Business Plan 2017-2019
OUR VISION
STRIVING FOR EXCELLENCE THROUGH A HIGH
QUALITY EDUCATION FOR EVERY CHILD;
WHATEVER THEIR ABILITY; WHATEVER THEIR
BACKGROUND.
PORT KENNEDY PRIMARY SCHOOL
OUR VALUES LEARNING
We have a positive approach to learning and encourage it in others, based on our belief that all students have the capacity to
learn. We provide learning experiences that:
○ Stimulate thought, inquiry and enjoyment
○ Connect with students existing knowledge, skills and values, while extending and challenging their current ways of
thinking and acting
○ Encourage purposeful action and reflection
○ Encourage students to learn independently and from and with others.
EXCELLENCE
We have high expectations of ourselves and our students. We set standards of excellence and strive to achieve them by
providing learning experiences that:
○ Are motivating, relevant and flexible
○ Recognise and cater for each individual’s learning rates, prior experience, talents, interests and needs
○ Enable students to observe and practise the actual processes, products, skills and values which are expected of them
EQUITY
We all have a right to a workplace that is free of discrimination, abuse or exploitation. We recognise the differing circumstanc-
es and needs of our students and provide learning experiences that:
○ Value and include all regardless of gender, culture, disability or race
○ Explore ways of meeting individual needs which do not infringe on the rights of others
○ Promote student participation in democratic processes
CARE
We treat all individuals with care. Our relationships are based on trust, mutual respect and the acceptance of responsibility,
developed in learning experiences that:
○ Promote self- acceptance and self- respect as well as concern for the well- being of others
Our School
Port Kennedy Primary is a Level 5 school serving families in Port Kennedy. The school opened in 1996 with just over 300
students. We currently have just under 500 students. We gained Independent Public School status in 2017.
The school has five blocks of permanent classrooms and is utilising a further 4 demountable classrooms. One of these blocks
was added to the school in 2010 as part of the Building the Education Revolution Federal funding. The funding also enabled
the school to have a science room and multipurpose room built. The school also has a purpose built art room with kiln and
music room. Other facilities include a multimedia equipped undercover area, vegetable and herb garden, oval, two hard
courts, Nature Play area in Pre Primary, and Games Room . The oval is a dual use facility and managed in conjunction with the
City of Rockingham.
The school has a large number of experienced staff, with some having been foundation staff members in 1996. This year, as
part of becoming an Independent Public School, we have been able diversify the skills and expertise of our staff. There are a
variety of specialist staff which enables the school to offer specialist programs that include Art, Music, PE and Science.
The average “Index of Community Socio Economic Advantage” across Australia is 1000. Port Kennedy Primary School has an
ICSEA of 976.
DIRECTION STRATEGIES MONITORING Whole school implementation of Numeracy Blocks through use of I-STAR and warm-ups.
Provide teachers with ongoing support and Professional learning.
All teachers provided with numeracy block planning tools.
Participate in informal or formal peer observation and discussions.
Provide feedback to peers for reflection
Informal classroom walkthroughs.
Teachers use gathered data to inform planning and target setting for students.
Data to be collected to track student progress and for progressive planning by classroom teacher.
Data to be collected by office for screening of SAER students.
Use of SCSA A-E Judging Standards for assessment and reporting.
Collaboration sessions to investigate and devise moderation assessment tasks.
Teacher records/assessment folder.
PAT Maths Test
MTS Summative Test
Westward and Ballard basic facts test
First Steps Diagnostic Task
Collaboration notes collected by Admin.
On entry testing
Develop a whole school scope and sequence document for Mental Computation and basic facts fluency.
Implementation of warm-ups to promote fluency of basic facts.
Creation of ‘PKPS basic facts’ scope & sequence for automatic recall.
Teachers use scope and sequence to plan programs of work and deliver explicit instruc-tion in the mental maths component of Numeracy Block to develop fluency.
Fortnightly whole school Mental Maths challenge to develop and monitor basic facts fluency.
Kindy Curriculum Guidelines checklists
Checklist of Scope and Sequence
Basic facts testing—whole school program/tests?
Collection of Mental Maths challenge data.
Teachers use a repertoire of strategies to meet the differentiated needs of students.
Use of I Pads and ICT programs.
Use of Intervention Tub
EA Support
Hands—on concrete materials
Student progress to be moni-tored, tracked and utilised
NAPLAN data
PAT data.
IEP’s / GEP’s (for extension & SAER)
First Steps Diagnostic Tasks
Develop whole school planning documents for Numeracy in line with the WA Curriculum.
Each year level to plan in collaborative teams using school based planning documents aligned with the WA Curriculum.
Collaboration sessions to investigate and devise moderation assessment tasks.
Whole School checklist for WA Curriculum.
Collaboration notes collected by admin.
Constant review of documentation.
Mathematics Targets
For students to reach or exceed the numeracy score of like schools.
To increase students achieving in the top 20th percentile. To be similar or higher than like schools.
To decrease students achieving in the bottom 20th percentile. To be similar or higher than like schools.
DIRECTION STRATEGIES MONITORING Continue the whole school implementation of Mathematics programs to celebrate mathematics within the community.
Reach for the Stars—whole school.
Numeracy display at shopping centre.
Numeracy week—whole school activities
Maths Incursions - Start Smart
Maths Displays in each classroom for Open Night.
Class maths displays on walls
Whole School Numeracy Week Maths Challenge
Whole school involvement in special activities.
Teachers to Incorporate ICT
into their Mathematics
programs.
Students utilise Targeting Maths app already
loaded onto I Pads.
Investigate online Maths programs such as
Mathletics and Maths on-line.
Maths apps on all iPads.
Trial run of programs and surveys completed by teachers at end of trial period.
Feedback on Maths apps on iPads.
Mathematics
Priority One: Positive School
1. Establish a school community that promotes mental health and well-being. 2. Build respectful relationships, belonging and inclusion within our school Community.
Leadership to actively support Action Team to drive initiative
Continued PD for staff on KidsMatter modules.
Leadership and commitment to using the KidsMatter Frame-work to drive and plan a PK whole school approach (CHAMPS)
Professional learning for staff on KidsMatter program.
Parent workshops (School Chaplain)
Action Team to facilitate sessions
School community understands the importance of mental health and well-being.
Daily Fitness Program
Mindfulness-‘Smiling Minds’
Successful implementation of these programs.
CHAMPS Healthy Minds, Healthy Bodies Program to be implemented
Action Team member to organise and facilitate CHAMPS launch.
KidsMatter surveys.
Ongoing CHAMPS activities
Create a sense of belonging and inclusion for all school commu-nity members.
Community In Action (CIA) Busy Bees, Giving Tree, School Fetes, Parent helpers
Conduct community events- Celebrating other cultures, PK Says No Way to Bullying Day
Facebook page. Website Newsletter, ongoing busy bees, community events ie walkathon.
Encourage family and the wider community involvement in the school.
Strategies Monitoring Direction
Health and Wellbeing Staff, parents and students were given the KidsMatter survey at the end of 2016.
The school’s priority target areas are:
• Students have a sense of belonging to the school. KidsMatter survey- 46.6% Target- 80% • Students look forward to coming to school. KidsMatter survey- 42% Target- 80% • Parents are satisfied with the way the school communicates with them. KidsMatter survey- 35.1% Target- 50% • Our school offers diverse opportunities for students and families to participate in a range of activities. KidsMatter survey- 30% Target- 50% • Staff feel valued and respected at our school. KidsMatter survey- 37.5% Target- 60%
Priority Two: Social and emotional Learning for Kids
1. Implement effective social and emotional learning (SEL) curriculum for all students. 2. Provide opportunities for students to practise and transfer their social and emotional skills.
Health and Wellbeing
Direction Strategies Monitoring School Chaplain to support individ-ual students and provide social skills programs for identified students.
PK CHAMPS Award
Resources/Programs/Support from external agencies
Parent Workshops
Observe ongoing programs
Explicit teaching of PATHS in lower primary.
Teachers to continue using resources. Teacher feedback
Environmental print
Explicit teaching of Social Skills program to be implemented.
Teachers given professional learning in High-way Heroes program.
Staff PL on next Social Emotional Learning program
PK Anti-Bullying Whole School Strategy
Policy development, community awareness, PK Quenda Mascot says ‘No Way to Bullying’
“Bullying No Way” Day
Completed policy ongoing
CHAMPS Clubs & Games Room to be run at lunch times
Action Team to organise supervision roster. Certificate of attendance
Improve student participation
SDERA Programs to be investigated as possible whole school approach.
Heath and wellbeing action team will Investi-gate SDERA programs for drug and road safe-ty education and protective behaviours.
Direction from SDERA consult-ant to guide future planning.
CHAT (changing heath acting to-
gether) initiative funding in order
to develop a whole school ap-
proach to resilience, drug and road
safety education.
Work with SDERA consultant to get funding for CHAT initiative.
Feedback from health and wellbeing action team to drive future planning.
Priority Three: Working with Parents and Carers
1. Build collaborative working relationships with parents and carers. 2. Offer support for parenting. 3. Provide opportunities for parent and carer support networks.
Strategies Monitoring Direction Possible parent in-term half day Website
Parent/Teacher Meetings
Communicate with parents more effectively about child develop-ment and learning.
School Chaplain and external agencies School healthy lunch box
Anxiety workshop
Parent workshops and information sessions for parents to attend
Appoint a DFTA to support individual students and families.
Provide opportunities for parent support.
Gill Lofthouse as DFTA PK Networks Defence Force Families Students with Special Needs
Priority Four: Helping children with Mental Health Difficulties
1. Have an understanding of mental health difficulties and improve help seeking. 2. Respond to students experiencing mental health difficulties.
Strategies Monitoring Direction Staff Training and Resources Protective Behaviours Whole School
Program ‘Keeping Kids Safe’-DET Resource
Appoint a DFTA to support individual students and families
Gill Lofthouse to continually work with students and parents.
Work with Defence Force Families
Use school processes and protocols to respond to low attendance and help students to remain engaged in their learning.
Follow up unauthorised absences and monitor data on student attendance.
Monitor and review student attend-ance and continue case manage-ment to maintain a high level of attendance.
Individual management plans in place to best suit SAER with resources allocated accordingly.
IEP and IBP
Referrals to chaplain and Psy-chologist.
Continue Student Services referrals to support and engage SAER.
Health and Wellbeing
English
Direction Strategies Monitoring OVERARCHING GOAL Raise the standards of literacy through the continued develop-ment of a whole-school approach to literacy. Centred upon a strong focus of explicit instruction and the gradual release of responsibility model.
Teachers use whole school planning documents created by the English Com-mittee.
Teachers given PD on the ISTAR model of explicit lesson design.
Use of ISTAR model for lesson design.
Whole school editing process aligned to the WA curriculum.
Whole school presentation standards document.
Use of national testing data and school-based testing data to track the progress of students’ and school performance.
Student progress files used consist-ently across whole school.
Continue to implement a consistent and strong phonologi-cal and phonemic approach in literacy from K-6 using the Diana Rigg Spelling Program.
Provide teachers with ongoing support during collaboration and optional PL courses.
One teacher per block sent to Diana Rigg PD to come back and share information with staff.
Results of On-Entry testing. Results of NAPLAN spelling data. Results of Core Words program.
Input of Diana Rigg testing data into shared drive.
Provide funding to assist in building the capacity of the school to improve literacy through modelling, mentoring and coaching.
Encourage peer observations for models of good practice.
Up-skill staff in coaching and mentoring professional learning.
Use of Level 3 classroom teacher to mentor and coach teachers who require support.
Create a culture within the school of classroom walk-throughs and observations.
Cost centre budget
The analysis and use of national and school based data to inform future planning and differentia-tion of the curriculum.
Teachers use a repertoire of strategies to differentiate the curriculum at classroom level.
Purchasing of resources for teachers to aid in differentiation and for SAER and TALAs.
PD of staff in regards to newly purchased resources.
Student progress to be tracked using:
NAPLAN
PAT testing results. Data collected and tracked in
student progress files.
Target setting documents based on PAT results.
Assessment schedule items.
Shared Drive - data collected by Admin and screened for SAER and IEPs.
The following major strategies should not be seen as the entire classroom literacy program. Teachers have the flexibility to add, enrich and innovate in a variety of ways within classroom teaching and learning of literacy. The major strategies are those which are expected across the school. They are the compulsory strategies which must be woven into the classroom program in a manner best suited to the teaching and learning of literacy.
Targets For students to reach or exceed the literacy score of like schools.
To increase students achieving in the top 20th percentile. To be similar or higher than like schools.
To decrease students achieving in the bottom 20th percentile. To be similar or higher than like schools.
English Imbed diagnostic tools in accord-ance with the whole school assessment schedule i.e: PAT, Oxford Literacy, Literacy Pro, On-Entry testing, BrightPaths, PKPS Core Words, Diana Rigg, PM Benchmarking/Oxford Literacy Assess.
Teachers use data to inform planning and differentiated instruction.
Data collected and tracked in student progress files.
Shared Drive - data collected by Admin and screened for SAER and IEPs.
Introduction and implementation of the I-STAR lesson template to guide explicit instruction and learning intentions.
Professional Learning session for all staff in regards to program.
Encourage peer observations for models of good practice.
Gradual implementation of the ISTAR program.
Performance management meetings.
Classroom walk-throughs.
Research and implement a consistent and strong oral language and literacy program for K-2. “students must be able to say it before they can write it”
Provide teachers with ongoing support during collaboration.
EC to research an oral language program that can be implemented at K-2 level.
Oral language program to be implement-ed by 2018.
Results of On-Entry testing (PP)
Implementation of Apps within classroom English planning Eg. Book Creator.
Staff training through ICT committee and I-Pad school leaders.
Purchase of new apps related to literacy (Diana Rigg PLD apps)
Performance management
Feedback from I-Pad school leaders.
Provide support to teachers for intervention time for targeted students.
0.6 time funded by school—employ a teacher to assist in intervention time of targeted students.
0.6 teacher to identify students and coordinate programs and plans of work to move students.
NAPLAN results
PAT testing results.
Development of whole school scope and sequence documents, incorporating the WHAT and WHEN WA curriculum is taught in each year level.
Teachers use the S&S documents to plan programs of work and to deliver lessons that centre on explicit instruction.
Teacher to work in year level collabora-tive teams using documents to plan out programs of work.
Collaboration notes supplied to admin.
Review of S&S documents at end of 2017 for feedback.
Continue to implement and monitor the use of Guided Reading within the classroom, including explicit instruction.
Provide teachers with ongoing support during collaborative meetings.
Encourage peer observations for models of good practice.
PD staff on resources available for guided reading lessons.
EC to research new GR resources for junior primary to supplement the key links reading program.
Classroom walk-throughs during guided reading sessions.
NAPLAN—reading results
Performance management meetings.
English Provide physical resources to support literacy programs.
Year level teams to trial new products/programs and provide feedback to English committee.
Stock requests put forward to English Committee.
Cost centre budget
Stock request forms from teachers
New resource section in teachers area.
ICT
Direction Strategies Monitoring Implement a strategic approach in
the way ICT is integrated through-
out the school.
As set out in Operational Plan
All classroom teachers to use See-Saw app with-
in their classes in 2018. ICT leaders to support
staff in the set up of this at the beginning of the
year.
Scope and Sequence
ICT Peer coaches
Utilise I-Pads in classrooms in
addition to a class bank of desk-
tops in the computer room and
several desktops in each class-
room or combined in wet areas
(as determined by each block of
classrooms )
One class set of I-Pads between two classes,
class bank of computers in computer room to
be maintained. Phasing out of class desktops as
they no longer work.
Employ 0.4 to maintain system.
Tech support to monitor,
report and maintain ICT
tools—Ipad and computers.
Peer coaches to talk to staff
and support them with imple-
mentation of lessons.
Utilise I-Pads and appropriate
apps to increase the use of
technology within curriculum
delivery to meet future needs.
Apps to be used in Literacy/Numeracy Blocks.
Embedded throughout other subject areas.
Ensure adequate reserves and cost centre
allocations from school cash budget to meet
this need.
Mentor teachers employed two days per week
to initiate the gradual release model to support
teachers.
Use of collaborative time to
share knowledge
Scope and Sequence to guide
app selection
Peer coaches to continue to
provide ongoing support to all
staff members
Allocate resources to ensure our
use of ICT’s is sustainable and
meets future needs.
ICT committee to begin investigating 1:1 IPads
and BYOD (Bring your own device) model so
that every student has access to an IPad.
Current stock of IPads to be maintained.
Allocate reserve funds
presented to school board
annually
Develop digital citizenship and
e-safety.
Cyber-Safety and Internet Safe Training courses
undertaken by staff, students and offered to
parents.
Number of attendees at events
Target skills in online writing in
preparation for NAPLAN Online.
Typing skills program to be investigated and
implemented in 2017.
Feed back from teachers and
students to guide future plan-
ning
Utilise the skills of a Technical
Support Officer within the school
to maintain systems and an IT
Integrator on an ad hoc basis.
Technical Support Officer employed three days
per week in addition to Winthrop as our IT
Integrator.
Frequent feedback and discus-
sions to be had with teachers
to ensure technology is
working adequately
Reporting book to be used for
teachers to report issues with
IT.
Using Information Communication Technologies (ICT) to Enhance Learning
In line with the Department’s priority to embed ICT throughout the Curriculum and to prepare our students
for current and future needs, the following strategies have been put in place.
ICT
Direction Strategies Monitoring Update interactive boards to be
used as a teaching tool.
LCD interactive touch screens to replace older
interactive whiteboards
Investigate the use of Apple TV.
Tech support officer to
monitor and assess the need
for replacement in classrooms
ICT committee to investigate
use of Apple TV In classrooms.
Wi fi infill to meet future needs. All classrooms to have Wi Fi data points by end
of 2017.
Tech support officer to
collaborate with staff and
ensure wifi is consistently
working and up to date
Teachers to communicate with
technical support officer re-
garding any issues with wifi
Initiate investigation of 1:1
(BYO) IPads as a possibility at
PKPS
ICT committee to drive investigations and begin
planning phases.
Communication from ICT com-
mittee to be provided with
updates of progress
Using Information Communication Technologies (ICT) to Enhance Learning
In line with the Department’s priority to embed ICT throughout the Curriculum and to prepare our students
for current and future needs, the following strategies have been put in place.