Strategic Improvement Plan 2021-2024 - Shellharbour Public School 3060 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Shellharbour Public School 3060
Page 1 of 8 Shellharbour Public School (3060) -2021-2024 Printed on: 31 March, 2021School vision and context
School vision statement School context
The focus is on our students. We have an expectation that every child, teacher and leader The Aboriginal name for Shellharbour has been recorded as both Yerrowah (meeting
in our school will improve each year. We foster and nurture a learning culture that place), and Wonwin (plenty of fish) and the vast canopy of our Moreton Bay Fig, which
celebrates both growth and attainment while challenging, supporting, extending and features prominently in our playground, is an ideal meeting place for our school community.
enriching individual student learning at their point of need. We work in authentic partnership The local history of the Shellharbour area is fascinating and our great school has been a
with our entire school community to deliver a well-rounded education underpinned by high feature since 1859, providing quality education to our young people for more than 160
expectations in English and mathematics and transparent welfare and wellbeing years. A history of great educational leaders and teachers has seen Shellharbour Public
frameworks. Learning experiences are planned to develop our students' communication, School attain very good results in state and national testing and our challenge now is to
collaboration, critical thinking and creativity, ensuring they have the skills required to be ensure our students have the skills and capabilities to continue to thrive in a rapidly
active and engaged citizens. Extracurricular opportunities are robust, ensuring each student changing world.
has access to opportunity and enrichment.
Shellharbour Public School has 467 students, of which 29 identify as Aboriginal or Torres
Strait Islander and 7% report speaking English as a second language or dialect. We have
18 classes, including one class for students with Autism. Our community is evenly spread
across the four quadrants of Social Educational Advantage (SEA) and our non-local
enrolments are declining sharply, following the 2019 Department of Education Enrolment
Policy. Student growth and attainment are at the forefront of every school day at
Shellharbour Public School. Our focus is not solely on academic achievement but also on
academic growth, ensuring each child continues to thrive in their learning environment. Our
teaching practices are dynamic and responsive to both our students and changing
pedagogical approaches. Curriculum differentiation, a focus on skill-based learning and
high expectations for all learners, ensures our students are accessing learning at an
appropriate level of challenge.
The relationships across our school are pivotal in maintaining high expectations, continual
improvement and ensuring our students connect, succeed and thrive. Authentic
relationships between all key players of our students' educational ventures significantly
maximise the learning and social outcomes for our young people. We will be examining the
roles of leaders, teachers, parents and students in ensuring our students are known, valued
and cared for. A culture of continuous improvement and lifelong learning has long been
nurtured and fostered at the school and we strive to ensure that every student and every
teacher continues to grow and improve every year. In addition to relentlessly pursuing
excellence in English and mathematics, our school delivers high-quality lessons in science,
creative and performing arts, history, geography and, personal development, health and
physical education. Communication, collaboration, creativity and critical thinking are skills
we aim to develop through rich learning experiences. We monitor our students' welfare and
wellbeing closely through curriculum-aligned units of work, special programs such as peer
support and a welfare system that encourages and promotes positive behaviours while
proactively and explicitly managing undesirable behaviours in a way that supports students,
families and staff.
Page 2 of 8 Shellharbour Public School (3060) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
In order to maximise student growth and attainment in Data Informed Practice • All teachers have a sound understanding of student
reading, writing and numeracy we will refine and enhance assessment and data concepts and respond to
our use of assessment and data in teaching and learning The effective analysis of student data and evaluation of trends in student growth and achievement at
to ensure all students achieve to the highest standard student learning evidence, leads to high-quality, individual, group and whole school levels.
academically and continue to grow each year. differentiated learning opportunities for individual students
• Assessment is used flexibly and responsively as an
and groups. Data triangulation provides teachers with
integral part of daily classroom instruction and data is
greater insight into student, or cohort strengths and areas
Improvement measures for development. The fundamental purpose of using data
analysed, interpreted and extrapolated to inform
future planning.
in classrooms is to improve teaching and learning. We will
Target year: 2022
do this by: • Learning goals are informed by analysis of internal
A 4.5% uplift of Year 3 and 5 students achieve in the top and external sources with a focus on progress and
• prioritising high-impact professional learning to achievement.
two bands in NAPLAN Reading. further develop staff understanding of data analysis
and interpretation with a focus on evaluating high- • Formative assessment is practised by all teachers
A 4.4% uplift of Year 3 and 5 students achieve in the top quality, relevant data across the school which supports teachers'
two bands in NAPLAN Numeracy. consistent, evidence-based judgement and
• regularly triangulating data with internal and external moderation of assessment.
Target year: 2023 measures to target cohort, small group and individual
learning needs • Students and parents understand the assessment
A 4.0% uplift of students achieve expected growth in approaches used in the school and the school has
NAPLAN Reading. • developing, embedding, evaluating and refining identified what growth is expected for each student.
processes for tracking individual student growth in
English and mathematics to ascertain the stage of • The school achieves excellent value-added results in
A 4.3% uplift of students achieve expected growth in addition to an upward trend of students achieving in
NAPLAN Numeracy. learning each child has reached, identifying gaps in
skills and knowledge and to plan for next steps in the top two bands for NAPLAN reading, writing and
teaching numeracy.
Target year: 2024
• employing and embedding a plan, teach, assess,
A 5% uplift of Year 3 and 5 students achieve in the top analyse, adjust, plan approach to teaching and
two bands in NAPLAN Writing. learning for continuous improvement. Evaluation plan for this strategic direction
Target year: 2024 Assessment as an Integral Part of Teaching and The evaluation plan will involve:
Learning
Evidence of progression to Excelling in; Value-Add, Stage-based data meetings twice per term to evaluate
NAPLAN and Student Growth for Student Performance Assessment should provide information about where internal data sources using the QDAI evaluation process.
Measures in School Self-Assessment. individuals are in their learning and development and Rigorous analysis of the data to determine impact will
inform teachers in planning and delivering targeted guide both ongoing implementation as well as future
learning opportunities. Assessment should promote school planning to provide continuous improvement.
further learning, when combined with feedback and
opportunities for reflection. Our assessment practices will Executive, whole staff and stage teams analyse progress
support quality teaching by: against School Excellence Framework elements; Student
Performance Measures, Data Skills and Use &
• ensuring reliable formative and summative Assessment.
assessment is used by all staff to analyse student
achievement and growth by explicitly aligning Regular review of the following data sources:
assessment with progression and curriculum
documents • SCOUT - NAPLAN data and Value-Added data
Page 3 of 8 Shellharbour Public School (3060) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Initiatives Evaluation plan for this strategic direction
• documenting, implementing and embedding K-6 • Year 4 and Year 6 Check In data
assessment schedules, rubrics, processes and
• Literacy and Numeracy PLAN 2 Data
methods that enable teachers to consistently and
accurately compare and assess students' intended • PAT Reading, Mathematics and Vocabulary Data
learning outcomes against syllabus outcomes Years 1-6
• developing and embedding explicit practices for • Internal Assessment Data and Student Learning
using student work samples as assessment Evidence.
evidence with quality annotations and observations
linked to learning progressions and syllabus
documents
• regularly analysing assessment data using a variety
of methods and strategies to collaboratively plan
quality teaching and learning.
Page 4 of 8 Shellharbour Public School (3060) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Dynamic and Responsive Teaching Practices
Purpose Initiatives Success criteria for this strategic direction
In order to maximise student learning outcomes we will • Teachers are skilled at explicit teaching techniques
work collaboratively to plan explicit, differentiated, Collaboratively Planned, Explicit Teaching and refine their practice through embedded and
engaging and integrated learning opportunities for all explicit systems that facilitate professional dialogue,
students to ensure learning is accessible for our young Quality teaching is explicit teaching, where both teacher collaboration, classroom observation and the
people with planned and systematic strategies for support, and student clearly understand the learning intentions and modelling of effective practice.
challenge or enrichment. have goals that clarify what success looks like. Feedback
• All teachers understand and explicitly teach literacy
supports continual improvement and is explicitly linked to
and numeracy to students at all levels of
the focus of the learning task. Collaborative planning
Improvement measures builds our collective efficacy and provides support,
achievement, in all subject areas, with success that
can be measured by improved student progress and
guidance and leadership opportunity across our diverse
Target year: 2024 achievement data.
teaching staff while fostering a culture of high
expectations. We will develop our collaborative planning • Teaching and learning programs are dynamic,
Tell Them From Me Teacher survey upward trend and explicit teaching by: showing evidence of revisions based on feedback
surpassing the NSW Government Norm for Teaching
and assessment data and show evidence that they
Strategies and Inclusive School as Drivers for Student • redesigning, aligning and embedding scope and are adjusted to address individual student needs.
Learning. sequence documents and assessment frameworks
in English and mathematics, with teacher input K-6 • All lessons are systematically planned as part of a
Target year: 2024 coherent program that has been collaboratively
• engaging in high-impact professional learning to designed and a whole school approach to English
In the elements of Curriculum and Effective Classroom refine our planning and programming practices, and mathematics ensures the most effective
Practice, the school self assesses as Excelling. allowing technology to be the vehicle for enhanced evidence-based teaching methods optimise learning
collaboration and evaluation across the school progress.
Target year: 2024
• prioritising high-impact professional learning that
Tell Them From Me Teacher survey upward trend supports teacher use of learning intentions and
surpassing the NSW Government Norm for Challenging success criteria, with a focus on feedback strategies Evaluation plan for this strategic direction
and Visible Goals in the Four Dimensions of Classroom aligned to the learning progressions and syllabus
and School Practices. documentation, driving continual improvement. The evaluation plan will involve:
Differentiated Teaching and Learning Whole school meetings to evaluate internal data sources
Target year: 2024
using the QDAI evaluation process. Rigorous analysis of
Differentiated teaching methods are used to extend the the data to determine impact will guide both ongoing
Tell Them From Me Teacher survey upward trend
knowledge and skills of every student in every class, implementation as well as future school planning to
surpassing the NSW Government Norm for Planned
regardless of their starting point. The objective is to lift the provide continuous improvement.
Learning Opportunities in the Four Dimensions of
performance of all students, including those who are
Classroom and School Practices.
falling behind and those ahead of year level expectations. Executive, whole staff and stage teams analyse progress
To ensure all students master objectives, effective against School Excellence Framework elements;
Target year: 2024
teachers plan lessons that incorporate adjustments for Curriculum and Learning & Development.
content and skills. To ensure our students are being
Tell Them From Me Teacher survey upward trend
challenged at the appropriate level we will: Regular review of the following data sources to monitor
surpassing the NSW Government Norm for Quality
Feedback in the Four Dimensions of Classroom and progress towards the improvement measures:
• prioritise high impact professional learning to develop
School Practices.
our ability to use open-ended tasks that allow • PLAN2 Data
students to operate at different levels and paces,
Target year: 2024 • class program evaluations
underpinned by pre-assessment of student
readiness, interest and learning profile to understand • Tell Them From Me and People Matter teacher
Page 5 of 8 Shellharbour Public School (3060) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Dynamic and Responsive Teaching Practices
Improvement measures Initiatives Evaluation plan for this strategic direction
Tell Them From Me Teacher survey upward trend individual student's needs and strengths surveys
surpassing the NSW Government Norm for Overcoming
• consistently utilise assessment data to plan for group • student, staff and community focus groups / surveys.
Obstacles to Learning in the Four Dimensions of
and targeted interventions to monitor learning,
Classroom and School Practices.
remediate learning difficulties and extend and enrich
where required
• consult, design, develop, embed and evaluate
consistent, evidence-based approaches to
differentiation across the school in English and
mathematics.
Page 6 of 8 Shellharbour Public School (3060) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Collaborative and Evaluative Relationships
Purpose Initiatives Success criteria for this strategic direction
In order to ensure each student connects, succeeds and • The school regularly collects, analyses and uses
thrives, we will nurture and foster positive relationships at A Planned Approach to Wellbeing data including valid and reliable student, parent and
all levels of our school community through a planned staff surveys/feedback to monitor and refine a whole
approach to wellbeing to ensure every child is known, Evidence shows that higher levels of wellbeing are linked school approach to wellbeing and engagement, to
valued and cared for. to higher academic achievement, school completion and improve learning.
overall mental health. The school will be focused on
• The school has implemented evidence-based
building individual and collective wellbeing through a
Improvement measures climate of care and positivity. To achieve this the school
change to whole school practices, resulting in
measurable improvements in wellbeing and
will collaborate with all stakeholders to improve the
Target year: 2022 engagement to support learning.
educational outcomes for all students by:
• Attendance data is regularly analysed and whole-
A 4.7% uplift in the proportion of students attending 90% • developing and embedding clear, logical and school and personalised attendance approaches are
of time. evidence-based Welfare, Wellbeing and Attendance improving regular attendance rates for all students.
Frameworks that are the result of wide community
Target year: 2022 • Aboriginal Education Policy is actioned through
consultation
planned, systematic and collaborative approaches
Increase the proportion of students reporting positive • reviewing and enhancing school mechanisms for with authentic consultation between the school and
wellbeing; sense of belonging and advocacy the system collaboration with wider school community that is AECG.
negotiated lower bound target. authentic and allows for increased involvement and
participation • Positive, respectful relationships are evident and
Target year: 2024 widespread among staff, in-line with the school
• amplifying student voice through our Student values and effective partnerships in learning with
Evidence of progression from Sustaining and Growing to Parliament and facilitating focus groups and surveys parents and students mean students are motivated
Excelling in School Planning, Implementation and periodically to allow students to express any areas of to deliver their best and continually improve.
Reporting in School Self-Assessment of the School confusion or concern
• Expectations of behaviour are co-developed with
Excellence Framework (SEF). • enhancing relationships with our Aboriginal and students, staff and the community and are designed
Torres Strait Islander students through a focus on to ensure effective conditions for learning.
Target year: 2024 quality and authentic communication and
collaboration with our families and the AECG.
Evidence of progression from Sustaining and Growing to
Excelling in Wellbeing in School Self-Assessment of the Evaluation plan for this strategic direction
School Excellence Framework (SEF).
The evaluation plan will involve:
Whole school meetings twice per term to evaluate internal
data sources using the QDAI evaluation process.
Rigorous analysis of the data to determine impact will
guide both ongoing implementation as well as future
school planning to provide continuous improvement.
Executive, whole staff and stage teams analyse progress
against School Excellence Framework elements;
Wellbeing, Learning Culture and School Planning,
Implementation and Reporting.
Regular review of the following data sources to monitor
Page 7 of 8 Shellharbour Public School (3060) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Collaborative and Evaluative Relationships
Evaluation plan for this strategic direction
progress towards the improvement measures:
• SCOUT - Tell Them From Me
• PAT Wellbeing Assessments
• Student, staff and community focus groups /surveys
• Student-Led Conference Attendance
• IEP and PLP engagement.
Page 8 of 8 Shellharbour Public School (3060) -2021-2024 Printed on: 31 March, 2021You can also read
