SCHOOL PLANNING TEMPLATE EXAMPLE National Partnership Programme
NAME OF SCHOOL
Christ the King Deception Bay
NAME OF PRINCIPAL
Mr Miro Martin
ADDRESS OF SCHOOL 54 Thompson St Deception Bay
STUDENT FTEs AS AT
15/09/09 240 students
SCHOOL CONTEXTUAL BACKGROUND & KEY PRIORITIES TO BE ADDRESSED
Briefly outline the key issues the school is facing including evidence that would support the rationale for the strategies that will be implemented through this plan.
Our 2008 NAPLAN results, as well as our own internal assessment measures, indicate below average performance by all grades in Literacy and Numeracy.
Anecdotal evidence collected by staff and principal from conversations with parents and students indicates that reading is not supported very well in the home.
Children don’t have many opportunities to read and there are not many reading resources in many of the homes. A significant number of our caregivers admit to
having poor reading skills, themselves. We have already set up a pilot programme with some of our neediest students (all of whom are verified and on the EIMS
database) who have learning and behavioural issues. This has been running for almost two years with excellent results, e.g. improved reading scores and
attendance and reduced disciplinary actions. This has been financed entirely through school funds and CTP funding. We call this group ‘gold class’ and it comprises
12 students from years 5 to 7. We have a very large cohort of 20 to 25 needy children who just miss out on government funding through CTP. We want to focus on
this group, expanding our ‘gold class’ programme. We also want to focus on the parents. We have a new library and hall and we want to set up a community
reading centre in the latter. The hall has a purpose-built conference room with cupboards, whiteboard and data projector and computer access which can be used as
a classroom. We want to offer parents the opportunity to participate in reading workshops run by our staff and to borrow books to take home and read with their
children.
A significant factor in the children’s performance at school is their social and emotional well-being. A large proportion of our children, in particular our verified
children, have significant behavioural dysfunction. 17 students are currently verified with Brisbane Catholic Education as having Social Emotional issues. Almost all
of these children have associated learning difficulties. We have children who have witnessed violence, experienced lack of consistency of caregivers, alcohol and
drug abuse. We have children who have been directly affected by crime. (murder and sexual assault) A large amount of energy and time is devoted to calming and
settling the children before we even think of teaching them anything. Expense has prevented us from employing a counselor at the school. The National Partnership
grant would enable us to employ a school pastoral worker who could focus on the ‘out-of-school’ issues that are having an impact on the children’s learning.
COMMUNITY ENGAGEMENT AND CONSULTATION PROCESS UNDERTAKEN
Describe briefly the process used to consult with staff, parents, students and other key stakeholders in developing the plan.
The plan was discussed with parents at both P&F and board level and the whole school community was informed through our school newsletter. Staff discussed the
plan at a staff meeting.
CONSIDER OUTCOMES FOR THE FOLLOWING
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The proportion of children enrolled in and attending school by Low SES and Indigenous
Literacy and numeracy achievement and improvement of Year 3, 5, 7 and 9 students by:
o Low SES
o Indigenous
o Refugees
o English as a second language
o Disability
Rates of school disciplinary absences
The proportion of Indigenous students completing Year 10
The proportion of young people participating in post-school education or training six months after school
Percentage of students successfully transitioning from Year 10 to Year 12
Percentage of students completing Year 12.
PERFORMANCE INDICATORS
SCHOOL TARGETS
NAPLAN and internal assessment measures – Waddington Reading and
Spelling measures. Running Records. Attendance Register.
Behaviour/discipline log.
Our gold class has shown outstanding
success, with most students showing a
substantial improvement in Reading Age,
e.g. 18 month improvement in only 12
months of tuition. We are aiming at getting
similar results with the focus cohort. We
are aiming at reducing the incidence of
student exclusions and suspensions
Anecdotal Records for behavior issues - lunch exclusions, suspensions,
etc.
Attendance and participation of parents in our Community Reading
Centre. CRC
At least 10 parents of target cohort ( 20 to
25 students ) to attend CRC
EVIDENCE SOURCE
NAPLAN data, Internal assessment,
e.g., Torch, PM Benchmark,
Waddington (spelling and reading),
quick test of language (prep) School
and class profiles.
Apart from our own records of behavior,
a great deal of our evidence comes
directly from the parents and caregivers.
Anecdotal evidence suggests that
parents, especially those who have
transferred from other schools, are
extremely satisfied with their children’s
progress at CTK.
Community Reading Centre
REFORM AREA
STRATEGIES
MILESTONES
TOTAL BUDGET
SCHOOL BUDGET
AND TIMEFRAME
ALLOCATION
CONTRIBUTION
N/A
Incentives to attract
High performing principals
and teachers
N/A
Adoption of best practice
performance\management
and staffing arrangements
that articulate a clear role
for principals
School operational
arrangements which
encourage innovation and
flexibility
Using CTP money as
well as BCEC
Learning
Enhancement money
to fund Gold class ;
group of 12 high
needs students
Already in place since
start of 2008.
Employing a School
Pastoral worker for
18 hours a week
from start of 2010
Currently in place
$90,000
$48000 from National
Partnership Grant
$90000 from existing CTP funding and BCEC
staffing schedule, viz. Learning Enhancement.
This allows for a full-time teacher and school
officer for Gold Class.
Providing innovative and
tailored learning
opportunities
Expand existing Gold
Class , Core literacy
groupings. Employ
LNit Teacher 0.6 FTE
to work in
conjunction with our
own teachers 0.4 FTE
to identify target
cohort, coordinate
teachers to develop
learning plans,
assessment and
reports
Begun at start of 2010
using school funding.
To be reimbursed once
National Partnership
Grant arrives
Strengthened school
account
Baseline testing to
establish where
students are at
followed by regular
recording and
reporting of internal
assessment
Baseline testing to begin
Term 4 2009. Regular
reporting to Principal at
end of each term
Setting up a
Community Reading
Centre run by School
staff and parents in
new hall .
Incorporate
‘Chatting Children’
Programme
Semester 2 2010
ability
External partnerships with
parents , other schools,
business and communities
and the provision of access
to extended services
(including through
brokering arrangements)
LNit $50000
Classroom teacher $30000
School to pay $12,000
$10000 from general school budget
CERTIFICATION
This plan (with Budget and Annual Financial Return) are developed in consultation with the school community and is a meaningful report of achievement and a
statement of direction that meets school needs and systemic requirements
PRINCIPAL 2009 – Miro Martin ……………………………………………
P& F PRESIDENT 2009 – Jody Reberger ……………………………………
BOARD CHAIR 2009 – Paul Crocker……………………………………….
AREA SUPERVISOR –Pat Coughlan ………………………………………….