Improvement plan for 2019 to 2021 - Click to upload school logo - Williamstown Primary ...
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Improvement plan for Williamstown Primary
2019 to 2021
School name
Williamstown Primary Click to upload school logo
Vision statement
A dynamic learning community, where all students
develop a strong foundation of skills for life-long
learning, where they can achieve their personal best,
and where wellbeing is explicitly fostered to strengthen
students' self-belief as learners.
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice
Of the 7 students who sat Year 3 NAPLAN in 2015 and decreased in achievement
Increase the number of in Year 5 against SEA and HB in 2017, all will show improvement in Year 7 results
If we become more proficient at setting individual
students who maintain or developmental goals, by using close data analysis and
improve in NAPLAN Numeracy Of the 7 students who sat Year 3 NAPLAN in 2016 and decreased in achievemnt in using relevant learning strategies which support
in Years 5 and 7 Year 5 against SEA and HB in 2018, all will show improvement in Year 7 results students deeper understanding and confidence in
maths processes, we will support all learners to
All student who sit Year 5 and 7 NAPLAN will maintain or achieve higher results.
improve their achievement from the previous tests
Increase the number of The school % of NAPLAN achievement in Vocabulary, Sentence If all teachers use weekly explicit modelled writing
and Text structure will increase by 10% at all school levels in 2019
students achieving at or above strategies with the gradual release of responsibility, and
School Index in writing in twice yearly moderation of writing samples to set targets
The school % of NAPLAN achievement in Vocabulary, Sentence and
Years 3,5 and 7 Vocabulary, Text structure will increase by further 10% at all school levels in 2020 for all students' improvement in vocabulary, text and
Text Structure and Sentence sentence skills development, then we will increase the
Structure The school % of NAPLAN achievement in Vocabulary, Sentence percentage of students achieving against index in
and Text structure will increase by a further 10% at all year levels NAPLAN.
Page 2 of 12Improvement plan for Williamstown Primary
2019 to 2021
How to complete this template
• Complete every step. The Quality School Improvement Planning Handbook explains how to do this. In addition, your education director will provide support.
• Complete steps 1 to 3 during term 4 of 2018 and have it approved by the principal, governing council chairperson, and education director.
• Email this plan (steps 1 to 3) to your education director.
• Publish your school improvement plan on your school website.
• Work through step 4 (Improve Practice and Monitor Impact) regularly throughout the school year. This step does not need to be published on your website.
• Complete step 5 (Review and Evaluate) in term 4 of each year. This step does not need to be published on your website, though it should inform the
Improvement Planning and Outcomes section of your annual report to the school community.
• Your school improvement plan will be current for 2019 to 2021 and should be updated in term 4 each year.
For further information and advice, contact:
Andrew Wells
Review, Improvement and Accountability Manager
Phone: 8226 1576
Andrew.Wells@sa.gov.au
Page 3 of 12Step 1 Analyse and prioritise
Analyse evidence of student learning and answer the question ‘What are our goals for improvement?’ Specify up to 3
goals and annual targets for student learning improvement in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Goals Targets
Goal 1 Increase the number of students who Of the 7 students who sat Year 3 NAPLAN in 2015 and decreased in achievement
2019
maintain or improve in NAPLAN in Year 5 against SEA and HB in 2017, all will show improvement in Year 7 results
Numeracy in Years 5 and 7
2020 Of the 7 students who sat Year 3 NAPLAN in 2016 and decreased in achievemnt
in Year 5 against SEA and HB in 2018, all will show improvement in Year 7 results
2021 All student who sit Year 5 and 7 NAPLAN will maintain or improve their
achievement from the previous tests
Goal 2 The school % of NAPLAN achievement in Vocabulary, Sentence and Text
Increase the number of students 2019
achieving at or above School Index in structure will increase by 10% at all school levels in 2019
writing in Years 3,5 and 7 Vocabulary,
Text Structure and Sentence Structure 2020 The school % of NAPLAN achievement in Vocabulary, Sentence and Text
structure will increase by further 10% at all school levels in 2020
2021 The school % of NAPLAN achievement in Vocabulary, Sentence and Text
structure will increase by a further 10% at all year levels
Goal 3
2019
2020
2021
Page 4 of 12Step 2 Determine challenge of practice
Consider how improvements in teaching practice will help to achieve your improvement goals and answer the
question ‘What areas of practice should we focus on improving to reach our goals?’ Specify your challenge of
practice for each goal in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Challenge of practice
Goal 1 If we become more proficient at setting individual developmental goals, by using close data analysis and using relevant learning
strategies which support students deeper understanding and confidence in maths processes, we will support all learners to
achieve higher results.
Goal 2 If all teachers use weekly explicit modelled writing strategies with the gradual release of responsibility, and twice yearly moderation
of writing samples to set targets for all students' improvement in vocabulary, text and sentence skills development, then we will
increase the percentage of students achieving against index in NAPLAN.
Goal 3
Page 5 of 12Step 3 Plan actions for improvement
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ Specify your
actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below.
The Quality School Improvement Planning Handbook explains how to do this.
Increase the number of students who maintain or improve in NAPLAN Numeracy in Years 5 and 7
Goal 1
Challenge of practice If we become more proficient at setting individual developmental goals, by using close data analysis and
using relevant learning strategies which support students deeper understanding and confidence in maths
processes, we will support all learners to achieve higher results.
Actions Timeline Roles and responsibilities Resources
Teachers analyse NAPLAN and PAT-M data Leadership team to support teachers in reading and analysing data and
Term 1-4 plan evidence based interventions at an individual/small group and class
PAT M and NAPLAN Numeracy data
to identify implications for practice and Australian Curriculum Numeracy Progressions
students making low gains and those in need 2021 level.
Leadership team oversee this process ensuring consistent approaches
of extension. Twice a term the Aboriginal across year levels and extra support is available for target intervention for
Big Ideas in Number resources
Education Team and SRT will meet to track individual students and small groups. Wave 2 and 3 support for students requiring
Leadership to termly track and monitor the learning of Aboriginal students intervention through IESP grants and deployment
and monitor student intervention and progress. and ensure appropriate intervention and extension is available to support
learning growth. of staff (SSOs)
All teachers will ensure that mathematics planning and lesson Australian Curriculum and Numeracy Progressions
Teachers will use the Learning Ongoing delivery will include: Learning Intentions and Success Criteria, TfEL Framework
Design process to create structured across all fluency tasks, rich problems, number talks and explicit teaching of Transforming Tasks
"Teaching Mathematics Foundation to Middle Years" by Di Siemon et al
and sequenced plans utilising terms new concepts
"Mindset Mathematics" by Jo Boaler et al
Leadership team will support teachers through staff meetings/Year
effective pedagogies for engagement level teams sharing of good practice, PD, PDP processes and "Number Talks" Sherry Parish and Cathy Humphries
School Numeracy Agreement
and dialogue for learning. observations. Observations of number talks in T3 as part of PDP.
Teachers use Big Ideas in Number data with focus Leadership - plan for implementation of testing and PD on Big Ideas in Number resources and diagnostic testing
on Trusting the Count, Place Value and
Ongoing
BIiN kits
Multiplicative Thinking to provide regular and across all Leadership to provide BIiN PD for new staff if required
differentiated activities as part of the Mathematics SSO time to support intervention with small groups(5
learning program. Intervention for students with
terms Leadership will plan intervention programs and staffing
hrs/wk for year) under the direction of Deputy and
Class teachers- test students who are behind expected
gaps in numeracy learning as identified through the class teachers and informed by BIiN diagnostic testing
BIiN testing. Staff meeting time to share good benchmarks using the BIiN testing materials and plan lessons
practice and develop new resources - Term 1, 2021 to mitigate the 'gaps' in learning for cohorts and individuals.
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued Increase the number of students who maintain or improve in NAPLAN Numeracy in Years 5 and 7
Actions Timeline Roles and responsibilities Resources
Teachers will ensure increased levels of Ongoing Leadership - provision of PD on student agency and DfE resources on student agency
student agency in learning by gathering metacognition, PDP processes and observations TfEL framework
student feedback about the effectiveness of across all
Teachers - engage in PD and sharing of good Resource - "Developing Assessment Capable
teaching and learning programs, collaborative terms
inquiry, peer and teacher feedback, goal practice, PDP processes and observations Visible Learners" by Nancy Frey, John Hattie and
setting and students as teachers. Teachers - learning program and pedagogy Douglas Fisher
indicates use of student agency Resource - Dylan William resources
Total financial resources allocated $9300.00
Success criteria Through teacher observation and analysis of formative assessments, we will see engaged students who
can, through written or spoken means, explain their mathematical thinking and strategies employed to
complete tasks. Students will identify goals and supports needed to progress their learning in Maths.
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 Increase the number of students achieving at or above School Index in writing in Years 3,5 and 7 Vocabulary,
Text Structure and Sentence Structure
Challenge of practice If all teachers use weekly explicit modelled writing strategies with the gradual release of responsibility,
and twice yearly moderation of writing samples to set targets for all students' improvement in vocabulary,
text and sentence skills development, then we will increase the percentage of students achieving against
index in NAPLAN.
Actions Timeline Roles and responsibilities Resources
The tracking and monitoring of student Leadership support the collection and analysis of writing data using
Twice per Brightpath moderation tool. Meetings PD time be made available to use the Brightpath writing moderation tool
writing will inform intervention and the next
steps in the writing process of cohorts and
term across moderation tool and plan for next steps in learning.
Teachers use Brightpath tool to moderate work samples, track learning and
support from Brightpath team as required
individuals. The Aboriginal Education Team the year plan next steps in writing. School Literacy Agreement
Leadership to track and monitor in terms one and three the learning of
and SRT will meet twice a term to review Aboriginal students and ensure appropriate intervention and extension is
the success of interventions and next steps. available to support learning growth .
Teachers/leaders collect moderated work samples as exemplars
Training for all current and new staff on Across the Teachers - learning program will indicate the authentic use Jolly Phonics, Spelling and Grammar
Jolly Phonics, Spelling and Grammar - year of the Jolly Phonics, Spelling and Grammar program
Leadership - support the implementation of the programs, program and resources
Term 1 2021.
monitor use through PDP processes, support training of
Teachers will continue to authentically any new staff, Support intervention for students not SPELD trainer ($1500)
teach the Jolly Phonics, Spelling and achieving phonics expected benchmarks with MiniLit and
Grammar programs Rec - Year 7 SSO time
All teachers will participate in Stage 2 of the 7 Leadership - organise PD for week 4 T2 2021, purchase online
Terms 1 - 4 learning support program and resources.
7 Steps to Writing Success program and
Steps to Writing Success program during a
pupil free day in Term 2 2021.
Teachers- engage in training then authentically teach the writing resources
program. Year level teams will collaboratively plan and monitor the
Teachers will embed the 7 Steps to Writing implementation of the program with leadership support.
Mentor training
Success program R - Year 7 in the class Leadership- track the progress of student writing attitudes and skills $8000 - training and resources
literacy programme, ensuring the Gradual using student surveys, Brightpath and NAPLAN data
Release of Responsibility of writing skills. Teacher trained as 7 Steps mentor
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued Increase the number of students achieving at or above School Index in writing in Years 3,5 and 7 Vocabulary,
Text Structure and Sentence Structure
Actions Timeline Roles and responsibilities Resources
Teachers will facilitate student goal setting in Term 1-4 Leadership team will support teachers in the use of Australian Curriculum Literacy continuum
writing through explicit teaching of the use of writing continuums and the development of EALD literacy levels
writing continuums, using graded writing assessment capable, visible learners. School literacy agreement
samples to assist students to self assess NAPLAN writing marking guide
where they are now and where they need to Teachers will display appropriate writing Text " Developing Assessment Capable Visible Learners"
go. continuums in room and support students to set by Nancy Frey, John Hattie and Douglas Fisher
Term 2 individual writing goals.
Line managers monitor and guide Term 2 Principal and DP ensure writing observations and Explicit Observation Tools
Pedagogical Shift in Writing through formal feedback occurs R-year 7 with a focus on the use of the
observations of writing lessons and the Seven Steps to Writing program.
provision of targeted feedback. Teachers to open classrooms to formal observations and
Sharing good practice by showcasing writing informal sharing of good practice and discussions during
continuums in classrooms during staff staff meetings and through 'walks and talks' by leadership
meetings and informal walks and talks.
Total financial resources allocated $9,500
Success criteria When we analyse student writing, we will see interesting texts that follow genre expectations with correct
text and sentence structure and topic specific and descriptive vocabulary.
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3
Challenge of practice
Actions Timeline Roles and responsibilities Resources
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued
Actions Timeline Roles and responsibilities Resources
Total financial resources allocated
Success criteria
Page 11 of 12School improvement plan Approvals
Approved by principal
Lynette Simons
10/2/21
Approved by governing council chairperson
Jasmine Simes
10/2/21
Approved by education director
Kathryn Bruggemann
10/2/21
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