Strategic Plan

Altona Primary School

SWR region

2013-2016

 

School Profile

Purpose

 

 

 

 

 

 

 

Altona Primary School is striving to maximize learning for all students to enable them to become proactive and effective global citizens. This will be achieved through the provision and continuous development of the best possible social, emotional and educational outcomes for each and every student.

This Strategic Plan is based on the latest researched based evidence in teaching and learning.

 

Values

 

The Altona PS values are; Respect, honesty, responsibility, co-operation, care and compassion (revisit with staff, students and community. Document, define and what outline what they look like in practice).

Environmental Context

Altona P.S. is located close to the beach in the Suburb of Altona in Melbourne. The school has an S.F.O. index of .43 . Twenty-four percent of families receive E.M.A.

Altona P.S. has an enrolment of 517 students. The 22 classrooms include; 17 straight grades from Prep to Four and 5 composite grades in 5 / 6.

Over the four year period of the 2009-2012 Strategic Plan the school has completed the BER and National School Pride building projects.

A number of the original 2009 - 2012 Strategic Plan ‘Student Learning’ targets were increased due to the school meeting these targets in 2010 and 2011. Targets were increased to extend the high achieving students.

 Students learn in a vibrant and dynamic environment.

The Altona PS model; ‘The Gradual Increase of Student Responsibility,’ scaffolds students to become leaders of their own learning.

Altona P.S. provides high quality specialist programs in; Music, Art, ICT, LOTE, and Physical Education. The school is involved in Performing Arts and Sport at district, regional and state level. Individual students and teams often compete at state championships in sport. All grade 3 to 6 students play an instrument. The school has bands, individual performers and extra curricula music, drama, and sport provision.

Students’ academic achievement is above state and SFO means in most areas. There has been a strong emphasis on the continuous improvement of student learning.

The Outside School Hours Care at Altona P.S. was again nationally accredited as a Quality Assurance Operator in 2011. In 2012 we implemented Vacation Care.

A combination of expert, accomplished and graduate teachers provide a challenging and stimulating curriculum. The school is collaboratively led by a strong leadership team. The expertise of the staff and their relationship with each other, students and parents is a fundamental strength at Altona P.S.

Staff professional learning and leadership capacity building are driving forces at Altona P.S. Strategic professional development, utilising expertise within and beyond the school, professional learning teams, P-6 learning forums, and curriculum days, accelerate the continuous improvement of learning and teaching at Altona P.S.

The Altona PS staff trademark behaviours are; Dedicated, Inspirational, Motivated, Nurturing, Supportive, and Positive.

The school enjoys formidable community involvement via the School Council, the Parents Club, school activities and events, and the many parent helpers within classrooms. The school trains approximately 80 parent helpers each year to help with literacy in the classrooms. Parent participation is a strong feature of the school. The home school partnership has been critical in all aspects of the school’s achievements.

The school has many professional partnerships with the community and external groups e.g. Surf Life Saving Club, Timehelp, Hobsons Bay Council, Altona Theatre Group, Victoria University etc.

Altona P.S. is regularly visited by other schools, as well as interstate and international educators to view exemplary practice in the teaching of Literacy, Numeracy and ICT.

 

 

 


Strategic Intent

 

Goals

Targets

Key Improvement Strategies

 

Student Learning

 

 

 

  • To maximize student learning across all areas of the curriculum.

 

 

 

 

 

  • Each student to demonstrate growth of at least one year annually

 

P-6

 

Curriculum Area

By 2016 Targets

At Expected

6 mths Above Expected

12 mths above expected

Reading

100%

60%

20%

Writing

100%

50%

15%

Maths

100%

50% 

15%

 

 

 

 

NAPLAN (Years 3-6)

Year

Curriculum Area

By 2016 NAPLAN Targets

3

Reading

All students to be at or above band 3

95% of students to be at or above Band 4

75% of students to be at or above Band 5

3

Writing

All students to be at or above band 4

75% of students to be at or above Band 5.

3

Numeracy

All students to be at or above band 3

95% of students to be at Band 4 or above.

75% of students to be at or above Band 5

5

Reading

All students to be at or above band 5

95% of students to be at or above Band 6.

60% of students to be at or above Band 7.

5

Writing

All students to be at or above band 5

95% of students to be at or above Band 6.

50% of students to be at or above Band 7.

5

Numeracy

All students to be at or above band 5

95 % of students to be at or above Band 6.

50% of students to be at or above Band 7.

 

 

  • Variables on the Staff Opinion survey to be at or above state primary median

 

  • Develop a clear statement of pedagogy for Altona PS which encompasses the use of high impact instructional strategies.

 

  • Develop, document and implement a guaranteed and viable curriculum. ICT embedded in all learning and teaching.

 

  • Improve the precision with which we assess and monitor individual student learning through the use of whole school continuums.

 

  • Improve staff health and wellbeing through effective change management and a collaborative school culture

 

 

 

 

 

 

Student Engagement and Wellbeing

 

 

 

 

  • To embed a student centred approach to learning 

 

 

 

 

 

 

 

  • Student motivation and learning confidence variables on the Attitudes to School survey to be in the fourth quartile.

 

  • Student motivation, school connectedness and learning focus variables on the parent survey to be in the fourth quartile.

 

 

 

 

 

 

  • Build the capacity of students to be leaders of their learning.
  • Ensure behaviour management processes are fair, clearly understood by all stakeholders, consistently applied by all and documented.

 

 

 

Student Pathways and Transitions

 

 

 

 

 

  • To provide a seamless education for all students K-7 which maximizes student learning.
  • For the Transition variable of the Parent Opinion survey to be in the fourth quartile.
  • Continue to enhance strategies for transitions in, through and from the school.

 

 

 

School Strategic Planner 2013- 2016: Indicative Planner

Key Improvement Strategies

(KIS across the three student outcomes areas)

 

Actions

Achievement Milestones

(Changes in practice and behaviours)

Develop a clear statement of pedagogy for Altona PS which encompasses the use of high impact instructional strategies (HIIS).

Year 1

  • Review APS school values and revisit staff trademark behaviours.
  • Develop a clear statement of pedagogy for Altona PS.
  • Evaluate current practices
  •  Develop clear understandings of HIIS
  • Implement  HIIS
  • Documented Statement of pedagogy, values and trademark behaviours
  • Consistent implementation of HIIS in all grades
  •  Strategic Plan targets

Year 2

  • Ongoing monitoring of Strategic Plan Targets
  • Implement the pedagogical approach
  • Implement and evaluate HIIS
  • Consistent implementation of statement of pedagogy and HIIS in all grades
  • Strategic Plan targets

Year 3

  • Ongoing monitoring of Strategic Plan Targets
  • Implement the pedagogical approach
  • Implement and evaluate HIIS
  • Consistent implementation of  statement of pedagogy and HIIS in all grades
  • Strategic Plan targets

Year 4

  • Review Strategic Plan
  • Review the pedagogical approach
  • Review the HIIS
  • Successful implementation of  Strategic Plan, statement of pedagogy and HIIS
  • School Review Documentation

Develop, document and implement a guaranteed and viable curriculum (G&VC). ICT embedded in all learning and teaching.

Year 1

  • Evaluate current curriculum planning documentation & align with whole school scope and sequence
  • Develop, document and implement  a consistent G&VC
  • Develop, document and implement  whole school scope and sequence aligned with AusVELS
  •  APS scope and sequence
  • Team and Individual  planning documents

 

  • Strategic Plan targets

Year 2

  • Develop and implement  a consistent G&VC
  • Further develop  whole school scope and sequence
  •  APS scope and sequence
  • Team and Individual  planning documents

 

  • Strategic Plan targets

Year 3

  • Develop and implement  a consistent G&VC
  • Further develop  whole school scope and sequence
  • APS scope and sequence
  • Team and Individual  planning documents

 

  • Strategic Plan targets

Year 4

  • Develop and implement  a consistent G&VC
  • Further develop  whole school scope and sequence
  • APS scope and sequence
  • Team and Individual  planning documents

 

  • Strategic Plan targets

Improve the precision with which we assess, monitor and teach individual students through the use of whole school continuums.

Year 1

  • Review and Implement Assessment Schedule to align with AusVELS
  • Review and adapt whole school continuum to AusVELS
  • Whole school assessment data bases
  • Measure the impact of teaching and learning using effect size.
  • Implementation of Feedback Action Plan
  • Assessment Schedule
  • Whole school continuum
  • Whole school databases
  • Clear understanding and use of effect sizes by teachers
  • Effective student and teacher feedback

Year 2

  • Ongoing implementation of  Assessment Schedule, continuums and databases
  • Measure the impact of teaching and learning using effect size
  •  Implementation of feedback strategies
  • Consistent implementation of  Assessment Schedule, continuums and databases
  •  Change in teacher practice resulting in increased student effect size.
  • Effective student and teacher feedback

Year 3

  • Embed and review  Assessment Schedule, continuums and databases
  • Measure the impact of teaching and learning using effect size
  •  Implementation of feedback strategies
  •  Assessment Schedule, continuums and databases - evidence of improved student learning across the school
  •  Change in teacher practice resulting in increased student effect size.
  • Effective student and teacher feedback

Year 4

  • Review of  Assessment Schedule continuums, databases and feedback strategies

 

  • Assessment Schedule, continuums and databases - evidence of improved student learning across the school
  •  Change in teacher practice resulting in increased student effect size.
  • Effective student and teacher feedback

Improve staff health and wellbeing through effective change management and a collaborative school culture

Year 1

  • Develop effective communication and consultation strategies to implement the Strategic Plan
  • Develop agreed upon processes and outcomes that matter to all
  • Develop a culture of collective efficacy
  • Manage first and second order change
  •  All data from the staff survey in the 3rd or 4th quartile.

Year 2

  • Review  communication and consultation strategies in relation to 2013 Staff Survey data
  • Implement agreed upon processes and outcomes that matter to all
  • Embed a culture of collective efficacy
  • Manage first and second order change
  •  All data from the staff survey in the 3rd or 4th quartile.

Year 3

  • Review  communication and consultation strategies in relation to 2014 Staff Survey data
  • Revise and review agreed upon processes and outcomes that matter to all
  • Review  collective efficacy
  • Manage first and second order change
  •  All data from the staff survey in the 3rd or 4th quartile.

Year 4

  • Review  communication and consultation strategies in relation to 2015 Staff Survey data
  • Evaluate agreed upon processes and outcomes that matter to all
  • Evaluate the culture of collective efficacy
  • Evaluate change management strategies and processes
  •  All data from the staff survey in the 3rd or 4th quartile.

ICT

Year 1

  • Explore and document future directions for the school to provide for contemporary student learning needs.
  •  Netbook program grades 4 -6
    • Introduce Robotics program in years 4-6
    • Establish effective ICT programs in all classrooms
  • Student Attitudes to School survey data in 4th quartile
  • 1:1 netbook program operating in grades 4-6
  • Teachers using Netbooks as a tool to provide the appropriate level of challenge and increase student responsibility for their learning.
  • Robotics program 4-6
  • Learning walks indicate effective ICT teaching programs

Year 2

  • Provide for contemporary student learning needs.
  • Improve student engagement and learning and teaching through the 1:1 netbook program
  • Monitor robotics program in Grades4-6
  • Student Attitudes to School survey data in 4th quartile
  • Teachers using Netbooks as a tool to provide the appropriate level of challenge and increase student responsibility for their learning.
  • Robotics program 4-6
  • Learning walks indicate effective ICT teaching programs

Year 3

  • Provide for contemporary student learning needs.
  • Improve student engagement and learning and teaching through the 1:1 netbook program
  • Monitor  and review robotics program in Grades4-6

 

  • Student Attitudes to School survey data in 4th quartile
  • Teachers using Netbooks as a tool to provide the appropriate level of challenge and increase student responsibility for their learning.
  • Robotics program 4-6
  • Learning walks indicate effective ICT teaching programs

Year 4

  • Review the provision of contemporary student learning needs
  • Review student engagement and learning and teaching through the 1:1 netbook program
  • Review robotics program in Grades4-6

 

  • Student Attitudes to School survey data in 4th quartile
  • Teachers using Netbooks as a tool to provide the appropriate level of challenge and increase student responsibility for their learning.
  • Robotics program 4-6
  • Learning walks indicate effective ICT teaching programs

Build the capacity of students to be leaders of their learning.

 

Year 1

  • Implementation of Feedback Action Plan
  • Increase student responsibility for their learning, expectations of their own learning and working at their appropriate level of challenge

 

  • Student motivation and learning confidence variables on the Attitudes to School survey to be in the fourth quartile.
    • Student motivation, school connectedness and learning focus variables on the parent survey to be in the fourth quartile.
    • Improvement of student outcomes

 

Year 2

  • Implementation of Feedback Action Plan
  • Increase student responsibility for their learning, expectations of their own learning and working at their appropriate level of challenge

 

  • Student motivation and learning confidence variables on the Attitudes to School survey to be in the fourth quartile.
  • Student motivation, school connectedness and learning focus variables on the parent survey to be in the fourth quartile.
  • Improvement of student outcomes

 

Year 3

  • Implement, monitor and evaluate the Feedback Action Plan
  • Increase student responsibility for their learning, expectations of their own learning and working at their appropriate level of challenge
  •  Student motivation and learning confidence variables on the Attitudes to School survey to be in the fourth quartile.
  • Student motivation, school connectedness and learning focus variables on the parent survey to be in the fourth quartile.
  • Improvement of student outcomes

Year 4

  • Review the Feedback Action Plan
  • Review student responsibility for their learning, expectations of their own learning and working at their appropriate level of challenge

 

  • Student motivation and learning confidence variables on the Attitudes to School survey to be in the fourth quartile.
  • Student motivation, school connectedness and learning focus variables on the parent survey to be in the fourth quartile.
  • Improvement of student outcomes

 

Ensure behaviour management processes are fair, clearly understood by all stakeholders and consistently applied by all.

Year 1

  • Refine and document behaviour management processes
  • Consistently apply behaviour management processes
    • Behaviour management policy
  • Student behaviour data in the 4th quartile in staff, student and parent surveys

Year 2

  • Ensure behaviour management processes are fair, clearly understood by all stakeholders and consistently applied by all
  •  Student behaviour data in the 4th quartile in staff, student and parent surveys

Year 3

  • Ensure behaviour management processes are fair, clearly understood by all stakeholders and consistently applied by all
 
  • Student behaviour data in the 4th quartile in staff, student and parent surveys

Year 4

  • Review behaviour management policy
 
  • Student behaviour data in the 4th quartile in staff, student and parent surveys

Continue to enhance strategies for transitions in, through and from the school.

 

 

 

Year 1

  • Continue and refine transition strategies in, through and from Altona P.S.
 
  • Student Transition survey data to be in the 4th quartile

Year 2

  • Continue and refine transition strategies in through and from Altona P.S.
 
  • Student Transition survey data to be in the 4th quartile

Year 3

  • Continue and refine transition strategies in through and from Altona P.S.
 
  • Student Transition survey data to be in the 4th quartile

Year 4

  • Review transition strategies in through and from Altona P.S.
  • Student Transition survey data to be in the 4th quartile