School plan 2018-2020Ringrose Public School 4312

Printed on: 12 April, 2018Page 1 of 6 Ringrose Public School 4312 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

We continue to promote a safe, nurturing and friendlyschool environment with a strong sense of community. Wecreate quality learning experiences that promote equity andexcellence. We are a leading and developed schoolcentred on providing progressive educational experiencesand enhanced learning opportunities to support all studentsin order for them to be responsible and informed futurecitizens.

Ringrose Public School (current enrolment 445 students,including 60% students from a non–English speakingbackground) provides all students with enhanced learningexperiences and opportunities. We have a strongreputation in the community for being a nurturing, caringschool. The school delivers explicit and comprehensivecurriculum programs in a safe, secure and encouragingenvironment. The school is committed to learning for the21st Century and quality teaching pedagogy with a clearfocus on continuous improvement in literacy and numeracy.All classrooms are equipped with interactive whiteboardsand there is increasing resourcing and use of technology(iPads, notebooks, XO Laptops, Laptops) to support andengage students in the learning process. The PositiveBehavioural Interventions and Strategies program isembedded in the life of the school and includes theresilience and wellbeing program ‘Bounce Back’.Collaborative planning and consultative decision makingare valued by our whole school community. 

Throughout 2017, the school extensively explored theeducational landscape with students, teachers, parents andwider community in authentic and inclusive approaches.This evidence seeking consultation included schoolsurveys with students, teachers and parents/carers, parentworkshops, analysis of student performance data (bothwhole school and external), and conversations with all staffand parent groups (including P&C) at meetings held acrossthe school.

After this consultation period, it was determinedthat the 2015–2017 identified three strategic directionswould continue as they reflected the continuing journey ofthe school on it's path to excellence.

Through the 5P Planning Approach, we identified the skillsand mindsets required of the whole school community inaligning the school culture, operations, professionallearning, resourcing and timely reviews in achieving thesegoals.

The key development stages of the School Plan have beenconveyed to all stakeholders in updated reports in theschool newsletter.

Importantly, in 2017, the School went through the externalvalidation process. Our collected evidence linking to theFramework was instrumental in providing clear directionsfor the future. The Department of Education's StrategicPlan 2018–2022 and the School Excellence FrameworkVersion 2 are also embedded in the document.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Excellence in Learning

STRATEGICDIRECTION 2

Excellence in Teaching andLeading

STRATEGICDIRECTION 3

Excellence in StrongPartnerships

Purpose:

To richly engage all students in enhanced learningexperiences that develops their capabilities and skills to becreative, collaborative, confident and successful citizens.

Purpose:

To plan, deliver and evaluate effective evidence basedteaching and leadership practices that cater for all studentswith an emphasis on improvement in student outcomes andperformance growth.

Purpose:

To promote and celebrate a collaborative, responsive andshared responsibility for student success that enhances aculture of high expectations and community support.

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Strategic Direction 1: Excellence in Learning

Purpose

To richly engage all students in enhancedlearning experiences that develops theircapabilities and skills to be creative,collaborative, confident and successfulcitizens.

Improvement Measures

30% of Year 3 and Year 5 students achievein the top two bands of NAPLAN in:

• Reading

• Writing

• Number

At least 50% of K–2 students demonstrateexpected growth in Reading Levelsevery semester.

Student reported levels of 'Value School'and 'Sense of Belonging' exceed statelevels.

People

Students

Understand and build on foundationalLiteracy and Numeracy Skills andunderstand that resilience, effort andengagement are key to success at school.

Staff

Teachers understand, identify andimplement effective teaching pedagogywith an emphasis on evidence basedteaching strategies and programs.Formative assessment drives excellence inquality learning.

Leaders

The school executive adopts a coordinatedapproach to literacy where the teaching ofwriting is valued and there is anexpectation of improvement in literacystandards across the school.

Parents/Carers

Demonstrate support for the school's planto bring about improvement in studentresults and success. They value educationand impart this importance in their children.

Community Partners

Combined decision making practices andprocesses to improve school and studentoutcomes are positively enacted on.

Processes

A whole school integration approachdelivers strong evidence–based Literacyand Numeracy programs enabling studentsto equitably engage at high levels in theirlearning.

Dynamic implementation of a structuredWriting program inspires students to becreative and confident writers.

A  consistent whole school delivery of theBounce Back Program targets studentwell–being enabling them to connect,succeed and thrive at each stage of theirschooling.

Evaluation Plan

Progress toward student improvementmeasures will be evaluated throughprogress on student pre and post surveysconnected to Formative Assessment.

Regular plotting, tracking and review andanalysis of PLAN data in Literacy andNumeracy.

Tracking of student success in the aspectof Writing through pre and post samples.

Review student levels of engagement andwellbeing in the TTFM survey areas ofValuing School, Sense of Belonging andAdvocacy.

Practices and Products

Practices

Teachers consistently draw on innovativepedagogy approaches to teaching Literacyand Numeracy in classroom delivery.

Students routinely applying strong andconsistent writing practices is clearlyevident across the school.

There is shared school wide responsibilityfor ensuring that studentwellbeing develops resilient and confidentstudents who are willing to be stretchedand challenged.

Products

Consistent school wide approaches toplanning, delivery and assessment ofidentified Literacy and Numeracy programsare clearly documented in teacherprograms.

Teachers accurately teach, assess, trackand regularly monitor student progress andsuccess on the Literacy LearningProgression in Writing.

Students confidently use the terminologyand strategies from Bounce Back lessonsto respond to adversity or setbacks.

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Strategic Direction 2: Excellence in Teaching and Leading

Purpose

To plan, deliver and evaluate effectiveevidence based teaching and leadershippractices that cater for all students with anemphasis on improvement in studentoutcomes and performance growth.

Improvement Measures

100% of surveyed students report that theyare clear of:

• What they are learning about

• Why their learning is important

• How their teacher lets them know theyare successful.

In PDP's, 100% of staff:

• Achieve stated goals

• complete observational rounds

100% of surveyed parents reflect:

• they are clear on school assessmentprocedures

• they understand that teachers explain tostudents  why their learning is important

• their child can articulate to them whytheir learning is important.

People

Students

Students are actively engaged inmeaningful, challenging and futuresfocussed learning experiences.

Staff

Staff build a clear and deep understandingof what Formative Assessment is andcollaboratively plan and teach to impactstudent learning. Staff are committed tohigh levels of collaboration and instructionalrounds.

Leaders

Leaders adopt a collaborative approach toLiteracy where Writing is highly valued andthere is expectation of improving literacystandards across the school. InstructionalLeadership upskill and drive staffimprovement.

Parents/Carers

Parents and carers have a betterunderstanding of how FormativeAssessment contributes to high levels ofstudent learning and engagement.

Community Partners

Linkage with community of schools toreview and share practices of effectiveevidence based writing and high leveragedleadership programs.

Processes

Teaching: Evidence based pedagogyapproaches to Learning Intentions SuccessCriteria, Formative Assessment andEffective Feedback is well planned andsystematically developed with staff.

Teaching: Performance and developmentof all staff is aligned to school directions,accreditation and quality teaching(Collaborative Learners).

Leading: Aspiring Leaders and Executivestaff participate in structured relevant andfutures focussed Professional Learningopportunities and practices that developsstrong leadership skills.

Leading: Leadership across the school isdynamic, inclusive and adheres to highaccountability practices that inspireperformance and excellence.

Evaluation Plan

Progress towards improvement measureswill be evaluated through:

Parent and community satisfaction surveysTTFM.

Evaluation and observation of pre and postteacher observations in InstructionalRounds.

Evaluation of consistent planning andteaching of strong Writing Processes inTeacher Programs.

Completion of PDP's.

Self Assessment of Leaders – whatapproach to feedback are we giving to ourteachers, to each other, and from thePrincipal and Instructional Leader.

Practices and Products

Practices

Assessment is used flexibly andresponsively school wide as an integral partof daily classroom instruction.

The school uses embedded and explicitsystems that facilitate professionaldialogue, collaboration, classroomobservation to drive effective qualityteaching

The leadership team maintains a focus ondistributed instructional leadership tosustain a culture of excellence of effectiveevidence–based teaching and ongoingimprovement to meet student needs.

Products

100% of Teaching programs are databased, differentiated for individual studentneeds and demonstrate syllabus contentmeasured by program reviews and studentwork samples.

Teachers engage in professional effectiveprofessional learning targeted to meetschool directions, the needs of theirstudents and achievement of individualprofessional goals.

All students are taught by high performingteachers, and the leadership team supportsthe recognition of this through the teacheraccreditation process.

Enhanced leadership capacity, reflected ingreater collaboration, self–reflection, higherexpectations and cohesive school teams.

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Strategic Direction 3: Excellence in Strong Partnerships

Purpose

To promote and celebrate a collaborative,responsive and shared responsibility forstudent success that enhances a culture ofhigh expectations and community support.

Improvement Measures

100% of surveyed parents from the TTFMsurvey  reflect:

• they are well informed of schoolsuccesses and achievements.

60% of parents engage in the Seesaw appto track what their child is learning atschool.

People

Students

Students understand that parents, carersand teachers are strong advocates for theirlearning and development.

Staff

Staff link parents and carers intomeaningful school and leaning experiencesso that they are well informed of schoolinitiatives and progress of student learning.

Leaders

Recognise and demonstrate systemsleadership and innovation within a cultureof collaboration, improvement andexcellence.

Parents/Carers

Parents and carers share responsibility forpromoting quality learning experiences andmeaningfully engage in the life of theschool.

Community Partners

Continue to be engaged in a shared visionto plan for and build pride in schoolachievements and successes.

Processes

Parents and carers are better informed oftheir child's progress and achievementsthrough innovative approaches to schoolcommunication.

Increased parent and carer engagement inthe life of the school.

Established key parent, carer andcommunity partnerships positivelycontribute to key school initiatives.

Evaluation Plan

Analysis of TTFM Teacher and Parentsurveys reflect strong satisfaction in thedirections and successes of the school.

Analysis of parent focus group of  pre andpost survey data in understanding ofFormative Assessment.

Tracking parent input into Seesaw reflectstheir connection with their child's learningand progress at school.

Practices and Products

Practices

Parents are presented with clearinformation on what and how well theirchildren are learning and receive regularinformation in accessible formats.

There is a culture of collaboration andadding value in decision making processesembedded across the school and inplanning.

Parents and carers recognise that there areopportunities to engage in school life toassist in school activities and to improve onstudent success.

Products

New and better ways of communicationwith parents promote initiatives,achievements and successes across theschool.

Parents and families are involved in avariety of school activities and initiativesthat connect them to their child's learning.

All stakeholders identify and activelypromote and add value to new schoolinitiatives to improve schooling life forRingrose PS.

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