Strategic Improvement Plan 2021-2024 - Chipping Norton Public School 1560 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Chipping Norton Public School 1560
Page 1 of 8 Chipping Norton Public School (1560) -2021-2024 Printed on: 30 March, 2021School vision and context
School vision statement School context
At Chipping Norton Public School we value excellence, promote a culture of high Chipping Norton Public School is a dynamic school that provides an outstanding education
expectations and support continuous improvement in all learners. for all students. Learning opportunities are challenging, personalised and facilitated by
expert educators. We promote excellence and engage learners through innovative
Students will develop the skills to become resilient, respectful learners in a community experiences to prepare them as future global citizens. Our school population is currently
where success is celebrated. 319 students, including 64% from a language background other than English. This enables
us to provide a supportive environment in which all students are known, valued and cared
Our school will foster a safe, inclusive learning environment in which we respect and value for.
each student's unique qualities.
The school is ideally situated in the beautiful area of the Chipping Norton Lakes and is
surrounded by parklands and the Georges River.
Opportunities for student leadership are fostered from Kindergarten to Year 6. Other key
programs include, Student Representative Council, Public Speaking, Dance, Coding and
Robotics, Choir, Sport (including PSSA) and Debating. Technology is used extensively by
our students and teachers to interact, engage and challenge learning. Chipping Norton
Public School is proud of the open and collaborative relationship with parents, carers and
members of the wider community. By building strong and purposeful partnerships, we will
inspire, guide and build a love of learning in every child we teach. Chipping Norton is a
member of the Moorebank Community of Schools, along with Nuwarra PS, Newbridge
Heights PS and Moorebank HS. We enjoy a strong partnership with the Sydney Opera
House, in building creativity and critical thinking skills amongst students and staff. We have
a strong P&C community with over 25 members actively involved.
Targeted and tailored Professional Learning opportunities strengthen staff knowledge and
understanding of evidence-based pedagogy creating a culture of continuous improvement
for all stakeholders.
Our situational analysis conducted at the end of 2020 identified areas such as data skills
and use, assessment practices and student wellbeing requiring additional focus in the
school plan. Community consultation on the school vision and strategic directions was
conducted through P&C meetings, newsletter updates and focus groups.
Page 2 of 8 Chipping Norton Public School (1560) -2021-2024 Printed on: 30 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
To maximise student learning outcomes in reading and Personalised Learning Personalised Learning
numeracy and to build strong foundations for success. We
will further develop and refine data driven teaching • Professional Learning linked to developing • All teaching and learning programs are responsive to
practices that are responsive to the learning needs of understanding of the literacy and numeracy the needs of all learners, demonstrating evidence of
individual students. progressions. feedback on teaching practices, student assessment
and continuous tracking of student progress and
• Using student assessment data and evidence from achievement.
Improvement measures data analysis conversations to reflect on teaching
practices. • Consistent approach to data analysis and student
Target year: 2022 progress monitoring, in order to measure impact and
• Providing individualised and responsive learning make informed decisions about targeted intervention
Reading opportunities for all students at their point of need. and differentiated reading and numeracy instruction.
• Professional Learning to build teacher capability and • Intervention programs implemented and resources
In NAPLAN, to increase students achieving the Top 2 collective evidence based practice through Spirals of sourced, for students who require further support in
Bands in reading by 7.9%. Inquiry. reading and numeracy.
Target year: 2022 • Identifying and making adjustments for High
Potential and Gifted Education students (HPGE) and Quality Literacy and Numeracy Practices
Numeracy students 'at risk' in reading and numeracy.
• The Principal and school leadership team model,
Quality Reading and Numeracy Practices instructional leadership and support a culture of high
In NAPLAN, to increase students achieving the Top 2 expectations, resulting in sustained and measurable
Bands in numeracy by 6.9%. whole school improvement.
• Professional Learning (Spirals of Inquiry) on
Target year: 2023 evidence based practice to develop well-balanced • A consistent school understanding of reading and
and appropriately structured literacy and numeracy numeracy development, using syllabus outcomes
Reading sessions. and learning progressions.
• Embed the 5 key components of Effective Reading • All teachers develop an understanding of evidence-
In NAPLAN, to increase students achieving expected Programs (Centre for Education Statistics and
growth in reading by 9.3%. based instruction through mentoring/coaching
Evaluation - CESE Literature Review) in all classes support.
K-6, inclusive of oral language.
Target year: 2023
• Primary Mathematics Specialist Teacher Initiative
Numeracy (PMSTI) throughout 2021-2022 to deliver explicit and Evaluation plan for this strategic direction
targeted quality teaching and develop student's
In NAPLAN, to increase students achieving expected mathematical mindsets. The school will use the following data sources to regularly
growth in numeracy by 5.6%. • Embed explicit teaching practices; establishing analyse the effectiveness and successes of the initiatives
Learning Intentions drawn from relevant syllabus in achieving the purpose and improvement measures in
Target year: 2024 documents and creating Success Criteria that reading and numeracy. This analysis will guide the
describe what success looks like in relation to the school's future directions:
School Excellence Framework (SEF) learning intention.
• NAPLAN data
Improvement as measured through the School Excellence
Framework demonstrates Student Performance Measures • SCOUT - Value added data
(theme of Value Added) in the Learning Domain is at • Spirals of Inquiry data analysis
Sustaining and Growing.
• Student work samples
Page 3 of 8 Chipping Norton Public School (1560) -2021-2024 Printed on: 30 March, 2021Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
• National Literacy and Numeracy Learning
Progressions
• Staff feedback
• Class at a Glance (school based tracking system)
• Grade based school assessments and reporting
• Staff feedback
• Professional dialogue based on the School
Excellence Framework domains and themes
• Intervention and support staff to meet regularly with
leaders and teachers, to unpack and evaluate data
and progress.
Page 4 of 8 Chipping Norton Public School (1560) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Authentic and Rigorous Assessment
Purpose Initiatives Success criteria for this strategic direction
To develop an authentic and rigorous approach towards Effective Assessment Practices
whole school assessment to drive teaching and learning. Effective Assessment Practices
Throughout the teaching and learning cycle, student • Teachers will engage in Professional Learning
achievement will be consistently monitored through • Professional Learning and readings on effective AS, (online, face to face and in the form of readings), and
inclusive assessment practices. OF and FOR assessment practice. collaborate and share information with colleagues
around quality AS, OF and FOR assessment
• Review and adapt current assessment practice to
practices.
Improvement measures ensure a balance of reliable AS, OF and FOR
assessments across all stages. • Teachers will understand and use a balance of AS,
Target year: 2024 OF and FOR assessment strategies in classrooms to
• Differentiation of assessment tasks to ensure
assess student understanding and achievement.
inclusivity and validity.
Improvement, as measured through the School
• Teachers will collaboratively review and adapt
Excellence Framework, demonstrates Assessment • Consistent whole school approach to collection of
current assessment practices using the professional
Practices (themes of Formative Assessment, Summative assessment tasks.
learning obtained above.
Assessment, Whole School Monitoring of Student
• Strengthen assessment practices to enable
Learning) in the learning domain is at Excelling. • Assessment will be used flexibly and responsively as
qualitative and quantitative data collection routinely
and systematically. an integral part of daily classroom instruction.
Target year: 2024 Formative assessment is practised expertly by
• Opportunities for collaborative analysis of work teachers (SEF* - Formative Assessment).
Improvement, as measured through the School samples and assessment tasks with colleagues;
Excellence Framework, demonstrates Reporting • Teaching staff will analyse student progress and
moderation and Consistent Teacher Judgement
Processes (themes of Whole School Reporting, Student achievement data and a range of other contextual
(CTJ).
Reports and Parent Engagement) in the learning domain information. Teachers will respond to trends in
is at Excelling. • Professional Learning and understanding of 'What student achievement, at individual, group and whole
Works Best', with a focus on the learning domain school levels (SEF* - Summative Assessment).
Target year: 2024 'assessment'.
• Teaching staff will use systematic and reliable
assessment information to evaluate student learning
100% of teachers will use differentiated assessment tasks Reporting to Parents
over time and implement changes in teaching that
in numeracy and reading to ensure inclusivity. lead to measurable improvement. The school will
• Deep understanding of NSW Department of
Education Policy on Reporting to Parents. have processes in place to support teachers'
Target year: 2024 consistent, evidence-based judgement and
• Formal and informal modes of reporting to parents. moderation of assessments (SEF* - Whole school
100% of teachers will feel confident in FOR, AS and OF monitoring of student learning).
assessment practices and effectively use a balance of • Understanding of A-E grades across all stages.
each in their classrooms. • Teachers will maximise student achievement through
• Effective use of SENTRAL Markbook (a tool for
the use of differentiated assessment tasks to ensure
tracking student data) to ensure quality reporting to
inclusivity.
parents.
• Stage teams, including cross stage classes, will
• Three way interviews and goal setting ensuring
engage in moderation practices to develop a mutual
student voice is evident to plan for student learning.
understanding around CTJ of assessments in literacy
• Effective analysis of data in reading, writing and and numeracy.
numeracy (linked to Class at a Glance - whole school
• Teachers will have a deep understanding of the
data tracking sheet).
'What Works Best' Practices (assessment) and
• Professional Learning and understanding of 'What evidence in all areas of the teaching and learning
Page 5 of 8 Chipping Norton Public School (1560) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Authentic and Rigorous Assessment
Initiatives Success criteria for this strategic direction
Works Best', with a focus on the learning domain cycle.
'reporting'.
Reporting to Parents
• Teachers will have a deep understanding of the
NSW Department of Education Policy for Reporting
to Parents.
• Teaching staff will have a thorough understanding of
A-E grades across all Key Learning Areas to ensure
teaching and learning programs are refined to meet
the needs of learners and appropriate adjustments
are devised.
• Teachers will use Three Way Interviews to set goals
for student learning, where student and parent voice
is evident throughout the process.
• Teachers will have a deep understanding of the
'What Works Best' Practices document in reporting.
• Teachers will effectively analyse Class at a Glance
data for reading, writing and numeracy using the
whole school data analysis proforma to ensure
students are targeted based on need and
appropriate interventions are put in place.
• SENTRAL will be used for analysing and reporting
data on student and school performance, including
academic growth, non-academic and cross-
curriculum data. The school will use data to inform
collective decisions about student learning, aligned
with improvement measures in the school plan (SEF*
- Whole school reporting).
• Student reports will be personalised and
comprehensive, providing detailed, clear and specific
information about student learning, growth, next
steps and improvement measures, as well as
relevant contextual and/or comparative data (SEF* -
Student reports).
*SEF - School Excellence Framework
Evaluation plan for this strategic direction
Page 6 of 8 Chipping Norton Public School (1560) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Authentic and Rigorous Assessment
Evaluation plan for this strategic direction
Chipping Norton Public School will use the following data
sources to regularly analyse the effectiveness and
successes of the initiatives:
• AS, OF and FOR assessment practices evident in
programs
• Parent feedback on the reporting process including
surveys and focus groups
• Student feedback on different types of assessment
practices and their preferred style
• Feedback from parents on the usefulness of student
reports, e.g. do they get an overall idea of where
their child is and where they are working towards?
• Feedback from teachers through surveys.
Page 7 of 8 Chipping Norton Public School (1560) -2021-2024 Printed on: 30 March, 2021Strategic Direction 3: Student Wellbeing
Purpose Initiatives Success criteria for this strategic direction
Student wellbeing is critical for academic and social Wellbeing Practices and Processes
development and is enhanced by a safe, supportive and Wellbeing Practices and Processes
respectful learning environment. • Positive, respectful relationships are evident and
• Wellbeing practices engage students and support widespread among students and staff as measured
them to achieve academic success. through TTFM.
Improvement measures
• Coping strategies to build resilience and self- • All staff receive Professional Learning and shoulder
Target year: 2023 regulation through YOU CAN DO IT social/emotional to shoulder support.
program.
A 3% uplift in students achieving positive wellbeing (from Supportive Learning Culture
• Strengthen a sense of belonging in all learners.
baseline data).
• Targeted Professional learning to assist staff to • PLaSPs and PLPs will be regularly reviewed by class
Target year: 2024 support positive wellbeing in all students. teachers in consultation with parents and support
staff to ensure responsive teaching and learning is
• Data Wall criteria developed to track student occurring.
A continued decrease in students identified as 'critical' in
wellbeing.
wellbeing data wall. • Specialist teaching staff will be effectively used in the
Supportive Learning Culture classroom with reference to PLaSPs and PLPs to
Target year: 2024
ensure learning is personalised and targeted to the
• Identify students for targeted and specific needs of students.
Continue to strengthen our position "Excelling" in the
interventions using a tiered approach to learning and
theme Attendance as measured in the School Excellence Attendance
support.
Framework.
• Personalised Learning and Support Plans (PLaSPs) • Attendance data is regularly monitored and
Target year: 2022 and Personalised Learning Pathways (PLPs) communicated by key stakeholders. Initiatives and
developed in collaboration with families and support rewards are in place for students.
Achieve an uplift of 5% in the percentage of students staff, regularly monitored and reviewed.
attending school 90% of the time. • Teachers, parents and the community
• Specialist teaching staff used effectively for all work together to support consistent
classroom support. and systematic processes that ensure
student absences do not impact on
Attendance learning outcomes (SEF* - Attendance).
• Regularly monitored and communicated to staff and (SEF* - School Excellence Framework)
families.
• Incentives are implemented across the school to
encourage regular student attendance. Evaluation plan for this strategic direction
• Staff knowledge and skills on DoE attendance
policies are enhanced. The school will use the following data sources to regularly
analyse the effectiveness of the initiatives:
• Parent, student and staff feedback
• Attendance data
• Student PLPs and PLaSPs
Page 8 of 8 Chipping Norton Public School (1560) -2021-2024 Printed on: 30 March, 2021You can also read
