Strategic Improvement Plan 2021-2024 - Scone High School 8409 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Scone High School 8409
Page 1 of 7 Scone High School (8409) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
The students at Scone High School are inspired to grow their capacity and confidence to Scone High School is a comprehensive secondary school with a Support Unit which has
become resilient, socially responsible citizens who are flourishing lifelong learners. Staff three classes, located in the Upper Hunter Valley, NSW. The student population of 352 is
facilitate and model a supportive, inclusive and passionate educational setting that extends increasing, following several years of enrolment decline. Our school community is diverse,
beyond the gates to include wider learning networks and the whole community. We provide while 98% of students have an English speaking background, 2% require some level of
a flexible, personalised, nurturing environment focused on all aspects of the student. EAL/D (English an additional language or dialect) support. 15% of students identify as
having an Aboriginal background. The school's staffing entitlement in 2021 is 36 teaching
staff and 10 non-teaching staff. Our executive staff is stable with the majority being here for
more than five years. 20% of our staff are in their early career as teachers. There is a 9%
turnover of staff each year. Students represent the school across the district in leadership
activities, cultural commitments such as CAPERS Dance, Kia Ora Music and various
Eisteddfods and a wide range of sporting activities. A comprehensive situational analysis
has been conducted which led to development of the 2021-2024 Strategic Improvement
Plan, both of which involved genuine consultation with students, staff, parents and the local
AECG. Through our situational analysis, we have identified a need to use the majority of the
school's equity funding to support a range of initiatives. The school community is highly
committed to Visible Learning and Visible Wellbeing practices, with a very strong link with a
cross-sectoral community of schools across the Upper Hunter. The school is committed to
continually improving effective classroom practices with staff professional learning being the
key to ensuring this. This learning will ensure that both literacy and numeracy levels can be
enhanced through improved data analysis and use to support individualised and
differentiated learning for all students.
Page 2 of 7 Scone High School (8409) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
To use research based data driven practices to improve Specific Literacy & Numeracy Programs The learning goals for students are informed by analysis
student growth of internal and external student progress and
In order to promote learning excellence and achievement data.
To maximise student learning outcomes to build strong responsiveness in meeting the needs of all students, an
foundations for success, developing & refining data driven integrated approach to quality teaching, curriculum Assessment data to monitor achievement and gaps in
teaching practices that are responsive to the learning planning and delivery, and assessment is implemented. student learning are used extensively to inform planning
needs of individual students. for particular student groups and individual students (HSC
• Use of explicit teaching to provide instruction, & NAPLAN)
demonstrate concepts and build student knowledge
Improvement measures and skills. Teachers clearly understand, develop and apply a full
range of assessment strategies - assessment for learning,
Target year: 2022 • Research into best practice programs for delivery to
assessment as learning and assessment of learning - in
students
determining teaching directions, monitoring and assessing
Total number of students achieving top 2 bands in
• Effective methods are identified, promoted and student progress and achievement, and reflecting on
NAPLAN Reading scores will increase by 10 percentage
modelled, and students' learning improvement is teaching effectiveness.
points from the Baseline.
monitored, demonstrating growth.
Total number of students achieving top 2 bands in
The school uses systematic and reliable assessment
NAPLAN Numeracy will increase by 11 percentage points
information to evaluate student learning over time and
Evaluation plan for this strategic direction
from the Baseline.
implements changes in teaching that lead to measurable
Teachers contribute to the ongoing development of whole
improvement as evidenced by the Learning Progressions.
Total number of Aboriginal students will increase in top 3 school assessment policies and strategies, which support
bands in Numeracy & literacy by 5 percentage points from • The school has processes in place to support teachers to build their capability to use a range of
the Baseline. teachers' consistent, evidence-based judgement and assessment data to diagnose student's learning needs
moderation of assessments. and inform planning for student learning.
Total number of students achieving top 2 band HSC
results will increase by 11 percentage points from the • The school has identified what growth is expected for Teachers effectively diagnose individual student's
Baseline. each student and students are achieving higher than abilities, then select and coach them in appropriately
expected growth on internal school progress and challenging, tailored strategies.
Total number of students achieving top 3 band HSC achievement data.
results will increase by 10 percentage points from the
• The learning goals for students are informed by
Baseline.
analysis of internal and external student progress
Target year: 2023 and achievement data. Progress towards goals is
monitored through collection of quality, valid and
Increase in the number of Aboriginal students attaining reliable data. Reporting on school performance is
HSC while maintaining cultural identity by 10 percentage based on valid and reliable data and analysis.
points from the Baseline.
HSC Growth in Top 2 & 3 Bands
Total number of students achieving at or above expected
The school uses systematic and reliable assessment
growth in NAPLAN Reading will increase by 11
information to evaluate student learning over time and
percentage points from the Baseline.
implements changes in teaching that lead to measurable
improvement.
Total number of students achieving at or above expected
growth in NAPLAN Numeracy will increase by 10
• The school has processes in place to support
Page 3 of 7 Scone High School (8409) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Initiatives
percentage points from the Baseline. teachers' consistent, evidence-based judgement and
moderation of assessments.
• The school has identified what growth is expected for
each student and students are achieving higher than
expected growth on internal school progress and
achievement data.
• The learning goals for students are informed by
analysis of internal and external student progress
and achievement data. Progress towards goals is
monitored through collection of quality, valid and
reliable data. Reporting on school performance is
based on valid and reliable data and analysis.
Page 4 of 7 Scone High School (8409) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Leading & Learning
Purpose Initiatives Success criteria for this strategic direction
To develop a culture of Instructional Leadership informed The leadership team maintains a focus on distributed
by the latest pedagogical research, ongoing lesson HSC Data Analysis instructional leadership to sustain a culture of effective,
observations & feedback. evidence-based teaching and ongoing improvement so
The school culture is strongly focused on learning, the that every student makes measurable learning progress
To continually improve leadership through coaching building of educational aspiration and ongoing and gaps in student achievement decrease
conversations & further development of executive staff as performance improvement throughout the school
instructional leaders. community. The leadership team establishes a professional learning
community which is focused on continuous improvement
• The whole school community demonstrates of teaching and learning.
Improvement measures aspirational expectations of learning progress and
achievement for all students, and is committed to the Whole school and/or inter-school relationships provide
Target year: 2022 pursuit of excellence. Effective partnerships in mentoring and coaching support to ensure the ongoing
learning with parents and students mean students development and improvement of all teachers, by expert
Increase of HSC course results in top 2 bands by 10 are motivated to deliver their best and continually teachers such as those accredited at Highly
percentage points and top 3 bands by 10 percentage improve. Accomplished or Lead.
points from the Baseline.
• Student assessment data is regularly used school-
An integrated, whole school approach, to using wide to identify student achievements and progress,
metacognitive strategies is implemented, accompanied by in order to reflect on teaching effectiveness and Evaluation plan for this strategic direction
regular monitoring and evaluation processes that ensure inform future school directions.
teacher accountability. The leadership team has participated in capacity
Leadership Enquiry development programs and implements principles of
Target year: 2023 evaluative thinking, continually monitors the impact of
The principal and school leadership team model programs and approaches used by all teachers, and
Increase of HSC course results in top 2 bands by 12 instructional leadership and support a culture of high improves practice as required.
percentage points and top 3 bands by 10 percentage expectations and community engagement, resulting in
points from the Baseline. sustained and measurable whole school improvement. All teachers have a sound understanding of student
assessment and data concepts (e.g. causality, bias). They
An integrated, whole school approach, to using • The leadership team establishes a professional analyse, interpret and extrapolate data and they
metacognitive strategies is implemented, accompanied by learning community which consistently focuses on collaboratively use this to inform planning, identify
regular monitoring and evaluation processes that ensure teacher learning to ensure all students make interventions and modify teaching practice.
teacher accountability. measurable and ambitious gains, for which all staff
share accountability. They engage in giving and
receiving feedback to ensure continuous
improvement in teaching and learning within and
beyond their school.
Page 5 of 7 Scone High School (8409) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Connect, Engage & Flourish
Purpose Initiatives Success criteria for this strategic direction
To maximise best practice and School has in place a comprehensive and inclusive
embed a culture of high expectations, whole of school Community of Learning framework to support the cognitive, emotional, social,
community engagement, collective efficacy and physical and spiritual wellbeing of students, which
continuous improvement in pursuit of school excellence, The school is recognised as excellent and responsive by measurably improves individual and collective wellbeing.
through high quality wellbeing practices. its community because it uses best practice to embed a
culture of high expectations, and effectively caters for the The school uses embedded and explicit systems that
range of equity issues in the school. facilitate professional dialogue, collaboration, classroom
Improvement measures observation, the modelling of effective practice and the
• The whole school community demonstrates provision of specific and timely feedback between
Target year: 2022 aspirational expectations of learning progress and teachers. This drives ongoing, school-wide improvement
achievement for all students, and is committed to the in teaching practice and student results.
Teachers collaborate with staff in other schools to share pursuit of excellence.
and embed good practice, as evidenced by aspirational
The staff evaluate professional learning activities to
HALTs in the school. • Effective partnerships in learning with parents and
identify and systematically promote and implement the
students mean students are motivated to deliver their
most effective strategies to improve teaching and
Proportion of students reporting expectation for success, best and continually improve.
learning.
advocacy and sense of belonging at school will increase
• Initiate and engage in professional discussions with
by 9 percentage points from the Baseline.
educational stakeholders in a range of forums to Teachers collaborate with staff in other schools to share
evaluate practice directed at improving professional and embed good practice.
Proportion of students attending >90% of the time will
knowledge and practice, and the educational
increase by 11 percentage points from the Baseline.
outcomes of students.
Proportion of students attendingStrategic Direction 3: Connect, Engage & Flourish
Improvement measures
90% of the time.
Decrease proportion of students attending less than 80%
of the time.
Growth of 12 percentage points in Parent opinion TTFM
data in regards to Inclusive School category.
Growth of 12 percentage points in Parent opinion TTFM
data in regards to School Supports Learning category.
Increased rate of parent responses to TTFM by 10
percentage points.
Students are intellectually engaged and find learning
interesting, enjoyable and relevant in TTFM data at higher
than state average.
Students find school to be reporting high skills and high
challenge classrooms in TTFM data at higher than state
average.
Page 7 of 7 Scone High School (8409) -2021-2024 Printed on: 1 April, 2021You can also read
