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School plan 2018-2020 Pelican Flat Public School 2476 Printed on: 13 May, 2018 Page 1 of 6 Pelican Flat Public School 2476 (2018-2020)
School plan 2018-2020Pelican Flat Public School 2476
Printed on: 13 May, 2018Page 1 of 6 Pelican Flat Public School 2476 (2018-2020)
School background 2018–2020
School vision statement School context School planning process
Pelican Flat Public School is a safe and happy environmentoffering students diverse, differentiated learningexperiences to inspire lifelong learning. To support theindividualised journey of each student, we promoteresilience, innovation and independence through our motto'Care, Share and Learn', which is incorporated into allaspects of our schooling. Strong community partnershipsprovide for a holistic and nurturing setting in which we worktogether to encourage questioning and exploration.
Pelican Flat Public School is an established K–6coeducational small primary school. The school is located24kms south of Newcastle in the Hunter/ Central CoastRegion. Our current enrolment is 58 students,which includes 17% of students who identify as Aboriginal.Our school values and culture underpin our daily workensuring we 'Care, Share and Learn' in oursupportive environment. Pelican Flat Public School is amember of the Galgabba Local Management Group andprides itself on the partnerships it shares with these localschools, and local community groups such as the PelicanRSL Club, Pelican RSL Sub Branch and the BahtabahAboriginal Land Council.
The annual evaluation was led by the school Principal andinvolved participation of, and consultation with keystakeholders. Key stakeholders included teaching staff,SASS staff, students, parents, P&C, AboriginalEducation Consultative Group, and the Galgabba LocalManagement Group.
In developing the 2018–20 school plan the following datawas collected from students, staff, community members,business partners and the AECG:
– Voluntary surveys were conducted in CommunityEngagement, Literacy and Numeracy and Technology. Allparents were asked to complete surveys and all studentsin Year 4 – 6 were selected to participate in the Tell ThemFrom Me survey instrument.
– Community forums were conducted to gain feedbackand opinions from the community.
In 2017 the school participated in the external validationprocess. The results deeply determined the futuredirections of the school in relation to the new school plan.
A deep analysis of student data, internal and externalsurveys was conducted and these results were consideredwhen developing this plan.
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School strategic directions 2018–2020
STRATEGICDIRECTION 1
Creative Learners
STRATEGICDIRECTION 2
Quality Teaching
STRATEGICDIRECTION 3
High Expectations, HighAchievements
Purpose:
To develop and inspire our students to be global citizensready for the future. Students will be equipped to beconfident, resilient and creative participants in our modernsociety. They will adapt and collaboratively work towardcommon goals of excellence. Students will be encouragedto be critical and creative thinkers.
Purpose:
To deliver innovative personalised learning that meets theneeds of every student, through building teacher capacity.Feedback will be purposeful and timely to encourage andmotivate learning. Teachers will track students usingformative and summative data which will be shared tomaintain high expectations and outcomes, giving directionfor facilitators and learners.
Purpose:
To foster a culture of shared continued improvement wheredecision are collaboratively made for the development ofstudents holistically (socially, emotionally and physically).To empower individuals and groups from the whole schoolcommunity to lead and develop our students.
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Strategic Direction 1: Creative Learners
Purpose
To develop and inspire our students to beglobal citizens ready for the future.Students will be equipped to be confident,resilient and creative participants in ourmodern society. They will adapt andcollaboratively work toward common goalsof excellence. Students will be encouragedto be critical and creative thinkers.
Improvement Measures
Improvement in student attendance data,equalling or bettering state attendancedata.
At least 80% of students demonstratingexpected growth against the learningprogressions or other student trackingsystem.
People
Students
Students are able to articulate learningintentions and are motivated to continuallyimprove themselves in their lifelong journeyof learning.
Staff
Teachers competently differentiate theirteaching to accommodate student learningneeds using assessment data.
Staff consistently evaluate teaching andlearning programs to ensure they meet theneeds of all learners.
Leaders
Leaders deliver quality professionallearning and demonstrating throughcollaborative practise.
Parents/Carers
Parents and carers actively engage in thedevelopment of their child's Individualisedand Personalised Learning Pathways.
Processes
Curriculum
• Through targeted professional learningteachers understand and implementevidence based teaching practices thatwill lead to improving student outcomesin literacy and numeracy.
Personalised Learning
• Teachers draw on research, data,collaboration and targeted professionallearning to develop high qualityIndividualised and Personalisedlearning Pathways with rigorousassessments and effective feedback forevery student.
Evaluation Plan
School improvement will use the milestoneplanning tool to review progress each fiveweeks and evaluate achievement annually.Evidence to be collected and analysed willinclude;
• Individualised and Personalisedlearning Pathways
• NAPLAN/PLAN 2data/Progressions/Student growth data
• Formative and summative assessments
• Student work samples
• Attendance data
• Charting and evaluation against theSchool Excellence Framework
• Anecdotal records
• School student surveys
Practices and Products
Practices
• Develop Individualised LearningPathways (ILPs) and PersonalisedLearning Pathways (PLPs) for studentsusing formative assessment data.
• Students will develop a deepunderstanding of what makes a positivelearning culture (through visiblelearning), including aspirationalexpectations.
• Continuous collaboration and actionlearning with an explicit teachingapproach to literacy and numeracy therough the development of assessmentand reporting procedures in line with theDoE policy.
Products
• All students have Individualised orPersonalised Learning Pathways andare working towards achieving theirgoals.
• Students are aware of learningintentions and receive timely feedbackon their learning.
• The school has explicit assessmentdata drivers and these are being utilisedto drive the development ofIndividualised and PersonalisedLearning Pathways and teaching andlearning programs.
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Strategic Direction 2: Quality Teaching
Purpose
To deliver innovative personalised learningthat meets the needs of every student,through building teacher capacity.Feedback will be purposeful and timely toencourage and motivate learning. Teacherswill track students using formative andsummative data which will be shared tomaintain high expectations and outcomes,giving direction for facilitators and learners.
Improvement Measures
Increased improvement in classroompractice as demonstrated through theprofessional continuum.
Teacher observations identify thatassessment data is driving teaching andlearning.
People
Students
Students develop the skills needed to bereflective learners who think critically andare able to confidently communicate andreflect on their learning.
Staff
Teachers are confident to implement syllabithrough differentiated learning programsand are able to report on every student’sachievement.
Leaders
Leaders systemise a whole schoolapproach to teaching and learning.
Parents/Carers
Parents and carers demonstrate highexpectations and an understanding of theschool's educational directions.
Processes
Quality Teachers
• Teachers develop, monitor and activelyreflect and review their professionalimprovement and map themselvesagainst the Teacher ProfessionalStandards through mentoring and teamteaching.
Data analysis
• Rigorous assessment processes are inplace to support teachers to collect andanalyse data to develop learningprograms and provide students withfeedback.
Evaluation Plan
School improvement will use the milestoneplanning tool to review progress each fiveweeks and evaluate achievement annually.Evidence to be collected and analysed willinclude;
• AITSL Classroom Practice continuum
• Lesson observations and feedback
• Supervisor feedback on classroomteaching and programs.
• Charting and evaluation against theSchool Excellence Framework
• MyPL register
• Development of school systems forreporting and system for monitoring andtracking professional learning offormative and summative assessment.
• Analyse student performance data
Practices and Products
Practices
• Collect student work samples anddevelop learning walls.
• Gather and analyse student data toinfluence the development of teachingand learning programs and trackstudent growth to determineintervention.
• Align our Performance andDevelopment Plans (PDPs) to theSchool Strategic Plan and TeachingStandards and engage in feedbackthrough lesson observations and teamteaching.
Products
• "Learning Walls" exist in classrooms tofacilitate quality work and highexpectations.
• An assessment schedule is developedand data is being consistently gathered,analysed and utilised to influenceteaching and learning programs.
• Our practise is consistently improvingand teachers are using the TeachingStandards and feedback to improvetheir teaching.
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Strategic Direction 3: High Expectations, High Achievements
Purpose
To foster a culture of shared continuedimprovement where decision arecollaboratively made for the development ofstudents holistically (socially, emotionallyand physically). To empower individualsand groups from the whole schoolcommunity to lead and develop ourstudents.
Improvement Measures
Results from the Tell Them From Me(TTFM) and parent surveys indicateimprovement in results across the 8 driversas identified in the TTFM survey.
Increased positive referrals as evidenced inschool databases.
People
Students
Students are able to articulate anddemonstrate behaviours that creates apositive and supportive learningenvironment with appropriate socialinteractions.
Staff
Staff are able to articulate and supportstudents to learn and practice behavioursthat creates a positive and supportivelearning environment with appropriatesocial interactions.
Leaders
Leaders regularly monitor studentbehaviour and learning programs foreffectiveness, providing mentoring toensure success.
Parents/Carers
Parents, carers and community membersare comfortable and confident in sharingtheir knowledge and skills with ourstudents.
Processes
Wellbeing
• The school will use research basedwellbeing skills and practices to supportstudents to develop positive wellbeingqualities, with the support of the schoolcommunity.
Community Engagement in Learning
• Parents, carers and communitymembers will be encouraged andsupported to identify and share theirknowledge and skills with students.
Evaluation Plan
School improvement will use the milestoneplanning tool to review progress each fiveweeks and evaluate achievement annually.Evidence to be collected and analysed willinclude;
• Charting and evaluation against theSchool Excellence Framework
• Tell Them From Me (TTFM) and parentsurveys
• Data analysis of student behaviour
• Monitoring of teaching and learningprograms
Practices and Products
Practices
• Utilise knowledge of the 'WellbeingFramework for Schools' to support allstudents to 'Connect, Succeed andThrive'.
• Parents, carers and communitymembers will be supported to becomepartners in learning by being moreinvolved in classroom activities andsharing their knowledge and skills withour students.
• Students, staff, community membersand the Principal are providedopportunities and supported to developas leaders of our school andcommunity.
Products
• Students cognitive, emotional, social,physical and spiritual wellbeing arebeing supported, with a focus onacknowledging positive behaviours.
• Parents, carers and communitymembers are sharing their knowledgeand skills with our students to providethem a diversity of opportunities andauthentic curiosity about the worldaround them.
• Students, staff, community membersand the Principal are taking activeleadership roles in our school.
Printed on: 13 May, 2018Page 6 of 6 Pelican Flat Public School 2476 (2018-2020)
