Strategic Improvement Plan 2021-2024 - Narrabri High School 8170 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Narrabri High School 8170
Page 1 of 9 Narrabri High School (8170) -2021-2024 Printed on: 31 March, 2021School vision and context
School vision statement School context
At Narrabri High School we are committed to the promotion of a positive learning climate Narrabri High School is a comprehensive co-educational high school that provides
and culture that fosters effective learning through our caring, supportive and safe school educational opportunities for students from the town and adjacent rural areas. Students
environments. We have high expectations of students and staff, and are committed to generally proceed to Narrabri High School from associated local primary schools. These
academic growth and attainment through the delivery of explicit teaching and learning in include Narrabri Public School, Narrabri West Public School and smaller schools like Bellata
alignment with the Premier's priorities of literacy and numeracy development. Our staff seek and Fairfax. Narrabri High School caters for a student population of 505 students. It is likely
to develop self-esteem and positive attitudes to ensure each student is empowered to reach an increase in enrolments will occur in 2021 with projections predicting between 530 and
their potential, and we are inclusive of the school community in preparation for our students 550 students. Narrabri High School has an ICSEA of 942 and a FOEI of 119, both of which
to be active, responsible citizens now and in their future. We value, respect and support the are relatively stable. We support students with additional learning needs through the
individual talents and needs of students and staff, preparing them for a future pathway that provision of 2 Support Unit classes for 20 students and a RAM funded transition class in
is best suited to their interests and aspirations, ultimately ensuring all can and will achieve. Year 7. There is a significant enrolment of Aboriginal students (26% of the student
population in 2020), and 1 student has a background where English is an additional
When our students leave school they will be: language or dialect.
• Effective, ethical and responsible communicators who appropriately convey The school's staffing entitlement in 2020 was 47.7 full-time teaching staff and 11.7 non-
information clearly and successfully. teaching staff. The school also employs a deputy principal, seven SLSOs, a community
liaison officer, a technology support officer and a vocational education support officer from
• Respectful, displaying positive regard to self and others based on awareness and
school funds. The current principal has been leading the school for 4 years. The ratio of
knowledge.
temporary to permanent FTEs has remained consistently high in 2019 and 2020, sitting
• Responsible by accepting accountability for their actions to people and the between 34% and 43%. Turnover has remained fairly low over this same period (0% to
environment. 2.5%).
• Critical thinkers who analyse, evaluate, make judgements and employ sound
Community connections, quality teaching and learning, and wellbeing have been key
reasoning.
drivers for strategic improvement over the last few years, and as a result there are a
• Co-operative and resilient learners who willingly and persistently work in accord with number of programs and provisions embedded in the school, particularly around supporting
others to achieve a common goal. Aboriginal students' education (through providing the Clontarf program), promoting positive
behaviours (through the 7 Silver program), vocational pathways (through community
• Honest through being truthful, trustworthy and fair to all.
connections), and engaging parents and community in the life of the school (through social
media and regular contact from the school). We will continue to embed these programs and
For consultation: focus areas in the school.
• Are we still happy with the values for students? Writing and Numeracy are key focus areas for improvement across external assessments
• School vision statement for students at Narrabri High School. Shifting our 'Working towards delivering' status to
'Delivering' for Value-Added 7-9 and Value-Added 9-12 would indicate improvements
across NAPLAN, HSC, Best Start, etc. Our teachers need support to achieve the NAPLAN
and HSC targets detailed by the Department.
Narrabri High School is proud to offer a wide range of extracurricular activities including
agricultural programs, music, sports, debating, science competitions and maths
competitions. These programs are highly successful, enjoy a high participation level and
have very strong community support.
Narrabri High School is fortunate to have strong community partnerships and alliances that
enhance our students' learning opportunities. These include the Narrabri Community
Education Trust (Federation Farm), Future EDU, Local Education Foundation plus a range
of faculty specific partnerships that enhance opportunities in particular learning areas for
students.
Page 2 of 9 Narrabri High School (8170) -2021-2024 Printed on: 31 March, 2021School vision and context
School vision statement School context
Building teacher capacity to use data in teaching and planning, combined with professional
learning and continued focus on explicit teaching, effective feedback, formative
assessment, student engagement and differentiation will drive improvements in results.
More consistent use of and familiarity with the practices detailed in What Works Best will
support our staff to ensure their improvement efforts in these areas are system- and
research-aligned. Building teacher capacity is central to our Strategic Improvement Plan
moving forward.
Whilst we have seen significant gains in student behaviour through the development of the
7 Silver program, further educator support in classroom management will both alleviate
parent concerns about student behaviour at NHS and support staff wellbeing through the
development of a positive learning climate and culture for all.
Page 3 of 9 Narrabri High School (8170) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to ensure students grow in their learning A focus on literacy • Teachers show proficiency in their teaching of
through targeted data-informed teaching and planning. literacy and numeracy to meet the needs of students
Through quality teaching focus on literacy and numeracy, • Big Actions in their subject/stage (SEF).
our staff will foster learning that supports all students to
achieve their potential and grow academically. 1.1.1 An analysis of reading data on the NAPLAN The leadership team comprehensively analyses
and Best Start data to inform areas to target for student progress and achievement data for insights
individuals and groups of students. into student learning and discusses results with the
Improvement measures whole staff (SEF).
1.1.2 Time for instructional leaders to develop
Target year: 2024 definitions of the areas for growth and implement All staff are using specific data sets in NAPLAN and
engaging strategies for targeted literacy learning Best Start to inform their program and teaching of
NAPLAN Top 2 Bands each fortnight individuals and cohorts of students.
• Improvement in the percentage of students achieving
1.1.3 Collaborative meeting time for teachers each There is a clear published plan of PL that is executed
in the top two bands to be above the school's 2022
week to discuss strategies and progress for targeted based on the identified needs in reading and writing
upper-bound system-negotiated target in Reading of
groups of students. across the school.
21.5% and Numeracy of 22.4% (or above the reset
system-negotiated lower-bound target). The
1.1.4 Communicate areas of focus and provide All faculties are aware of the specific areas of need
minimum number of students expected to move into
strategic and consistent capacity building and in numeracy and have built their capacity in
the top two bands is 7
professional learning in reading and writing for staff. delivering strategies that target student improvement
numeracy.
Target year: 2024 1.1.5 Development of a planned approach to a
professional learning schedule linked to the focus on All HSC teachers and instructional leaders are
NAPLAN Expected Growth reading and writing across the school. actively engaged in RAP analysis and there is
evidence this information is being used to inform
• Improvement in the percentage of students achieving teaching strategies.
A focus on numeracy
expected growth to be above the school's 2022
upper-bound system-negotiated target in Reading of Explicit strategies are evident in the identified
• Big Actions disciplines and result in improved HSC results.
63.08% and Numeracy of 68.6% (or above the reset
system-negotiated lower-bound target).The minimum 1.2.1 An analysis of numeracy data on the NAPLAN
number of students expected to grow is 5 students. and Best Start data to inform areas to target for
individuals and groups of students. Evaluation plan for this strategic direction
Target year: 2024 • Questions:
1.1.2 Time for instructional leaders to develop
definitions of the areas for growth and implement
HSC Top Two Bands Do our staff use data sets in NAPLAN and Best Start
engaging strategies for targeted numeracy learning
each fortnight to inform their teaching to individuals and cohorts in
• Improvement in the percentage of students achieving reading and writing?
top 2 bands in HSC to be above the school's 2022
1.2.3 Collaborative meeting time for teachers each
upper-bound system-negotiated target of 23.5% (or Does our professional learning plan help our staff
week to discuss strategies and progress for targeted
above the reset system-negotiated lower-bound know what they are expected to do and what our
groups of students.
target). focus areas are?
1.2.4 Communicate areas of focus and provide
strategic and consistent capacity building and Do our staff use data sets in NAPLAN and Best Start
Target year: 2024
Page 4 of 9 Narrabri High School (8170) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Initiatives Evaluation plan for this strategic direction
professional learning in numeracy for staff. to inform their teaching to individuals and cohorts in
HSC Top Three Bands numeracy?
1.2.5 A planned approach to a professional learning
• Improvement in the percentage of students achieving schedule linked to the focus on numeracy across the Do HSC teachers within and across faculties know
top 2 bands in HSC to be above the school's 2022 school. and implement specific strategies to raise HSC
upper-bound system-negotiated target of 51.2% (or attainment across the identified disciplines?
above the reset system-negotiated lower-bound Raising achievement of students in HSC
target). Are our students experiencing value-add in their
• Big Actions HSC as a result of learning at Narrabri High School?
1.3.1 Engage all HSC teachers and instructional Are our staff and students engaging in additional and
leaders in RAP analysis annually to identify both optional opportunities to grow HSC skills and
strengths and areas for growth. knowledge?
1.3.2 Continue to use targeted and explicit teaching Data:
strategies across identified disciplines.
• NAPLAN
1.3.3 Support cross marking with teachers outside of
NHS for HSC subjects and actively encourage staff • Best Start
to engage in HSC marking when appropriate. • HSC / RAP data
1.3.4 Provide all HSC students with an opportunity to • Participation data (staff and students)
engage in study skills sessions.
• Analysis:
Analyse the data to determine
the extent to which the purpose has been achieved.
Implications:
Where do we go from here? Future directions and
next steps.
Page 5 of 9 Narrabri High School (8170) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Explicit teaching and learning
Purpose Initiatives Success criteria for this strategic direction
At Narrabri High School, through building teacher capacity • Course programs reflect the initiative, with the
we create high-quality learning experiences that engage Increased formative assessment and differentiation in registration clearly mapped to the Quality Teaching
students through explicit and differentiated teaching and programming and teaching Framework and show analysis and future directions.
learning. Ensuring all students understand learning
intentions and success criteria, how they are progressing, Big Actions Teachers routinely use evidence of
and strategies to support their growth, our teachers
maximise learning opportunities. Our teaching and 2.1.1 Build teacher capacity in the use of formative learning, including a range of formative assessments
learning programs show continuity and demonstrate the assessment and targeted differentiation strategies to inform their teaching, adapt their practice and
use of technology as a tool to support student growth. meet learning needs of students (SEF).
2.1.2 Teachers design course programs that have
formative assessment embedded, which is linked to both Teaching and learning programs describe expected
Improvement measures course outcomes and assessment areas. student progression in knowledge, understanding
and skill and the assessments that measure them
Target year: 2024 2.1.3 Build collaborative practice in using data to inform (SEF).
differentiated lesson planning
• 100% of teaching and learning programs are
Teachers differentiate curriculum delivery to meet the
assessed against the Quality Teaching Framework Increasing student engagement in classrooms needs of students at different levels of achievement,
and demonstrate quality teaching.
including adjustments to support learning or increase
• 100% of teaching and learning programs use of • Big Actions challenge. Most students can articulate their learning
technology as a tool to support student growth. and understand what they need to learn next to
2.2.1 Build teacher capacity in the use of learning enable continuous improvement (SEF).
• Student Tell Them From Me data in interest and goals and success criteria linked to prior knowledge
motivation to improve from baseline 32% to 40% to begin every lesson. Technology is effectively used to enhance learning
over 4 years. and service delivery (SEF).
2.2.2 Build teacher capacity to collaboratively design
and deliver engaging learning experiences
Target year: 2024 2.2.3 Development of structures and processes that
promote student voice to drive learning experiences Evaluation plan for this strategic direction
Student Tell Them From Me data in interest and
motivation to improve from baseline 32% to 40% over 4 Questions
years. Use of technology to support student growth
How have our formative assessment and differentiation
• Big Actions strategies improved teaching and learning programs,
student engagement, and student learning outcomes?
2.3.1 Selection of a platform for staff and students to
use consistently across the school. How successful has our capacity building of staff been in
improving the quality of teaching practice across the
2.3.2 Provision of PL in a chosen platform for all staff school?
and support for students in the use of the platform.
How has our use of technology enhanced learning
2.3.3 Instructional leadership of clear strategies for outcomes for students?
use of technology as a tool to support student
growth. Data
• Tell Them From Me student surveys
Page 6 of 9 Narrabri High School (8170) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Explicit teaching and learning
Evaluation plan for this strategic direction
• Teacher programs assessed against the Quality
Teaching Framework
• Teacher surveys
• Teacher Professional Development Programs
(PDPs)
• Student assessment task work samples
Analysis:
Analyse the data to determine
the extent to which the purpose has been achieved.
Implications:
Where do we go from here? Future directions and next
steps.
Page 7 of 9 Narrabri High School (8170) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Positive learning climate and culture
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to provide a positive learning climate and The school collects, analyses and uses data including
culture for all stakeholders; students, staff and community. Implementation of a consistent, whole-school valid and reliable student, parent and staff
Through promoting positive student behaviours by approach to wellbeing surveys/feedback to monitor and refine a whole school
building capacity in consistent practice, processes and approach to wellbeing and engagement, to improve
understanding across the school we encourage wellbeing, • Initiative 3.1 Implementation of a consistent, whole- learning (SEF).
attendance and retention. Parent and community learning school approach to wellbeing
partnerships will result in greater engagement, and Expectations of behaviour are co-developed with
improving our physical learning environments will build a Big Actions students, staff and the community and are designed to
sense of school pride. Through working collaboratively our ensure effective conditions for learning. They are
staff will foster positive wellbeing for staff and students 3.1.1 DoE Wellbeing Framework unpacked with all explicitly, consistently and supportively applied across the
and formal coaching and mentoring will scale and diffuse staff and development of a Narrabri HS whole-school school (SEF).
best practice. approach to wellbeing.
Students, staff and community members are explicitly
3.1.2 Consistent application of the whole-school aware of wellbeing support structures and who to contact.
Improvement measures approach to wellbeing by all staff
An increase in positive behaviour and a decrease in
Target year: 2024 3.1.3 Development of targeted attendance strategies negative behaviour is seen on Millennium.
including participation in the DoE Attendance Pilot
• Attendance (2022) Program Physical learning spaces are used flexibly to meet a broad
range of student learning interests and needs (SEF).
Percentage of students attending 90%+ of the time Improve physical environment to enhance the
reach between 55.5% (lower-bound target) to 60.5% positive learning climate There are an increased number of productive community
(upper-bound system-negotiated target).
partnerships that provide additional opportunities and
• Big Actions pathways for students.
Target year: 2024
3.2.1 Audit of current physical environment and
Wellbeing (2022) areas for improvement identified.
TTFM Student data aggregate to reach the lower-bound 3.2.2 Create an action plan to be implemented over Evaluation plan for this strategic direction
system-negotiated target of 61.7%, specifically targeting the full period of this school plan.
students' sense of belonging. Questions
3.2.3 Submit and implement recommendations of the
Reduction in number of negative behaviours(suspension) action plan based on priorities and resources Do we have a consistently applied and effective whole-
on Millennium from 163 in 2020 to 100 by 2024 available school approach to wellbeing operating?
Increase the number of students attaining 'gold level' on Initiative 3.3 Develop community partnerships that Has our physical learning environment improved and
Millennium from 238 in 2020 to 300 by 2024 enhance student opportunities have the improvements enhanced our learning climate?
Are our community partnerships enhancing student
Develop community partnerships that enhance opportunities?
student opportunities
Data
• Big Actions
• Tell Them From Me student surveys
3.3.1 Continue and enhance the school to work
• Attendance data
Page 8 of 9 Narrabri High School (8170) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Positive learning climate and culture
Initiatives Evaluation plan for this strategic direction
project related to vocational education. • Number of students engaging in work placements
and SBATs
3.3.2 Build mutually beneficial relationships with
• Community participation in school events
businesses and community groups to create
additional pathways and opportunities for students • Number of opportunities for students to interact with
community organisations (as measured through
programs)
• Student surveys on physical environment and
learning climate
• Parent surveys on physical environment and learning
climate
Analysis:
Analyse the data to determine
the extent to which the purpose has been achieved.
Implications:
Where do we go from here? Future directions and next
steps
Page 9 of 9 Narrabri High School (8170) -2021-2024 Printed on: 31 March, 2021You can also read
