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Central Tilba Public School Plan 2015 – 2017

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Planning template Central Tilba Public School

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School background 2015 - 2017

SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS

Vision StatementThe staff and community of Central Tilba Public School seek to deliver quality education to develop the individual talents, interests and abilities of our students in a stimulating, friendly and caring environment.

This will be fostered through encouraging a lifelong love of learning to produce well-educated and articulate citizens, capable of achieving their potential in the 21st century.

Mission Statement

Central Tilba Public School is committed to providing a positive, safe and friendly learning environment that focuses on the growth of the individual.

In support of our mission, we are committed to: Providing quality learning and teaching experiences for all

students, providing students with the knowledge, understanding, skills and values for productive and rewarding lives, ensuring that each student reaches his/her potential in intellectual, creative, physical, social and emotional development;

Catering for students from all backgrounds; Developing a commitment among students to lifelong

learning; Providing a safe, caring and disciplined learning

environment; Involving parents, caregivers and the local community in

all aspects of our school; Ensuring that all students are equipped with the

technological knowledge to meet their education and vocational needs.

Values

To reach our vision, we want our children to value: All the children within our school; A love of learning; Honesty, pride, tolerance, self-worth and respect; All achievements, however small; The striving for high standards; The environment, community and country

Central Tilba Public School is a small PP5 school located on the south coast of New South Wales. It is a two teacher school with enrolments steady in the mid thirties.It services a rural community bordered by Mystery Bay to the north, Dignams Creek to the south and Wallaga Lake to the east. It is part of the Far South Coast network of schools and is a member of the Eurobodalla Learning Community and Gulaga Community of Schools.

Central Tilba Public School caters to a diverse group of rural students and is supported by a strong community and P&C input.

In NAPLAN results, the school consistently performs equal to or above the national average in Literacy and Numeracy.

Central Tilba Public School has a strong record of achievement and excellence in sports, creative and performing arts and public speaking.

Cosultative decision making is an important component in planning at Central Tilba Public School. Consultative decision making occurs regularly in –

Staff meetings and evaluations; TARs processes; Participation in the Eurobodalla Learning

Community and Gulaga Community of Schools groups;

Parents and community meetings.

In the development of this School Plan, a consultative group was formed within the school comprising the Principal, staff and interested parents.

A school survey was devised seeking the community’s evaluation of the School’s Statement of Purpose and views on various learning programs that could be introduced.

This, coupled with a thorough evaluation of NAPLAN and school assessment data, led to the formation of three Strategic Directions for the school to pursue over the lifetime of the Plan (three years).

A draft plan was endorsed by staff and then submitted to the Planning Committee and following their endorsement, was submitted to the parent community for comment.

Public Schools NSW | School plan 2015 - 2017 | [School name] www.schools.nsw.edu.au 01

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School strategic directions 2015 - 2017

Central Tilba Public School seeks to continually and effectively enhance the education and learning outcomes of all its students


STRATEGIC DIRECTION 1

QUALITY TEACHINGAND ASSESSMENT


21st CENTURY LEARNING


WELL BEING ANDCOMMUNITY

CONNECTIONS

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To ensure learning for all students in our school is based on differentiated high quality educational delivery, engaging

and challenging learning experiences and consistent assessment practices to allow students to achieve goals

and high expectations in Literacy, Numeracy and other Key Learning Area perspectives.

For all students and staff to be responsible and highly accomplished users of technology to support and enhance

their learning and lifestyle needs in the 21st century.

To provide an environment and develop whole school practices which enable all students to be empowered,

committed learners who develop confidence, creativity and leadership skills for life as well as a sense of self-worth, self awareness, empathy and respect for themselves, others and

the environment.

Strategic direction 1: Quality Teaching and Assessment

PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES

To ensure learning for all students in our school is based on differentiated quality educational delivery, engaging and challenging learning experiences and consistent assessment practices to allow students to achieve goals and high expectations in Literacy , Numeracy and other Key Learning Areas.

Students:

Monitor their own progress in Numeracy and Literacy through understanding and application of Learning Continuums

Have a clear understanding of how to improve their learning

Set learning goals and plan for improvement by reflecting on their achievements through assessments and feedback

Staff:

Develop Professional Learning Plans to evaluate and improve the effectiveness of their teaching

Increase capacity through quality Teacher Professional Learning opportunities

Use evidenced based assessment to monitor and plan learning progress

Engage parents as active participants in

Differentiated, effective and equitable access to literacy teaching and learning through –

- Effective PLAN and Continuum use- Multilit and Multilit Extension

program implementation- Reading Eggs resource programm

(K-2)- Reading Eggspress resource

program (3-6)

Differentiated, effective and equitable access to numeracy teaching and learning through –

- Effective PLAN and Continuum use- Mathletics resource program (K-6)

Quality teaching and learning support in all curriculum areas for students at all achievement levels through –

- Effective development and teaching of the Australian Curriculum, with a focus on English, Mathematics,

Products:

A targeted increase over three years in students progressing to the higher bands in Literacy and Numeracy as measured by NAPLAN

All students to be above minimum standards in Literacy and Numeracy as measured by NAPLAN

Children demonstrating knowledge of the Learning Continuums to self-evaluate their progress.

All teaching staff follow the School’s Scope and Sequence in Literacy and Numeracy and are confident in assessing students using the Literacy and Numeracy Continuums

Practices:

All members of the school community (staff,

IMPROVEMENT MEASURE/S

By the end of 2017, 50% of students in Literacy and 60% of students in Numeracy (2015-2017 average) will be recognised in the proficient cohort as measured by NAPLAN, while maintaining 100%


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attainment in minimum standards

By the end of 2017, all primary children will have an understanding of the Literacy and Numeracy Continuums and be able to use them to monitor the progress in their learning

All teaching staff follow the School’s Scope and Sequence in Literacy and Numeracy and are confident in assessing students using the Literacy and Numeracy Continuums

their child’s learning

Parents:

Work with staff as co-educators to assist their child’s progress to the next level

Commit to supporting the school’s learning prioritiesLeaders:

Lead staff and parents in acquisition of skills to ensure improvement through fostering a culture of high expectations using evidenced based data to inform decision making

Science and History- Effective use of low level disability

funding to differentiate support

Evaluation

Analysis of internal and external assessment data to monitor, track and report on student performance, growth and trends

student, parents) have collective responsibility for student learning and success

Quality teaching practices and learning programs are evident in all Key Learning Areas

Regular professional learning opportunities for staff to maintain and develop consistent quality teaching programs and assessments

Student and staff reflection on the achievement of their personal learning and leadership goals in the areas of Literacy and Numeracy

Strategic direction 2: 21st Century Learning


For all students and staff to be responsible and highly accomplished users of technology to support and enhance their learning and lifestyle needs in the 21st century.

Students:

Engaged learners through the development of high level technology skills

Display motivation and a desire to develop their skills to increase their learning effectiveness

Staff:

Develop their ability to implement digital technologies through professional learning

Integrate technology into all Key Learning Areas

Provide a range of differentiated activities to engage and motivate students

Investigate and implement different

Curriculum delivery is enhanced and differentiated for students through an understanding and high level application of –

- Keyboarding skills- Microsoft Word, Power Point,

Publisher and Excel programs- Animation programs- Google maps- Moodles- Photography- Edmodo- Adobe Connect- Video Conferencing- Smartboards- Cyber Safety

Products:

By the end of 2017, all students will have demonstrated increasing proficiency in keyboarding skills based on regular assessments

By the end of 2017, all students will be competent and innovative in using Microsoft programs based on K-6 Scope and sequence competencies and internal assessment

By the end of 2017, all teaching staff will be using technology on a daily basis to enhance and engage students in their learning. Staff will be confident users of technology to plan, implement and assess student progress

Practices

IMPROVEMENT MEASURE/S

By the end of 2017, all students will have demonstrated increased proficiency in


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keyboarding skills based on regular assessments

By the end of 2017, all students will be competent and innovative in using Microsoft programs based on K-6 Scope and Sequence competencies and internal assessment

By the end of 2017, all teaching staff will be using technology on a daily basis to enhance and engage students in their learning. Staff will be confident users of technology to plan, implement and assess student progress

software to differentiate curriculum delivery to meet the needs of all studentsParents/ Community Partners:

Work with staff to improve the range of opportunities for their students to implement technology into their learning

Improve own technology skillsLeaders:

Ensure that technology development and innovation is adequately resourced

Support staff in their learning

Evaluation planStudents will be assessed on their typing skills on a regular basis

Regular in class assessments will take place to monitor acquisition and application of skills

All students and staff are competent in applying skills and knowledge for technology use

Staff and students regularly connect with other schools via video conferencing

The school participates in virtual excursions

Teachers are embedding a range of technology into their teaching of Literacy and Numeracy

:

Strategic direction 3: Well Being and Community Connections


To provide an environment and develop whole school practices which enable all students to be empowered, committed learners who develop confidence, creativity and leadership skills for life as well as a sense of self-worth, self awareness, empathy and respect for themselves, others and the environment.

Students:

Acquire skills of confidence and resilience that will enable them to further enhance their personal relationships

Develop self esteem and contribute to the well being of others and the communityStaff:

Explicitly teach behaviour expectations in all school settings

Teach students to accept responsibility for their actions at an age appropriate level

Promote student well being

Be committed to providing a nurturing, caring and motivating learning environment

Knowing and understanding each child Parents/Community Partners:

.

Processes

Engagement with Kids Matter Program to support students and families through

- Staff professional learning- Mental health and welfare support- Education sessions for parents,

caregivers and the community

Development of a Positive Behaviour for Learning Program through

- Whole school behaviour lesson implementation and discussion

- Awards and achievement celebrations

- Peer mentoring

Provision of significant extra-curricular opportunities through –

- PSSA- Eurobodalla Learning Community- Eurobodalla Council

ProductsStudent attendance will increase from 93% (2014) to an average of 95% over the 2015 – 2017 period

All staff implement the Positive Behaviour for Learning and Kids Matter strategies

Between 2015 and 2017, maintain or lower the number of schools suspensions for the 2012-2014 period (4)

Practices:

Attendance rates are regulary monitored and action taken promptly if necessary

Well managed classrooms, with well planned teaching occurring

Technology is incorporated into teaching

IMPROVEMENT MEASURE/Sl

Student attendance will increase from 93% (2014) to an average of 95% over the 2015 – 2017 period


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All staff implement the Positive Behaviour for Learning Program and Kids Matter strategies

Between 2015 and 2017, maintain or lower the number of schools suspensions for the 2012-2014 period (4)

Review current school welfare policies

Work with the school to maximise student engagement

Leaders

Ensure staff maintain currency of knowledge about requirements to meet obligations regarding Child Protection and Keeping Them Safe

- Gulaga Community of Schools- MCP Public Speaking- Premier’s Spelling Bee- Premier’s Sporting Challenge- Tilba Festival and Bermagui

Seaside fair

The school will review its School policies on Discipline, Anti-Bullying and all policies related to student well-being through community consultation..

and learning and is accessible to all

Stimulating learning environments are facilitated by proactive teachers and staff

The approach to wellbeing is consistently implemented by all staff


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