Strategic Improvement Plan 2021-2024 - Moree East Public School 4118 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Moree East Public School 4118
Page 1 of 11 Moree East Public School (4118) -2021-2024 Printed on: 31 March, 2021School vision and context
School vision statement School context
Moree East Public School leads future-focussed, culturally-responsive and inclusive Moree East Public School is a Connected Communities primary school located in north
evidence-based practices to empower our whole school community to be productive, west New South Wales and stands proudly on Gomeroi Country. We have a current
healthy and successful individuals. enrolment of 170 students. School numbers have increased over the past four years which
is a positive trend considering that town population and other local school enrolments have
decreased. Due to the transient nature of our school community, numbers can fluctuate
throughout a year. We anticipate that this trend will continue in the future. 87% of our
student population identify as Aboriginal. Our FOEI is 206 and ICSEA 670, identifying us as
a low socio-economic rural and remote school demographic.
Moree East Public School is committed to excellence in equity in contemporary education.
There is a strong ethos of inclusion and commitment to education of the whole child through
the provision of quality education and welfare practices. We value a culture of teamwork,
with community involvement encouraged in all aspects of school life.
Moree East Public School has modern facilities, is well resourced and focuses on utilising
the broader learning environment to maximise student engagement. Current initiatives
include - Early Action for Success; Visible Learning, Gamilaraay Culture and Language;
STEM education, SMART Spelling, Cafeteria Initiative and Yoga, Mindfulness and
Movement.
The Connected Communities strategy positions Moree East Public School as a community
hub. It broadens the influence of the community and school leadership, to play a role in the
delivery of key services and in supporting children throughout their schooling.
The Schools as Community Centres (SaCC) initiative supports families with their children
from birth to 8 years of age through proactive early intervention programs and cross agency
partnerships. Under the strategy a number of initiatives operate at Moree East Public
School. These include supported playgroups, transition to school, parent cooking classes,
daily breakfast club, community garden and specialist services.
Through our situational analysis, we have identified the need to move towards deeper
reflective practices based on quality data analysis. Within our first Strategic Direction we will
look to embed reflective practices not just in school planning, but also in all teaching and
learning practices to improve student learning outcomes in literacy and numeracy. This
reflective practice will involve a consistent use of data to inform all processes and practices
across the school and ensure students achieve expected growth and attainment in their
learning. Along with ensuring that the individual needs of students are being met, we will
also invest in teacher professional development, collaborative practice and feedback to
build capacity and capability that leads to school-wide improvement.
The second Strategic Direction in the new school plan will be to collaboratively develop and
implement clear and consistent whole school attendance processes to improve school
attendance. This will include ensuring that parent/carers and community are involved in
decision making and have a clear understanding of the purpose and outcomes expected
from attendance initiatives within the school. Additional school staff and use of school funds
and resources will be utilised to improve attendance outcomes for students.
Page 2 of 11 Moree East Public School (4118) -2021-2024 Printed on: 31 March, 2021School vision and context
School vision statement School context
The final Strategic Direction focusses specifically on the engagement, health and wellbeing
of our students, staff, parents and carers. We are committed to working in partnership to
improve outcomes for our students and school community. Whole school policies and
processes, initiatives and resources will ensure, not only that the individual learning needs
of our students are met but that we are using best practice, embedding high expectations
and are responsive to student and community needs.
Page 3 of 11 Moree East Public School (4118) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
In order to improve student achievement, we will respond Effective use of data Success criteria
to individual learning needs through effective teaching
programs that show evidence of differentiation, quality Build teacher capabilities to ensure data collection is used Initiative 1: Effective use and communication of data
assessment and feedback practices. to differentiate curriculum, inform teaching and provide
feedback to students so that learning is maximised for all. • All teachers clearly understand, develop and apply a
full range of assessment strategies to determine
Improvement measures • Systematic analysis and use of internal and external teaching directions, monitor and assess student
assessment data and the National Literacy and progress and achievement and reflect on teaching
Target year: 2022 Numeracy Learning Progressions to personalise effectiveness.
learning and differentiate teaching for all students, as
NAPLAN - BANDS well as track progress and growth. • All teachers analyse, interpret and collaboratively
use data to inform planning, identify interventions
• At least 15% of Aboriginal students in years 3 & 5 • Expert use of Authentic Self-Assessment processes and modify teaching practice.
achieve in the top three bands in reading. to embed reflective practice for all school, teaching
and learning practices. • All teaching and learning programs are responsive to
• At least 9.3% of students in years 3 & 5 achieve in the needs of all learners, showing evidence of
the top two bands in reading. • Focussed professional learning in assessment and revisions based on feedback on teaching practices,
data analysis that facilitates professional dialogue student assessment and continuous tracking of
• At least 15% of Aboriginal students in years 3 & 5
and collaborative practice and leads to school-wide student progress and achievement.
achieve in the top three bands in numeracy.
improvements in teaching practice and student
results. • Teaching and learning programs across the school
• At least 9.3% of students in years 3 & 5 achieve in
show evidence they are adjusted to address
the top two bands in numeracy.
• Development of whole-school assessment systems individual needs and ensure all students are
and processes to ensure effective and efficient data challenged and that adjustments lead to improve
Target year: 2024
collection, analysis and tracking for all students K-6. learning.
Reading & Numeracy - School • Teachers regularly review learning with students
Making Learning Visible
ensuring all students understand how to improve.
• At least 80% of Kindergarten students demonstrate
Implement a pedagogical base for whole school teaching • The school has processes in place that are
achievement of the end of year level for
and learning that embeds evidence-based practices. consistently applied when collecting, analysing and
Understanding Texts.
tracking data.
• At least 80% of students K-6 achieve or exceed • Targeted professional learning, IL support and
expected growth in reading using PLAN2 data and teacher collaboration to support implementation of • The school uses embedded and explicit systems that
syllabus outcomes. Visible Learning strategies, improve consistent facilitate professional dialogue, collaboration,
application of valid teacher judgement, align whole classroom observation, the modelling of effective
• At least 80% of Kindergarten students demonstrate school teaching practice and develop staff practice and the provision of specific and timely
achievement of the end of year level for Quantifying professional growth. feedback between teachers.
Numbers and Additive Strategies in numeracy.
• Expert use of formative assessment strategies such • There is evidence of ongoing, school-wide
• At least 80% of students K-6 achieve or exceed as Learning Intentions and Success Criteria provided improvement in teaching practice and student
expected growth in numeracy using PLAN2 data and through professional learning for all staff led by the results.
syllabus outcomes. Visible Learning team.
Initiative 2: Making Learning Visible
Target year: 2024 • Embedded Practice of Learning Intentions used in all
classrooms with students engaging in self- • Learning Intentions, Success Criteria, and Feedback
SEF assessment and peer-assessment using success is consistently embedded practice in all learning
criteria for their learning goals. spaces across the school.
• SEF element 'Data skills and use': Themes "Data
Page 4 of 11 Moree East Public School (4118) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Initiatives Success criteria for this strategic direction
Use in teaching & Data Analysis'- excelling • Parent/carer communication strengthened and • Five weekly goal setting and progress monitoring for
refined in response to feedback to ensure all students is based on valid and reliable data and is
• SEF element 'Learning & Development': Theme
involvement in planning, monitoring and increased tracked through PLAN2 and PLPs.
'Collaborative Practice and Feedback' - Excelling
understanding of reporting of student outcomes
• Parents and carers are actively engaged in their
• SEF element 'Effective classroom practice' Theme
child's learning, including participating in goal-setting
'Feedback'- excelling
and tracking and understand the assessment
• SEF element 'Curriculum': Themes 'Teaching and approaches used in the school and their benefits for
Learning Programs & Differentiation' - excelling learning.
• SEF element 'Assessment': Themes 'Student • Students are self-directed learners and are involved
engagement & Whole school monitoring of student in setting and monitoring their own learning and
learning' - excelling social goals and understand the assessment
processes used and the benefits for their learning.
Target year: 2024
Connected Communities Key Deliverables
Evaluation plan for this strategic direction
• Aboriginal students are increasingly achieving at or
above national minimum standards and overall levels The school will use the following data sources to analyse
of literacy and numeracy achievement are improving. the effectiveness / success of the initiatives:
• Staff report that professional learning opportunities • Student progress checked and monitored against
build their capacity to personalise their teaching to progressions and syllabus standards using PLAN2.
meet the learning needs of all students in their class. • School and network NAPLAN data.
Target year: 2024 • Teaching programs show evidence of data informing
classroom practice with ongoing adjustments.
Walking Together, Working Together DoE & AECG
• Student work samples demonstrate personalised
Partnership Agreement 2020-2030
goals and build on prior learning.
• Staff will demonstrate that they believe the parents of • PLPs show evidence that student learning goals are
Aboriginal students have high aspirations for their updated regularly and progress is communicated to
children; and that they believe the Aboriginal students and parent/carers
students they teach are able to achieve their
aspirations • Student voice evidenced in goal setting (PLPs) and
knowledge and understanding of Learning Intentions
Target year: 2023 and Success Criteria.
• Family/community feedback shows the effectiveness
NAPLAN - Expected Growth of the partnerships in learning.
• At least 50% of students achieve expected growth in • Staff feedback on the effectiveness of professional
reading. learning activities and additional initiative-based
resources and supports in improving teacher
• At least 50% of students achieve expected growth in practice, collaboration and feedback
numeracy.
• Student feedback on assessment understanding,
Page 5 of 11 Moree East Public School (4118) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
learning progress and participation through TTFM
surveys and internal feedback measures
• Whole school assessment systems and processes
are consistently used by all teachers and school staff
and enable data tracking to occur for every child from
K-6.
Page 6 of 11 Moree East Public School (4118) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Attendance
Purpose Initiatives Success criteria for this strategic direction
In order to improve student attendance and ensure every • Teachers, parents and the community work together
student maximises their learning potential, we will work Attendance to support consistent and systematic processes that
collaboratively to implement consistent and systematic ensure student absences do not impact on learning
processes that are supportive and responsive to individual To improve student attendance we will: outcomes.
and whole school community needs.
• Embed a school-wide culture focussed on • Attendance data is regularly monitored and
supporting, monitoring and effecting positive change communicated by key stakeholders
Improvement measures on school attendance • Initiatives and rewards are in place for students &
families
Target year: 2022 • Review attendance processes and procedures with
findings/enhancements implemented • Respectful and positive relationships are evident
System Target through the whole school community with
• Targeted professional learning for staff and
parents/carers, students and staff demonstrating
information for parents/carers and students on the
• Increase proportion of students attending >90% of understanding of, and compliance with school and
importance of school attendance and school and
the time to above the lower bound target of 49% DoE attendance processes and procedures
department attendance requirements
• Decrease proportion of students attendingStrategic Direction 2: Attendance
Improvement measures
Target year: 2024
SEF
SEF element 'Learning Culture: Theme of Attendance -
excelling
Target year: 2024
Connected Communities Key Deliverables
Attendance rates for Aboriginal students are equal to the
state average.
Page 8 of 11 Moree East Public School (4118) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Connected Learning Communities
Purpose Initiatives Success criteria for this strategic direction
In order to improve engagement, health and wellbeing • There is school-wide, collective responsibility for
outcomes for our students and school community we will Engagement, Health and Wellbeing student learning and success, which is shared by
work in partnership with the whole school community to parents and students.
implement evidence-based processes and initiatives that Engagement
are responsive to the needs of our school community. • Planning for learning is informed by sound, holistic
• Opportunities are provided for students, staff, information about each student's wellbeing and
parent/carers and community partners to collaborate learning needs in consultation with parents/carers.
Improvement measures and consult to improve the learning outcomes for • The leadership team deploys teaching and non-
students. teaching staff to make best use of available expertise
Target year: 2023
• Develop a culture throughout the school community to meet the needs of students.
Wellbeing - TTFM where learning is valued and high expectations are • The leadership team uses data to evaluate the
evident at home and at school effectiveness of management processes, and
Proportion of students with positive wellbeing(advocacy, creates a culture of shared accountability to achieve
• Culture & Language is embedded in curriculum and
belonging & expectations) exceeds the agreed 2023 lower organisational best practice.
all aspects of school life
bound target
• Staff engage in 'Healthy Culture, Healthy Country' • Culture and language is embedded within all aspects
Target year: 2024 professional learning to develop greater awareness of the school and builds understanding and
and community connections connections with the local community and language.
Student Wellbeing Targets - School • The school is recognised as excellent and
• Targeted individualised interventions including, but
not limited to: Speech Pathology, School Chaplaincy responsive by its community because it uses best
• Proportion of students reporting Expectations of
& School Counsellor practice to embed a culture of high expectations, and
Success meets or exceeds the NSW Govt 2023
effectively caters for the range of equity issues in the
norm • Kindergarten transition program school
• Proportion of students reporting Advocacy meets or • School Learning Support Officers to provide support • The leadership team measures school community
exceeds the NSW Govt 2023 norm to students in the classroom and playground (parent and student) satisfaction and shares its
• Proportion of students reporting Sense of Belonging analysis and actions in response to the findings
at School meets or exceeds NSW Govt 2023 norm Health & Wellbeing within its community
• Improvement by 10% from 2023 data of Aboriginal • Implementation of the Wellbeing Framework • Management practices and processes are
students that report they Strongly Agree that they including ensuring wellbeing practices engage responsive to school community feedback. There is a
feel good about their culture when at school students and support them to be successful learners whole-school approach to improving service delivery
and citizens and customer (Parent/student) experience.
• Improvement by 10% from 2023 data of Aboriginal
students that Strongly Agree that their teachers have • Streamline wellbeing practices to ensure they are • The school has implemented evidence-based
a good understanding of their culture responsive to the needs of staff, students and change to whole school practices, resulting in
parent/carers measurable improvements in wellbeing and
Target year: 2024 engagement to support learning.
• Programs and initiatives within the school are
responsive to student, parent/carer and community • Widespread positive and respectful relationships are
Engagement/ Satisfaction Measures
needs evident among students and staff, promoting student
wellbeing and ensuring optimum learning conditions.
• School community satisfaction is measured and • Every student is known, valued and cared for
shared regularly with the school community
• Implementation of a cafeteria initiative to provide all
• Parents/carers are consulted and involved in students with fruit and lunch (hot and cold choice)
analysis and decision making and have a clear every day
Page 9 of 11 Moree East Public School (4118) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Connected Learning Communities
Improvement measures Initiatives Evaluation plan for this strategic direction
understanding of the purpose and outcomes of any • Continuation of the Yoga, Mindfulness and The school will use the following data sources to analyse
school-based initiatives Movement program to develop confidence, the effectiveness / successes of the initiatives:
independence, resilience and self-management and
• School initiatives support student needs eg. speech, • TTFM survey data - students & staff
self-responsibility
cafeteria, school partnerships, SaCC program
• Build relationships and support parents through • SCOUT data .
• Feedback is embedded within school practice and
referral to internal and external programs
informs ongoing improvement and evidence-based • Culture & Language program data
change
• Parent survey/yarn-up/feedback information
• Whole school administrative systems, structures and
• Community feedback
processes and initiatives underpin ongoing school
improvement and are responsive to the wants/needs • Specific program data - eg Speech, Salvation Army,
of the school community After School care, Community Partnerships data
• SaCC data
Target year: 2024 • Cafeteria initiative data
SEF • Meeting minutes eg SRG, Exec, Staff, LST
• Whole-school data- systems, feedback
• SEF element 'Wellbeing' - Theme: Individual
Learning Needs - excelling
• SEF element 'Educational Leadership' - Theme:
Community Engagement - Excelling
• SEF element 'Management Practices' - Theme:
Community Satisfaction - excelling
Target year: 2024
Connected Communities Key Deliverables
• Aboriginal children are increasingly developmentally
ready to benefit from schooling - in their physical
health, social competence, emotional maturity,
language and cognitive skills and communication
• Aboriginal families and community members are
actively engaged in the school
• Aboriginal parents and carers report that service
delivery from the school site is flexible and
responsive to their needs
• Aboriginal students and communities report that the
school values their identity, culture, goals and
aspirations
Page 10 of 11 Moree East Public School (4118) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Connected Learning Communities
Improvement measures
• Staff report that professional learning opportunities
build their understandings and connections with the
community
Target year: 2024
Walking Together, Working Together DoE & AECG
Partnership Agreement 2020-2030
• Aboriginal students find school to be engaging,
culturally safe places to learn
• Aboriginal students believe that they can succeed at
school and they do succeed
• Aboriginal students are confident in their heritage,
cultures and languages
• Every student in our school understands the heritage
and culture of the Aboriginal Peoples on whose land
they live.
• Parents and carers of Aboriginal children find
schools welcoming and respectful places
• Aboriginal children will become proficient in the
language of their Country/Culture or of others (with
permission)
• The school will demonstrate that they value and
respect the identity, culture, heritage and languages
of their Aboriginal students
Page 11 of 11 Moree East Public School (4118) -2021-2024 Printed on: 31 March, 2021You can also read
