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Business Plan 2018–2020

Independent Public School

2 3Wattle Grove Primary School Wattle Grove Primary SchoolSchool Business Plan 2018–2020 School Business Plan 2018–2020

Wattle Grove Primary School has

been educating children for more

than 100 years. It has grown from

a small country – like school, first

established in a hall in 1915, to

become a significant and modern,

state of the art primary school

for more than seven hundred

wonderful children. Due to rapid

housing expansion in the area and a

significant increase in enrolments,

the school was relocated in 2011 to

a larger school site and new school.

However, it still retains a real sense

of community and will continue to

have a central role in the ongoing

development of this unique rural and

suburban area.

The school has always enjoyed a

strong community spirit developed

over decades from parent and

community involvement within

the school. A close, supportive

relationship continues to exist

between students, staff and parents

enabling us to know each student

as an individual. Staff and students

work together cooperatively to

create a positive school environment

in which every student feels safe

and is able to learn in a friendly

and caring atmosphere. This school

culture reflects the school’s motto of

‘Give to Receive’.

As an Independent Public School

since 2012, the Wattle Grove School

Board works with the Principal to

set and monitor the key directions

of the school and to make a positive

contribution to the school’s

continued development. The Board

includes representatives from the

parent and staff bodies and the

community. A proactive Parents &

Citizens Association (P&C) continues

to support the school with numerous

fundraising campaigns each year

to assist in the provision of school

resources and equipment. This

partnership with the community

continues to provide a strong support

base upon which the school has

thrived for over 100 years.

Whilst new facilities provide for

many opportunities, it is the school’s

learning and teaching culture of

‘Excellence’ and its strong sense of

community that drives the school’s

vision. The foundation of the school

culture is the “Wattle Grove Way”.

A culture of high standards has

been established over time with

a commitment to encouraging

personal best and providing quality

education for children in a safe and

supportive learning environment.

The school has an established

reputation as a school of choice

and, in 2014, was awarded the W.A.

Primary School of the Year in the

Western Australian Education Awards

for its strong delivery of quality

learning, teaching and student

performance. In 2017, the school

received further acknowledgement,

in receiving an Exemplary Practice

School Award from the Director

General of Education following

a study of the school by the

Department of Education.

As an Independent Public School, our

challenge is to continue to target key

areas to further develop our students

as successful, motivated learners

who strive to achieve standards of

personal best in a wonderful learning

environment. We are confident that

our focus on the development of each

individual child and their learning

can be achieved with the support of

a strong partnership between the

school and the school community.

Together, as a community, we are

building the learning foundations

and futures of our children, just as

our predecessors have done for more

than 100 years.

Welcome to WATTLE GROVE PRIMARY SCHOOL… providing quality education since 1915.

At Wattle Grove Primary School, we strive to provide quality education for children in a safe and caring learning environment encouraging the achievement of personal best.

OUR VISION/PURPOSE

OUR VALUESLearning, Excellence, Equity, CareLearning:We have a positive approach to

learning and encourage it in others.

We advance student learning based

on our belief that all students have

the capacity to learn.

Excellence:We have high expectations of our

students and ourselves. We set

standards of excellence and strive

to achieve them. The standards

and expectations challenge all of

us to give of our best.

Equity:We recognise the differing

circumstances and needs of

our students and are dedicated

to achieving the best possible

outcomes for all. We strive to

create learning environments that

are free of discrimination, abuse

and exploitation.

Care:We treat all individuals with care.

Our relationships are based on

trust, mutual respect and the

acceptance of responsibility. We

recognise the value of working in

partnership with parents/carers

and the wider community in

providing a quality education for

our students.

KEY OBJECTIVESAt Wattle Grove Primary School we strive to:

• establish ambitious targets and set high expectations, academic and non-

academic, for our students.

• engage all staff in a systematic, continuous and comprehensive self-

assessment process related to student achievement and school operations.

• deliver high quality learning and teaching programs with pedagogical

practices aligned to the School Beliefs.

• expand the quality of teaching through utilising expert teachers to operate

collaboratively sharing their skills and understandings.

• establish a learning environment that is safe, caring and inclusive

• target resources through school improvement planning, to maximise student

achievement.

• build strong internal and external relationships including positive

interactions between the school and its immediate and wider community.

OUR BELIEFS ABOUT LEARNINGWe believe children learn best when:

• The student has learning experiences that are purposeful and meaningful.

• The student feels safe, valued, encouraged and supported in a caring

environment.

• The student is motivated and challenged.

• The student clearly understands the expected learning outcome.

• The student understands the assessment process.

• The student engages fully in meaningful real world tasks.

• The student is encouraged and supported in appropriate risk taking.

• The student is able to demonstrate and apply relevant social skills.

• The student is able to reflect and set realistic goals for personal achievement.

This is a magic place. We are making tomorrow.

Give toReceive


Strong self-assessment processes are a fundamental part of Wattle Grove Primary School’s planning and improvement cycle with a well-coordinated, consistent and collaborative approach being maintained.

All teachers participate in the collection, analysis and ongoing review

of school data and contribute to planning for improvement processes –

both academic and non-academic. Targets for attainment are set for each

year level in key focus areas. A key part of the data analysis is the use of

the National Assessment Program for Literacy and Numeracy (NAPLAN)

which provides information on student performance in Year 3 and Year 5

in reading, writing, spelling, grammar and punctuation and mathematics.

This, together with information from the Department of Education’s Student

Assessment and Information System (SAIS), Pre Primary On Entry and First

Cut, enables qualitative and quantitative data to be collected and analysed.

Learning and teaching reflective reviews and curriculum reviews are also

conducted with staff as part of self-assessment processes. Community, Staff

and Student Surveys are conducted on a cyclical basis to provide feedback

to the school. All staff contribute to the School Self-Assessment and

Effectiveness procedures established within the school.

Since 2012, the Index of Community Socio-Educational Advantage (ICSEA)

for the school has risen from 1012 to 1062 in 2018. This has had a significant

impact on comparative data results for Literacy and Numeracy over this

period of time. The school prides itself on academic excellence and this forms

an integral part of the school’s culture. It continues to accept the challenge

to perform above like schools and to ensure success for all children.

LITERACYIn 2017, individual test scores in

NAPLAN indicated that the school

had more Year 3 and Year 5 students

performing in the top 20% than

like schools in all domains except

Year 3 reading. On a comparative

performance basis, Year 3 students

in 2017 achieved above expected

results in all domains, except

reading, where there has been a

downward trend since 2015. Year 5

students achieved above expected

results in writing and spelling and

achieved as expected in reading and

grammar and punctuation. Once

again, however, there is a downward

trend in reading results since 2015.

In most instances since 2012, Year 3

and Year 5 students at Wattle Grove

Primary School have achieved scores

equal to or above those of students at

like Western Australian schools in all

domains. Year 5 students’ mean scores

in all areas have been consistently

above those of students at like schools.

Compared with like schools,

from 2015–2017, the progress and

achievement of Wattle Grove Primary

School students was higher in Years

3 to Year 5 in reading. Although

progress in writing, spelling and

grammar and punctuation was lower

in 2017, achievement was higher than

in like schools.

OUR SELF ASSESSMENT FOCUS AREAS 2018–2020

I adore Wattle Grove Primary School because of the hardworking students with their mind set to learn and pursue excellence

Teacher judgements relative to

NAPLAN achievement has varied

somewhat in previous years, however,

there was considerable improvement

in consistency in 2017. Semester 1

Grade allocations for reading were

consistent with NAPLAN results in

both Year 3 and Year 5, however,

NAPLAN writing results were not as

consistent with grade allocations in

both Year 3 and Year 5.

NUMERACYLongitudinally, the Year 3 and

Year 5 average numeracy score is

consistently above like schools

with an upward trend since 2014.

On a comparative performance

basis, Year 3 and Year 5 students

in 2017 achieved above expected

results. Individual test scores for

Mathematics in 2017 indicated the

school had more Year 3 and Year 5

students performing in the top 20%

and fewer students in the bottom

20% when compared to like schools.

Wattle Grove Primary School has had

a higher percentage of students in

the top 20% since 2015.

From 2015–2017, the progress and

achievement of Wattle Grove Primary

School students was once again

higher than like schools in Years 3

to 5 in numeracy. This has been a

consistent result since 2013.

SCIENCEIn 2017, Science continued to be a

major focus at Wattle Grove Primary

School with steady improvement

in student achievement over the

past three years. There has been an

increase in the number of students

achieving an A or B grade with more

than 50% of students in Years 2 and 5

achieving these grades in Semester 2

and 40% or more of students in Years

1, 3, 4 and 6 also achieving an A or B

grade. There was also a significant

improvement in the achievement of

an A grade by students in Pre Primary

to Year 3. Less than 2% of students

across the school did not achieve a

C grade. This upward movement of

student grades indicates effective

strategies are being implemented

and that teachers are more confident

and consistent in their assessments

and overall grading judgements.

LITERACYACHIEVEMENT TARGETS

NAPLAN

1. All Year 3 and Year 5 students to achieve above the National Minimum Standard.

2. Continue to achieve scores equivalent to or higher than statistically similar schools in all year level NAPLAN literacy assessments from 2018–2020.

3. Continue to achieve scores equivalent to or higher than previous years in all year levels in Literacy assessment from 2018–2020.

4. Continue to achieve a higher percentage of students in the top 20% than like schools in all areas of literacy.

5. Year 3 and Year 5 literacy results to be in the above expected range (ie. a standard deviation of 1.0 or above) in all assessments.

6. Improve the achievement of the stable cohort in all areas of Literacy by value adding two bands from Year 3 to Year 5 with a minimum achievement of Band 4.

7. All students in Year 3 to achieve Band 2 or above in NAPLAN reading.

We will continue to strive to provide quality education by developing:

Excellence in Learning

Excellence in Teaching

A Safe and Supportive Environment

8. Increase the percentage of Year 3 and Year 5 students achieving

reading scores in the higher

proficiency bands to equivalent

or higher than statistically

similar schools and exceeding the

previous year.

9. Increase the percentage of Year

3 and Year 5 students achieving

writing scores in the higher

proficiency bands to equivalent

or higher than statistically

similar schools and exceeding the

previous year.

10. All stable cohort Pre-Primary

students to achieve 0.5 or greater

at On Entry Testing in all Literacy

aspects in Term 1.

11. Improve the achievement of all

students in Literacy from Pre

Primary to Year 3 to reflect higher

value adding than statistically

similar schools.

12. Continue to align teacher

judgements in English on student

summative reports to reflect data

more accurately in 2018–2020.

13. Reduce the percentage of

students at educational risk in

Literacy in each year level by 20%

every year.

1Excellence in LearningWattle Grove will provide quality education by inspiring our students to strive for personal best with a passion for learning that goes beyond the school boundaries.

Give toReceive



LITERACYMAJOR STRATEGIES

• Promote a culture of a love for

reading and writing.

• Utilise information about

whole school sub group and

individual student performance

in Literacy, to set improvement

targets, monitor progress,

provide on – going feedback and

inform whole school planning,

learning, teaching and leadership

strategies.

• Continue to implement the

Western Australian Curriculum,

First Steps Literacy Strategies and

DoE resources.

• Implement case management or

Individual Education Plans for

students at risk of falling below

the National Minimum Standard.

• Implement whole school literacy

strategies as articulated in the

School Literacy Plan.

• Continue to implement school

based English Standards and

support documents to ensure

continuity of application.

• Implement the school K-6

Integrated Literacy Block for

120 minutes daily, incorporating

the explicit instruction of

guided reading, comprehension,

vocabulary, phonemic awareness,

spelling, grammar and

punctuation and writing.

• Increased focus in Literacy

on Guided Reading and

Comprehension strategies.

• Utilise a greater diversity of texts

for reading programs to develop

improved understanding of

character analysis and emotion.

• Continue to implement a whole

school approach to the teaching

of writing using the Vocabulary,

Connectives, Openers and

Punctuation (VCOP) program and

Big Write.

• Emphasis on the strategies and

the resources of First Steps, as

part of literacy learning.

• Explicit teaching of oral language

skills, K-6, to be implemented

during Literacy instruction

with a focus on vocabulary and

explanation.

• Implement an intervention and

support program for students with

English As An Additional Language.

• Implement an intervention and

support program for Students At

Educational Risk.

• Continue to provide information

on early literacy strategies to

parents of Pre Kindy children for

implementation at home.

• Continue to monitor and track

individual student progress in

English over time and to make

teaching adjustments accordingly.

• Use a variety of common

assessment tasks, combined

with in-school and cross school

moderation, to ensure the

consistency of teacher judgements

and appropriateness of teaching

and learning programs in English.

• Continue to implement Gifted and

Talented programs and monitor

student progress across the school.


NUMERACYACHIEVEMENT TARGETS

NAPLAN

1. All Year 3 and 5 students to achieve above the National Minimum Standard in Numeracy.

2. Continue to achieve scores equivalent to or higher than statistically similar schools in all year levels in Numeracy assessment from 2018–2020.

3. Continue to achieve scores equivalent to or higher than the previous year in all year levels in Numeracy assessment from 2018–2020.

4. Continue to achieve a higher percentage of students in the top 20% than like schools in Numeracy.

5. Improve the achievement of stable cohort in NAPLAN Numeracy by value adding 2 bands from Year 3 to Year 5 with a minimum achievement of Band 4.

Wattle Grove Primary School is special because you have so much fun learning new and exciting things

6. Year 3 and Year 5 numeracy

results to be in the above

expected range (ie. with a

standard deviation of

1.0 or above) in all assessments.

7. All stable cohort Pre-Primary

students to achieve 0.5 or greater

at On Entry testing in Numeracy

in Term 1.

8. Improve the achievement of all

students from Pre Primary to Year

3 in Numeracy to reflect higher

value adding than statistically

similar schools.

9. Continue to align teacher

judgements in Mathematics on

student summative reports to

reflect data more accurately in

2018–2020.

10. Reduce the percentage of

students at educational risk in

Numeracy in each year level by

20% every year.


NUMERACYMAJOR STRATEGIES

• Utilise information about whole

school, sub group and individual

student performance in Numeracy

to set improvement targets,

monitor progress, provide ongoing

feedback and inform whole school

planning, learning, teaching and

leadership strategies.

• Continue to implement the

Western Australian Curriculum,

First Steps Numeracy Strategies

and DoE resources.

• Implement case management or

Individual Education Plans for

students at risk of falling below

the National Minimum Standard.

• Implement whole school

Numeracy strategies as

articulated in the Whole School

Numeracy Plan.

• Continue to implement school

based Mathematics Standards

and support documents to ensure

continuity of application.

• Implement a problem solving

based instructional program in

Mathematics across Years P-6.

• Implement the Bar Method as a

problem solving strategy in

Years 1–6.

• Full implementation of a daily

integrated Numeracy Block

across K-6 for 60–90 minutes

incorporating:

> Warm up Session around basic

facts, using drills, chants, flash

cards, etc.

> Explicit Instruction using the

Gradual Release Model of “I do,

We do, You do”.

> Team rotation activities to

consolidate concepts and skills.

> Applying conceptual skills and

understandings to problem

solving scenarios daily.

> Plenary Session to review and

consolidate concepts and skills

covered.

• Continue the explicit teaching of

Numeracy in the early years in

line with the Pre Primary On-Entry

data analysis.

• Introduce all Numeracy

concepts thoroughly using a

concrete, pictorial and abstract

process based upon student

understanding.

• Continue to provide information

on early numeracy strategies to

parents of Pre Kindy children for

implementation at home.

• Continue to implement mental

mathematical and reasoning

programs.

• Strategic use of ICT (K-6) to

support student achievement in

Mathematics.

• Continue to monitor and track

individual student progress in

Mathematics over time and make

teaching adjustments accordingly.

• Use a variety of common

assessment tasks, combined

with in-school and cross school

moderation, to ensure the

consistency of teacher judgements

and appropriateness of teaching

and learning programs in

Mathematics.

• Regular moderation opportunities

(K-6), both in-school and across-

school moderation to ensure

the consistency of teacher

judgements.

The thing I love most about Wattle Grove Primary School is that everyone gives 120%.

Give toReceive

Give toReceive



SCIENCEACHIEVEMENT TARGETS

1. All students (P-6) to achieve a

minimum grade of ‘C’ in Science.

2. Increase the percentage of

students (P-6) achieving a ‘B’ grade

in Science each year.

3. Increase the percentage of

students (P-6) achieving an ‘A’

grade to 20% for all year levels

each year.

MAJOR STRATEGIES

• Continue to use the Western Australian Curriculum and DoE resources to plan, teach and evaluate student achievement in Science.

• Implement whole school Science strategies as articulated in the School Science Plan.

• Explicit teaching of Science concepts, skills, processes and knowledge.

• Increased focus on Science Inquiry Skills (K-6) using the 5E model of inquiry.

• Implement a range of Science challenges and external competitions.

• All teachers to participate in peer observations of Science lessons each semester.

• Regular moderation opportunities (K-6) using common assessment tasks and work sample exemplars to ensure the consistency of teacher judgements.

• Provide further opportunities for high achieving students to demonstrate their skills.

• Increased focus on Science in the real world and its impact on lives.

• Integrate Science learning with other learning areas of STEM.

• Continue to implement and monitor sustainability strategies to reduce power, water and waste consumption i.e. paper/battery recycling, ‘Power Rangers’, no-waste lunch days.

• Expand programs in environmental sustainability around the school.

• Continue to implement Primary

Connections across the school.


S.T.E.M.ACHIEVEMENT TARGETS/ MILESTONES

(Science, Technology, Engineering and Mathematics)

1. Targets as set for Mathematics and

Science 2018–2020.

2. All students from Pre Primary –

Year 6 to achieve the expected

standards in Technologies –

Design and Digital Technologies;

and General Capabilities:

Information and Communication

Technologies.

3. All students from Pre Primary –

Year 6 to achieve the expected

standards in General Capabilities:

Creative and Critical Thinking

4. Increase teacher capacity and STEM

teaching across the school K-6.

5. Increase student STEM ability,

engagement, participation and

aspiration K-6.

6. Increase core STEM subject

knowledge and the underlying

skills of problem solving and

analytical thinking K-6.

MAJOR STRATEGIES

• Provide ongoing teacher

professional learning and

development opportunities in

STEM.

• Increased teaching focus on:

critical and creative thinking,

data analysis and interpretation,

problem solving, testing

procedures, inquiry processes and

technologies.

• Implement meaningful STEM

project based, real life tasks and

investigations K-6.

• Increased focus on the explicit

teaching of ICT skills and their

applications.

• Develop a School Scope and

Sequence with STEM tasks for K-6.


H.A.S.S.ACHIEVEMENT TARGETS

(HUMANITIES AND SOCIAL SCIENCES)

1. All students in Years P-6 to achieve

a minimum grade of ‘C’ in all HASS

strands.

2. 20% of all students in Years P-6 to

achieve a grade of ‘A’ in all HASS

strands.

MAJOR STRATEGIES

• Continue to use the Western

Australian Curriculum and DoE

resources to plan, teach and

evaluate student achievement in

HASS.

• Implement whole school HASS

strategies as articulated in the

School HASS Plan.

• Explicit teaching of HASS concepts,

skills, processes and knowledge.

• Regular moderation opportunities

(K-6) using common assessment

tasks and work sample exemplars

to ensure the consistency of

teacher judgements.

MILESTONES

1. All teachers continue to implement

the Western Australian Curriculum.

2. All teachers consistently use whole school literacy/ numeracy strategies as articulated in the School English and Mathematics Plans.

3. All teachers use the school Explicit Instruction model for the teaching of new concepts in Literacy/Numeracy.

4. An increased focus on Guided Reading and Comprehension strategies is implemented by all teachers on a daily basis.

5. All teachers consistently use the whole school Literacy/ Numeracy Standards to monitor student progress and achievement.

6. Teacher judgements are consistent and align with NAPLAN results.

7. All teachers to implement Vocabulary Connectives Openers Punctuation (VCOP) and Big Write program in Literacy with a focus on Key Criterion Scales.

8. An increased focus on problem solving strategies is implemented in Mathematics by all teachers on a daily basis.

9. Whole school Literacy and Numeracy data is analysed and documented annually by all teachers to inform teaching practice and programs.

10. All teachers to reduce the percentage of SAER with learning difficulties in English and/or Mathematics within their class each year.

11. All teachers to improve the achievement and progress of high achieving students through extension and enrichment tasks.

2Excellence in TeachingWattle Grove provides an environment which supports and provides staff with a comprehensive range of opportunities to further develop professional knowledge and teaching excellence.

LITERACY/NUMERACYMAJOR STRATEGIES

• Promote a culture of personal

best and all students can be high

achievers.

• All teachers will contribute to the

writing of the School English and

Mathematics Plans.

• All teachers will develop Year

Level English and Mathematics

Classroom Plans to directly

link to the School English and

Mathematics Plans.

• Professional learning and in-class

modelling by key teachers of

whole school literacy/ numeracy

as articulated in the School

English and Mathematics Plans to

ensure a consistent and cohesive

approach to teaching.


Integrated Literacy Block for 120

minutes daily.


Integrated Numeracy Block for 60-

90 minutes daily.

• Continue the implementation of

a whole school approach of the

Gradual Release Model to teaching

– ‘I do, We do, You do.’

• Implementation of a whole school

approach to explicit teaching and

instructional strategies (Kagan)

that promote deep learning,

engagement, accountability and

enrichment to student learning.

• Further focus on the use of

self talk within the teaching

and learning of English and

Mathematics.

• Implementation of whole school

approach to VCOP and Big Write

and the use of a Key Criterion

Scale.

• All teachers to ensure an explicit

focus on vocabulary in all lessons.

• In-school moderation provided

for within whole school timetable.

Cross-school moderation provided

for on School Development Days

at least once per year.

• Continue to use school-selected

on-line English and Mathematics

programs.

• Teachers collaboratively

analyse and review English and

Mathematics learning area data

throughout the year to develop

strategies for improvement and to

inform planning.

• Continue to differentiate the

curriculum according to student

needs and provide individual plans

for students at risk in Literacy and

Numeracy.

• Continue to implement Pre Kindy

classes to develop early learning

and assist in early identification.

• Continue to differentiate the

curriculum for gifted and talented

students by implementing

strategies such as Multi-Age

Academic Classes (MAC), Blooms

Taxonomy.

I love Wattle Grove Primary School because everyone belongs

Wattle Grove is special because everyone helps each other to be happy



CROSS CURRICULAMILESTONES

1. All teachers implement the

Collaborative Learning Team

structure as a shared student

leadership model within their

class/ teaching practice in

accordance with the Whole

School Scope and Sequence.

2. All teachers to implement

instructional cooperative

learning structures in line with

the School Scope and Sequence.

3. All teachers to use the school

Explicit Instruction model for the

teaching of new concepts in all

areas.

4. All teachers to participate in

peer classroom observations

each term providing constructive

feedback.

5. All teachers continue to

implement the Western Australian

Curriculum in HASS, Science,

Technologies, Physical and

Health Education and General

Capabilities in accordance to the

targets and strategies within the

School Plans.

6. Specialist Teachers to implement

Western Australian Curriculum

in accordance to the targets and

strategies within the School Plan

for their specialist Learning Area.

7. All students to set and review

personal learning goals regularly

to increase responsibility for their

own learning and achievement.

8. All teachers to explicitly teach

Information and Communication

Technologies (ICT) in accordance

with the Western Australian

Curriculum – General Capabilities

and the School ICT Scope and

Sequence.

9. Explicit teaching of key board

skills to all students from PP –

Year 6.

10. Increased focus on STEM at all

year levels with the integration of

each learning area of STEM using

real life and project based inquiry

tasks.

11. Explicit teaching of Creative

and Critical Thinking Skills

in accordance with Western

Australian Curriculum: General

Capabilities.

12. National Quality Standards

are fully and consistently

implemented in Kindergarten to

Year 2 classes.

13. Learning Area data is analysed

and documented annually by

all teachers to inform teaching

practice and programs.


MAJOR STRATEGIES

• Teachers embed the school’s

Beliefs About Learning and

Teaching in classroom practice.

• Whole school approach to class

organisation and teaching student

leadership and teamwork skills

through Collaborative Learning

Teams/ Class Meetings.

• Continue to provide opportunities

for students to develop

leadership skills and qualities

eg. Collaborative Learning Team

Roles, Student Councillors, Student

Representatives, Sports Leaders.

• Continue to provide a range

of professional learning

opportunities for staff in line

with school focus areas through

in-school, network and external

providers.

• Learning Area Committees to

review data analysis and develop

strategies for improvement.

• Audit knowledge and expertise

of staff to develop a professional

learning model for coaching

and the development of further

leadership opportunities.

• Increased professional learning on

the implementation of STEM.

• Further professional learning

in ICT and Creative and Critical

Thinking.

• Highlight and celebrate

staff achievements through

acknowledgements, nominations

for awards, newsletters,

assemblies and feedback in

Performance Management.

• Teachers utilise the AITSL

Standards to reflect, set goals

and ensure accountability for

professional improvement.

• Provide opportunities for teachers

to visit classrooms for peer

observation to target areas for

improvement each term.

• Continue to implement and review

the National Quality Standards K-2.

MILESTONES

1. School Values are consistently demonstrated by all and embedded in the School Community.

2. An increased focus on the school’s motto ‘Give to Receive’.

3. Improvement in student resilience and well-being through the implementation of the Changing Health Acting Together Program (C.H.A.T. – SDERA).

4. School community, staff and student survey data reflects 90% of all responses are satisfied with the school.

5. An increased focus by Year 5 and 6 students on citizenship at a community level – participation, excellence and cooperation.

6. Increase regular student attendance to 95% or more.

7. Reduce moderate student attendance from 5% to 3%.

8. Increase the awareness on the safe use of social media by students.

3Safe and Supportive EnvironmentAt Wattle Grove Primary School, we pride ourselves on providing a safe and caring learning environment for students and staff, underpinned by a values rich learning culture that supports quality learning and positive behaviours.

Wattle Grove is a special place because our school is full of the best people

MAJOR STRATEGIES

• Promote a culture of personal best by developing opportunities to highlight and celebrate students’ achievements through awards and announcements in newsletters and at assemblies.

• Continue implementing the Values Action Plan across the school.

• School Values are promoted across the school in classroom, playground, at Assemblies, in School Newsletters, at meetings etc.

• Explicit teaching of Values within the class learning programme.

• Promote the school motto ‘Give to Receive’ and participate in a range of fundraising and philanthropic activities to support others.

• Continue the School Chaplaincy

programme.

• Implement the CHAT Program to

improve student resilience and

well-being.

• Promote and monitor

participation and success of

students in academic, sporting,

arts and cultural activities at local,

state and national levels through

newsletters and assemblies.

• Continue to provide opportunities for students to develop leadership skills and qualities eg. Collaborative Learning Team Roles, Student Councillors, Student Representatives, Sports Leaders.

• Continue to provide information to parents to further develop their knowledge of how they can support their child with their learning through Parent Information Meetings, Brochures, Newsletter Articles, School/Class blogs etc.

• Continue to seek opinions of students, staff and parents through committee meetings and structures ie Class Meetings, Student Council, Staff/Phase Team and Year level Meetings, Learning Area Committees, Parents and Citizens Association, School Board, etc.

• Parent, staff and student surveys are conducted and analysed annually on a cyclical basis.

• All Year 5 and 6 students conduct citizenship projects in the community.

• All Year 5 and 6 students develop Citizenship Portfolios to demonstrate their development of participation, excellence and cooperation in the school and community.

• Continue to implement the Whole School Attendance Plan and monitor attendance data daily.

• Explicitly teach students the safe use of social media.

• Provide parents with information in relation to the safe use of social media.

• Continue the implementation of the School Board Award and Acknowledgement Slips for staff, students and parents to acknowledge successes and contributions made to improve the school.

Give toReceive

Give toReceive

Wattle Grove Primary School

73 St John Road

Telephone: (08) 9453 6722

Email: [email protected]

Our School SongWattle Grove is our school, we’re like a family,

Where kids from many countries, are happy as can be

We work and play together and help each other too,

We’re glad you could come here today

It’s lovely seeing you.

Love and kindness live here, we try to do our best,

The things that we all try to do,

Are written on our crest.

Giving and receiving and helping every day,

Our creed is what we live by, in thought and work and play.

Wattle Grove is our school, we’re like a family,

Where kids from many countries, are happy as can be

We work and play together and help each other too,





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