School plan 2018-2020Wahroonga Public School 3833

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School background 2018–2020

School vision statement School context School planning process

The teachers, parents and students at Wahroonga PublicSchool work together within a happy and supportiveeducational environment to ensure that everyone canrealise their full potential. The school is a dynamic learningorganisation striving for improvement in the context of 21stcentury education.

Wahroonga Public School is a metropolitan school in theKu–ring–gai local government area in the northern suburbsof Sydney with an enrolment of 730 students fromKindergarten to Year 6. The community serves anever–growing number of families newly arrived in Australia.Wahroonga is an affluent demographical area with a highpercentage of families achieving tertiary educationalqualifications. The school relies on the support of its parentcommunity through the representative P&C Association inorder to run a number of academic programs in–line withlocal need.

 

Wahroonga Public School is affectionately known as ‘TheBush School’, as it is set amongst a native Blue Gum HighForest, and features unique, attractive grounds includingboth natural and built features. Two in–ground swimmingpools and an outdoor amphitheatre are main attractions.

 

The school has 29 mainstream classes and offers studentsa range of extra–curricular activities including chess, sport,dance and choir. The school band is renowned in the localarea.

Throughout 2017, a dozen school staff members undertooka significant self–assessment of the school’s practicesusing the School Excellence Framework. Theself–assessment was externally validated by a peerprincipal panel. Results of the assessment revealed twopractices where Wahroonga Public School was operatingat a lower level, described as ‘delivering’. Ten practiceswere assessed to be ‘sustaining and growing’, while twopractices were assessed to be ‘excelling’. These areaswere student wellbeing practices and school resourcemanagement.

Towards the conclusion of 2017, the school’s seniorexecutive undertook wide consultation. The principal metindividually with each staff member, while the deputyprincipals canvassed opinions of parents and studentsthrough surveys and focus group discussions. Three–hourstaff planning session occurred where findings were sharedand dialogue occurred to explore the opportunities andstrategic directions that might become the focus of thisplan.

 

Professional learning with the Centre for EducationStatistics & Evaluation supported leaders to develop theplan’s contents. The plan is responsive to feedback andregular monitoring of a range of data sources. The schoolplan is therefore an evolving document that aims tocontinually reflect the changing nature of the school’spurpose and vision.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Curriculum & Assessment

STRATEGICDIRECTION 2

Effective Classroom Practice,Data Skills & Use

STRATEGICDIRECTION 3

Instructional Leadership forImproved Teaching, Learning &

Wellbeing

Purpose:

Focusing on curriculum and assessment ensures allcontent descriptors are delivered in an organised andstrategic manner. Assessment strategies and monitoring oflearning enables teachers to differentiate curriculumdelivery to support student success.

Purpose:

Prioritising quality teaching, informed by data withemphasis on high expectations, explicit teaching andfeedback, supports teachers to maximise their impact onstudent learning. Creating nurturing and flexible learningenvironments provides conditions under whichcollaborative, inquiry learning can occur.

Purpose:

Measuring performance against professional standardsallows staff members to be reflective practitioners whostrive for improvement and excellence. Connecting withparents, local industry, the community of schools and widereducational network strengthens collective efficacy anddevelops a culture of participation and transparency.

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Strategic Direction 1: Curriculum & Assessment

Purpose

Focusing on curriculum and assessmentensures all content descriptors aredelivered in an organised and strategicmanner. Assessment strategies andmonitoring of learning enables teachers todifferentiate curriculum delivery to supportstudent success.

Improvement Measures

All teaching and learning programs reflectand are driven by data anaylsis.

PLAN reflects average expected growth.Grammar learning progressions datareflects an effect size of 0.4 (one years’growth)

ACER data reflects an effect size of 0.2(Term 1–Term 3 = 6 months growth).

Each quartile of students determined byNAPLAN results experiences averageexpected growth in the following testingperiod.

Staff consistently using data and look fortrends/groupings based on data.

People

Staff

Staff:

• ensure all NESA programmingrequirements are reflected in learningprograms / curriculum & assessmentmaps

• implement all NESA requirements

• collect & analyse data to identify studentlearning needs (ongoing formativeassessment)

• use data to inform learning programs and understand effect size

• understand and use PLAN andgrammar & punctuation learningprogressions to track studentachievement

Parents/Carers

Parents/Carers:

• contribute to consultation aboutassessment policy

• exposed to syllabus structure and how itis reflected as achievement in reporting

Students

Students:

• develop a growth mindset, set goals,identify learning intentions andembraces success criteria

• student are provided with challenges

Community Partners

Community of Schools: 

Processes

1.1 Whole school Curriculum Organisation.Teachers evaluate programs againstthe K–6 Curriculum map (scope &sequence), syllabus and NESArequirements.

1.2 Targeted assessment to gather studentdata to inform practice.

1.3 Whole school monitoring systems usedconsistently to track student growth.

Evaluation Plan

Evaluation Plan (evidence of impact).

1.1 Staff can easily access programs fromcentral location.

1.1 All syllabus outcomes are taught.

1.2 Formative assessment is a continuingfocus throughout the year.

1.2 Staff use student data to informprogramming and differentiate based onanalysis of data. Pre and post assessmentin fractions, grammar & punctuation anddemonstrate growth in achievement.

1.2 Students are informed about personalprogress and achievement.

1.3 PLAN data is updated regularly andclass analysis sheets generated (K–2).

1.3 Teachers program differentiatedgrammar lessons based on analysis ofdata.

Practices and Products

Practices

Curriculum map determines outcomestaught.

All staff have easy access to all programs.

Strategic student assessment occurs, bothformative and summative.

Assessment data drives future directionsand supports consistent teacherjudgement.

Students are monitored to showquantifiable progress and achievement.

Students are familiar with grammar,punctuation and fractions meta languageand can write goals.

Products

K–6 Curriculum map (scope & sequence)established.

Central location established as depositoryfor all English, Mathematics andSTEAM/HSIE units of work.

K–6 Assessment map (scope & sequence)established.

Benchmarks and grammar student worksamples / data collected.

Differentiated assessments.

Student progress and achievement istracked against grammar & punctuationprogressions and in PLAN.

Student grammar, punctuation & fractionsreport comments.

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Strategic Direction 1: Curriculum & Assessment

People

• coordinates instructional rounds withstaff across multiple sites

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Strategic Direction 2: Effective Classroom Practice, Data Skills & Use

Purpose

Prioritising quality teaching, informed bydata with emphasis on high expectations,explicit teaching and feedback, supportsteachers to maximise their impact onstudent learning. Creating nurturing andflexible learning environments providesconditions under which collaborative,inquiry learning can occur.

Improvement Measures

Target of 2800 green tokens representingthe core value ‘active and engagedlearning’ are awarded to students eachterm with an aim to improve each term ineach class.

Observational assessment of creative &critical thinking activities within threeflexible learning space classroom and thelibrary shows enhanced provision ofcreative & critical learning on base linedata.

People

Staff

Staff:

• use data to differentiate teachingprograms and plan collaboratively toensure students’ progress

• give student feedback to improveperformance

• use pedagogy to enhance outcomes inflexible spaces

• increase grammar, punctuation andfractions pedagogy

Parents/Carers

Parents/Carers:

• are informed of student progress andlearning goals

• are informed about student data at P&Cmeetings

Students

Students:

• are engaged and are able to thinkcritically and creatively collaborate andcommunicate with confidence

• articulate goals and learning progress

• take responsibility for their learningchoices

Processes

2.1 Differentiated,evidence–based LessonPlanning in English & Mathematics withHigh Expectations, Explicit Teaching,Feedback, Reflection and Visible Learning.

2.2 Flexible, Nurturing Environments toOptimise Learning.

2.3 Data Collection &Analysis in grammar,punctuation and fractions at Individual,class & stage levels.

Evaluation Plan

2.1 Students articulate their learning goals,evidence their learning goals in studentachievement book, reflect upon strengthsand areas of need and report on learninggoals each semester.

2..1 Programs reflect all aspects:differentiated, evidence–based lessonplanning in grammar, punctuation &fractions with High Expectations, ExplicitTeaching and Feedback.

2.2 Students are actively engaged becauseteachers have reflected on data fromquality learning environment scale.

2.2 Creative thinking is increased becauseteachers have reflected on 6C’s rubric data.

2.3 Students make expected growth inreading because teachers have analysedmistakes and used data to inform practice.

Practices and Products

Practices

Specific strategies are used to develop highexpectations, e.g. success criteria andrubrics.

Teachers provide for students basicpsychological needs within the classroomincluding love and belonging, fun andlearning, freedom, power and survival.

English and Mathematics data is collectedat strategic intervals and used to informlearning goals and programming.Fortnightly stage collaborativeprogramming in English, Mathematics andSTEAM/HSIE.

Targeted interventions in literacy &numeracy address all students’ learningneeds.

Flexible classroom setups & organisationsare reflected in programs demonstratingstrategic planning.

Creative & critical thinking is activelyconsidered in programming.

Products

Evidence–Based Lesson Planning inEnglish & Mathematics with HighExpectations, Explicit Teaching, Feedbackand Reflection.

Nurturing Environments to OptimiseLearning.

Students are engaged with learning andindependent in their learning choices.

Differentiated literacy & numeracyprograms show evidence of adjustments

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Strategic Direction 2: Effective Classroom Practice, Data Skills & Use

Practices and Products

based on individual needs. All students arechallenged and results improve in effectsize by 0.4 or better.

Classroom design caters for students’needs through flexible learning spaces.

Staff give explicit feedback to students inrelation to individual learning goals andlearning is made visible within each room.

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Strategic Direction 3: Instructional Leadership for Improved Teaching, Learning &Wellbeing

Purpose

Measuring performance againstprofessional standards allows staffmembers to be reflective practitioners whostrive for improvement and excellence.Connecting with parents, local industry, thecommunity of schools and widereducational network strengthens collectiveefficacy and develops a culture ofparticipation and transparency.

Improvement Measures

The school leadership provides 20 hoursannually of quality professional learninglinked to professional standards.

80% of eligible students achieve Diamondstatus in the Premier’s Sporting Challenge.

90% of eligible students report high levelsof advocacy in the Tell Them From Mesurvey.ort participation in one school eventeach year.

95% of students throughout the schoolachieve expected reading benchmarklevels.

95% of students throughout the schoolachieve expected benchmark in fractionsaspect of numeracy progression &grammar & punctuation aspect of literacyprogression.

All students not achieving benchmark havea quality Individual Education Plan andtargeted intervention.

85% of parents report participation in oneschool event each year.

People

Staff

Teachers:

• counsellor delivers presentations tocommunity on relevant topics

• work alongside Instructional Leader toset goals and improve practice

• model reading to students, with students

• analyse student reading behaviour

• meet PDP expectations settingchallenging yet realistic goals

• keep log of professional learning

• advocate for students and developquality relationships

• are aware of and have a functionalunderstanding of literacy and numeracyprogressions

Parents/Carers

Parents/Carers:

• provide feedback to school oncurriculum or wellbeing topics theywould like workshops on

• attend workshops

Students

Students:

• moderate behavior and learning choicesthrough use of behaviour car and zonesof regulation

• develop dispositions consistent withactive and engaged learning

• are kind

Processes

1) Performance Management,Development & Standards.

2) Mandatory Requirements Met &Exceeded.

3) Connected Collaborative Community.

Evaluation Plan

3.1 PD attendance is monitored accuratelyby executive and staff record ownprofessional development

3.1 Staff understand professional standardsand accreditation (P/HC/Lead).Standardsdrive future professional goals. Staffcritically reflect on practice to improvepractice and complete PDPs.

3.1 Early Career Teachers use standardsto inform practice, develop accreditationportfolio and achieve accreditation.

3.2 Programs differentiated effectively dueto data analysis and collaborative planning.

3.2 Years K–4 Teachers apply Ten trainingto improve differentiation practice andincrease students results. SENA dataanalysed by staff and used to informdifferentiated teaching practice.

3.2 Increased teacher understanding ofgrammar leads to confident, effective anddifferentiated instruction. Explicit teachingof metalanguage for grammar to increasestudent outcomes.

3.2 Teachers analyse reading data andgroup students according to readinginterventions to increase student progress.Staff are better informed through using thewellbeing hub and support students more

Practices and Products

Practices

Professional learning is planned,documented in MyPL, linked to standardsand reflected upon by staff in journals.

Professional learning is shared withcolleagues. Teachers programcollaboratively and responsively.

Philosophy of choice theory is embedded instudent and staff wellbeing matters.

Parent workshops are conducted aboutrelevant curriculum and wellbeing topics.

Behaviour car and zones of regulationadopted school wide.

Products

All K–3 staff are trained in Targeted EarlyNumeracy.

PDPs reflect professional standards andare annotated.

Teachers supported to achieve HighlyAccomplished level of accreditation.

All teachers are able to effectively take arunning record and analyse readingbehaviour.

Wellbeing hub established with counselloras an active contributor.

Sport equipment & facilities support aculture of physical wellbeing and progressalong physical literacy continuum.

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Strategic Direction 3: Instructional Leadership for Improved Teaching, Learning &Wellbeing

People

Community Partners

Community of Schools:

• Parent meetings about well being

• Dan Haesler wellbeing lecture

• coordinate training in new literacy &numeracy progressions

Processes

effectively with consistent strategies. Moreefficient referrals to LST

3.3 Staff identify, implement & evaluateadjustments. Grade support for teacherswith special need students is enhanced.

3.3 Consistent use of choice theory inschool. Students with special needssupported effectively through Zones ofRegulation and Choice Theory Processes.Student self–regulation and reflectionimproves.

3.3 Parents understand school wellbeingapproach and are better equipped tosupport their child/ren.

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