Strategic Improvement Plan 2021-2024 - Kingswood South Public School 4339 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Kingswood South Public School 4339
Page 1 of 9 Kingswood South Public School (4339) -2021-2024 Printed on: 25 October, 2021School vision and context
School vision statement School context
A school dedicated to providing inclusive quality learning environments, and a school Kingswood South Public School is part of the Kingswood Learning Community and is
culture that promotes high expectations and success for all. located in the Penrith Area. The school has eleven mainstream classes, four multi-
categorical special education classes, one early intervention class for preschool students
with special needs and a NSW Department of Education preschool. The school has a library
teacher three days a week. The Penrith Hearing and Vision Teams, Braille Interpreter and
the Senior Psychologist Education are located at the school and are all part of the
collaborative and enthusiastic school staff. The school also has 11 Learning Support
Officers across the school who assist the teachers in delivering educational and wellbeing
programs.
The Kingswood South Public School's ICSEA value is currently 952. The school has a high
number of students who are in Out of Home Care support placements, twice the state
average, and NCCD reports show that the school is well above the state average for
students who require adjustments in the classroom.
The school has a strong wellbeing and welfare program which supports the whole school
community through the School Chaplaincy Program, our Breakfast Program and lunches
provided by Foodbank and Eat Up as well as the School Assistance Program. A number of
outside agencies including, Penrith Valley Rotary Club, The Bikers Hand and Penrith Rugby
League Club have assisted the school with resources to support student learning and
promote an active lifestyle. The school canteen is locally run and continually supports
school programs and initiatives for Autism Awareness Resources.
The school has 31% of students who have a language background other than English. Our
EALD funding focuses on English language acquisition and literacy skills.
The school has 38 students P-6 who identify as Aboriginal which is 14% of the school
population. The school receives equity funding which is used to provide an Aboriginal
Learning Support Officer who supports Aboriginal students to achieve academic success;
wellbeing programs; and cultural awareness across the whole school.
The school has a strong commitment to student achievement in an environment where
students and the community support the values taught in the Positive Behaviour for
Learning Program. The values are Be Safe, Be Respectful and Be a Learner. We believe
that all students can succeed in all learning areas regardless of gender, race, cultural
background and ability. Opportunities are provided for students to achieve success in a
safe, encouraging and inclusive learning environment where their input is valued.
Our staff are passionate, caring and dedicated professionals who work to cater for individual
students' needs through high quality learning environments developed through collaborative
practice and research informed professional learning.
Kingswood South Public School supports the whole child and offers many opportunities for
extra-curricular actives including, Premiers Reading Challenge, debating, public speaking,
choir, dance, PSSA sport, garden club and drama.
Page 2 of 9 Kingswood South Public School (4339) -2021-2024 Printed on: 25 October, 2021School vision and context
School vision statement School context
The school values community involvement and has a small but hard working P & C who
coordinate the uniform shop and fund raise throughout the year to support school initiatives.
Parent helpers also support learning programs in classrooms and sporting events
throughout the year.
Page 3 of 9 Kingswood South Public School (4339) -2021-2024 Printed on: 25 October, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
In order to improve student achievement outcomes in Reading Plan 2 is used by K-2 teachers and LaST to monitor
reading and numeracy we will develop whole school student progress in targeted areas of literacy.
processes for collecting and analysing data to ensure the In Reading, we will embed sustainable whole school
implementation of appropriate curriculum provision for processes for collecting and analysing data. The Assessment data is collected in reading and numeracy on
every student. Teacher professional learning will be evaluation of this data will regularly be used to inform: a regular and planned basis and used responsively as an
targeted to build teacher capacity to deliver quality integral part of classroom instruction.
teaching and learning programs that supports student * the selection of teaching strategies in relation to student
achievement and high expectations. learning needs Student assessment data is regularly used school-wide to
identify achievement and progress, in order to reflect on
* teacher professional learning and school resourcing teaching effectiveness and inform future school directions.
Improvement measures (SEF-Data skills and use)
* differentiated curriculum delivery to address learning
Target year: 2022
outcomes of students All teachers are committed to identifying, understanding
and implementing the most effective explicit teaching
Improvement in the percentage of students achieving in Numeracy methods, with the highest priority given to evidence-based
the top two bands to be above the school's lower bound
teaching strategies. (SEF - Effective classroom practice)
system negotiated target in reading with an uplift of 10%. In Numeracy, we will embed sustainable whole school
processes for collecting and analysing data. The The principal and school leadership team model
Target year: 2022
evaluation of this data will regularly be used to inform: instructional leadership and support a culture of high
Improvement in the percentage of students achieving in expectations, resulting in sustained and measureable
* Teachers in identifying learning progress of individual whole school improvement.
the top two bands to be above the school's lower bound
students and student cohorts.
system negotiated target in numeracy which is an uplift of
13%.
* differentiated curriculum delivery to address learning
outcomes of students Evaluation plan for this strategic direction
Target year: 2022
* Teachers to provide explicit, specific and timely Question: To what extent are teachers following whole
Increase the percentage of Aboriginal students achieving school processes and using data effectively to drive
formative feedback related to defined success criteria.
top 3 bands in reading and numeracy to be above the teaching and learning programs to improve student
Teachers' feedback supports improved student learning.
school's lower bound system negotiated target outcomes?
Target year: 2023 * Professional learning in analysing data, Plan 2,
Relational Maths Data : The school will use the following data sources to
regularly analyse the effectiveness of the initiatives in
Expected Growth - Improvement in the percentage of achieving the purpose and improvement measures of the
students achieving expected growth in NAPLAN reading strategic direction. This analysis will guide the school's
to be above the school's lower bound system negotiated future directions:
target which is an uplift 8%.
• NAPLAN data
• Scout data
• Student work samples
• Literacy and numeracy PLAN2 data
• Student PLPs and IEP's
• SEF SaS
Page 4 of 9 Kingswood South Public School (4339) -2021-2024 Printed on: 25 October, 2021Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
• Assessment Data Pat Test
• Reading Benchmark data
• Teacher programs
Analysis: Analysis will be embedded within the initiatives
through progress and implementation monitoring
Implications: The findings of the analysis will inform;
• Future actions
• Annual reporting on progress measures (published in
the Annual Report each year , and in the newsletter
and on the school website throughout the year.)
Teacher programs should show evidence that data has
driven the direction of the teaching and learning cycle to
meet students learning needs which should improve
student outcomes in Literacy and Numeracy.
Increased teacher capacity to analyse data to inform
teaching practice to improve students outcomes.
Page 5 of 9 Kingswood South Public School (4339) -2021-2024 Printed on: 25 October, 2021Strategic Direction 2: Quality Teaching
Purpose Initiatives Success criteria for this strategic direction
To improve student achievement outcomes in reading and A whole school assessment schedule is developed for
numeracy we will target teacher professional learning to Collaboration reading and numeracy that can be used as a tool that
build teacher capacity to deliver quality teaching and supports learning needs across the school.
learning programs that supports high expectations and Professional learning is aligned with the school plan, and
student achievement. its impact on the quality of teaching and student learning Teachers collaborate across stages and teams to share
outcomes is evaluated. There are explicit systems for curriculum knowledge, data and feedback and other
collaboration and feedback to sustain quality teaching information about student progress and achievement, to
Improvement measures practice. These will include; inform the development of evidence based programs and
lessons, which meet the needs of all students. (SEF -
Target year: 2022 • High impact professional learning in data literacy, Effective Classroom Practice)
data analysis and data use in teaching for all staff.
Increased uplift of 8% in teachers utilizing data to inform This is linked to gap analysis data. LST (learrning and support teacher) teams are
practice through the Tell Them From Me Staff survey.
• A whole school assessment schedule is collaborative, build the capabilities of all teachers and are
Target year: 2022 implemented for reading and numeracy to gain data an integral component of whole school approaches to
and to help promote consistent and comparable language, literacy and numeracy programs.
Achieve Sustaining and Growing in the explicit teaching judgement of student learning.
theme of the teaching domain of the School Excellence The school uses explicit systems for collaboration and
• Formal mentoring or coaching, including negotiated feedback to sustain quality teaching paractice. (SEF-
framework. observations of classroom teaching practice, with Collaborative practice and feedback)
feedback, to improve professional knowledge.
Peer observation has been planned, implemented and
regular time is given to teachers to provide constructive
Explicit Teaching
feedback to improve collective pedagogical practice.
Embed and use high impact professional learning
Professional learning is differentiated and its impact on
structures to build teacher capabilities and collective
the quality of teaching and student learning outcomes is
pedagogical practice. These will include:
evaluated. There are explicit systems for collaboration
• Stage teams Planning Days to support Teacher and feedback to sustain quality teaching practice. (SEF -
collaboration across stages/teams to share Learning and Development)
curriculum knowledge, data, feedback and other
information about student progress and
achievement, to inform the development of evidence- Evaluation plan for this strategic direction
based programs and lessons, which meet the needs
of all students. Question: To what extent have we built teacher capacity
• Teachers' Professional Development Plans are to deliver quality teaching and learning programs to
supported by a coordinated whole school approach support high expectations and student achievement?
to developing professional practice, informed by
research. (Australian Professional Standards) Data: The school will use the following data sources to
regularly analyse the effectiveness of the initiatives in
achieving the purpose and improvement measures of the
strategic direction.
• Teacher Feedback
• Scout PL Data
Page 6 of 9 Kingswood South Public School (4339) -2021-2024 Printed on: 25 October, 2021Strategic Direction 2: Quality Teaching
Evaluation plan for this strategic direction
• Teacher Program Supervision Cycle Data
• Teacher Lesson Observation Schedule
• Whole school Assessment Schedule
• Teacher PDP's
• Planning Day Agendas
• CTJ across stages
• Student work samples
Analysis: Will be embedded within the initiatives through
progress and implementation monitoring.
Implications: the findings of the analysis will inform:
• Future actions
• Annual reporting on school progress measures .
Increased teacher capacity to plan and deliver quality
teaching programs that support improved student
achievement.
Deep analysis of the data will guide professional learning
to continually meet the needs of early career teachers and
teachers new to the school.
Whole school approach to developing evidence based
professional practice is implemented.
Page 7 of 9 Kingswood South Public School (4339) -2021-2024 Printed on: 25 October, 2021Strategic Direction 3: Wellbeing
Purpose Initiatives Success criteria for this strategic direction
To continue to use a well planned evidence informed Increased percentage of students attending more than
wellbeing approach focusing on creating an environment Attendance 90% of the time.
for learning that supports all students so they can
connect, succeed, thrive and learn. Whole school Attendance procedures will be embedded The PBL team develops the expectations of behaviour
by all staff and support structure will be put in place to and they are explicitly, consistently and supportively
support all families with students with high non applied across the school. Students receive behaviour
Improvement measures attendance. The evaluation of attendance data will support appropriate to their needs. (SEF - Behaviour)
regularly be used to inform:
Target year: 2022
A strategic and well planned approach is developed
• Planning to ensure there is an increased percentage across the school that supports the wellbeing of all
Increased the percentage of students attending >90% of of students attending more than 90% of the time. students so they can connect, succeed, thrive and learn.
the time from the lower bound target which is an uplift of
• Whole school and personalised attendance (SEF - Wellbeing)
13%.
approaches for all students, including those at risk.
Target year: 2022 School wide surveys reflect a whole school approach to
wellbeing and engagement. TTFM wellbeing data show
Student Wellbeing measurable improvement in the areas of advocacy,
TTFM Wellbeing Data (advocacy, belonging,
expectations) improves to be at or above the lower bound belonging and expectations. (SEF - A planned approach
The school is dedicated to providing a supportive and to wellbeing)
target by the end 2022 with an uplift of 6% which will
caring school environment where all students are known
indicate an increased number of students who feel a
valued and cared for in an inclusive environment. The
strong sense of advocacy, belonging and high
evaluation of programs and procedures will be regularly
expectations for success at school.
used to inform: Evaluation plan for this strategic direction
• Teacher, parents and the community engagement to Question: How do we know that student attendance is
support consistent and systematic processes that improving across the school?
ensure student absences do not impact on learning
outcomes. How do we know that our student wellbeing needs are
being met?
• Positive, respectful relationships are evident and
widespread among students and staff. Data: The school will use the following data sources to
regularly analyse the effectiveness of the initiatives in
achieving the purpose and improvement measures of the
strategic direction. This analysis will guide the school's
future directions:
• Daily/Weekly attendance Reports
• LST minutes
• HSLO Interventions
• Teacher/ Parent Contact Register
• PBL/Behaviour Data
• Second Step Program Data
• TTFM Survey Data
• Spark Program Feedback
Page 8 of 9 Kingswood South Public School (4339) -2021-2024 Printed on: 25 October, 2021Strategic Direction 3: Wellbeing
Evaluation plan for this strategic direction
• Feedback from Chaplaincy Program
Analysis: Will be embedded within the initiatives through
progress and implementation monitoring.
Implication: The findings of the analysis will inform:
• Future Directions
• Annual reporting on school progress
measures.(published in the annual report each year
and in the newsletter and on the School Website
throughout the year)
Improved student attendance should support improved
student learning achievement.
Improved student wellbeing data should support student
sense of Belonging and Advocacy.
Reduction of negative behaviour referrals
Page 9 of 9 Kingswood South Public School (4339) -2021-2024 Printed on: 25 October, 2021You can also read
