Strategic Improvement Plan 2021-2024 - Mimosa Public School 4432 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Mimosa Public School 4432
Page 1 of 11 Mimosa Public School (4432) -2021-2024 Printed on: 25 March, 2021School vision and context
School vision statement School context
Mimosa Public School has high expectations for student wellbeing, engagement and Mimosa Public School is a primary school located on the Northern Beaches of Sydney
achievement. We provide a nurturing and engaging learning environment where every providing quality education for over 500 students from Kindergarten to Year 6. The school's
student is challenged to reach their full potential through quality teaching and learning vision is to deliver high quality education in an inclusive, respectful and nurturing
programs. Effective partnerships with our parent community promotes inclusiveness and environment. We are responsive to the needs of each individual child and all stakeholders
respect empowering all students to become confident, resilient, self-directed and successful work collaboratively to achieve the best possible outcomes for all students.
learners. We have a culture of continual improvement and value the growth and
development of every student, teacher and leader every year. The school has a strong focus on providing targeted professional learning opportunities for
all staff and implementing the most effective evidence-based teaching strategies in literacy
and numeracy to ensure optimal progress occurs for all students. School-wide practices
ensures staff collaboratively identify, collect and analyse student achievement and progress
data in order to reflect on teaching effectiveness and inform future school directions.
At Mimosa, students are afforded many opportunities to develop their skills and interests
through a range of extra-curricular activities in the creative arts, technology and sport. Our
school values respect, responsibility, resilience and effort, with each student striving to
achieve his or her personal best. The school is a member of the Warringah Community of
Schools and benefits from working collaboratively with its local primary and high school
neighbours. The school has an actively engaged P&C and enjoys a close partnership with
its parent community.
We have a continued commitment to ensuring every student, every teacher and every
leader in the school improves every year. Our situational analysis, in preparation for the
formulation of the Strategic Improvement Plan (SIP), identified areas where this
commitment could be supported and strengthened. The current SIP builds on the
improvement focus undertaken by the school in the last planning cycle. The school has, and
will continue to have, a culture of staff members being committed to collaboratively
developing their collective understanding of current evidence-based research and
educational practices. Professional learning for staff is grounded in continuous improvement
of quality pedagogy and developing consistency and focus across the whole school.
Developing and embedding systems that facilitate collaboration, classroom observation that
models effective practice and providing feedback between teachers is vital for improving
pedagogical peactices. There is a focus on understanding and explicitly teaching literacy
and numeracy to students at all levels of achievement, ensuring the progression of learning
K-6 is understood by all. We must ensure that whole-school systems and processes are in
place for assessing and measuring student progress through the collection of meaningful
data that can be collaboratively discussed and analysed in order to inform the next steps in
teaching and learning.
Students' understanding of the progression of their own learning is also an area that has
been identified as requiring a focus. Students will develop their understanding of their
current levels of achievement in Literacy and Numeracy and become adept at using
feedback from peers and teachers to set the next goals for their learning.
In addition to teaching and learning, the school is committed to ensuring there is a strategic
and planned approach to the development of whole-school wellbeing processes that
support the wellbeing of students and staff. All students are provided with access to quality
Page 2 of 11 Mimosa Public School (4432) -2021-2024 Printed on: 25 March, 2021School vision and context
School vision statement School context
learning programs that provide structures, support and information to develop their own
wellbeing. Students requiring additional support and assistance are identified and provided
with intervention to ensure their wellbeing needs are being addressed.
Continual monitoring of school improvement initiatives and student performance data will
determine areas of need and success across the school. Partnerships with the whole school
community in this process will be essential for success.
Page 3 of 11 Mimosa Public School (4432) -2021-2024 Printed on: 25 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
To continually improve student learning outcomes in Curriculum knowledge Staff demonstrate a continued commitment to undertaking
literacy and numeracy through the implementation of professional learning focussed on key initiatives and
evidence-based programs that are differentiated, data In our school, all teachers have a consistent engaging with evidence-based research. (SEF - Learning
informed and embed evaluative practices. understanding and deep knowledge of the syllabus and Development)
documents and the progression of learning.
Staff demonstrate a continued commitment to
Improvement measures • Evidence-based research underpins improvement implementing quality teaching practices that address the
programs implemented school-wide and drives learning needs of all students. (SEF - Effective Classroom
Target year: 2022 professional learning plans. Practice, Curriculum)
A minimum 6.6% uplift to 68.1% of Year 3 and Year 5 • Developing an understanding of the learning
Evidence of differentiated activities, learning intentions,
students achieving in the top two bands in NAPLAN progressions in literacy and numeracy.
success criteria and assessment strategies in all teaching
reading (lower bound system-negotiated target).
• Collaboratively designed teaching and learning and learning programs. (SEF - Effective Classroom
programs that show evidence of ongoing Practice, Curriculum)
Target year: 2023
adjustments and evaluations.
A minimum 5.8% uplift to 62.7% of Year 5 students Staff employ a wider range of collaborative practices to
• Embed quality differentiated learning experiences to
achieving expected growth in NAPLAN reading (lower ensure consistency of programs and analysis of
meet the needs of all learners. Programs include
bound system-negotiated target). assessment data. (SEF - Effective Classroom Practice)
adjustments for students with high potential (HPGE
Differentiation Adjustment Tool) and those requiring
Target year: 2022 An increase in teacher understanding of the 'Co-teaching
intervention.
cycle' (Sharratt and Fullan) with teachers providing and
A minimum 7.3% uplift to 57.4% of Year 3 and Year 5 • Planning for high quality resources that are receiving feedback to guide deep and deliberate
students achieving in the top two bands in NAPLAN accessible and strategically used. reflections. (SEF - Learning and Development)
numeracy (lower bound system-negotiated target).
School-wide data informed practices An increase in teachers' ability to deeply understand and
Target year: 2023 analyse available data sources to inform planning and
In our school, consistent practices of regular collection, drive improvements in teaching and learning programs.
A minimum 5.3% uplift to 61.8% of Year 5 students analysis and use of student assessment data drives (SEF - Data Skills and Use)
achieving expected growth in NAPLAN numeracy (lower directions and plans.
bound system-negotiated target). Teachers regularly engage in collaborative analysis,
• Planned and systematic approach to the gathering of discussion and goal setting of a larger range of whole-
Target year: 2024 meaningful and specific data. Plans for assessment school data sources including data walls, internal
practices are evident in whole-school Scope and assessments and external measures. (SEF - Data Skills
Improvement in student progress in spelling as a result of Sequences and all teaching and learning programs. and Use)
consistent school-wide approach to the teaching of • Developing shared understanding of the purpose of
spelling. all assessment data. Collaboratively analysing A greater proportion of students can articulate the learning
external and internal measures to inform teaching they need to undertake to achieve their goals. (SEF -
and learning plans. Curriculum)
• Teachers use data to monitor student progress, All staff have access to and are using high quality
evaluate growth over time and report on student resources targeted to support teaching and learning
achievement. programs. (SEF - Effective Classroom Practice)
Individualised learning
Page 4 of 11 Mimosa Public School (4432) -2021-2024 Printed on: 25 March, 2021Strategic Direction 1: Student growth and attainment
Initiatives Evaluation plan for this strategic direction
Questions:
In our school, the learning culture ensures all students are
known, valued and cared for. Students are well informed To what extent have we achieved our purpose and can
of where they are at with their learning and collaboratively demonstrate impact and improvement of student
plan with their teachers as to where they are heading to outcomes in literacy and numeracy?
next.
To what extent has the data collected and analysed been
• Teaching and learning programs clearly successfully used in initiatives and programs undertaken?
communicate learning intentions and success
criteria. To what extent are students able to clearly articulate and
describe their learning goals in literacy and numeracy?
• Student feedback is timely, specific and applied.
• Students develop an understanding of learning Data:
progressions and skill attainment.
The school will use a range of data sources to analyse the
• Learning goals are co-constructed and impact and success of the initiatives used to improve
individualised. student growth and attainment in literacy and numeracy.
• A range of strategies used to support the Data used will include:
development of self-motivated learners including the
use of exemplars, frameworks, bump it up walls and • Data Wall - benchmarking (PM and Fountas &
walls that teach. Pinnell), NAPLAN, PAT Reading and Maths
• Scout - value added data
• Check-in assessments
• Year 1 Phonics Assessment
• Student work samples, teacher anecdotal data
• Progression data - sub-elements Understanding
Text, Creating Text.
• Student voice
• Teacher surveys
• Learning and Support intervention programs data
Analysis:
The evaluation plan will involve:
Regular review of these data sources to determine
success of initiatives undertaken. Reviews will occur in a
planned and sequential manner determined by the timing
of assessments throughout the year.
Regular review and triangulation of data sources including
Page 5 of 11 Mimosa Public School (4432) -2021-2024 Printed on: 25 March, 2021Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
quantitative and qualitative, internal and external data to
corroborate conclusions and to generate discussions with
staff about student growth and attainment.
Weekly discussion and ongoing evaluation at Executive
Meetings to set short term goals and analyse the success
of previous goals. Plans for these discussions are
determined by the work the Executive team are
undertaking in the Agile Leadership Collective with Simon
Breakspear and Ryan Dunn.
Weekly stage team collaboration meetings will ensure
programs are written according to student need, program
success will be monitored and assessment data
discussed to determine next steps and directions.
Implications:
The findings of the analysis will inform:
• Future directions.
• Annual reporting on school progress measures
(published in the Annual School Report, school
newsletter and at P&C Meetings).
Page 6 of 11 Mimosa Public School (4432) -2021-2024 Printed on: 25 March, 2021Strategic Direction 2: Wellbeing success for all
Purpose Initiatives Success criteria for this strategic direction
To improve practices and processes that are responsive An improved whole-school strategic and planned
and supportive of the wellbeing needs of students and Wellbeing Programs approach to practices that supports the wellbeing of
staff and that the teaching and learning environment students so that they connect, succeed, thrive and learn.
enables the development of healthy, happy, successful Implement school-wide wellbeing practices ensuring a (SEF - Wellbeing)
and productive individuals. consistent, shared and inclusive approach in all settings.
The PD/H/PE scope and sequence is updated to reflect The school has implemented evidence-based change to
current syllabus outcomes and supports school wellbeing whole school practices, resulting in improvements in
Improvement measures programs. These programs include Strong Minds, Positive engagement and wellbeing to support learning. (SEF -
Behaviour for Learning (PBL) and Circle Time (Sue Wellbeing)
Target year: 2022
Roffey).
Improved systems and practices developed in order that
Increase in the number of students reporting Expectations
Ensure positive, respectful and collaborative relationships teachers and the parent community work in partnership to
for Success, Advocacy and Sense of Belonging at School
are built with students, staff, families and other plan and support student wellbeing and learning needs.
in the Tell Them From Me survey of 4.5% to 89.8% (lower
organisations in the community to support and develop (SEF - Learning Culture, Wellbeing)
bound system-negotiated target).
the wellbeing of all stakeholders.
Students demonstrate increased responsibility to being
Target year: 2022
Staff members undertake professional learning linked to actively engaged learners who exercise self-regulation
the wellbeing needs of students. appropriate to their age and level of understanding. (SEF -
Increase the number of students attending by 4.2% to
Wellbeing, The Wellbeing Framework for Schools)
92.1% (lower bound system-negotiated target). Data Informed Practices
Further provision of professional learning for staff
Ensure effective strategies and processes for data members to increase their knowledge and expertise in
collection and analysis to inform the success and future supporting the wellbeing needs of all students and ensure
directions of wellbeing programs. that appropriate strategies and practices are in place
across all school settings. (SEF - Learning and
Analyse Tell Them From Me (TTFM) wellbeing survey Development)
data to determine students' perceptions of the
Expectations for Success, Advocacy and Sense of A wider range of wellbeing data is regularly analysed,
Belonging at School. The data is used to inform the discussed and used to drive wellbeing initiatives and to
effectiveness of current programs and to assist in the ascertain their effectiveness. (SEF - Data Skills and Use)
development of new initiatives.
Students identified as participating in intervention
Analyse internal school wellbeing and attendance data programs to support their wellbeing are monitored and
including Student Tracking and Recording (STARS) data, tracked with improved systems and practices to ensure
Learning and Support Team data, PAT Social-Emotional improvements are achieved and maintained. (SEF -
Wellbeing (SEW) survey K-6, and Social and Emotional Student Performance Measures)
Learning scale information.. This data will be used to
inform the effectiveness of current programs and to assist
in the development of new initiatives.
Evaluation plan for this strategic direction
Intervention for identified students
Questions:
Utilise internal and external measures to target
intervention for identified students. Social skills groups, To what extent have we improved practices, processes
individual skill building and co-teaching opportunities will and programs that support the wellbeing needs of
Page 7 of 11 Mimosa Public School (4432) -2021-2024 Printed on: 25 March, 2021Strategic Direction 2: Wellbeing success for all
Initiatives Evaluation plan for this strategic direction
support the wellbeing of targeted students. students and staff?
Partnerships with parents and external agencies will How does the data we collect and analyse successfully
support school programs and students requiring additional inform and help to evaluate the wellbeing programs and
support targeting wellbeing and attendance. initiatives implemented?
A case management process with key school personnel Data:
will be used to plan and evaluate interventions for
targeted students. The school will use a range of data sources to analyse the
impact and success of the initiatives used to improve
school-wide wellbeing practices. Data used will include:
• TTFM survey data
• Scout - TTFM Advocacy, Expectations and
Belonging measures.
• NCCD data
• EBS4 attendance reports
• Learning and Support Team data
• PAT Social-Emotional Wellbeing (SEW) survey K-6
• Student Tracking and Recording (STARS) data
• Social and Emotional Learning scale
• Student voice
• Teacher surveys
• Intervention program data
Analysis:
The evaluation plan will involve:
Regular review of these data sources to determine
success of initiatives undertaken. Reviews will occur in a
planned and sequential manner determined by the timing
of initiatives and programs throughout the year.
Regular review and triangulation of data sources including
quantitative and qualitative, internal and external data to
corroborate conclusions and to generate discussions with
staff about student and staff wellbeing.
Page 8 of 11 Mimosa Public School (4432) -2021-2024 Printed on: 25 March, 2021Strategic Direction 2: Wellbeing success for all
Evaluation plan for this strategic direction
Weekly Learning & Support and Case Management
meetings to discuss effectiveness of interventions,
programs and plans implemented to support the
emotional, social, physical, behavioural and intellectual
needs of students. These meetings will determine next
steps and ongoing support requirements of individuals.
Implications:
The findings of the analysis will inform:
• Future actions.
• Annual reporting on school progress measures
(published in the Annual School Report, school
newsletter and at P&C Meetings).
Page 9 of 11 Mimosa Public School (4432) -2021-2024 Printed on: 25 March, 2021Strategic Direction 3: Quality teaching, learning and leading
Purpose Initiatives Success criteria for this strategic direction
To further develop a culture of professionalism, collective The school has further developed its systems and
efficacy, continual improvement and collaboration with a Collaborative practices processes to facilitate professional dialogue,
strong commitment to the implementation of high quality collaboration, classroom observation, the modelling of
teaching practices, development of shared responsibility Develop further opportunities for teachers to share effective practice and the provision of specific and timely
and being responsive to feedback. successful and innovative evidence-informed practices. feedback between teachers. This drives ongoing, school
Teachers will engage with current research and wide improvement in teaching practice and student
understandings about collaboration and how to maximise results. (SEF - Learning and Development)
Improvement measures professional practices to improve pedagogy and student
outcomes. The staff engages in professional learning activities that
Target year: 2022
identify and promote the most effective strategies to
Professional Learning will target current research improve teaching and learning and systematically
Increase in teachers demonstrating high quality skills in
including CESE's What Works Best, Lyn Sharratt Clarity, implement these into classroom practice. Teachers and
explicit teaching and differentiation as evidenced in all
John Hattie and Helen Timperley. Professional learning executive staff collaborate with staff in other schools to
teaching and learning programs.
communities ensure there is targeted focus on school share and embed good practice. (SEF - Learning and
Target year: 2023 priorities. School teams, based on the themes in What Development)
Works Best, provide professional learning, research and
Increase in teacher confidence and ability to plan, information to all staff members ensuring school-wide Whole school and/or inter-school relationships are further
effectively use and actively involve students when using understanding and knowledge of the most effective developed to provide mentoring and coaching support
Learning Intentions and Success Criteria in a range of practices in education. ensuring the ongoing development and improvements of
learning areas. all teachers, aspiring leaders and substantive executive
Practices will include peer observation, co-planning, co- staff members, by expert teachers and leaders. (SEF -
Target year: 2024 teaching, peer feedback, learning walks and talks, Learning and Development, Educational Leadership)
professional learning communities. Mentoring and
Increase the capacity of staff to develop leadership coaching support is provided to staff to ensure the The leadership team maintains a focus on distributed
attributes that support whole school-improvement ongoing development and improvement of all members of instructional leadership to sustain a culture of effective,
initiatives in line with the school's vision and directions. staff. evidence-based teaching and ongoing improvement so
that every students makes measurable learning progress.
Instructional Leadership and Leadership (SEF - Educational Leadership)
Development
Leaders in the school model instructional leadership and
support a culture of high expectations and a shared Evaluation plan for this strategic direction
responsibility for student engagement, learning,
development and success. Questions:
Aspiring leaders are recognised and given opportunities To what extent have we improved systems and processes
to develop their leadership capabilities. The school has that support the continued development and improvement
processes in place to mentor and coach aspiring leaders of teaching practices in the school?
in their ongoing development and improvement.
Professional learning is offered to aspiring leaders To what extent have we applied current evidence-based
targeting leadership development, research and practices. research to help inform our improvement plans?
To what extent are we providing opportunities for
substantive and aspirational leaders to develop their
leadership capabilities to support whole school
Page 10 of 11 Mimosa Public School (4432) -2021-2024 Printed on: 25 March, 2021Strategic Direction 3: Quality teaching, learning and leading
Evaluation plan for this strategic direction
improvement?
Data:
The school will use a range of data sources to analyse the
impact and success of the initiatives used to improve
quality teaching and learning practices. Data used will
include:
• TTFM survey data - teacher survey
• Teacher surveys
• MyPL data
• PDP
• Program evaluations
• Student Work Samples
Analysis:
The evaluation plan will involve:
Regular review of these data sources to determine
success of initiatives undertaken. Reviews will occur in a
planned and sequential manner determined by the timing
of initiatives and programs throughout the year.
Regular review of professional learning plans to ensure
there is alignment with initiatives.
Regular review of PDPs and opportunities for staff to
undertake roles and responsibilities that support and
promote their leadership development.
Implications:
The findings of the analysis will inform:
• Future actions.
• Annual reporting on school progress measures
(published in the Annual School Report, school
newsletter and at P&C Meetings).
Page 11 of 11 Mimosa Public School (4432) -2021-2024 Printed on: 25 March, 2021You can also read
