Strategic Improvement Plan 2021-2024 - Lord Howe Island Central School 1921 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Lord Howe Island Central School 1921
Page 1 of 7 Lord Howe Island Central School (1921) -2021-2024 Printed on: 23 March, 2021School vision and context
School vision statement School context
The Lord Howe Island Central School community believe that every student should have a Lord Howe Island Central School is located over 590 kilometres off the New South Wales
sense of purpose, strive to achieve full potential in areas of endeavour, be respectful, value mid-north coast. It is the most remote school in N.S.W. The school community is a blending
individual differences and contribute to community. Through collaborative community of families whose history is closely linked to the island and families who live and work here
partnerships and quality teaching and learning our vision is to empower all students to for a contracted period of time. Lord Howe Island is a tourist based economy and has
become confident, resilient and passionate learners with high expectations. approximately 400 permanent residents and a maximum of 400 tourists at any one time,
ensuring the island's unique nature balance is preserved.
We directly cater for the teaching and learning of all students on the island, from
Kindergarten to Year 6, and in conjunction with Camden Haven High School Distance
Education, we support secondary students on the island from Years 7-12 with their learning.
There is one Aboriginal student currently enrolled.
Learning at Lord Howe Island School is enriched with strong community partnerships
through the Lord Howe Island Marine Park, the Lord Howe Island Museum and the
programs provided by The Board to preserve Lord Howe Island as a World Heritage Site.
Students actively participate in community events including annual music performances at
Rockfest, leading roles in Australia Day, ANZAC Day and Remembrance Day ceremonies,
active participation in Marine Park surveys and Discovery Day events.
Three permanent staff are appointed to the island on limited tenure contracts (2 to 5 years).
School staff enjoy a high level of support from the parent and wider island community.
Technology use in the school has grown and supports student interactions both nationally
and globally reducing their isolation and enhancing their impact on environmental issues.
There is a strong collaborative partnership between the school and community. The School
Council supports decision making by setting high expectations for students and allocating
resources to greatest need. The school also gains strong support from a proactive Parents
and Citizens Association that fund-raise for resources.
The school community was consulted in the development of a situational analysis followed
by the development of the Strategic Improvement Plan. Through our situational analysis, we
have identified a need to use data driven practices that ensure all students have access to
individualised learning. Structures will be put in place to identify students who need
intervention and students not showing growth will be referred to the Learning and Support
Teacher for intensive intervention. Through the NAPLAN gap analysis, the school has
identified system-negotiated target areas in Reading and Numeracy. Departmental support
staff will be utilised to develop sustainable teaching and learning to reduce impact from staff
turnover.
Work will take place on developing quality summative and formative assessment tasks and
data collection practices and developing greater consistency of judgement within the
school.. Continual monitoring of student performance data will determine areas of need and
success at a class and school level and the involvement of the whole school community in
this process will be essential for success.
Page 2 of 7 Lord Howe Island Central School (1921) -2021-2024 Printed on: 23 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
In order to improve and individualise student learning Ensure effective strategies and processes for data • Teachers expertly apply a range of informative and
outcomes in reading and numeracy we will develop and analysis and reflection are used for responsive curriculum summative assessment strategies to inform teaching
sustain whole school processes for collecting and delivery. and learning that lead to measurable improvements.
analysing data to ensure the implementation of
appropriate curriculum provision for every student is • High Impact Professional Learning (HIPL) in data • Valid and reliable assessment data is regularly
underpinned by evidence-informed strategies and literacy, data analysis and data use in teaching for all collected, monitored and deeply analysed in reading
embedded evaluative practice. staff. this is linked to gap analysis data. and numeracy.
• Review and adopt practice to ensure reliable • All teachers have a sound understanding of student
Improvement measures formative and summative assessment tasks are used assessment and data concepts and use this to
to analyse student progress, evaluate growth over inform planning, identify interventions and modify
Reading time and report student achievement. teaching practice.
• Embed data informed formative assessment • Data and feedback inform teaching practice and
• A minimum of 50.5% of Year 3 and 5 students direct learners and learning.
achieve in the top two bands in NAPLAN Reading. practices as an integral part of daily instruction.
(Lower bound system - negotiated target). • All students articulate, understand and achieve their
Embed a learning culture that enables students to create, literacy and numeracy learning goals.
receive feedback and achieve their learning goals.
Numeracy
• HIPL on the use of literacy and numeracy
• A minimum of 40.6% of Year 3 and 5 students Evaluation plan for this strategic direction
progressions to personalise learning and
achieve in the top two bands in NAPLAN Numeracy.
understanding.
(Lower bound system -negotiated target). The school will use the following data sources to regularly
• Expertly use student assessment data to reflect on analyse the effectiveness of initiatives in achieving the
SEF teaching effectiveness and provide individualised, purpose and improvement measures of the strategic
explicit, differentiation and responsive learning direction. This analysis will guide the school's future
• School self-assessment of the School Excellence opportunities. directions:
Framework (SEF) elements 'Data skills and use' and
'Assessment' indicates strong evidence of Delivering • Embed and use professional learning models to build
teacher capacity and collective pedagogical practice. • NAPLAN data
and elements of Sustaining and Growing.
• NSW DoE Check-In Assessments
Reading
• SCOUT - Value added data, Best Start Kindergarten
data
• A minimum 60% of students in Year 5 achieve
expected growth in NAPLAN. (Lower bound system- • Student work samples
negotiated target).
• Literacy and Numeracy PLAN2 data
Numeracy • Student PLPs
• A minimum of 60% of students in Year 5 achieve • PAT Assessment for Literacy
expected growth in NAPLAN. (Lower bound system- • PAT Assessment for Numeracy
negotiated target).
• Synthetic Phonics Assessment vis Sounds-Write
Program
• SEF Sas
Page 3 of 7 Lord Howe Island Central School (1921) -2021-2024 Printed on: 23 March, 2021Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
The evaluation will involve:
• Regular review of these data sources to provide
clarity around whether we are on track for achieving
the intended improvement measures.
• Regular professional discussion around the School
Excellence Framework.
• Whole staff reflective sessions.
• Term by term review and triangulation of data
sources including qualitative and quantitative,
internal and external data to corroborate conclusions.
Deep analysis of the data will guide future school planning
to provide ongoing improvement to maximise student
learning outcomes.
Page 4 of 7 Lord Howe Island Central School (1921) -2021-2024 Printed on: 23 March, 2021Strategic Direction 2: Strong and sustainable systems and practices
Purpose Initiatives Success criteria for this strategic direction
• The school actively supports change that leads to
Continuum of teaching and learning improvement, creating opportunities where feedback
Improvement measures about the impact of change can be shared and
The school develops embedded and explicit systems that monitored.
Target year: 2024 facilitate professional dialogue, collaboration, classroom
observation, the modelling of effective practice and the • The school team embeds clear processes to direct
Target year: 2024 school activity toward effective implementation of the
provision of specific and timely feedback between
teachers. This drives ongoing, school wide improvement school plan. Staff understand what they need to do
in teaching practice and student results. to help address the school plan's strategic directions
and meet the school's improvement measures.
• Strategic financial management is used to gain
efficiencies and to maximise resources available to
implement the school plan. Longer term financial
planning is integrated with school planning and
implementations processes to address school
strategic priorities and meet identified improvement
goals.
• Implementation of syllabuses and associated
assessment and reporting processes meet
Department of Education requirements, forming a
sound basis for student learning.
• Professional learning in the school emphasises
developing effective instructional leadership,
management, skills and leadership attributes to
facilitate whole school improvement and build a
strong pipeline of leaders.
Evaluation plan for this strategic direction
Page 5 of 7 Lord Howe Island Central School (1921) -2021-2024 Printed on: 23 March, 2021Strategic Direction 3: Community connections.
Purpose Initiatives Success criteria for this strategic direction
To ensure that all of our students are able to connect, • Families are actively engaged in their child's
succeed, thrive and learn, there will be a planned Embed a positive student engagement and wellbeing learning, working in close partnership with the school
approach to developing parent partnerships and whole culture that enables students to be leaders in their own to support learning with access to student goals and
school well-being processes that support high levels of learning with a high level of confidence, ownership and progress through a variety of sources.
well-being and engagement. success.
• High functioning learning and support processes
• High Impact Professional Learning on student guide and assist teachers and parents in actively
Improvement measures wellbeing and mental health to support and supporting students.
personalise learning. • The school measures school community (parent and
Target year: 2022
• Create strong collaborative educational partnerships student) satisfaction. The school team analyses
Achieve minimum of 70% attendance Kindergarten to with parents, students and teachers that actively responses to school community satisfaction
Year 6. (Lower bound system-negotiated target) participate in supporting and reinforcing student measures
learning.
Target year: 2022
• Embed and use professional learning models to build
Tell Them From Me Wellbeing data (advocacy, belonging teacher capacity and collective pedagogical practice.
Evaluation plan for this strategic direction
and expectations) increases to be at 80%, reported by • High level Learning and Support systems generate,
both students and families. apply and evaluate strategies to improve school The school will use the following data sources to regularly
connectedness and learning engagement . analyse the effectiveness of initiatives in achieving the
SEF purpose and improvement measures of the strategic
direction. This analysis will guide the school's future
Wellbeing self assessment directions:
• School self-assessment of the School Excellence • Well-being Framework Self-assessment pre and post
Framework (SEF) element Wellbeing indicates data
strong evidence of Delivering and increasing
elements of Sustaining and Growing. • Personalised Learning Plans, Learning and Support
team referrals and results.
• Attendance data
• TTFM - student well-being, family satisfaction.
• Parent and student feedback.
• Evidence of student voice in classrooms and across
the school.
• SCOUT data.
• Students accessing external services and specialists
as required.
The evaluation will involve:
• Regular review of these data sources to provide
clarity around whether we are on track for achieving
the intended improvement measures.
Page 6 of 7 Lord Howe Island Central School (1921) -2021-2024 Printed on: 23 March, 2021Strategic Direction 3: Community connections.
Evaluation plan for this strategic direction
• Regular professional discussion around the School
Excellence Framework.
• Whole staff reflective sessions.
• Term by term review and triangulation of data
sources including qualitative and quantitative,
internal and external data to corroborate conclusions.
Page 7 of 7 Lord Howe Island Central School (1921) -2021-2024 Printed on: 23 March, 2021You can also read
