School plan 2018-2020Beechwood Public School 1165

Printed on: 19 March, 2018Page 1 of 9 Beechwood Public School 1165 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

Evidence based teaching practices enable our students tobecome confident, critical and analytical thinkers in anengaging, safe and connected environment. We maximisestudent engagement through strong partnerships withparents, carers and the broader community, enabling ourstudents to connect, succeed, thrive and learn.

Beechwood Public has an excellent reputation across thePort Macquarie district as a dynamic and effective centre oflearning where students grow to be strong, independentlearners. The school endeavours to provide strongwellbeing processes in conjunction with quality education,which generates, through communication and cooperation,a highly effective and productive environment for students,staff and parents/carers.

In 2018, Beechwood Public School has an enrolment of163 students, with 12% of these students identifying ashaving Aboriginal or Torres Strait Islander descent.

Our Family Occupation and Education Index (FOEI)currently sits at a value of 102 with a state wide average of100.

Beechwood Public School is located in the NSW NorthCoast, in the Hastings Valley, some 7 kilometres from thetownship of Wauchope. The school was built in 1869 andwill proudly celebrate 150 years of educational delivery in2019.

The planning process for the Beechwood Public Schoolbegan in September, 2017  with the initial planning held atour school. Throughout Term 4 of 2017 and continuing inTerm 1 of 2018, the school sought the opinions of ourschool community. A combination of evaluating theprevious 2015–2017 School Plan, as well as using theSchool Excellence Framework, then led to the developmentof two key strategic directions. These are;

1. Creating Successful Learners

2. Quality Teaching, Successful Students.

3.

The Beechwood School Plan sets out clear improvementmeasures. It forms the basis for the school’s improvementand development efforts for the next 3 years in partnershipwith the students, staff and wider school community.Regular consultation with our school community, andmonitoring against the SEF will take place over the nextthree years.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Creating successful learners

STRATEGICDIRECTION 2

High quality teaching

Purpose:

All students will become successful learners; confident and creative individuals; and activeand informed citizens. We aim to strengthen our existing wellbeing processes so thatultimately every Beechwood student will be challenged and engaged; can connect, succeed,thrive and learn.

Purpose:

Enhance the capacity of all staff to identify, understand and implement evidenced basedteaching practice. Teachers refine their skills in using data to drive teaching directions,monitor and assess student progress and achievement and reflect on teaching effectivenessin literacy and numeracy.

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Strategic Direction 1: Creating successful learners

Purpose

All students will become successfullearners; confident and creative individuals;and active and informed citizens. We aim tostrengthen our existing wellbeingprocesses so that ultimately everyBeechwood student will be challenged andengaged; can connect, succeed, thrive andlearn.

Improvement Measures

Self assessment against theSEF: Wellbeing – 'A Planned Approach toWellbeing', indicates that the school hasmoved from 'Delivering' to 'Sustaining andGrowing'.

• All staff are consistently demonstratingProficient, or greater, in Standard 3(Plan for and implement effectiveteaching and learning). Evidenced by apre and post assessment survey.(Australian Professional Standards forTeachers)

People

Students

• Understand their learning pathways andtake responsibility for their own learning(student self–direction).

• Develop their creative thinking skills.

• Understand a growth mindset and theimportance of it.

Staff

• Enhance their skills in designingself–directed learning opportunities forstudents.

• Deeply understand and adopt aconsistent approach to positivebehaviour for learning.

• Understand the concept of growthmindset, mindfulness and the concept ofthe Learning Pit.

Leaders

• Employ their new understanding ofstudent learning, sharing this throughproviding professional learningopportunities.

• Develop skills in delegation anddistributing leadership amongst staff.

• Show a commitment to developingleadership roles in staff throughmentoring staff undertaking leadershiproles.

Parents/Carers

• Understand and support the school'sBPS Wellbeing Framework andprocesses.

Processes

Developing PB for Learning Systems

Implement a holistic approach to studentbehaviour to create a safe, connected,positive and supportive learning culture.

Successful learning strategies

Develop and explicitly teach learning skillsat each stage of students' schooling by:

•Providing research based professionaldevelopment to staff on Critical andCreative Thinking, The Learning Pit,Growth Mindset and Genius Hour.

 •Implementing 'Critical and CreativeThinking' program in Stages 2 and 3.

•Promoting growth mindset through explicitteaching and modelling.

Evaluation Plan

The school will regularly evaluate andmonitor our progress and achievementusing the SEF v2, the implementation andmonitoring plan, classroom observations,and Teaching and Learning programs.

Practices and Products

Practices

Developing PB for Learning Systems

All classroom teachers areconsistently implementing PBL Tier IClassroom Systems. Evidenced in:

• the explicit teaching of skills forbehaviour that develop self regulatedstudents who demonstrate our corevalues of best effort, care and respect,and safety, that is aligned to our schoolcore values, and that is age/Stageappropriate.

The school is regularly communicatinginformation about school values,expectations and PBL practices, withparents, carers and community members.

• teachers are demonstrating a consistentunderstanding and application of Tier 1management and development ofstudent behaviour, aligned to schoolPBL processes. Teachers are alsosupporting the learning support teamprocesses that underpin the individualneeds of students in their behaviour andlearning.

•

•

Successful learning strategies

Students are taking increased responsibilityfor their learning, demonstratingself–directed, collaborative andself–regulated learning skills, as evidencedby classroom observations during 'GeniusHour'.

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Strategic Direction 1: Creating successful learners

People

• Value and encourage students to usetheir initiative and take responsibility fortheir learning.

Practices and Products

are 'risk–takers'; evidenced by classroomobservations and anecdotal records.

Teachers are providing opportunitiesto enable students to take ownership overtheir learning; evidenced by the successfulimplementation of 'Genius Hour', andwithin Teaching and Learning programs.

Teachers are demonstrating and modellinga growth mindset, and sharing andcommunicating this with parents; asevidenced by parent/teacher interviews,PLP meetings, parental feedback anddiscussions.

Products

Developing PB for Learning Systems

Updated whole school welfare anddiscipline procedures aligned todepartment Wellbeing Framework, arebeing consistently implemented and knownby all, evidenced by:

• behaviour data indicating, all studentsdemonstrating understanding andadherence to the school's WellbeingFramework and school expectations.

• all teachers demonstrating alignment tothe School Wellbeing processes,developed and documented in the BPSSchool Wellbeing Framework, asevidenced by observation of teachingand learning programs, collegialdiscussions with supervisors andclassroom walk–throughs.

• parent/carer survey indicates there iswidespread community awareness of

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Strategic Direction 1: Creating successful learners

Practices and Products

PBL and school wellbeing expectations.

• a variety of school communicationstrategies are being implemented toensure common understanding andconsistent application of procedures,values and expectations, evidenced byschool bulletin, award systems,skool–bag app and class newsletters.

Successful learning strategies

All students have skills in critical andcreative thinking, problem solving andcollaborative practice, and growth mindset:

• as measured by movement along theCritical and Creative Thinking learningcontinuum

• evidenced bydemonstrating achievement with thesuccess criteria outlined in 'GeniusHour'.

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Strategic Direction 2: High quality teaching

Purpose

Enhance the capacity of all staff to identify,understand and implement evidencedbased teaching practice. Teachers refinetheir skills in using data to drive teachingdirections, monitor and assess studentprogress and achievement and reflect onteaching effectiveness in literacy andnumeracy.

Improvement Measures

Increase the average number of studentsachieving in Proficiency Bands in NAPLAN(2018–2020):

All Students:

• Year 5 Writing from 6% to 14%

• Year 5 Numeracy from 14% to 22%

Aboriginal Students:

• Year 5 Writing from 0% to 8%

• Year 5 Numeracy from 0% to 8%

School self evaluation against the SEF,indicates a movement from 'delivering' to'sustaining and growing' in the LearningDomain areas of both 'Curriculum' and'Assessment'. 

People

Students

• Understand the learning intentions anduse teacher feedback to progress anddevelop their skills.

Staff

• Have a knowledge of evidence basedteaching practices; specifically;providing feedback, using data, learningintentions and success criteria.

Leaders

• Have a deep understanding ofevidenced based practice.

• Leaders are confident in their useof school–wide and individual data todrive teaching and learning programs.

Parents/Carers

• Have an understanding of how studentlearning progress and achievement isassessed and how this is used todetermine the next steps for learning.

Processes

Research Informed Pedagogy

To enable teachers to identify, understandand implement evidenced based teachingstrategies, that will lead to improvingstudent outcomes in Literacy andNumeracy.

Using Data to Improve Literacy &Numeracy

• Teachers understand how to use dataand the learning progressions, in orderto inform challenging, differentiatedlearning programs in both Literacy andNumeracy (focus on Writing and WholeNumber). 

Evaluation Plan

The school will regularly evaluate andmonitor our progress and achievementusing the SEF v2, Teaching and Learningprograms, student work samples, andsystemic data.

Practices and Products

Practices

Research Informed Pedagogy

Teachers are receptive to learning aboutevidence based practice, and incorporatethese into their teaching and learningactivities.

• Teachers demonstrating highexpectations, developing challenging,differentiated learning intentions andsuccess criteria, for every student,evidenced by Teaching and Learningprograms and Supervisor discussions.

• Teachers are collaboratively reflectingon the implementation and effectivenessof evidence based strategies, andcontinually ensuring learning programshave an impact, as evidenced bysupervision protocols, and focussedprofessional dialogue during Stagemeetings.

Using Data to Improve Literacy andNumeracy

• Teachers regularly use data to informfuture teaching and learning directionsand develop student learning goals asevidenced in data walls and teachingand learning programs.

• Teachers collaborate within and acrossStage teams to share knowledge, data,feedback and relevant information aboutstudent progress and achievement inWriting and Numeracy, evidenced inteaching programs, PDP processes anddiscussions with Stage Leaders. 

Products

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Strategic Direction 2: High quality teaching

Practices and Products

Research Informed Pedagogy

• Evidence based teaching practices arebeing implemented in all classes, asevidenced by Teaching and Learningprograms, classroom observations andresponses to school developed, 'WhatWorks Best' survey .

• Regular K–6 meetings areheld, ensuring teacherscollaboratively and consistently discussand analyse data, to drive studentlearning programs, evidenced byconsistency of PLAN data, teacherreflection and focussed professionaldialogue, cross–stage collaboration andan open–door culture.

• Regular assessment and data is used tocater for individual learning needs andto develop individual learning pathways,evidenced by teaching/learningprograms and Personalised LearningPlans.

Using Data to Improve Literacy andNumeracy

• Teaching and Learning programsinclude data driven differentiationstrategies to cater for individual learningneeds, evidenced by regular programmonitoring and observation of studentwork samples.

• A consistent, whole school approach toWriting and Numeracyteaching/learning, which uses effectiveevidence–based teaching practices,learning intentions and success criteria,ensuring a development of knowledge,skills and understanding for all students.This will be evidenced through teaching

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Strategic Direction 2: High quality teaching

Practices and Products

programs, supervision protocols, scopeand sequence of syllabus content, andstudent progress along learningprogressions.

Printed on: 19 March, 2018Page 9 of 9 Beechwood Public School 1165 (2018-2020)