Strategic Improvement Plan 2021-2024 - Rossmore Public School 2999 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Rossmore Public School 2999
Page 1 of 8 Rossmore Public School (2999) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
As the Rossmore Public School community, we strive for excellence in a safe, inclusive and Rossmore Public School is a small primary school located in a semi-rural community
positive learning environment built on high expectations for all and continual school situated in the South West Sydney Priority Growth Area and is undergoing rapid
improvement to foster students' academic, social and emotional success. development to roads and local infrastructure. The school has a current enrolment of 69
students, with two mainstream and three multi-categorical classes catering for students with
Our vision is to operate in partnership and collaboration with the community striving for a disability. The school has a combination of experienced and early career teachers. Our
excellence in learning, empowering students to become confident, resilient, self-directed FOEI is 138, identifying us as a low socio-economic demographic. 35% of students are from
and successful learners who are known, valued and cared for. an English as an additional language/dialect background and 17% of students identify as
Aboriginal and/or Torres Strait Islander.
The school values its community and is focused on maintaining and building strong
partnerships with staff, parents and students. Parent participation is highly regarded and
valued in our learning community. Staff and community hold the strong belief that links
between home and school are essential for a child's education and we invite parents into
partnership with the school.
The school is well resourced with technology available to support student learning and
engagement in every classroom. Physical resources to support teaching and learning
programs in literacy and numeracy are extensive and new flexible furniture supports
innovation in learning and promotes student collaboration.
Extra-curricular opportunities in sport, environmental initiatives, creative arts and performing
arts, chess, debating, science and STEM enable our students to build curiosity, engage in
critical thinking, and be challenged.
The school is an active member of the Cowpasture Community of Schools, which work
together to provide additional extracurricular, cultural, leadership and enrichment
opportunities for our students and to enhance professional networks for staff.
Through the situational analysis, we have identified the need to maintain a clear and
focused approach to enhancing student wellbeing, growth and learning outcomes. This will
be achieved through the delivery of high impact professional learning, which will provide
opportunities for teachers to enhance their capacity to deliver explicit, evidence-based
differentiated teaching and learning, to support students to achieve expected growth and
attainment with a focus on literacy and numeracy. We will effectively utilise data informed
and deep reflective practices to allow the delivery of curriculum to be responsive to student
need. Our community consultation highlighted the need to improve authentic community
collaboration in supporting wellbeing and learning initiatives and set school directions, in
order to strengthen partnerships and promote engagement with parents, community and the
Aboriginal Education Consultative Group (AECG). Improved monitoring of wellbeing and
student performance data will determine areas of need at an individual and whole-school
level to ensure ongoing student and school improvement.
Page 2 of 8 Rossmore Public School (2999) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
In order to maximise every student's growth and Data Informed Practice in Reading and Numeracy The school's value-added trend is positive.
achievement we will develop, refine and implement
explicit evidence-based teaching and learning practices Build staff capability to effectively utilise data to inform the Teachers routinely use evidence of learning, including a
informed by data, responsive to the needs of individual differentiation of curriculum and to shape teaching and range of data sources to inform their teaching, adapt their
students and with a sustained focus on reading and learning programs to meet the needs of all students. practice and meet learning needs of students in reading
numeracy. We will empower students to be goal Teachers to develop a deep understanding of student and numeracy.
orientated, to engage in deeper learning, and hold high achievement and growth at point in time, supported by
expectations for self and others as they strive for strong teaching mechanisms and collaborative practices. Teachers are proficient in their teaching of literacy and
excellence. numeracy, meeting the needs of the students in their
• Whole school planned approach to data analysis class.
processes of individual students including, EAL/D
Improvement measures Aboriginal students, students with a disability. Teachers provide specific feedback to students based on
the learning success criteria and actively provide students
Target year: 2022 • Systematic analysis and use of a range of data
with opportunities to reflect on and apply feedback to
sources inform reading and numeracy teaching and
improve their work.
Increase the percentage of students achieving in the top learning programs to personalise learning for all
two bands of NAPLAN reading by 9.2% from the system students.
Students are aware of learning pathways and
negotiated target baseline.
• High impact targeted professional learning of the demonstrate expected growth on internal and external
Numeracy and Literacy Progressions to accurately school progress and achievement data in reading and
Target year: 2022
track student growth and achievement and inform numeracy.
goal setting.
Increase the percentage of students in the top two bands
of NAPLAN numeracy by 8.7% from the system • Sustained and narrow, whole school focus on
negotiated target baseline. reading and numeracy improvement Evaluation plan for this strategic direction
Target year: 2023 • Quality targeted and whole school numeracy and Question
reading intervention strategies to identify and
Increase the percentage of students achieving expected address improvement measures. To what extent has the delivery of explicit evidence-based
growth in NAPLAN reading to meet the small schools • Teachers engage in collaborative professional teaching and learning practices informed by data,
lower bound system negotiated target of 60%. learning focusing on pedagogy. maximised individual students' growth and achievement?
Target year: 2023 • Commitment to the use of data to improve the To what extent are students goal orientated, engaged in
educational outcomes of Aboriginal and Torres Strait deeper learning and demonstrating high expectations?
Increase the percentage of students achieving expected Islander students so they excel and achieve in every
growth in NAPLAN numeracy to meet the small schools aspect of their education. Data
lower bound system negotiated target of 60%.
Reflective Learning Culture TTFM survey data
Teachers to develop a deeper understanding of reflective Student achievement and growth measures:
and evaluative practices, to build teacher capacity to
effectively evaluate teaching programs and student • NAPLAN
growth. Develop students' ability to respond to feedback,
set and meet learning goals and utilise self-assessment • Internal assessments
tools to ensure learning is maximised for all. • tracking data
• Literacy and Numeracy Progressions, individual • PLAN2 data
Page 3 of 8 Rossmore Public School (2999) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Initiatives Evaluation plan for this strategic direction
student goals and formative assessment feedback is • Phonics Screening Check
used to plot students' growth and achievement,
• Check in
differentiate teaching and refine practice.
• Pat test
• High-quality collaborative practice focusing on
reflective and evaluative practices.
Teaching programs (planning and assessment)
• Professional learning models build teacher
capabilities and collective pedagogical practice. Analysis
• Expert use of authentic self assessment processes Analyse the data to determine the extent to which the
to embed reflective practice for all school, teaching purpose has been achieved.
and learning practices.
Implications
The finding of the analysis will inform
• future directions
• effective resourcing
• reporting on progress/improvement measures
• ongoing implementation and progress monitoring
Page 4 of 8 Rossmore Public School (2999) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Excellence in Teaching
Purpose Initiatives Success criteria for this strategic direction
In order to build an improvement focused, high Teachers collaborate across faculties/ stages/teams to
performance learning culture, we will strengthen teaching Effective Classroom Practice share curriculum knowledge, data, feedback and other
and leadership capabilities through the design and information about student progress and achievement, to
delivery of high impact targeted professional learning, to Implementation of quality teaching practices founded on inform the development of evidence-based programs and
drive the enhancement of learning outcomes for all quality feedback, high expectations and collective lessons, which meet the needs of all students.
students. Teachers will authentically and collaboratively efficacy, supported by high impact professional learning.
evaluate the impact of their practice on student learning, Teachers are skilled at explicit teaching techniques such
holding high expectations for achievement and adjusting • Teachers use formative data and Progressions to as questioning and assessing to identify students' learning
practice to meet student needs. support differentiation, enhancing explicit teaching needs, and use a range of explicit strategies to explain
practice. and break down knowledge.
Improvement measures • Summative data sources, monitoring and reflection
Teachers provide explicit, specific and timely formative
on teaching effectiveness is utilised.
feedback related to defined success criteria. Teachers'
Target year: 2024 • Literacy and numeracy practice is informed by feedback supports improved student learning.
research.
Increase the percentage of students achieving internal
Use regular formative assessment to understand
school benchmarks against the understanding text • Teachers work collaboratively to ensure their
students' strengths and areas for improvement, and
(reading) progression by 36.95% from the school pedagogy aligns with quality teaching practices that
provide a variety of meaningful learning opportunities that
determined baseline. are shown through research to improve student
cater to the full range of understanding and abilities in the
outcomes.
classroom.
Target year: 2024
• High-quality collaborative practice focusing on
reflective and evaluative practices. The leadership team comprehensively analyses student
Increase the percentage of students achieving internal
progress and achievement data for insights into student
school benchmarks against the numeracy progression by • High impact professional learning models to build
learning and discusses results with the whole staff. All
39.1% from the school determined baseline. teacher capabilities and collective pedagogical
teachers contribute to gathering and analysing data.
practices are embedded.
• Teachers analyse their own and others' teaching
through observation of practice and are provided with Evaluation plan for this strategic direction
specific feedback about their lessons.
Question
To what extent has teaching and leadership capabilities
been strengthened and student learning outcomes
enhanced, through the design and delivery of high impact
targeted professional learning?
To what extent do teachers authentically and
collaboratively evaluate the impact of their practice on
student learning, reflecting high expectations and
adjusting practice to meet student needs?
Data
• PLAN 2 data (ALAN)
Page 5 of 8 Rossmore Public School (2999) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Excellence in Teaching
Evaluation plan for this strategic direction
• Teaching programs with WWB evident
• Assessment data tracking
• Teacher feedback on PL
• Observations
Analysis
Analyse the data to determine the extent to which the
purpose has been achieved.
Implications
The finding of the analysis will inform:
• future directions
• effective resourcing
• reporting on progress/improvement measures
• ongoing implementation and progress monitoring
Page 6 of 8 Rossmore Public School (2999) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Quality Engagement
Purpose Initiatives Success criteria for this strategic direction
In order to build an educational landscape that promotes a Every student can identify a staff member to whom they
shared responsibility for students to connect, succeed and Engagement in Learning can confidently turn for advice and assistance at school.
thrive, we will develop strong links between school
excellence, student achievement and wellbeing, Embed strong whole school practices and processes to Students are actively connected to their learning through
empowered by student voice and community support student wellbeing and engagement, develop meaningful, engaging and rewarding personalised
engagement. leadership capabilities and enhance meaningful learning experiences.
community involvement. Provide authentic opportunities
for students to develop the skills, knowledge and Students are self-aware and regulate their own emotions
Improvement measures strategies to take responsibility for and be active and behaviours. Students have the social and emotional
participants in their learning. skills to develop and maintain positive relationships and
Target year: 2022 engage in pro-social behaviour.
• Whole school planned approach to facilitate
Increase the percentage of students with an attendance enhanced positive connections with stakeholders. Positive, respectful relationships are evident and
rate equal to or greater than 90%, by 4.7% from the widespread among students and staff and promote
system negotiated target baseline. • Wellbeing framework embedded into the school
culture through ongoing professional learning in student wellbeing to ensure optimum conditions for
effective wellbeing strategies. student learning across the whole school.
Target year: 2024
• Whole school approach to wellbeing processes to Attendance data is regularly analysed and is used to
Increase the percentage of students reporting a positive
ensure monitoring, analysis and evaluation of inform planning. Whole of school and personalised
sense of belonging by 9% from the school determined
student behaviour, attendance, wellbeing, learning attendance approaches are improving regular attendance
target baseline to reach state norm.
and engagement. rates for all students, including those at risk.
• Positive attendance is promoted.
• Student voice successfully embedded across a
Evaluation plan for this strategic direction
range of domains.
• Teachers work in partnership with the community Question
including the Aboriginal Education Consultative
Group (AECG). To what extent has student voice and community
engagement shaped an educational environment that
promotes student empowerment to connect, succeed and
thrive?
To what extent are strong links between school
excellence, student achievement and wellbeing evident?
Data
• TTFM survey data
• Teaching programs (planning and assessment)
• Attendance
• Behaviour/wellbeing monitoring
• PLPs
Page 7 of 8 Rossmore Public School (2999) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Quality Engagement
Evaluation plan for this strategic direction
• Wellbeing Framework Self-assessment
Analysis
Analyse the data to determine the extent to which the
purpose has been achieved.
Implications
The finding of the analysis will inform:
• future directions
• effective resourcing
• reporting on progress/improvement measures
• ongoing implementation and progress monitoring
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