we
know?
*School values will be clearly defined
and communicated regularly at
assemblies, the newsletter, P&C
meetings and staff meetings.
*Behaviour expectations will be taught
every week using PBL framework.
*A reward system for expected
behaviours of individuals and whole
school in class and in the playground
will be consistent.
* There will continue to be a system for
responding to behavioural issues using
restorative justice questioning when
students are in a time to ‘reflect’ on
behaviour choices.
*One physical/visual improvement a
year is made.
*More lunch time activity choices will be
offered.
*Circle time for students to discuss
issues will be regularly offered.
*High expectations of behaviour will be
communicated to students, staff and
parents regularly.
What is achieved and how do we
measure?
* A nurturing, safe and supportive physical
Environment will be achieved. We will
survey students, parents and staff once a
term to check we are achieving this and
find areas of improvement.
* Expected behaviours and exemplary
achievement is recognised through the
school award programs. Our goal is to
have our senior students seen as role
models for our younger students. This will
be measured through surveys and
conversations with parents, staff and
students once a term.
Practices:
* Positive behaviour is recognised,
awarded and encouraged in the classroom,
on the playground, at assemblies and
during awards ceremonies and special
events. Goal is to have no more than two
students in ‘reflection’ a week and no
students on behaviour plans.
Evaluation Plan
Internal - Closely monitor staff and
student attendance, student behaviour
and feelings of well-being by collecting
data and using surveys.
- External – parent surveys to review
the quality and effectiveness of the
school programs.
*Office staff to conduct random phone
calls once a week. Every family should
be phoned once a term.
Jiggi Public School
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Planning template – V2.0
Strategic Direction 2: Student Engagement
Purpose
Why do we need this particular
strategic direction and why is it
important?
To support staff in
motivating children through
quality teaching and learning
experiences which target
student needs.
Improvement Measures
School and National data indicate
improved student growth and above
benchmarks in core subjects.
People
How do we develop the capabilities of
our people to bring about
transformation?
Students:
* Enjoy coming to school, are openminded, motivated, self-disciplined and
willing to try new things and develop their
skills in using information and
communication technologies, sporting,
performing arts and creative directions
Staff:
* Capabilities are developed through
professional learning, training and
school-wide systems and structures.
* Support and educate their peers to
develop their leadership, quality teaching
skills and confidence.
* Provide a range of engaging
opportunities for students.
* Enjoy coming to school, are openminded and willing to try new things and
develop their skills using information and
communication technologies.
* Are passionate about teaching their
students.
Parents/Carers:
* Work with staff to improve the range
and quality of extra-curricular
opportunities for students.
* Support students to engage in their
learning through participation in
classroom and extracurricular programs.
* Assist teachers to identify interests and
special needs of students.
* Enjoy coming to school.
Processes
Products and Practices
How do we do it and how will we
know?
What is achieved and how do we
measure?
Quality Support For Staff:
* Collegial support is provided.
* Collaborative planning and
programming takes place.
* Leadership capacity is enhanced.
* The School Plan is integral to the
operations of the school.
* Extra-curricular and extension
opportunities for students will be evident.
* Technology and 21 Century learning will
be implemented into teaching programs
and teachers will be involved in
professional learning to achieve this.
Motivating Children:
* Technology integration.
* Extra-curricular opportunities.
* Gifted and talented education and
extension programs.
* Engaging programs.
Learning Support:
*Providing a number of learning support
programs.
* Teachers meet once a week to
discuss targeted student progress.
* Personalised learning plans reviewed
and monitored regularly.
Parental and Community
Engagement:
* Increased access and opportunity for
all community members to be involved
in school initiatives and decision
making.
Practices:
* Motivating teaching and learning lessons
and learning opportunities across the
school to improve student engagement;
demonstrated in:
1. Literacy and Numeracy lessons,
2. Unit activities in all KLAs
3. Extra-curricular opportunities in sport,
Literacy, Numeracy and the arts;
* Proactive teachers who are focused on
integrating technology to support student
engagement and quality teaching.
* Teachers who reflect on the quality of
their teaching and learning.
* Personal Learning Plans, for high support
needs students are developed.
* Professional Learning Plans for staff are
developed.
*Visible parent involvement in a variety of
school initiatives.
Evaluation Plan:
* Monitor staff, student and community
participation and involvement in
programs and initiatives by using data
and tools eg surveys
Jiggi Public School
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Planning template – V2.0
Strategic Direction 3: Curriculum and Assessment
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?
* Increased number of students performing
the top two bands in literacy and numeracy
as measured by NAPLAN.
* Decreased number of students at or
below minimum standards in literacy and
numeracy.
* 100% of K-2 students reaching
appropriate reading levels.
* Quality pedagogy and consistency in
teacher judgement.
* Improved program design, scope and
sequences and assessment benchmarks.
* Improved whole school evaluation,
professional learning and strategic
planning.
To support staff to assess
and monitor individual
learning needs in order to
implement and evaluate
quality teaching and learning
programs and achieve
improved Literacy and
Numeracy results for all
students.
Improvement Measures
As Measured by NAPLAN
To decrease the number of students achieving
at or below minimum standard
To increase the percentage of students’
growth rates achieving greater than or equal to
expected growth.
School based assessment data will
demonstrate:
* 75% of students in Kindergarten through to
year 2 are reading at Level 9, 11 and
respectively by end of each year.
* All Kindergarten through to year 2 students
will be Perceptual counting, Figurative
counting and counting-on and-back in the
range to 30 respectively by the end of each
year.
Students:
* Are engaged in being quality learners of
literacy and numeracy in the class, home
and extra-curricular environments.
*Achieve their best.
Staff:
* Capabilities are developed through
professional learning, training and
school-wide systems and structures.
* Support and extend low-performing
students, as well as laterally and
vertically extend and / or accelerate highperforming and gifted and talented
students.
Parents / Caregivers:
* Are provided opportunities to work with
staff in a collaborative learning
environment to improve the quality of
educational programs in the school. This
will include termly discussions on student
progress.
Teaching and Learning Programs:
* Whole school scope and sequencing.
* Explicit teaching of literacy and
numeracy.
* Integrated literacy and numeracy into
all Key Learning Areas.
* Multicultural and Aboriginal
perspectives evident in all teaching and
learning programs.
* Curriculum differentiation evident in all
English and Mathematics lessons /
KLAs.
* Students understand marking criteria
for literacy and numeracy continuums
and how to progress.
Professional Learning Opportunities:
* Build staff capacity to collaboratively
plan and differentiate programming and
pedagogy in literacy and numeracy
using the Quality Teaching elements.
* Create school-wide systems and
groups to support leadership, stage,
grade and committee teams.
* Implement staff training in the new
NSW syllabus documents.
Assessment and Reporting Leads to:
* deep knowledge of student
performance.
* teachers understanding of strategies
to support low-performing and highperforming students.
* whole school approaches to
assessment, reporting and data
tracking.
Practices:
* Implementation of quality teaching and
learning programs.
* Quality teaching and learning practices
lead to improvement of student
achievement in literacy and numeracy.
* Teachers regularly engage in collegial PL
that results in consistent quality teaching
and achievement of TARS standards.
* Student and staff reflection on the
achievement of their personal learning and
leadership goals particularly in the areas of
literacy and numeracy.
Jiggi Public School
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Planning template – V2.0