School plan 2018-2020Oran Park Public School 4651

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School background 2018–2020

School vision statement School context School planning process

Oran Park Public School community provides a love oflearning in an inclusive, safe and supportive environmentwhere students are valued as individuals. All children areengaged in quality differentiated and future focusedlearning. Staff work in partnership with families and thewider community to set high expectations for success,ensuring students achieve their full potential as lifelonglearners.

Innovative, engaging educational programs inspire andprepare students to become productive, organised andproud global citizens.

Oran Park Public School provides quality teaching andlearning programs. We have a strong academic focus withprograms that challenge our students. A major emphasis ison the development of literacy and numeracy to ensure allstudents are provided with the skills for future success.

We have excellent support programs for students withspecial needs. All students are provided with teaching andlearning programs that encourage them to achieve their fullpotential. We have a strong student welfare approach,Positive Behaviour for Learning.

Established in 2014, our school is positioned in a new fastgrowing suburb. The school and the local township areconstantly evolving and exciting opportunities are regularlyaccessed. We are welcoming and friendly school within aculturally diverse community.

We promote a healthy, active lifestyle and encouragelifelong fitness through our innovative health and sportprograms. Students compete regularly in a wide selectionof local and state competitions. Our students enjoyparticipating in a range of extracurricular activities inperforming arts, choir, public speaking and debating todevelop their confidence and talents.

Parents are actively involved in school programs and offervital support within our classrooms. Our students enjoyadditional benefits and support due to the fundraising andcommitment of our very active Parents and Citizens’committee who play an integral role and provide input intoour school’s decision making process.

Our staff and students enjoy a supportive environment anda range of outstanding facilities and opportunities. Studentslearn in comfortable and well–resourced classrooms. Theyuse current technology to engage them in their learning. AtOran Park Public School, we promote a 'Love of Learning'.

Our school has worked strategically and collaborativelywith teachers, students and parents to prepare our 2018 –2020 School Plan.

Community consultation is effectively occurring throughcommunication via the Skoolbag application, a dedicatedOPPS Facebook page, detailed school surveys,Community Cafes and at P&C meetings. These datacollection methods enabled the school to have input thatreflects the thoughts and opinions of our parents andcommunity about their values and expectations of theirchild’s education.

Parents participated in a school–planning forum throughCommunity Cafe to discuss school planning and share theirown views about our school’s directions in the next threeyears.

The executive staff and teachers worked collaborativelyand productively to maintain our school vision, establishour new school directions, and guide and develop our 2018– 2020 School Plan.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Student Learning and Wellbeing

STRATEGICDIRECTION 2

Leading Teaching

STRATEGICDIRECTION 3

Community Partnerships

Purpose:

Student learning is the centre of a core curriculum that isrich, rigorous and respects diversity in student's learningstyles and wellbeing. There is an expectation ofresponsiveness to engage with an integrated curriculumand visible learning to become critical, creative problemsolvers. We aim to develop the skills and positive mindsetto allow all students to contribute positively to society andconnect, succeed and thrive. 

Purpose:

To create evidence based teaching strategies whereteachers identify, understand and implement the mosteffective, explicit teaching practices that accelerate learningusing a differentiated curriculum. Teachers take a sharedresponsibility for student improvement and contribute to atransparent learning culture that meets the diverse needsof our students, staff and community. 

Purpose:

Positive school culture and strong foundation connectionsare developed through building community relationships,mutual responsibility, respect, trust and a shared vision.Community engagement is developed through establishingeffective communication processes, and buildingsupportive, collaborative partnerships to provide studentswith a quality learning environment.

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Strategic Direction 1: Student Learning and Wellbeing

Purpose

Student learning is the centre of a corecurriculum that is rich, rigorous andrespects diversity in student's learningstyles and wellbeing. There is anexpectation of responsiveness to engagewith an integrated curriculum and visiblelearning to become critical, creativeproblem solvers. We aim to develop theskills and positive mindset to allow allstudents to contribute positively to societyand connect, succeed and thrive. 

Improvement Measures

An increased percentage of students utilisevisible learning goals in literacy andnumeracy.

An increase in school wide, collectiveresponsibility for student learning andsuccess.

An increased proportion of students reportpositive respectful relationships amongstpeers and staff that promote optimumstudent wellbeing.

Increased proportion of students achievingexpected growth in literacy.

Increased proportion of students achievingexpected growth in numeracy.

People

Students

Develop students capacity to activelyparticipate in attaining visible learning goalsand Positive Behaviour For Learningstrategies.

Staff

Develop the capacity of teaching staff touse visible learning strategies in literacyand numeracy in their classrooms to guide,track and inform student learning.

All teaching staff demonstrate commitmentto teaching school wide Positive BehaviourFor Learning (PBL) lessons andincorporate the fundamental philosophiesof PBL and the Wellbeing Framework in allcontexts.  

Leaders

Executive staff lead the development andimplementation of school wide practicesand processes to establish collectiveresponsibility for individual studentsuccess.

Parents/Carers

Parents and carers participate ininformation sharing opportunities providedby school staff to support their child’sachievement of educational outcomes.

Processes

Teachers and students utilise visiblelearning to understand, guide, teach andassess learning in all curriculum areas.

Establish and implement a range of schoolsystems that cater for student diversity inlearning styles and wellbeing to improvestudent learning outcomes. 

Evaluation Plan

Progress towards improvement measureswill be evaluated through classroomwalkthroughs, student and teacherquestioning and surveys, classroomobservations, evaluation of consistent useof school processes and procedures andLearning Inquiry Sessions.

Practices and Products

Practices

Learning Intentions and Success Criteriawill be visible in all classrooms for allcurriculum areas. Learning Intentions andSuccess Criteria will be devised andtargeted for specific student needs inliteracy and numeracy.

Mainstream and Support Class executivewill work collaboratively to establish teamsand processes that enables collectiveresponsibility to inform and reviewindividual programs for student learningsuccess.

PBL grade representatives will determine,coordinate and communicate PBLexpectations and differentiated lessons forboth playground and the classroom. Classteachers will deliver weekly PBL lessons.The PBL team will showcase PBL practicesto our wider community of schools.

Products

Visible Learning Intentions and SuccessCriteria will meet specific student needs inliteracy and numeracy and lead to staffdemonstrating clarity when teaching in allcurriculum areas.

Knowledge about students learning stylesand wellbeing will be accessible andconveyed through a central, organiseddigital and team personnel system.

Students work and play in harmony anduse taught strategies to solve socialproblems and connect positively with eachother and their teachers.

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Strategic Direction 2: Leading Teaching

Purpose

To create evidence based teachingstrategies where teachers identify,understand and implement the mosteffective, explicit teaching practices thataccelerate learning using a differentiatedcurriculum. Teachers take a sharedresponsibility for student improvement andcontribute to a transparent learning culturethat meets the diverse needs of ourstudents, staff and community. 

Improvement Measures

A whole school mentoring and coachingmodel that facilitates and builds teacherknowledge, practice and engagement usingfeedback to enhance teachers' pedagogiesand expand their practice. 

The successful implementation andongoing maintenance of all teachersprofessional learning portfolios will meetaccreditation requirements of the AustralianTeaching standards.

100% of teachers participating inprofessional learning data conversations toevaluate and plan for high qualitydifferentiated teaching. 

People

Students

Students are provided with a richcurriculum that suits individual learnersfrom diverse backgrounds. Students willengage in productive learning in an optimaldifferentiated learning environment. 

Staff

Staff develop the skills to collect and usedata to inform planning, identifyinterventions and maximise studentlearning.

Staff engage with and are challenged tocontinually improve through targetedprofessional learning as both participantand leader.

Leaders

School leaders will routinely review learningand demonstrate a focus on distributedinstructional leadership to sustain, effective,evidence based teaching and ongoingimprovement.

Leaders will continue to initiate specific andwhole school programs to lead successfulquality teaching.

Parents/Carers

Parents are provided with opportunities todevelop their understanding of our schoolprograms by attending information sessionsand assisting within the school to engage intheir child's learning. 

Community Partners

The school draws upon the broad expertise

Processes

The school will continue to promote highperforming teaching staff as measuredagainst the Australian ProfessionalStandards. The school will providementoring and coaching support to ensureongoing development and improvement ofall staff particularly Early Career Teachersand Aspiring Leaders.

Teachers collaborate across stage teamsto share curriculum knowledge, data,feedback and student progress andachievement.  All teachers consistentlycollect data to drive areas of improvementin Literacy and Numeracy to informplanning, identify interventions and modifyteaching practice to meet the needs of allstudents.

A whole school consistent approach toprofessional learning ensures the mosteffective evidence–based teachingmethods optimise learning for all studentsacross the full range of abilities. The schoolengages in ongoing professional learningwith a focus on Literacy and Numeracy.This drives school–wide improvement inteaching practice and student results. 

Evaluation Plan

1. SMART goals that indicate areas offocus and development for beginningteachers in relation to the AustralianStandards for Teachers. 

2. All staff successfully addressaccreditation at their appropriate level in2018.

3. Formative assessment processesembedded into teaching programs as part

Practices and Products

Practices

School leaders use coaching andmentoring strategies to develop teacherscapacity through professional dialogue,collaboration, classroom observations,feedback and negotiated or identifiedgoals. Coaches and mentors work togetherto achieve improvements in classroompractices.

Teaching staff demonstrate and share theirexpert content knowledge within the schoolto deploy effective teaching strategies. Allstaff will endeavour to maximise studentachievement using data to driveimprovement. Staff will provide multiple &varied opportunities for student assessmentbased on individual and group needs.

All teachers are committed to identifying,understanding and implementing the mosteffective explicit teaching methods througha system that facilitates professionaldialogue, collaboration, classroomobservations, feedback and targetedprofessional learning. 

Products

A whole school coaching and mentorprogram ensures ongoing development ofprofessional knowledge, practice andengagement of all teachers and leaders. Aculture of high expectations is modelled toall staff through instructionalleadership underpinned by ongoing schoolimprovement and the professionaleffectiveness of all school members.

Assessments are developed and usedregularly across stages to promoteconsistent and comparable judgement of

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Strategic Direction 2: Leading Teaching

People

from across our educational community tostrengthen identified priorities.

Processes

of teaching strategies.

4. Teacher satisfaction surveys and teacherobservations will evaluate the effectivenessof planning days, observations and wholeschool professional learning. 

Practices and Products

student learning. The school promotes anddemonstrates professional learning in dataanalysis that provides base–lineinformation for future plans and strategiesfor student improvement.

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Strategic Direction 3: Community Partnerships

Purpose

Positive school culture and strongfoundation connections are developedthrough building community relationships,mutual responsibility, respect, trust and ashared vision. Community engagement isdeveloped through establishing effectivecommunication processes, and buildingsupportive, collaborative partnerships toprovide students with a quality learningenvironment.

Improvement Measures

Increase the percentage of parentalengagement in three–way interviews forStage 3.

Implement and measure the increaseof parents as effective tutors.

Increase links with communityorganisations such as local preschools andhigh schools

People

Students

Develop students skills to activelyparticipate in a three–way interviewprocess.

Involve students in programs designed todevelop links with local high–schools in avariety of areas.

Leaders

Develop parent capacity to implementsynthetic phonics programs and assiststudent development. 

Staff

Utilise parent expertise and training withinthe classroom to benefit students in need.

Parents/Carers

Trained to deliver meaningful programswithin the area of phonics to assist studentlearning outcomes.

Processes

Stage 3 students and their parents / carersare actively involved in the interviewprocess, empowering students to takeownership of their learning andachievements.

Teachers utilise parents/ carers to assiststudent developement in the area ofphonics within their classroom.

Links with local preschools andhigh–schools are maintained to assist inthe transition process to and from OranPark PS.

Evaluation Plan

Stage 3 students are actively involved inthe interview process, empoweringstudents to take ownership of their learningand achievements.

Data collection reflects improvement ofstudents tutored by parents.

Documentation of interaction with localpreschools and high schools andcompletion of 'Learning PartnersEvaluation'.

Practices and Products

Practices

Students will be trained to develop theirability to set goals and reflect on theirlearning. Staff will participate in TPL toassist students in the development oflearning goals. The structure andorganisation of the interviews will beamended.

Information sessions will be held forparents to develop their knowledge ofteaching strategies relevant to studentlearning. Parent expertise will be utilised toassist in tutoring students in the area ofphonics. Staff will utilise YouTube andFacebook platforms to provide onlinelearning for parents to assist studentlearning at home.

Links with preschools will be developed toimprove teacher understanding of theneeds and requirements of futurekindergarten students. High schools andcommunity organisations will be utilisedand links will continue to be improved uponto assist student transition. Links will beestablished with the Macarthur SupportUnit network to create further opportunitiesto support students in special educationclasses.

Products

The establishment of a structure that allowsstudents, parents and teachers to engagein a formal conversation regarding studentachievement and wellbeing.

Students increase their recognition andunderstanding of phonics through a tutoringsystem, further accelerating learning andteaching directions.

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Strategic Direction 3: Community Partnerships

Practices and Products

Links are established with local pre schoolsto ensure successful transitions tokindergarten. Links are established withhigh school settings to ensure opportunitiesfor students and staff to develop theirknowledge of the transition from Stage 3 toStage 4. 

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