Seven Hills Public School
School Plan
2011-2011
Seven Hills Public School - School Plan for 2009-2011
Office of Schools Plan of Priority Areas1. Literacy
• Increased levels of literacy achievement for every student in line with State Plan targets
• Diminished gap in literacy achievement between Aboriginal students and all students
• Improved state-wide diagnostic assessment of literacy learning in Kindergarten
Strategies Indicators
Support schools to implement the K–12 Literacy Plan
• Number of schools embedding key literacy initiatives into school practice including: Reading,Recovery , Accelerated Literacy, Reading To Learn, Focus on Reading 3–6, and Literacy on Track.
Support schools in the effective use of National Assessment Program Literacy and Numeracy (NAPLAN)and school-based performance data to inform teaching and learning programs in literacy•
Number of schools using in-depth analysis of NAPLAN and school-based literacy achievement data
Conduct Middle Years Transition programs that emphasise literacy across stages at critical points•
Number of teachers accessing middle-years literacy ,professional learning and region-supported transition programs•
Schools involved in middle-years programs, (including self-nominated projects under National
Partnerships) show increased student growth in literacy tests (Year 5 to Year 7 and Year 7 to Year 9)•
Evaluations of programs and professional-learning activities indicate increased capacity of teachers to meet the literacy needs of their students. Amended and supplementary strategies 2010–2011Support National Partnerships schools and provide focused support to other identified schools to improve literacy outcomes of their students
Number of trained staff in Accelerated Literacy, Reading to Learn, Focus on Reading 3–6, and Effective Literacy Teaching in Stages 3 and 4• Number of teachers accessing the Data Analysis Skills Assessment (DASA) Tool• Increased proportion of classroom teachers using School Measurement, Assessment and Reporting
Toolkit (SMART) package to effectively analyse performance data and respond to student need• All National Partnerships schools and number of other identified schools with improved, embedded, well-designed, and adequately resourced school-based professional learning and support for literacy
2.Numeracy
Implement the 2010 K-12 Numeracy Policy to guide teaching in schools to improve student numeracy achievement.
Use whole school planning processes to identify aspects of numeracy underperformance for particular student cohorts and individual students.
Use whole school planning processes to evaluate the quality of numeracy teaching.
Implement school-based, regional and state-wide professional learning programs that will increase teachers’ capacity to identify and address students’ numeracy learning needs.
Increased proportion of students meeting or exceeding numeracy proficiency standards in accordance with the State Plan targets.
3. Student Engagement and Retention
School culture and practice that respects and responds to every student’s aspirations, culture, gender and learning potential
Quality teaching practices used for every student with particular attention to personalised learning
A rigorous continuum of learning from P – 12 which provides for every student with particular emphasis on transition points
Improved social and emotional wellbeing and skills for life for every student.
4. Aboriginality and Training
Implement and apply the Accelerated Literacy pedagogy and Count Me In Too
Indigenous initiative within K-12 policies for
literacy and numeracy.
2010 – 2011 Decreased proportion of Aboriginal students achieving in the lower bands in accordance with State Plan targets.
Increased proportion of Aboriginal students achieving in the higher bands in accordance with State Plan targets.
Implement effective strategies to improve Aboriginal student attendance and retention rates to ensure their successful
participation in education.
2010 – 2011 Significant increase in attendance and retention rates for Aboriginal students.
Implement high quality and culturally inclusive transition to school programs for Aboriginal students.
2010 – 2011 Increased participation of Aboriginal
children and their families in quality transition to school programs.
Develop an inclusive school environment that encourages and supports productive partnerships with local Aboriginal
communities.
2010 – 2011 Aboriginal community members report effective relationships with their school.
5. Teacher Quality
Use whole school planning processes to align student learning and teacher learning.
Teacher learning is a key strategy in all school plans to improve student learning.
Provide professional learning programs to support career development.
Increased access of teachers and school leaders to professional learning for career development.
Build teacher and school leader capacity to support school improvement and student learning.
Increased teacher and school leader participation in programs that build capacity and school improvement.
Support for all early career teachers through professional growth programs and various mentoring support approaches.
Accessible registered professional learning available state-wide across all elements of the professional teaching standards.
Increased number of teachers accredited with NSW Institute of Teachers.
Number of teachers engaged in professional learning to maintain
6. Connected Learning
Use whole school planning processes to expand the use of information communication technologies to engage all students and teachers in quality teaching and learning.
Increased integration of information communication technologies into the teaching and learning programs of all NSW Government schools.
Evidence that students are being offered broader curriculum options and are more engaged in learning.
Implement interactive classrooms to better meet the learning needs of 21st century students.
Each NSW Government school will effectively use interactive classroom technologies.
Develop teacher capacity in the use of information communication technologies to improve learning and teaching through
enhanced quality professional learning and access to curriculum resources.
Increased teacher participation in professional learning in information communication technologies.
Improve student access and capacity to use information and communication technologies to enhance their learning.
Evidence of positive impact of ICT learning tools, interactive technologies and ICT based curriculum resources on student
engagement and learning.
Extend learning opportunities for students and teachers across communities of schools.
Evidence of interdependent approaches being adopted by groups of schools and their various learning partners.
National Partnerships for Literacy and Numeracy.
Following a school based evaluation, where surveys of stakeholders and analysis of NAPLAN Data, indicated that there was a need to focus on the area of reading to improve student comprehension of what they read and consequently understood. The Reading To Learn Program was identified as an appropriate for Seven Hills PS because it also addressed Maths Literacy. Staff completed extensive training in Reading To learn in 2010. In 2011 Seven Hills will focus on the literacy of Maths to address perceived problems with students not understanding or not interpreting the question correctly due to language issues & or poor vocabulary.
The Multi-Lit, Reading Tutor Program was introduced as an Individual Intervention to support those children requiring added support. This program was identified as an individual intervention for students experiencing difficulty with their learning. Multilit provides additional support for those students performing in the bottom 25%.
Priority Schools Funding
The purpose of Priority Schools Programs resources is to reduce the
Achievement gap in literacy, numeracy and engagement outcomes for students in Priority Schools. This is achieved through Priority Schools Programs objectives which are to:
• improve the literacy and numeracy outcomes of every student
• increase the level of students’ participation and engagement in learning
• improve the quality of teaching and learning
• ensure all students achieve the syllabus standards for their stage of schooling, where appropriate
• raise the expectations of students, teachers, school executive, parents and caregivers
• strengthen partnerships between schools, parents and caregivers and community agencies
• increase the effectiveness of classroom and school organisation
• develop and sustain a positive and inclusive school culture.
All schools that receive Priority Schools Programs resources must:
Use data and evidence- based approaches to identify current achievement levels of students and effective strategies to meet the school plan targets.
Raise expectations to improve teacher, student, parent and
community expectations and reflect these expectations in planning.
Focus on whole school improvement and implement a range of strategies
Effective schools research has identified the importance of planning through the three Priority Schools Programs inter-related areas of action:
• quality teaching and learning
• classroom and school organisation and school culture.
• home, school and community partnerships Engage in professional
learning to build the capacity of school leaders and the
whole school community.
Monitor and evaluate to track progress towards school plan targets
through qualitative and quantitative data.
Account and report to demonstrate effective and appropriate use
of resources to improve literacy and numeracy achievement and student engagement. / Intended Outcomes
Increased levels of literacy achievement for every student in line with State Plan targets
Diminished gap in literacy achievement between Aboriginal students and all students
Improved state-wide diagnostic assessment of literacy learning in Kindergarten.
Impact of K-12 Literacy Policy on school teaching programs and student literacy
Decreased proportion of lowest performing students not meeting literacy minimum standards in accordance with the State Plan
targets.
Reduced literacy achievement gap between Aboriginal students and all students.
Increased proportion of students meeting or exceeding literacy proficiency standards in accordance with the State Plan targets.
Target Reading as a vehicle to improve outcomes for students in both Literacy and Numeracy
Increased levels of numeracy achievement for every student in line with State Plan targets
Diminished gap in numeracy achievement between Aboriginal students and all students
Improved state-wide diagnostic assessment of numeracy learning in Kindergarten
Increased proportion of students meeting
or exceeding numeracy proficiency
standards in accordance with the
State Plan targets.
Increased parental engagement in supporting their child’s learning
Increased proportion of students completing Year 12 or recognised vocational training.
By the year 2012, Aboriginal student outcomes will match or better outcomes of the broader student population
Teaching and learning strategies strengthened through the implementation of quality evidence based programs and initiatives
Increased proportion of Aboriginal students completing Year 12 or recognised vocational training
Increased Aboriginal parental engagement in supporting their child’s learning.
Implement the 2008 Aboriginal Education and Training Policy.
2011 – 2011 Impact of the Aboriginal Education and
Training Policy is evidenced in school practice and programs.
Strengthened teacher capacity to improve student learning outcomes
Enhanced school leadership capacity for school improvement
Increased number of teachers accredited with the Institute of Teachers.
Strengthen implementation of the NSW
Quality Teaching model.
Application of the NSW Quality Teaching model in all schools and through all Department professional learning and curriculum resources.
Enhanced state-wide access to digital educational resources for learning and teaching
and for teacher professional learning
Innovation in the use of interactive technologies for learning, teaching and for teacher
professional learning
Broader curriculum options for every student through information and communication technologies and communities of schools.
Students
Improved comprehension and understanding of what students read
Improved knowledge about language
Improved interest and motivation to read more complex text.
Improved confidence and success with outcomes
Measurable improvement in NAPLAN results.
Improved growth from years 3 to 5.
Teachers
Improved teacher knowledge of language and pedagogy
Careful construction and planning of lessons
regular implementation in the classroom
Understanding of the necessary assessment to measure student growth.
Collegial planning and sharing of resources.
Improved NAPLAN Reading results with students achieving measurable improvements of up to 2 bands.
Improved literacy and numeracy outcomes for students
• increased levels of student participation and engagement in learning
• improved quality of teaching and learning
• improved access and opportunities for students to achieve the syllabus standards for their stage of schooling,
where appropriate
• raised expectations of student achievement for students, teachers, school executive, parents and
caregivers
• strengthened partnerships between schools, parents and caregivers and community agencies
• increased effectiveness of classroom and school organisation
• a more sustained and positive, inclusive school culture.
Integrating the creative and performing arts into the KLA’s.
(Regional initiative)
School Context: Seven Hills Public School is a small school in Western Sydney with a current population of 124 students. Enrolments have declined due to an aging local population but recent increases in enrolment numbers in Kindergarten, show a gradual reversal in this trend. The school is situated in a poor socioeconomic area and consequently receives Priority School Funding. PSF funding has provided an improvement in staffing levels and resources enabling the school to address some of the problems faced by disadvantage.
The school population is largely from a multicultural background with 50% percent coming from an ESL background. There is no dominant ethnic group with the community represented as being from, Australia, New Zealand, Fiji, Tonga, India, Phillipines, Pakistan, Sri Lanka, Indonesia, Malaysia, Myanmar (Burma) , China, Lebanon, Turkey, Iran, Sudan , Egypt and Canada. It is a very diverse community.
Geographically the school is bordered by an Industrial area to the east with no residential areas. It is situated on a main road close to Seven Hills Station. The children walk or drive to school from the residential area to the west with very few children travelling by bus.
There is strong community support with many past students returning with their own children . The staff is very experienced and stable with some teachers remaining at the school for over 30 years. The school has a good balance of experienced and new teachers.
Priority Areas: To improve student outcomes in Numeracy
Strategies to achieve this target include:
· Focus areas for development identified through specific Stage Level assessments conducted by class teachers and the STLA as well as specific item analysis of NAPLAN results using SMART;
· Teacher professional learning to focus areas of student need, and on areas of professional need as indicated by staff;
· On-going assessment of student progress and referral to support services where appropriate;
· Use of technology to support teaching and student learning especially in the area of electronic whiteboards and the connected classrooms.
· ES1, Stage 1,2 &3 teachers to access professional development opportunities that particularly focus on maths teaching.
· Continue work using Reciprocal Numeracy as a function of improving problem solving.
· Utilise the Reading To learn Strategy for Maths instruction , which incorporates an approach to both Reciprocal Numeracy and a Neuman’s Error Analysis.
· Professional development on Quality Teaching and the importance of Speaking and Listening in all areas of the Math curriculum.