Strategic Improvement Plan 2021-2024 - Meadow Flat Public School 2509 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Meadow Flat Public School 2509
Page 1 of 7 Meadow Flat Public School (2509) -2021-2024 Printed on: 30 March, 2021School vision and context
School vision statement School context
At Meadow Flat Public School we believe in building strong foundations in literacy and Meadow Flat Public School is located at the eastern extremity of Central West New South
numeracy to enable independent learners of the future. We build a culture of learning where Wales, halfway between Lithgow and Bathurst on the Great Western Highway. The school
all students strive to succeed and achieve excellence through a high-quality public is committed to providing educational excellence for all students who are drawn from
education. diverse backgrounds within the small locality, and surrounding rural and remote areas.
Meadow Flat Public School is recognised for its positive learning environment where staff
We aim to improve students' capacity every year by ensuring students achieve success by collaborate, and consistently set high expectations for students' learning.
improving teachers' performance through strategic professional learning that has a
foundation in research and evidence based practices. The Wiradjuri people, the traditional custodians have a strong representation and presence
in the school. Our school has a high percentage of students (18%) who identify as First
Nations people. The school values our ongoing partnership with the NSW Aboriginal
Education Consultative Group (NSW AECG) and is committed to continuing to strengthen
this relationship. We recognise the NSW AECG as the peak community advisory body to
the department on Aboriginal education at all levels and in all stages of planning and
decision making. The Partnership agreement "Walking Together, Working Together' has
guided our focus on Aboriginal education ensuring equitable outcomes for our Aboriginal
students. We will collaborate with colleagues to develop school-based approaches to
student engagement with Aboriginal and Torres Strait Islander histories, cultures and
languages through school assemblies, ceremonies, interdisciplinary teaching and learning
approaches and National Reconciliation Week activities.
Our school comprises of three composite classes across the school and enrolments have
fluctuated between 60 and 70 over the last several years. Teachers are committed to
utilising high impact teaching strategies and ongoing assessment to ensure each child has
their learning needs identified and met.
Meadow Flat Public School is a member of the Bathurst Small Schools group and Lithgow
network of schools. These professional learning communities support staff and students
through collaborations in staff professional learning, and extracurricular student activities,
including sporting, leadership and educational excursion opportunities.
A comprehensive situational analysis has led to the development of the Strategic
Improvement Plan 2021-2024 which focuses on three areas of improvement in leading,
learning and teaching. These are informed by evidence and supported by research. These
focus areas (quality teaching and learning, expertise and innovation, data informed practice
and explicit quality instruction in reading and numeracy) continue to build on and enhance
the work previously undertaken as we focus on learning for our students. We will continue
to implement the strategies in What Works Best which clearly links to research based
practice.
As part of our reflective situational analysis we have prioritised the continued emphasis on
ensuring every child achieves expected growth every year, either through the external
NAPLAN or identified internal assessments. Meadow Flat Public School focuses on the use
of data to drive our teaching and learning programs to identify students' areas of need.
Teaching programs and student learning is differentiated to suit individual needs and enable
all students to access the curriculum.
Page 2 of 7 Meadow Flat Public School (2509) -2021-2024 Printed on: 30 March, 2021School vision and context
School vision statement School context
Continued development of expertise in all curriculum areas focuses all staff through
targeted professional learning. Teachers embed effective classroom practice through a
whole school approach to optimise learning progress for all students, utilising the most
effective evidence-based teaching methods.
Meadow Flat Public School cares for all students through a planned focus on whole-school
wellbeing structures and approaches. It remains a positive school that is founded on
respectful and healthy relationships. Behaviour expectations are high. There are
established relationships with parents and carers that create optimum conditions for
learning across the whole school. New measures will be used to evaluate the range of
wellbeing programs and initiatives within our school, ensuring connectedness and
engagement. The whole community works in partnership to achieve a shared belief that
every day counts for children to succeed at school.
Our school motto "Learning for life" reinforces the importance of continuing partnerships in
developing and supporting the whole child in a learning environment where all students will
succeed.
Page 3 of 7 Meadow Flat Public School (2509) -2021-2024 Printed on: 30 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
In order to ensure the delivery of quality systematic Data informed practice Data informed practice
instruction in reading and numeracy, data driven decision
making processes will inform explicit teaching, supported A whole-school learning culture will support students to • Student assessment data is regularly used school-
by quality, targeted professional learning aligned to achieve and maintain high reading and numeracy wide to identify student achievements and progress,
evidenced based research to deliver high impact learning achievement and proficiency through data informed in order to reflect on teaching effectiveness and
outcomes for all students. practices that will be supported by high impact inform future directions to support all students'
professional learning where high expectations for all learning.
students' learning occurs.
Improvement measures • Learning goals for students are informed by analysis
of internal and external data.
To use data effectively in reading and numeracy, teachers
Target year: 2022 will: • Teachers clearly understand, develop and apply a
full range of assessment strategies - assessment for
Student attendance • use data to inform explicit programming and targeted learning, assessment as learning to inform
teaching, including differentiation and formative instruction and monitoring and assessment of
Increase by 17% the number of students that attend assessment of literacy and numeracy skills learning to determine teaching effectiveness,
school greater than 90% of the time, to be at or above the directions, monitoring and assessing student
lower bound target of 70% • collect meaningful data and include regular,
progress and achievement.
dedicated time to using data effectively
Target year: 2022 Reading and numeracy
• become proficient in data literacy, data analysis, data
use in teaching, and data use in planning.
Reading • A whole school approach ensures the most effective
• collect and submit data as evidence they evidence-based teaching methods optimise learning
Increase by 20% the number of students achieving in the demonstrate their practice across the domains of progress for all students, across the full range of
top 2 bands of NAPLAN reading to be above the upper professional knowledge, practice and engagement to abilities. Teachers employ evidence-based effective
bound target of 65.5% achieve proficiency as a teacher teaching strategies. Effective methods are identified,
• monitor and track student progress, and support promoted and modelled, and students' learning
Target year: 2024 improvement is monitored, demonstrating growth.
students identified as needing additional support/
Reading extension • All teachers understand and explicitly teach literacy
and numeracy to students at all levels of
100% of students achieve the expected level for students Reading and numeracy instruction achievement, in all subject areas, with success that
in Kindergarten (9), Year 1 (18), Year 2 (22), Year 3 (26), can be measured by improved student progress and
Year 4 (28, Year 5 (30), Year 6 (30+) Reading and numeracy teaching is the core focus of achievement data.
continued, high quality learning experiences to sustain
effective, targeted teaching to reduce achievement gaps. • Teaching and learning programs show the
Target year: 2022
Sustained professional learning to support reading and application of explicit and structured literacy and
numeracy will enable teachers to use explicit teaching numeracy strategies informed by student data.
Numeracy
strategies when introducing new or complex reading and
100% of Aboriginal students achieve in the top 3 numeracy skills.
numeracy bands
Teachers will: Evaluation plan for this strategic direction
Target year: 2022
• hold high expectations for all learners, and share a
Question
Reading vision of accountability and responsibility for student
learning
To what extent have we achieved the purpose and can
• prioritise teaching time for literacy and numeracy
Page 4 of 7 Meadow Flat Public School (2509) -2021-2024 Printed on: 30 March, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Initiatives Evaluation plan for this strategic direction
100% of Aboriginal students achieve in the top 3 reading with strategies embedded in all curriculum areas demonstrate impact and the improvement of student
bands learning outcomes in reading and numeracy?
• engage in quality professional learning that further
Target year: 2024 develops their capabilities to teach literacy and
Data
numeracy
Data skills and use • understand the syllabus requirements and the The school will use the following data sources to regularly
minimum standard required for student literacy and analyse the effectiveness of the initiatives in achieving the
Using the School Excellence Framework, the school self- numeracy development for each year level purpose and improvement measures of the strategic
assessment of the data skills in use element indicates an direction.
improvement from sustaining and growing to excelling • provide quality feedback and utilise assessment
practices, to put the faces on the data • NAPLAN
Target year: 2024 • use the Gradual release of responsibility model for • PLAN2
both teachers and students; modelled, shared, and
Literacy and numeracy independent • Check in assessments
All students achieve or exceed expected growth in literacy • provide opportunities for students to practice reading • Reading records
and numeracy using the literacy and numeracy and numeracy as students gain proficiency and • Student work samples
progressions, PLAN2 data and syllabus indicators understanding of concepts and skills.
• ACER PAT assessments
Target year: 2024
• Tell them from me
NAPLAN value-add • internal assessments
NAPLAN value-add moves from: • external assessments
• surveys and observations
• delivering for Kindergarten to Year 3 to excelling
• focus groups and interviews
• delivering for Years 3-5 to excelling
• document analysis
• sustaining and growing for Years 5-7 to excelling
• resource allocation analysis
Analysis
Analysis will be embedded within the initiatives through
progress and implementation monitoring. Meadow Flat
Public School will review progress towards the
improvement measures each year.
Implications
The findings of the analysis will inform:
• future actions
• annual reporting on school progress measures
Page 5 of 7 Meadow Flat Public School (2509) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Quality teaching and learning
Purpose Initiatives Success criteria for this strategic direction
In order to establish excellence in quality teaching and Expertise and innovation
learning, teachers will be empowered to deliver the most Expertise and innovation
effective teaching methods, with the highest priority given • Teaching staff demonstrate and share their expertise
to evidence-based teaching strategies. Promoting A quality learning environment with a focus on intellectual across the school and with other schools. All
learning for excellence will achieve ongoing performance quality, academic challenge and rigor, higher order teachers have expert contemporary content
improvement throughout the school by being responsive thinking, problem solving, and critical and creative thinking knowledge and use effective teaching strategies. The
in meeting the needs of all students. All teachers are better prepares our students to thrive in a rapidly school trials innovative practices and has processes
committed to identifying, understanding and implementing changing world. in place to evaluate, refine and scale success.
quality teaching, curriculum planning and delivery, and
assessment that promotes learning excellence. The creativity wheel will develop student's critical and
• demonstrate a high-performance culture, with a clear
creative thinking skills as they learn to become
focus on student progress and achievement with a
independent learners by generating and evaluating
Improvement measures knowledge, clarifying concepts and ideas, seeking
high-quality service delivery
possibilities, consider alternatives and solve problems. • All teachers reflect on their practice to continuously
Target year: 2024
build their expertise as measures against the
Teachers will: Australian Professional Standards for Teachers.
Science
• share teaching practices through collaboration that • teachers exhibit innovative practices in learning
Increase by 50% students' technology performance as improves teacher quality by seeking professional design, resulting in experiences which are inclusive
measured by Validation of Assessment for Learning and learning where they share and gain expertise in of higher order thinking skills and other components
Individual Development (VALID)-6 to 100% evidence-based teaching practices of the creativity wheel
Target year: 2024 • focus on their students' learning by knowing their Collaborative learning environment
impact through a focus on pedagogical frameworks
Wellbeing • teachers initiate and engage in professional
• collaborate with colleagues to plan, develop and
discussions with colleagues through alliances with
refine teaching and learning programs
Improve by 19% students' engagement as measured similar school to evaluate practice, directed at
through the Tell Them From Me survey to 100% • encourage students in being imaginative, inquisitive, improving professional knowledge and professional
collaborative, persistent and disciplined across all practice, and the educational outcomes of students
Target year: 2024 learning
• teaching and learning programs challenge students
Quality teaching • design higher-order learning and to enable students by supporting differentiation and cater to individual
to self-reflect through the learning dispositions of the student's needs win input from parents and carers
All teachers working above proficiency as measured creativity wheel.
• formative, engaging assessments - are authentic and
against the Australian Professional Teaching Standards in integrated into teaching practice in every classroom
the professional practice domain standard 3.6 - evaluate Collaborative learning environment
(e.g. exhibitions, projects and portfolios).
and improve teaching programs
A high expectations culture will develop self-motivated • feedback from students on their learning derived
Target year: 2024 learners who are confident and creative students, while from assessments informs further teaching
preparing students for future success and wellbeing.
Learning and development Teachers will engage in professional dialogue and
collaborative design to improve professional practice for
continuous improvement. Evaluation plan for this strategic direction
Using the School Excellence Framework, the school self-
assessment of the expertise and innovation element Question
indicates an improvement from delivering to excelling Teachers will:
Page 6 of 7 Meadow Flat Public School (2509) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Quality teaching and learning
Improvement measures Initiatives Evaluation plan for this strategic direction
Target year: 2024 • describe what students, know, do and understand To what extent have we achieved the purpose and can
demonstrate impact and the improvement of student
• develop a collaborative approach to the design of
Curriculum learning outcomes in reading and numeracy?
success criteria related to learning intentions
Using the School Excellence Framework, in the learning • teach using data throughout the teaching and Data
domain "curriculum" the school self-assessment will learning cycle where high impact strategies,
validate an improvement from delivering to excelling feedback, peer student feedback, clear learning and The school will use the following data sources to regularly
success criteria, deconstructing explicit teaching, analyse the effectiveness of the initiatives in achieving the
Target year: 2024 clarifying students' understanding, clear about purpose and improvement measures of the strategic
purpose are used direction.
Improving classroom and school practices
• support students as a learner through the creativity • NAPLAN
Increase by 21% the number of students who report wheel with self-evaluation and assessment to identify
areas for improvement by involving students in • PLAN2
positive outcomes of:
reflecting on their own learning and the learning of • Check in assessments
• advocacy at school others
• Reading records
• expectations of success • use assessment to provide students with learning
opportunities that challenge them to be creative • Student work samples
• a sense of belonging learners by implementing project-based learning
• ACER PAT assessments
as measured by the Tell Them From Me survey to 100% • enable strategies that encourage students to feel
• Tell them from me
connected to their learning and be self-regulated and
Target year: 2024 independent learners • internal assessments
• use appropriate differentiation of the curriculum, so • external assessments
Learning culture
all students are challenged and engaged in the
• surveys and observations
classroom to maintain high expectations for all
Using the School Excellence Framework, in the learning
students. • focus groups and interviews
domain "learning culture" the school self-assessment will
validate an improvement from sustaining and growing to • provide students with feedback that focuses on • document analysis
excelling improving tasks, processes and student self-
regulation and supports students to set and achieve • resource allocation analysis
their goals
Analysis
Analysis will be embedded within the initiatives through
progress and implementation monitoring. Meadow Flat
Public School will review progress towards the
improvement measures each year.
Implications
The findings of the analysis will inform:
• future actions
• annual reporting on school progress measures
Page 7 of 7 Meadow Flat Public School (2509) -2021-2024 Printed on: 30 March, 2021You can also read
