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					                          Fairview Primary School




                               Annual Implementation Plan
                                   Low SES National
                                  Partnerships Funding
    Fairview Primary School is situated in New Norfolk on the north-eastern or 'Boyer' side of the Derwent
    River, 35 km from Hobart. The core values of the school are Personal Courage, Mutual Respect, Positive
    Relationships and Community Spirit. These values reflect all stakeholders of the school (students, staff and
    parents) and are actively 'lived' by all. They form the basis of our extensive social skills teaching and
    learning program and enable us to develop well rounded individuals who have the skills and knowledge to
    thrive in an ever changing world. At Fairview we have a very strong focus on the wellbeing of all in our
    school community. This wellbeing and the development of our core values is central to all that we do. At
    Fairview Primary all staff work hard to ensure that we have outstanding learning programs in place. Our
    whole school literacy and numeracy programs are of the highest standard, with teachers engaged in high
    quality, ongoing professional learning. We place a strong emphasis on explicit instruction and student
    learning data is used to tailor programs to meet the needs of individual students. Teachers work in grade
    group teams to refine, inquire and analyse their own and others' teaching practice. Each class has up to 10
    hours of uninterrupted literacy teaching time and 5 hours of numeracy teaching time. The quality of these
    programs is reflected in the results that our students have achieved. We are very proud of the excellent
    levels of improvement being shown in both literacy and numeracy. We offer a variety of extra curriculum
    areas with specialist Information Technology, Music, Band, Physical Education and Art lessons provided.
    The school plays an important role in the community by offering an extensive birth to age 5 programs that
    is open to all families. It is here we focus on developing positive relationships, support networks, life skills,
    caring communities and engagement with school. Fairview Primary School has small class sizes, modern
    facilities and large well equipped classrooms and grounds. We pride ourselves on being a key component
    of the local community and the source of quality teaching and learning programs. Fairview is a school
    where students feel safe, happy and above all valued - a great place to learn and grow.




D e p art me n t of E d uc at ion
                          FAIRVIEW PRIMARY SCHOOL
                                      2012
                            Annual Implementation Plan
                       Low SES National Partnerships Funding
                                      “Learner at the Centre”

        Improvement Priorities                              Leading Indicators by 2012
        • Beginning to Learn                                • Kinder Development Check Target 78%
        • Literacy/Numeracy                                 • Year 5 Literacy and Numeracy Target 96%
        • Retention                                         • Year 9 Literacy and Numeracy Target 90%
        • Attainment                                        • Attainment Rate Target 78%
        • Productive                                        • Certificate III Qualifications Target 47%
        • Connected                                         • Adult Functional Literacy Target 58%


The Australian Government co-invests in education through the National Partnerships and this funding
is subject to state and territory implementation plans which must address agreed reform actions.

As a measure of progress towards achieving these agreed national outcomes, the following performance
indicators were agreed to:

Outcomes                                                 Performance Indicators
All children are engaged in and benefitting from         The proportion of children enrolled in and attending school.
schooling.
Young people are meeting basic literacy and numeracy     Literacy and numeracy achievement of Year 3, 5, 7 and 9 students in
standards, and overall levels of literacy and numeracy   national testing.
achievement are improving.
Schooling promotes the social inclusion and reduces      The proportion of Indigenous and low SES children enrolled in and
the educational disadvantage of children, especially     attending school.
Indigenous children.                                     Literacy and numeracy achievement of Year 3, 5, 7 and 9 Indigenous
                                                         and low SES students in national testing.
                                                         The proportion of the 19 year old Indigenous and low SES
                                                         population having attained at least a Year 12 Certificate or
                                                         equivalent or Australia Qualifications Framework (AQF) Certificate
                                                         II.
                                                         The proportion of Indigenous students completing Year 10.
Australian students excel by international standards.    The proportion of students in the bottom and top levels of
                                                         performance in international testing (for example Program for
                                                         International Mathematics and Science Study (TIMSS)).
Young people make a successful transition from school    The proportion of the 19 year old population having attained at
to work and further study.                               least a Year 12 or equivalent or AQF Certificate II.
                                                         The proportion of young people participating in post-school
                                                         education or training six months after school.
                                                         The proportion of 18 to 24 year olds engaged in full-time
                                                         employment, education or training at or about Certificate III.
                                                                      STRATEGIC INTENT
                                                                                                                                                                  Performance Targets
Reform Action        Key Improvement Strategies                                     Action                                    Current Data                including specific indigenous targets

Reform Action 3:    1a. Implementation of whole           1.2 FTE - to lead & maintain the implementation of a             Grade 3 2011                  NAPLAN
School              school approach to numeracy           whole school approach to numeracy and provide                    NAPLAN                        Literacy & Numeracy data will show a value adding
                                                          targeted intervention/support – based on:                                                      gain at or above that expected for similar schools
operational         teaching based on successfully                                                                         (NB Average Score=Tasmanian
                                                                                                                           median score)
arrangements                                                      clarity of curriculum (Australian)                                                    Tasmanian SIR Value Adding Grades 3-5
                    established literacy model.                                                                            Reading:
which encourage                                                   PL for teachers – based on need                                                       Index of gain for Literacy and Numeracy to be at an
                    Informed by student achievement               team planning processes – based on data
                                                                                                                           Average Score 330             achievement level of “Good” & improvement be
innovation and      data (Mike Schmoker), Alistair                                                                         Indigenous                    “Trending Up”
                                                                  uninterrupted numeracy teaching blocks
flexibility         McIntosh (Mental Computation)                 targeted support to students according to data          NMS 88%
                                                                                                                                                         PAT R & PAT M (Grade 3-6) &
                    & Di Siemon (Big Ideas in                     P-6 support (major focus P-4)                           Similar Schools 88%           I Can Do Maths (ICDM) (P-2)
                    Number)                                       opportunities for numeracy coordinators and
                                                                   teaching staff across schools to liaise and develop     Writing:                      Grade Team
                    1b. Maintain links with WPS                    best practice                                           Average Score 374             The mean PAT-R, PAT-M & ICDM percentile score
                                                                                                                           Indigenous                    for each cohort of students (including Indigenous
                    2. Provide additional support to       0.8 FTE (0.4 NP + 0.4 SRP) - additional targeted                                              students) remains constant or increases.
                                                          intervention for ‘at risk’ students in literacy                  NMS 94%
                    build on the established whole                                                                         Similar Schools 93%           Target Group
                    school approach to literacy           20 hours (10 NP + 10 SRP) per week teacher aide time                                           There is a significant improvement (10%) in the mean
                    teaching & learning. Particular       in areas of numeracy, literacy and engagement:                                                 PAT-R, PAT–M & ICDM percentile rating for students
Reform Action 4:                                                                                                           Numeracy:
                                                                                                                                                         within target groups (including Indigenous students)
Providing           focus on the embedding of the                 clerical                                                Average Score 333             following literacy & numeracy support.
                    Inquiry & Knowledge Building                  intervention and support with high needs students       Indigenous
innovative and                                                                                                                                           Individual
tailored learning   Cycle of Learning (Helen                                                                               NMS 84%
                                                                                                                                                         All students (including Indigenous students) maintain
opportunities       Timperley)                                                                                             Similar Schools 91%           or improve their PAT-R, PAT-M or ICDM stanine
                                                                                                                                                         rating (average or good growth), with no student
                    3. Maintain leadership role in the    0.6 FTE - the role will focus on whole school strategies                                       being identified with a poor growth rating.
                    priority area of ‘Staff and Student   which build a relational foundation for all other                PAT-R, PAT-M,
                                                          learning:                                                        ICDM & RR Data                RR (Grade P-6)
                    Wellbeing - A Relational Approach’                                                                                                   At RR Benchmark
                                                                  staff professional learning - relationship building |   (2011 data currently
                                                                                                                                                         All students (Indigenous and Non-Indigenous) who
                                                                   Teaching with the Soul                                  being analysed. Data          achieved the previous year’s RR benchmark will
                                                                  School Values to become part of the culture             available on request          maintain or improve performance (i.e. reach current
                                                                  individual teacher mentoring                            beginning 2012)               year benchmark or above by end of the year).
                                                                  resilience, engagement and the connectedness of
                                                                   students and families with the school (Chat Café &      Attendance:                   Not At RR Benchmark
                                                                   Seasons for Growth)                                                                   All students (Indigenous and Non-Indigenous) not
                                                                                                                           89.8% (end of Term 2          reaching previous year’s RR benchmark levels will
                                                                  individual intervention/support                         2011)                         achieve an individualised (teacher designated) RR
                                                                  supporting attendance & engagement
                                                                                                                                                         performance goal.
                                                                  chaplaincy application
Reform Action 6:                                                                                                           Suspension:                   Above RR Benchmark
                    4. Engage and build stronger          The literacy, numeracy and wellbeing leadership roles
External            connections with families.                                                                                                           All students (Indigenous and Non-Indigenous) who
partnerships with                                         have specific components devoted to building stronger                                          achieved RR results well above expected performance
                    Increase family engagement in the     involvement of families in their children’s learning:                                          will maintain or extend achievement gap.
parents, other
                    education of their children                   In – school parent tutors e.g. Bridges program
                                                                                                                                                         Wellbeing
schools,
                                                                  Numeracy packs                                                                        Absence rates for students (Indigenous and Non-
businesses and                                                    Home reading program                                                                  Indigenous) will reduce to 9% and be trending up
communities and                                                   Literacy and numeracy expos
the provision of                                                  Social and learning opportunities for parents                                         Index of student & parent satisfaction maintained in
access to                                                         Congruence of services (Mission Australia, Salvation                                  high stable range from the SIR data
extended services                                                  Army, Gateway, FLEX worker, RAFT etc                                                  Number of students suspended will remain at or
                                                                  Employment of school Chaplain                                                         below 2.5% of the student population
School Implementation Plan - Appendix 1

Fairview Primary School, 2010

  Name of National Partnership            National Partnership on Low Socio-Economic Status
                                          School Communities:


The purpose of this appendix is to document the improvement work supported by the Smarter Schools
National Partnership on [Low Socio-Economic Status School Communities].

Funding provided through the National Partnerships is being aligned with state funding to support a
system-wide approach to school improvement. This implementation plan is developed to complement
and integrate initiatives funded under the Australian Government’s Building the Education Revolution
and specific state initiatives promoting the development of literacy and numeracy education, teacher
quality and a commitment to addressing the issue of social inclusion.


  Funding received 2010           $ 231,200
  School contribution             This funding will be supported by:

                                  Raising the Bar staffing –
                                       Additional 1.5fte support teachers and 0.5 Assistant Principal.

                                  School Resource Package purchases of –
                                      additional 0.5fte Assistant Principal
                                      additional 0.5fte purchase of support teacher time

                                  Budget – Professional learning and establishment of resources and
                                      Literacy- $10,000
                                      Numeracy - $10,000




  Funding received 2011           $163,200

  School contribution             This funding will be supported by:

                                         0.5 AP to support the NP $ 12000 (approximate figure to
                                          top up from classroom teacher salary)
                                         0.2 TA time approximately $5000
                                         $2000 resources
                                         As above
Funding received 2012   $217,600
School contribution     This funding will be supported by:
                        Raising the Bar staffing –
                             Additional 1.0 FTE support teachers and 0.5 Assistant
                                Principal

                        School Resource Package purchases of –
                            additional 0.5 FTE Assistant Principal
                            additional 0.6 FTE purchase of support teacher time

                        Budget – Professional learning and establishment of resources
                            Literacy- $7,000
                            Numeracy - $5,000
                            Wellbeing - $3,000
                            PL (Grade Teams) - $10,000
                            Senior Staff & Curriculum Leaders PL - $3,000
                            10 hours Teacher Aide time - $15,000

                        School Chaplain (Submission pending)
                            $20,000

                        Breakfast Club
                            $5,000

                        Support Agencies
                            Mission Australia Workers (Youth Connections) – 0.1 FTE
                            FLEX worker for transition into High School – 0.1 FTE
                            Salvation Army worker – 0.1 FTE
                            RAFT Alliance – Principal involvement, 0.2 FTE (NNHS)
Appendix 5
          PERFORMANCE TARGETS                                SES 5 INDIVIDUAL LOW SES SCHOOL                                  YEAR ONE PROGRESS
                                                                     REFORMS CHECKLIST
  To increase Gr3 NAPLAN measures:                           Outcomes                                              Grade 3
                                                                                                                   Reading:
         Median score equal to or higher than similar       1. Students will show improvement in Literacy and     Average Score      345
          schools                                                                                                  Indigenous         327
                                                                Numeracy outcomes (NAPLAN) and in
                                                                                                                   At/Above NMS        90%
         Increase percentage of students reaching NMS          identified student wellbeing targets established
                                                                                                                   Writing:
          by 4% in Literacy and 16% in Numeracy.                by the school.                                     Average Score      391
                                                                                                                   Indigenous         360
   Grade 3                                                                                                         At/Above NMS        94%
  Reading:
  Average Score      380
                                                                                                                   Numeracy:
  Indigenous         380
                                                                                                                      Developing       school-wide     structures   and
  At/Above NMS        94%
                                                             2. By the end of four years all relevant School            processes (common numeracy block structure,
                                                                Improvement Report performance categories               non negotiables, focus on mental computation,
  Writing:
                                                                                                                        dedicated numeracy hour each day, collaborative
  Average Score       403                                       will be showing improvement with the one
                                                                                                                        learning teams established & timetabled to meet)
  Indigenous          403                                       specifically targeted School Improvement
  At/Above NMS         96%                                                                                            Data driven targeted numeracy support groups
                                                                Reporting measure trending up which will be             in P-3
                                                                Numeracy in year 3.                                   Aide support timetabled for intervention with
  Numeracy:
  Average Score       370                                                                                               high needs students
  Indigenous          370                                                                                             PL coordinated to provide sequential and
  At/Above NMS         90%                                                                                              targeted learning
                                                                                                                      Links established with Warrane, and Risdon Vale
         Median score for indigenous students consistent                                                               Primaries around best practice
          with median scores for Fairview non-indigenous
          students.                                                                                                Tasmanian SIR Value Adding Grades 3-5
                                                                                                                   Index of gain above 28
         Tasmanian SIR Value adding continues to be                                                               Wellbeing:
          high. Index of gain in literacy and numeracy                                                             Absences
          maintained at above 28                                                                                   All               At or below 8.5%pa
                                                                                                                   Indigenous        At or below 8.5%pa
         Absence rates for all students will reduce to 7%                                                               0.8 Health and Wellbeing role filled and job
                                                                                                                            description outlined
         Absence rates for indigenous students will be                                                                  Index of student general satisfaction above 6.5
          consistent with that of student population as a                                                                School-wide values and beliefs implemented
          whole.
                                                                                                                         Dedicated circle time for teaching of values and
                                                                                                                            circle time implemented school – wide
         Index of student satisfaction maintained in high
          range - above 6.5                                                                                              Increase in the number of students attending
                                                                                                                            breakfast club
                                                                                                                         Decrease in suspensions from 5.8% (2008) to 5%
            PERFORMANCE TARGETS                                      SES 5 INDIVIDUAL LOW SES                                   YEAR TWO PROGRESS
                                                                    SCHOOL REFORMS CHECKLIST

To increase Gr3 NAPLAN measures:                                 Outcomes                                         Grade 3
                                                                                                                  Reading:
        Median score equal to or higher than similar schools    1. Students will show improvement in Literacy Average Score           365
                                                                 and Numeracy outcomes (NAPLAN) and in Indigenous                      327
        Increase percentage of students reaching NMS by
         4% in Literacy and 16% in Numeracy.                     identified student wellbeing targets established At/Above NMS          90%
                                                                 by the school.
 Grade 3                                                                                                          Writing:
Reading:                                                                                                          Average Score        391
Average Score        380                                                                                          Indigenous           360
Indigenous           380                                                                                          At/Above NMS          94%
At/Above NMS          94%

Writing:                                                         2. By the end of four years all relevant School   Numeracy:
Average Score        403                                         Improvement Report performance categories         Average Score       350
Indigenous           403                                         will be showing improvement with the one          Indigenous          325
At/Above NMS          96%                                        specifically targeted School Improvement          At/Above NMS         Maintained at 92%

Numeracy:
                                                                 Reporting measure trending up which will be
                                                                 Numeracy in year 3.                               Tasmanian SIR Value Adding Grades 3-5
Average Score        370
                                                                                                                   Index of gain at or above 28
Indigenous           370
At/Above NMS          90%
                                                                                                                   Wellbeing:
        Median score for indigenous students consistent                                                           Absences
         with median scores for Fairview non-indigenous                                                            All             At or below 8.5%pa
         students.                                                                                                 Indigenous      At or below 8.5%pa
        Tasmanian SIR Value adding continues to be high.
                                                                                                                   Increase in number of students attending breakfast
         Index of gain in literacy and numeracy maintained at
         above 28                                                                                                  club

        Absence rates for all students will reduce to 7%

        Absence rates for indigenous students will be
         consistent with that of student population as a
         whole.

Index of student satisfaction maintained in high range - above
6.5
         PERFORMANCE TARGETS                                          SES 5 INDIVIDUAL                                          YEAR THREE PROGRESS
                                                                      LOW SES SCHOOL
                                                                     REFORMS CHECKLIST
To increase Gr3 NAPLAN measures:                                     Outcomes                      NAPLAN
Median score equal to or higher than similar schools                                               Literacy & Numeracy data will show a value adding gain at or above that expected for similar schools
Students at or above NMS is equal to or higher than                  1. Students will show         Tasmanian SIR Value Adding Grades 3-5
similar schools                                                      improvement in Literacy       Index of gain for Literacy and Numeracy to be at an achievement level of “Good” & improvement be
                                                                                                   “Trending Up”
Grade 3                                                              and Numeracy outcomes
Reading:                                                             (PAT-R, PAT-M, ICDM &         PAT R & PAT M (Grade 3-6) & I Can Do Maths (ICDM) (P-2)
Average Score          380
Indigenous             380
                                                                     NAPLAN) and in identified     Grade Team
                                                                                                   The mean PAT-R, PAT-M & ICDM percentile score for each cohort of students (including
At/Above NMS           94%                                           student wellbeing targets     Indigenous students) remains constant or increases.
Writing:
                                                                     established by the school
                                                                                                   Target Group
Average Score          403                                           (attendance,    suspension    There is a significant improvement (10%) in the mean PAT-R, PAT–M & ICDM percentile rating
Indigenous             403                                           etc.)                         for students within target groups (including Indigenous students) following literacy & numeracy
At/Above NMS           96%                                                                         support.

Numeracy:                                                                                          Individual
Average Score          370                                           2. By the end of four years   All students (including Indigenous students) maintain or improve their PAT-R, PAT-M or ICDM
Indigenous             370                                           all     relevant     School   stanine rating (average or good growth), with no student being identified with a poor growth
                                                                                                   rating.
At/Above NMS           90%                                           Improvement          Report
                                                                                                   RR (Grade P-6)
(Note: Median score for indigenous students consistent with median   performance categories will
scores for Fairview non-indigenous students)                         be showing improvement        At RR Benchmark
                                                                                                   All students (Indigenous and Non-Indigenous) who achieved the previous year’s RR benchmark
NAPLAN                                                               with the one specifically     will maintain or improve performance (i.e. reach current year benchmark or above by end of the
NAPLAN literacy & numeracy data will show a value                    targeted             School   year).
adding gain at or above that expected for similar schools
                                                                     Improvement       Reporting   Not At RR Benchmark
NAPLAN data will reflect targets as outlined in the DoE              measure trending up which     All students (Indigenous and Non-Indigenous) not reaching previous year’s RR benchmark levels
Learners First – Measuring Progress document                                                       will achieve an individualised (teacher designated) RR performance goal.
                                                                     will be Numeracy in year 3.
Tasmanian SIR Value Adding Grades 3-5                                                              Above RR Benchmark
Index of gain for Literacy and Numeracy to be at an                                                All students (Indigenous and Non-Indigenous) who achieved RR results well above expected
achievement level of “Good” & improvement be                                                       performance will maintain or extend achievement gap.
“Trending Up”                                                                                      Wellbeing
PAT R & PAT M (Grade 3-6) & I Can Do Maths                                                         Absence rates for all students (Indigenous and Non-Indigenous) will reduce to 9% and be
(ICDM) (P-2) & RR (P-6)                                                                            Trending Up
Meet targets as outlined in Year three progress
                                                                                                   Decrease in suspensions from 5.8% (2008) 6.4% (2009) 2.2% (2010) 1.2% 2011 to > 2.5 % (2012)
Wellbeing                                                                                          Index of student & parent satisfaction maintained in high stable range from the SIR data
Absence rates for all students Indigenous and Non
Indigenous) will reduce to 8%                                                                      School-wide Values are now to become the culture of FPS

Suspension rate to remain at > 2.5%                                                                Dedicated circle time for teaching of values and circle time implemented school – wide
                                                                                                   Increase in the number of students attending breakfast club
Index of student & parent satisfaction maintained in high
stable range from the SIR data

				
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