School plan 2018-2020Dalmeny Public School 4634

Printed on: 16 April, 2018Page 1 of 6 Dalmeny Public School 4634 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

In partnership with our community we promote qualityteaching and learning opportunities in a safe, respectful,supportive and inclusive environment.

At Dalmeny:

• Students are known, valued and cared for.

• We are committed to supporting each student toconnect, succeed and thrive in academics, the arts,sport, wellbeing, citizenship and leadership.

• Students are supported by whole–school wellbeingpractices which are equitable, explicitly taught andgoal oriented.

• Learning environments are inspiring, inclusive,future–focussed, vibrant and differentiated to meet theneeds of all students.

• Families are engaged in their children’s learning.

• Professional relationships are inclusive, respectful,supportive and collaborative.

• We are committed to the principles outlined in theAustralian Professional Standards For Teachers.

Dalmeny Public School is a large P4 school in Prestons,South West Sydney. We are a member of the Glenfieldnetwork of schools in the Ultimo Group. Our enrolment forthe 2018 – 2020 planning period will exceed 1,000students.

The Dalmeny Public School Family Occupation andEducation Index (FOEI) is 88. The higher the FOEImeasurement, the higher the level of disadvantage, withfigures ranging from 0–300. The FOEI is developed usinginformation provided on student enrolment forms.

The socio–economic status of the school community iswide–ranging, with 65% of our families falling in the middletwo FOEI socio–economic quartiles. Fifteen percent fall inthe lowest and the remaining 20% are in the highestsocio–economic quartile.

Our students are from a diverse range of culturalbackgrounds. Our community has 81different countries ofbirth registered, and 66 different language backgroundgroups recorded. The dominant languages being Hindi andUrdu, Arabic, Macedonian and Samoan.

Dalmeny Public School has 25 students of Aboriginalbackground, which represents 2.5%of enrolled students.

Our parents, students and staff embrace our SpecialEducation Unit which consists of one IO class, twoIO/Autism classes and an Autism class.

Our school is staffed by one Principal, two DeputyPrincipals, six Assistant Principals and 67 teachers whodeliver programs to 43 classes in either a full–time orpart–time capacity. Twenty–six of our teachers arecurrently employed in temporary engagement positions.

The non–teaching staff consists of our Business Manager,School Admin Manager, four Admin Officers, two GeneralAssistants and eleven Student Learning Support Officers(SLSO).

In Terms 3 and 4 of 2017, a comprehensive process wasundertaken to establish goals for Dalmeny Public Schoolacross three strategic directions.

This involved:

• holding focussed discussions with the P&C;

• seeking feedback from staff targeting effectiveprofessional learning and associated strategies andbeliefs;

• surveying students; and

• Assessing our progress against the School ExcellenceFramework.

All information was collated, with key, consistent themesemerging. Logic models were then constructed to reflectthese themes and were fused together to create our draftstrategic directions.

Staff feedback was again sought to finalise these strategicdirections and to evaluate our vision statement todetermine whether our beliefs and commitments containedtherein still held true in terms of our current student andcommunity focus.

Product sand practices were developed to form theoutcomes of our plan, against which implementationstrategies and milestones were developed. Each strategy isgrounded in a solid evidence base underpinned bycollaboration between teachers, students and families.

The Dalmeny 2018–2020 School Plan flows from thestrategic directions and sets clear goals and targets for ourwork. It forms the basis for the school’s improvement anddevelopment directions for the next three years inpartnership with the parents and community.

Mr Clayton Reedie

Principal

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Innovative Learning Culture.

STRATEGICDIRECTION 2

Excellence In Teaching.

STRATEGICDIRECTION 3

Building Leadership Capacity.

Purpose:

To ensure our teachers, families and otherstakeholders collaborate to:

Meet the cognitive, emotional, social, physical and spiritualneeds of all students; and

Develop independent, responsible citizens through theprovision of high quality education and communitypartnerships.

Purpose:

To ensure high quality student learning is underpinnedby:

A systematic approach to improve teaching practicethrough collegial support and feedback to maximise studentoutcomes; and

High levels of professionalism, collaboration and individualand collective efficacy.

Purpose:

To create excellent educational leaders who:

Take responsibility for their own learning and lead enrichinglearning opportunities for others; and

Work as positive role models to lead and manage schooloperation, resource allocation and accountabilityrequirements.

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Strategic Direction 1: Innovative Learning Culture.

Purpose

To ensure our teachers, families andother stakeholders collaborate to:

Meet the cognitive, emotional, social,physical and spiritual needs of all students;and

Develop independent, responsible citizensthrough the provision of high qualityeducation and community partnerships.

Improvement Measures

Improved levels of parent, student andteacher satisfaction (TTFM survey data).

Sustained reductions in the number ofsuspensions, warning letters, planningroom referrals and SENTRAL entries formisdemeanours.

People

Students

Provide students with the strategies to formpositive relationships and respondpositively to peers and teachers.

Foster mindfulness, a growth mindset andemotional intelligence in students.

Develop the skills and confidence instudents to have a voice in (and aresponsibility for) their learning throughgoal setting.

Staff

Build staff capacity to implement theconnect succeed thrive model ofwellbeing and develop knowledge ofbrain–based learning.

Develop ability in staff and support them todeeply engage families in their children’slearning.

Parents/Carers

Empower parents to support the wholeschool approach to wellbeing.

Foster key partnerships and processes toengage parents in their children’s learningas true partners in the education process.

Leaders

Develop the skills to lead the wellbeingprogram, Family Engagement, newcurriculum and modes of instruction.

Processes

Implement a school wellbeing program andneuroscientific approach to planning andinstruction.

Implement the Family Engagementprogram.

Evaluation Plan

TTFM survey data.

Parent and teacher surveys (FamilyEngagement).

Mid–year and annual SEFself–assessment.

Classroom observations.

Practices and Products

Practices

Teachers engage students through theschool wellbeing and neuroscienceprograms.

Strong collaborative practices betweenfamilies and staff which inform and supportlearning.

High expectations of student achievementare demonstrated by students, staff andfamilies.

Products

Connect–Succeed–Thrive program,targeting the five domains of wellbeing.

A consistent, school–wide approach tobrain–based learning.

Increased family involvement in studentlearning.

A shared learning language between thefamily, student and teacher.

Class programs reflect current syllabusdocuments and teaching methods.

Positive, respectful relationships amongstudents, parents and staff.

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Strategic Direction 2: Excellence In Teaching.

Purpose

To ensure high quality student learningis underpinned by:

A systematic approach to improve teachingpractice through collegial support andfeedback to maximise student outcomes;and

High levels of professionalism,collaboration and individual and collectiveefficacy.

Improvement Measures

Average effect size for Reading, Numeracyand Writing greaterthan 0.4.

Increase the number of students in the toptwo skills bands in NAPLAN Reading,Numeracy and Writing. Current Readingpercentages: Year 3: 35%,Year 5: 16%

High achieving students (top 25%) displaygreater than or equal to expected NAPLANgrowth.

People

Students

Empower students to build on feedbackfrom teachers to improve their learning andself–monitor earning goals.

Staff

Build staff capacity to expertly analyse dataand use evidence to plan effective lessons.

Parents/Carers

Foster high expectations and the languageof learning in parents and families.

Leaders

Develop the ability of our AssistantPrincipals and Curriculum Leaders toengage with colleagues to enhanceoutcomes for students by evaluatingpractice and building teacher capacity.

Adopt a coordinated approach to providingteachers with sustained, differentiatedprofessional learning.

Processes

Implement a whole school approach toinstructional collaboration to develop skillsin literacy.

Implement a whole school approach toinstructional collaboration to develop skillsin numeracy.

Evaluation Plan

Evaluations of PDP processes and goals.

Mid–year and annual SEFself–assessment.

Staff surveys.

Class case studies including student goalsetting and goal achievement data.

TTFM surveys.

Dalmeny achievement data (NAPLAN,PLAN and A–E data).

Online PAT tests, BURT, running recordsand SPAT Test.

PECS data.

Practices and Products

Practices

Lesson planning driven by studentprogress, achievement data and curriculumrequirements.

PDP processes which are negotiated,individualised and address the professionallearning needs of all staff.

Teaching practice responsive to formativeassessment.

Curriculum leaders regularly meet withteachers to analyse data, plan lessons andgauge impact.

Products

Valid assessment data.

Student goals developed from purposefulfeedback.

A school–wide system of instructionalleadership, coaching and mentoring.

A school–wide, consistent approach toeffective evidence–based teaching.

High performing teachers and leaders asmeasured against the AustralianProfessional Standards.

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Strategic Direction 3: Building Leadership Capacity.

Purpose

To create excellent educational leaderswho:

Take responsibility for their own learningand lead enriching learning opportunitiesfor others; and

Work as positive role models to lead andmanage school operation, resourceallocation and accountability requirements.

Improvement Measures

Increasing numbers of teachers taking onleadership roles.

Teachers successfully attaining higherlevels of accreditation.

People

Staff

Develop in staff their ability undertakeleadership and support their transition intothese positions.

Foster in teachers the desire andconfidence to undertake higher levels ofaccreditation and support them in this work.

Community Partners

Foster key partnerships to enhance theprofessional learning of staff.

Leaders

Build the capacity of Dalmeny leaders tomentor, guide and coach teachers toimprove their impact on student learning.

Develop high levels of emotionalintelligence in leaders to build strongrelationships with students, staff andparents.

Processes

Implement inspiring, rewarding leadershippathways for staff.

Involvement the #LeadersLink program todevelop leadership capacity in Executivestaff.

Evaluation Plan

360 degree surveys for all leaders.

#LeadersLink survey.

Evaluations of PDP processes and goals.

Analysis of opportunities for leadership andstaff involved.

Practices and Products

Practices

Processes for aspiring leaders to developthe skills, confidence, knowledge andexperience to lead.

Supervision and support practices whichbuild the capacity of Executive and aspiringleaders to lead, manage, coach andmentor.

Executive engaging in #LeadersLink towork collegially across schools to buildleadership capacity in themselves andothers.

Products

Leaders who are committed to improvingself and others.

Highly Accomplished and Lead teachers.

Executive with the leadership skills tomanage the curriculum, wellbeing andprofessional learning needs of their teams.

Teachers with the capacity and desire toundertake leadership positions incurriculum and management areas.

Printed on: 16 April, 2018Page 6 of 6 Dalmeny Public School 4634 (2018-2020)