School Strategic Plan template - Melrose Primary … Melrose... · Web viewSchool Strategic Plan...

School Strategic Plan for Melrose Primary School 51412016-2019

Valid as of August 2015

Endorsements

Endorsement by School Principal

Signed: Kellie ThorpName: Kellie Thorp

Date: 21/03/2016

Endorsement by School Council

Signed: Paul BarkerName: Paul Barker

Date: 21/03/2016

School Council President’s endorsement represents endorsement of School Strategic Plan by School Council

Endorsement by the delegate of the Secretary

Signed John PryorName John Pryor

Date 20/03/2016

2Valid as of August 2015

School Profile

The broad philosophy for Melrose Primary School is “Educating Hearts and Minds”. This philosophy derives from our ten year journey in Emotional Intelligence.

Demographics:

Melrose Primary School is located in the rural city of Wodonga, Victoria, 300kms north of Melbourne on the Murray River. It has an enrolment of 330 students. The school is based on the belief that quality education is best provided for students through meaningful relationships between teachers and students. With leadership support, teachers plan differentiated and challenging learning tasks across the curriculum. The school values “Academic Excellence and Emotional Wellbeing.”

Purpose:

Melrose Primary School is located in an educational and recreational precinct. Our school is surrounded by a network of parks, walking and bicycle paths, sporting ovals and courts and a major regional recreational facility. Originally built in the 1970s with an innovative open plan design, the building has since been renovated extensively to modernise learning environments and equip classrooms with 21st Century technologies. The main theme of the process was to enhance our capacity to engage and educate our students through access to specialised technology and purposeful learning embedded into Literacy and Numeracy teaching.

The improvement of outcomes for students in Numeracy and Literacy continues to be a major focus for the school. It is our belief that these skills are fundamental life skills which are core to the development of active, engaged citizens of the future. Staff members have participated in intensive, ongoing personal and team based professional learning to enhance curriculum delivery in these areas. The school is committed to enhance student engagement and connectedness to school. We use our Emotional Intelligence program as a catalyst to establish a harmonious, safe and purposeful school community. The overall philosophy driving our school is encapsulated in our motto "Educating Hearts and Minds".

Values:

Our children stand at the doorway of an unpredictable tomorrow. If empowered with the right skills they will journey well, with meaningful relationships, purpose and their wellbeing intact. Academic achievement alone is not enough to guarantee our children are happy, productive and contributing members in the community. Therefore we have incorporated Emotional Intelligence in our curriculum to better equip our students with the knowledge and skills to provide the means by which children can successfully participate in opportunities both educationally and personally.


Emotional Intelligence is the dimension of intelligence responsible for our ability to manage ourselves and our relationships with others. It is a way of understanding how we think, feel and act. It is having the ability to manage the thoughts and feelings that contribute to our own and others happiness, and is a key predictor of success in later life. We want our students to make lemonade when life throws them lemons and be able to live and work in collaboration with others. EQ is taught explicitly in our curriculum, as well as being woven into the very fabric of our school culture. The principles of emotional intelligence underpin our school vision, values and school-wide pedagogy. Our school-wide pedagogy (SWP) is:

To Know Yourself (knowing why you think, feel and act the way you do) To Choose Yourself (knowing and doing what is right) To Give of Yourself (leaving a legacy of good, healing rather than hurting).

Every student at our school is welcomed at an EQ ceremony. An EQ “Tools for School” toolbox is provided to every student which provides symbols to remind us of strategies to use in self-regulation and active learning.

In 2014 our school embarked on RULER training to provide additional depth to our EQ program. The acronym RULER drives our planning and delivery of explicit EQ teaching. RULER stands for Recognising emotions, Understanding emotions, Labelling emotions, Expressing emotions and Regulating emotions. The four anchors of the RULER Program are: Mood meter; class charter, meta-moment and the blue-print.

The newsletter showcases our EQ philosophy every week in a variety of ways. These include Principal messages, EQ awards, EQ articles, strategies for parents and student work samples.

ENVIRONMENTAL CONTEXT:

Our 2015 Student Family Organisation Index is 0.675. Melrose Primary School has a large number of students from low socio-economic backgrounds. When Education Maintenance Allowance was applicable, 52% of our families where eligible to recieve assistance. We currently have 30 Koorie students, six students with English as an Additional Language and we have a number of students who are funded under the Program Students with Disabilities (PSD).

Melrose has a large number of students from defence force backgrounds. At present, we have a Defence Force Transition Aide who is employed for 10 hours per week to work with our 24 families and 30 students who come from defence backgrounds.

SCHOOL ORGANISATION:

Melrose has sixteen teaching classes. There are three classes of Years 5-6; One class of Years 4-5; Four classes of Years 3-4; Five classes of 1-2;; and Three classes of Foundation.


We offer teachers three hours per week of allocated APT, which is linked to specialist subjects. The three specialist subjects we offer are LOTE (Italian and Auslan), Physical Education and Visual Arts. These are taught from Foundation to Year Six.

STAFFING:

Melrose Primary School has a full-time Principal, two full-time Assistant Principals; a leadership team of seven staff (Principal, two Assistant Principals and four Teaching and Learning Coordinators); twenty-five teaching staff; and fourteen ES staff. We also have a full-time Primary Welfare Officer.

ACHIEVEMENT:

The strategic intent of Melrose Primary School is reflected in our constant effort to improve learning outcomes for all students.

Our Performance Summary 2015 indicates that our students are achieving slightly lower outcomes to like-schools in English and Mathematics with VELS teacher assessments from Years Prep to Year 6.

Our Year 3 NAPLAN results showed that we were within the range of 60% of Victorian Government Schools in Reading and Numeracy. The four-year data trends also reflect that our students are within the range of 60% of Government Schools in Reading and Numeracy.

The Year 5 NAPLAN data replicates our Year 3 data. It shows that our students are receiving similar results in Reading and Numeracy and this is also sustained over a four year trend.

Our students’ average growth in NAPLAN from Years 3 to 5 was medium in Reading, Numeracy, Writing and Grammar and Punctuation.

Some highlights in 2015 were:

- All staff members were provided with intensive structured professional learning both at a personal and team level.- Professional Learning Teams met every week to support staff in identifying student needs and providing a differentiated curriculum.- All Program for Students with Disability students showed progress at satisfactory level or above in achieving their individual learning goals.

ENGAGEMENT:

Melrose Primary School continues to develop and refine its Emotional Intelligence program aimed at the building of social competencies to improve individual wellbeing and engagement.

In 2015 our school continued with its own unique version of the Student Attitudes To School Surveys as we have recognised the mportance of seeking feedback on school satisfaction from all of our students. The results in our Student Attitudes To School Surveys were exceptionally high. Our results indicated high levels of safety in our school; satisfaction with school work; and connectedness to peers.


Year 5 & 6 students at Melrose also completed the Department SATS survey in 2015, with all results in the area of teaching and learning slightly below or equal to the state and region mean scores. Results in Student Relationships and Wellbeing fell within the first quartile, with indications that perceptions of classroom behaviour are quite low.

We have made significant improvement in the area of school attendance. Our results in 2014 indicated that our school absence rate remains higher that the median for all Victorian Government Schools, however our four year trend analysis also indicated that our school’s average absence days has consistently fallen each year from 19.21 in 2012 to 17.75 in 2015.

In 2016 we will continue to maintain our existing programs as well as implement new initiatives aimed at engaging all. We will also embark on community awareness that will educate students and parents around the importance of regular attendance. We will also discuss attendance in our weekly newsletter.

We also plan to use ICT to improve student motivation in the classroom and in addition, will develop links with families.

Our school is well above State average in parent opinion surveys in all areas of assessment. Melrose Primary School values home-school partnerships and parental involvement.

WELL-BEING:

Our Parent Opinion Survey results in 2013 showed that parents are extremely happy with our transition processes. The data showed that our school is performing above other schools in terms of parent satisfaction with our school transition programs.

We have a designated transition coordinator to facilitate transition from kindergarten to Foundation. Vital links are developed with local pre-schools and families, through a variety of visits, phone calls and activities, so that each new Foundation child and family feel supported before school begins.

For our Year Six students, we have a very comprehensive and successful transition program to the local Middle Years College.

A well-developed working relationship exists with key staff from the college and processes are in place to allow the transfer of educational data and personal information to support each student in their new setting.

Our school has an induction program for new students in Terms 1 and 3, as well as a Welcoming Ceremony at Assembly at the beginning of each term.

Our school provides specialised transition programs for students with additional learning needs. Individual Learning Plans are implemented for identified students. Our school utilises the services of the Flexible Learning Centre in Wodonga to help support students with additional needs. We also provide opportunities for dual enrolment with our local special school for students with identified academic needs.


Strategic Direction

Achievement Key improvement strategies

Goals Achievement Goal

Improve student-learning outcomes in literacy and numeracy for all students.

Key Improvement Strategies

Create a whole school teaching and learning philosophy.

Review current assessment practices.

Develop an agreed whole school assessment schedule.

Develop systems for analysing student data.

Imbed across the school expectations of high academic performance.

Support teachers to deliver high quality literacy and numeracy curriculum.

Develop and imbed a Melrose classroom teaching and learning model.

Investigate the implementation of focused learning walks and lesson observation.

TargetsTargets are defined measures of the successful achievement of the school’s goals. Targets can take a number of forms and may focus on the outcomes achieved by all students, such as the learning growth all students will be expected to achieve, or on the outcomes of a smaller group of students.

80% of Year 3 students to be in NAPLAN Bands 4-6 for English dimensions and Numeracy.Decrease the students in NAPLAN Bands 1-2 to fewer than 10%.80% of Year 5 students to be in NAPLAN Bands 5-8 for English dimensions and Numeracy.Decrease the students in NAPLAN Bands below Band 4 to fewer than 10%For every student to achieve at least one year’s growth as evidenced by Victorian Curriculum teacher judgments and whole school assessment results

Theory of action (optional)If there is a consistent whole school approach to teaching and learning and the collection and analysis of data then there will be improved outcomes

Actions Success criteria7

Valid as of August 2015

Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail.

Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behaviour. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.

Year 1 Provide professional development for all teachers in English On Line and Scholastic (lexiles).

Review literacy and numeracy assessment practices Build teacher confidence in utilizing a range of assessment strategies to

effectively plan for and assess teaching and learning. Build teacher capacity to analyse data to inform teaching and learning Audit individual teacher and unit based methods of data recording Determine core beliefs of teaching staff around best practice teaching and

learning Implement school wide targeted literacy and numeracy intervention programs Familiarise staff with Victorian Curriculum through targeted PD opportunities

and adjust unit planning to match

Planning documentation of teachers reflects the use of EOL and Scholastic data to inform teaching

Classroom records of reading levels and lexiles growth across the year

Staff collaboration on mind map of common expectations and core beliefs around teaching and learning

Ensure that all identified students have individual learning plans that are reflected upon, evaluated and modified regularly

Data sets identifying students who have participated in intervention groups – including baseline data and post intervention achievements

Report against Victorian Curriculum at end of each semesterYear 2 Redevelop whole school numeracy and literacy assessment schedules based

on best available evidence Explore available assessments to determine science understandings and

capabilities Investigate and trial digital program/resource to record, track and analyse

student growth in key identified assessments Develop Melrose Teacher Handbook which outlines expectations with planning

and teaching and learning Share successes of intervention programs and embed key elements into all

classrooms through targeted professional development and PLTs. Build teacher capacity to identify and teach to each student’s point of need

through use of learning continuums, scope & sequence plans.

Comprehensive whole school assessment plan implemented Consistent data tracking and analysis process used across the

school for both classroom level and whole school level Completed whole school Melrose Teacher Handbook, which

outline curriculum and administrative requirements and expectations.

Assessment tasks and strategies evident in Science curriculum unit planning

Teacher P&D plans show evidence of differentiated teaching and learning according to recognised point of need.

Year 3 De-construct NAPLAN and Victorian Curriculum teacher judgements Use whole school data to determine effectiveness of programs and to develop

evidence–based curriculum action plans to address identified concerns. Develop student speak continuums and extension pathways that are student

driven and based on clear development continuums.

Identification of whole school strengths and weaknesses from NAPLAN and AusVELS teacher judgements and the completion of curriculum action plans for every year level.

Increase in the number of students being reported above expected levels

Year 4 Critically evaluate all teaching and learning approaches Finalise Melrose Whole School Pedagogy outline Review progress against targets and identify areas for further improvement

Execution of Whole School Pedagogy model, which is agreed by all staff from Foundation to Year 6.

Action plans for all curriculum areas that reflect strengths and weaknesses in whole school data trends.

Engagement Key improvement strategies


GoalsEngagement Goal

To empower all students to be active participants in their learning.

Suggested Key Improvement Strategies:

Provide access to visible learning pathways in all classrooms.

Support staff to effectively use visible learning strategies.

Foster high aspirations for all students.

Audit current opportunities for Student Voice.

Review and refocus attendance systems.

Audit current curriculum for purposeful and engaging tasks.


Student Attitudes to School Survey scores for the following Teaching and Learning measures will be equal to or above 4.5:

School Connectedness Student Motivation Stimulating Learning

Reduce the whole school average student absence rate below 15 days by 2019

Theory of action (optional)If students are given the ability and opportunity to influence their learning then they will be more engaged and attain better outcomes.

ActionsActions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools

Success criteriaSuccess criteria are markers of success. They are useful in demonstrating whether the strategies and actions have


will choose to describe actions with different levels of detail. been successful. Success criteria often reflect observable changes in practice or behaviour.

Year 1 For staff to undertake professional development in Visible Learning methodologies. In conjunction with the Melrose EQ Executives, investigate avenues to increase

student voice throughout the school. As a whole staff, investigate specific and targeted attendance strategies from

Foundation to Year 6. Schedule professional learning to consolidate and enrich EQ language and philosophy Explore and embed RULER anchor of the Blueprint to support student reflection and

concept of best self in managing emotions. Investigate tracking and recording systems to ensure comprehensive and easily

accessible records are securely kept in regard to student welfare, supports, engagement of external professionals and general notes and observations.

Visible learning strategies of success criteria and learning intentions displayed for literacy and numeracy in every classroom

Agreed whole school student voice activities and philosophies scheduled and documented

Completed action plan and specific strategic to be executed in relation to improving attendance. This includes teacher directed communication with families.

Year 2 Develop whole school attendance tracking systems. Implement comprehensive and efficient system of recording key information about

students with regard to welfare support, behavioural and external interventions and confidential reports and information.

Investigate student self-assessment as a key strategy in student voice. Overhaul of 3Rs student management and reflection processes to align with Blueprint

anchor Investigate alternative programs for supporting students with extreme behavioural and

emotional needs. Extend Student Support Group meetings and Care Team meetings with key

stakeholders and external services Build self-efficacy across the school by creating a whole school culture of high

expectations

An agreed whole school tracking system for attendance and further execution of eCASES to be fully embedded in the school.

Student self-assessment matrices to be developed and used throughout the school.

Attendance data to be comparable to like schools.

Year 3 To link student self-assessment to the formal assessment schedule and PTS Interview processes.

Develop specific attendance programs and strategies for the bottom 10% of school attendees.

Design program to connect with families of chronic non-attenders and develop supports and strategies with mutual commitment.

Review EQ Scope & Sequence, incorporating key whole school mini unit areas of focus each term.

For students to lead goal setting processes at school and through formal assessment schedules. These goals will be displayed visually in every classroom.

For the overall attendance rate to drop to State average.

Year 4 Further explore alternative programs and attendance strategies for the bottom 5% of school attendees.

For students to take an active role in visible learning throughout the school.

For the attendance rate to be better than State mean. Evidence of student involvement in all areas of the

school in visible learning methodologies.

Wellbeing Key improvement strategies


GoalsWellbeing Goal

Ensure all school community members feel safe and supported.

Key Improvement Strategies:

Enhance and further develop processes to support vulnerable students and their families.

Enhance and document consistent processes and practices to support positive student behavior.

Support teachers to manage challenging behaviors.

Strengthen parental understandings of the schools behavioural management.


SATS survey scores for measures of Student Relationships and Wellbeing will be equal to or above the Region Mean Factor Score and above the 25th Percentile.

Classroom Behaviour to increase from 2.35 to 3.50

Student Safety to increase from 4.12 to 4.40

Maintain satisfaction with the statements relating to Transition above 6.2

Theory of actionIf students feel safe and supported then they will be more able to attain positive academic and social outcomes.

ActionsActions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail.

Success criteriaSuccess criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behaviour.


Year 1 To review all behaviour management strategies throughout the school, including the referral processes for misbehaviour.

To continue to execute student attitudes to school surveys bi-annually, with a focus on student safety.

Develop comprehensive but user friendly digital records system for welfare and behavioural notes,

Continue to work on the RULER Program throughout the school.

Conduct parent information sessions on behaviour management strategies and link this specifically to RULER program

Agreed whole school behaviour management strategies to be executed, with referrals to leadership declining by 10%.

For student safety to show an improvement by 10% from the first SATS to the second SATS.

Ensure that three more staff are trained in RULER. All four RULER anchors are embedded in the school.

Year 2 Provide staff with professional development specifically in behaviour management of highly challenging students.

Refine behaviour tracking systems For staff to review the four anchors of RULER in the

school. Review and extend capacity of digital record keeping and

processes for hard copies to be kept in student files Build the capacity of students to be resilient, socially

responsible and respectful in all their relationships

Classroom management strategies will consistently reflect PD priorities and key professional learning

Effective behaviour tracking systems and functional analysis of behaviours that enable us to engage students increase desired behaviours and decrease behavioural concerns.

Efficient and comprehensive record keeping systems to ensure all relevant information is recorded and used to best support students and families.

Improved data reflected in SATS, parent opinion surveys and staff survey

Year 3 Review all behaviour management strategies and RULER programs in the school.

Review student management data and behaviour tracking systems

Create high quality services and interventions for children with multiple needs

For student referrals to the office and suspension rates to drop by another 10% from a whole school perspective.

Evidence of interventions and supports for students in confidential individual files

Year 4 Implement strategies to address and improve identified student behaviour management and support areas needing further improvement

Assess the targets of the strategic plan to ensure that classroom behaviour measures have met the established targets.

Productivity Key improvement strategies


GoalsProductivity Goal

To manage school resources to effectively support strategic plan.

Key Improvement Strategies:

Investigate the financial commitment and future viability of current air-conditioning maintenance contracts.

Investigate how sustainable practices might reduce current utilities costs.

Review classroom support and E.S staffing levels.

Develop an ICT purchase plan.

Develop a Professional Learning plan for literacy and numeracy.

Targets To develop a four year Information and Communication Technology (ICT) purchasing plan.To increase student iPads and notebook computers throughout the school.To develop a whole school plan to reduce operating costs by 10% through targeted sustainability practices.To ensure skills and capabilities of ES staff are utilised most effectively to support student learning and progress.

Theory of actionIf the school focuses on allocating funds to support its strategic plan then learning outcomes for all will be improved.

Actions Success criteria

Year 1 Develop a four year ICT purchasing plan. Purchase notebook computers and iPad computers to increase the

student ratio of computers per student ratio ES Staff timetables in classrooms to increase the classroom support for

PSD and other students in need of additional assistance

Purchasing plan completed and ratified through the fundraising committee and school council

iPads and notebook computers purchased and configured for school use

ES timetable completed, with ES support in every Foundation


Begin to assess sustainable practices throughout the school with a focus on reduction of utility costs.

class for the first two hours of every day. Utility costs to decline by 10%

Year 2 Continue to purchase iPad and notebook computer throughout the school to increase overall ratio of student-computers.

Audit all interactive whiteboards. Ensure that maintenance agreements are executed for the air-

conditioning and heating systems. Create a whole-school sustainability plan. Increased alignment in decision making and resourcing to the school

vision and mission.

Increased notebooks and iPads throughout the school and an improved student-individual computer ratio.

Maintenance agreements for all servicing of air-conditioning and heating to be ratified through School Council.

Year 3 Continue to purchase iPad and notebook computer throughout the school to increase overall ratio of student-computers

To review the whole school sustainability plan Establish processes and structures to ensure the strategic placement of

staff into key roles and teams to support the school’s directions

Increased notebooks and iPads throughout the school and an improved student-individual computer ratio.

To reduce the whole school utility costings by a further 10%

Year 4 To review all ES staffing to ensure best practice is attained. To critically evaluate and amend the sustainability plan to reflect higher

targets in reducing utility costs. Build the capacity of the school leaders to develop and implement

strategies for transformation

ES timetables increased throughout the school to ensure that any student identified with additional needs has allocated Aide time.

To reduce the whole school utility costings by 15%.


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