Business Plan 2021-2023 Belong Engage Excel
Bindoon Primary School is an Independent Public School
that that places a high priority on excellence in teaching
and learning, strong relationships and positive support
for all children. The school caters for children from
Kindergarten to Year Six. The school opened in 1954
with only two classrooms.
We are a proud community focused school which
provides a high quality, well-rounded education where
every child’s learning needs are met through high
quality, research based teaching approaches. Teachers
are caring and strongly committed to providing an
inclusive environment where all children have the
opportunity to thrive. Staff continually seek to improve
their teaching skills and enhance the social and
academic learning of each child in the classroom. Our
parents, School Board and P&C are integral to our
school community, and together we are committed to
providing the best for our students.
The school has a strong mindset of continuous
improvement resulting in hard working students and
dedicated teachers. All teachers deliver high quality,
differentiated learning resultant from a high level of
instructional skills, tactics and outstanding curriculum
knowledge. This in combination enhances each child’s
success as a learner. We provide positive support
programs to focus on children’s mental health and
wellbeing in order for our students to be mindful,
empathetic and purposeful contributors to society.
With access to high quality learning opportunities in
Science, The Arts, Digital Technology and Physical
Education we provide opportunities for students to
excel in fun and challenging curriculum areas.
With the Department of Education Strategic Plan 2021-
2024 (Every student, every classroom, every day
Building on Strength) and Focus 2021 central to our
thinking, this business plan was developed in
association with the School Board and staff, and sets a
clear, strategic direction for the school over the next
three years. The plan outlines what we will do and what
you will see as we work to continuously improve in our
focus areas. The plan has student engagement and
achievement at its core and an emphasis on quality
teaching practice.
Our Vision
An inclusive environment where every child is given the opportunity to thrive.
Our Values The Bindoon Primary School values represent what guides us, and our culture. These values are the foundation of who
we are and how we conduct ourselves. We believe they ensure success for our students and community.
High expectations
Supportive environment
Engaged
Positive Relationships
Our Logo:
Learning environment Use of resources
Student Achievement and Progress Teaching quality
Relationships and partnerships Leadership
Focus Areas
The letter in Bindoon Primary School’s logo represents
the town of Bindoon. The bunch of grapes and orange
tree pay homage to the agricultural history of Bindoon
but also symbolise our students and how they grow and
develop maturity and character through education. The
bunch of grapes represents how our students develop
together in an environment of collaboration and
cooperation. While the oranges represent our focus on
the individuality of each student.
FOCUS AREA 1 Learning environment Bindoon Primary School strives to establish a safe, positive and supportive learning environment for students and staff. We create programs to address student attendance, behaviour, engagement and retention and implement strategies to provide support for all students, particularly those at educational risk. Bindoon Primary School is driven by a belief that every student can be a successful learner. Our school works to maintain a learning environment that is safe, respectful, tolerant, inclusive and that promotes intellectual rigour.
What we will do What you will see Enhance student learning by implementing whole school behaviour, attendance and engagement strategies.
Staff supported to ensure clear and consistent behaviour expectations visible across whole school community
PBS behaviour matrix displayed in every room
Consistent positive language of PBS applied when dealing with student behaviour across the whole school
Review to create alignment of PBS, Behaviour and Good Standing policies to ensure consistency across the school
Record, track and analyse behaviour data and set targets and implement programs to reduce the number of recorded incidents
School developed agreed strategies to promote regular attendance.
Student attendance rates monitored regularly with parents and students supported where there are identified attendance concerns.
Student voice has a place in school decision making through the Student Council
Enhanced health and wellbeing of students and staff
Social and emotional learning needs of students supported through a
school-wide focus on BeYou domains.
Children offered ongoing support through a chaplaincy service.
Work towards attaining National Quality Standards (NQS) accreditation in Early Childhood
Engage in quality reflection processes and identify areas of strength and areas for improvement from Kindy to Year 2.
Ensure an orderly, inviting classroom environment
Regularly update displays of student work in classrooms
Showcase student work in administration area
Regular maintenance
Ensure the learning environment is safe, caring, inclusive and culturally responsive
Staff recognising the importance of providing a culturally responsive learning environment where students feel welcome, safe and valued
FOCUS AREA 2 Teaching Quality Bindoon Primary School invests significantly in creating and sustaining the conditions under which quality teaching can prosper. The whole school plans have evidence-based teaching practices embedded and assessment and reporting procedures are aligned. They have been developed with reference to SCASA WA Curriculum and refined collaboratively to provide a shared vision for curriculum practice.
What we will do What you will see Implement whole school, evidence-based approaches
A common agreement about how students learn and what good teaching practice involves.
Implement an explicit model of instruction that engages all students and encourages them to be accountable
Staff collaborate to plan for, act on, and assess student learning
Collaboratively plan, moderate and set targets in phase of learning teams School and classroom planning informed by data analysis
Common DOTT/meeting times to enable collaboration with agenda of discussion items and actions resulting from meeting
Moderation of tasks – in school and at a network level
Teaching programs align with content outlined in the WA Curriculum and ensure effective implementation of the curriculum in all classes
The school’s strategic and operational planning is aligned and provides a blueprint for the delivery of the WA Curriculum, across the school
Assessment, planning and teaching in all subject areas aligned to WA curriculum
Students are engaged in relevant and engaging lessons that are differentiated across all curriculum areas through personalised learning plans and a case management approach
Teachers are culturally responsive embedding Aboriginal perspectives in classroom practice.
Analysis of systemic and school based data informs teaching plans
Improve teacher practice in analysing data to inform teaching and learning programs and to review whole school approaches
Planning and target setting directly linked to data analysis
Data literacy among staff is developed
Information is used to advise parents of student progress and to assist the school to set targets for improvement.
Processes exist to assess and report on student achievement and progress.
Professional learning builds staff teaching capability
A professional learning culture is pervasive through school development days, staff meetings and collaborative meeting times
Lead staff support colleagues in curriculum implementation
All staff engage in Performance and Development cycles, classroom observations, formal and informal feedback
Students at Educational Risk are identified, given appropriate intervention/support strategies and routinely monitored for improvement
Processes to identify, support and monitor the improvement of students at educational risk are in place
FOCUS AREA 3 - Relationships and Partnerships Bindoon Primary School actively seeks ways to enhance student learning and well-being by partnering with parents and
families, other education and training institutions, local businesses and community organisations. Parents and families
are recognised as integral members of the school community and partners in their children’s education. There is a
strong collegial culture of mutual trust and support among teachers and school leaders.
What we will do What you will see Enable professional relationships between staff through constructive collaboration
Strengthen relationships between school staff and parents to create shared understandings of individual student progress
Collaborative planning during common DOTT times with an agreed agenda
Development and implementation of meeting norms to allow respectful interactions
Teachers communicating with parents professionally about academic progress and social and emotional needs of students
Parent conferences scheduled as part of RTP schedule
Clear communications are evident, both within the school and with key stakeholders
High quality, timely communication to parents through a range of mediums, including, but not limited to; student diaries, school newsletter school Facebook page, school website, Connect
Parent, carer, staff and student satisfaction feedback is sought and acted on
National Opinion Survey every two years with feedback on results included in newsletter
Actions from NOS included in whole school planning
The Board fulfils its role in supporting school governance
School governance is facilitated through the operations of School Board members.
The involvement Board members in supporting the school’s strategic directions and understanding its performance, strengthens their governance role.
Collaboration between our staff, School Board and the Parents and Citizens (P&C) to increase the school profile in the wider community
All School Board members complete annual self-review
An active and visible P & C provides an avenue for all parents to engage proactively with the school to support school initiatives
Community partnerships are sustainable
Partnerships with parents/carers, the community, other education and training institutions, local businesses and community organisations are forged to address the wide ranging needs
Maintain a positive collegial relationship with schools in the Ellenbrook Network.
FOCUS AREA 4 Use of Resources Bindoon Primary School manages resources in a targeted manner, maximising the learning outcomes for all students.
Staff engage in systems and practices relating to financial and resource management by contributing to school-wide
decision making. Supplementary funding provided to the school is used to underpin targeted support programs and
required teaching and learning adjustments.
What we will do What you will see Financial management complies with the expectations of the Funding Agreement for Schools
Finance Committee meetings each term to analyse spending and make necessary budget adjustments
Minuted finance meetings to ensure accountability
Board endorses School Finance Agreement by designated date
Finance reports tabled and discussed at every Board meeting
Resource allocation decision making is evidence-based
Direct alignment between Business Plan, Operational Plans, Budget Allocations and spending
Spending is an agenda item in POLT collaborative meetings to ensure spending aligns to planning
Resourcing (staff, expertise, funds, facilities, materials) is applied in a targeted manner to meet the learning and well-being of all students through operational plans
P&C donations allocated to priority areas where possible
Students’ needs are determined through the analysis of data and targeted initiative funding is used to ensure all students have access to the curriculum
Workforce planning and management practices align with student needs
The knowledge, experience and skills of staff required to achieve the school’s strategic objectives in this context, inform workforce management practices.
FOCUS 5 Student Achievement and Progress A high priority is given to the school-wide analysis and discussion of systematically collected data on student outcomes
including academic, attendance and behavioural outcomes and student well-being. Data analysis considers overall
school performance as well as the performances and achievement of students from identified priority groups; evidence
of improvement/regression over time; performances and achievement in comparison with similar schools; and, in the
case of data from standardised tests, measures of growth across the years of school.
What we will do What you will see Plans demonstrate a commitment to improve student achievement and progress
Assessing student achievement and progress is an ongoing procedure involving the analysis of data
Data analysis informs plans for improvement in student progress and achievement
Phase of Learning Team meetings
Staff are engaged in school improvement processes to inform and direct learning programs in order to improve academic and non-academic results
Systemic and school-based data are used to assess student progress
There is an understanding of the need to align evidence and professional judgement, with classroom planning decisions prompted through noting changes in student performance
Staff understand and accept that improvement targets for both individual and groups of students must be guided by evidence
School plans include improvement targets to focus the efforts of staff on improved student achievement.
Student achievement and progress aligns with grade allocation and contextually similar schools
Staff use data sets and work samples of colleagues to moderate their judgements.
In school and interschool moderation (Ellenbrook network)
School visits
The establishment of a student assessment database for the school assists in longitudinal, individual and cohort tracking processes.
An understanding of expected standards of achievement form part of Phase of Learning Team discussions
Set targets through analysis from a range of assessments
Ensure students attain their respective achievement standard in Literacy and Numeracy
Staff follow the sequential stages of the Western Australian Curriculum
Staff have an understanding of the expected standards of achievement
POL Leaders work with the Administration Team to ensure connections exist between student achievement data in literary and numeracy and decisions related to planning.
FOCUS AREA 6 Leadership School leaders facilitate organisational change and growth, achieving alignment between management obligations,
professional responsibilities and accountability. Clarity of vision and a reliable sense of direction are leadership traits
which create confidence and trust in both staff and the wider school community.
What we will do What you will see School vision/priorities and direction align with the Department’s expectations
Leaders share a vision, based on the belief that all students can learn and grow
School planning documents align with the Department of Education Strategic direction and Focus documents
School planning is evidence-based and aligns with the learning needs of students
Strategic and operational planning guides classroom practice and is aligned to the School Curriculum and Standards Authority expectations
Opportunities are created for teachers to engage in developing plans based on school performance.
Resource management practices align with planning strategies. They also reflect the common goal of guiding classroom practice to enhance student performance.
Leaders ensure commitment to the expectations of the School Curriculum and Standards Authority is evident
Leaders provide guidance and instructional support to staff
Change is introduced in response to an identified need
Whole school pedagogical approaches are promoted by leaders as a means to achieving consistency in curriculum content delivery.
Leaders broker outside expertise to ensure high quality instruction and curriculum delivery
There is a focus on developing staff capability through instructional leadership.
Staff are provided with opportunities to lead
Assign Phase of Learning Team leaders
Phase of Learning Team leaders are involved in decision making processes relevant to their phase of schooling
Phase of Learning Team leaders lead and support the implementation of curriculum planning and resources across the school
Peer mentoring
Professional review provides performance feedback for staff
Professional review and staff development processes are based on the regular sharing of feedback.
All staff engage in Performance Development cycle annually
Performance development processes involve self-reflection on the AITSL website; a portfolio of reflections and evidence; evidence of planning using the Western Australian Curriculum; goal setting; classroom observation; and, written feedback
Targets & School Self-Assessment
Bindoon Primary School will continue to develop a
rigorous process of continual self-reflection assessment.
These processes are based upon collaborative and
cooperative evidence aligned to strategic, whole school
curriculum, Phase of Learning Team plans and targets.
Achievement Targets
Arrest the downward trend in NAPLAN relative
assessment for Year 5 Numeracy
Perform better than like schools in Proficiency
Bands 3 and 4 of Year 5 Numeracy
Perform better than like schools in Proficiency
Bands 3 and 4 of Year 5 Reading
Arrest the downward trend in NAPLAN relative
assessment for Year 5 Writing
School proficiency bands to be at or above like
school comparison in Year 5 Writing
Increase the percentage of students in Stanines
4-6 in all PAT assessments
Maintain a higher percentage of students in
Proficiency Bands 5 and 6 compared to like
schools in Year 3 Numeracy
Arrest the downward trend in NAPLAN relative
assessment for Year 3 Reading
Reading progress to align to like schools at all
achievement levels of Year 3-5 Reading
All students will perform above the national
minimum standard in Year 3 Writing.
Maintain the percentage of students in
Proficiency Bands 5 and 6 to be above like
school comparison in Year 3 Writing
Non Academic Targets
Improve the overall rating on the Staff NOS from 2020
to 2022;
To be greater than 3.0 when measuring quality
feedback to students
To be greater than 3.4 when measuring
collaboration with parents to support student
learning
To be greater than 3.4 when measuring the
overall standard of education achieved
Improve the overall rating on Parent NOS from 2020 to
2022;
To be greater than 3.0 when measuring
collaboration with parents to support student
learning
To be greater than 3.3 when measuring the
school taking parents’ opinions seriously
To be greater than 3.4 when measuring
teachers motivating children to learn
Improve the overall rating on Student NOS from 2020 to
2022;
To be at least 4.0 when measuring student
behaviour being well managed
To be at least 4.0 when measuring the school
taking students opinions seriously
To be at least 4.0 when measuring teachers
caring about students
Maintain results in all other responses
The school will use the Department’s Electronic School
Assessment Tool to self-assess annually against the
following 6 domains:
> Learning environment
> Teaching quality
> Relationships and partnerships
> Use of resources
> Student achievement and progress
> Leadership
The school will host a Director, Public School
Accountability and a peer reviewer for a validation
visit in Term One 2022. The report from this review
will be published on our school website.