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SCHOOL PLAN 2012 -2014
SCHOOL CONTEXT
Lakelands Public School prides itself on providing a learning environment that caters for students with a variety of learning needs. We value our collaborative
learning atmosphere and our supportive network of students, parents, administrative staff and teachers. Our school is set in spacious and attractive grounds
and looks to provide a range of activities that extend and enrich student learning. We value excellence in academic, sporting, artistic and technological pursuits.
The school motto-Citizenship – encompasses values of co-operation, care, consideration, commitment and courtesy.
The school staff has a mix of highly experienced and mid career teachers but staff changes are starting to take place. We have 307 students with 20 identifying
as Aboriginal. Parents, the local community and P&C support the work of the school through participation in and contribution to activities.
SCHOOL IDENTIFIED PRIORITY AREA/S INTENDED OUTCOME/S
1. Literacy 1. To increase levels of literacy achievement for all students in line with State Plan targets.
2. Numeracy 2. To increase levels of numeracy achievement for all students in line with State Plan targets.
3. Attainment & Engagement 3. To increase levels of student engagement & attainment with a continued reduction in
4. Aboriginal Education student negative behaviours.
5. Curriculum 4. To improve the engagement and participation of our Aboriginal students within a quality
6. Leadership learning environment.
7. Dapto Learning Community 5. To provide a rich and varied curriculum for our students that make learning enjoyable and
celebrates successes.
6. To build instructional leadership focused on teaching, learning, innovation and creativity.
7. To strengthen links with local schools in the Dapto Learning Community.
TARGET/S
1. Decrease by 5% the amount of students achieving at or below national minimum standards ( moving students out of Bands 1 and 2 in Year 3 and Bands
3 and 4 in Year 5).
2. Increase by 5% the number of students achieving at proficiency standard (moving students into Bands 5 and 6 in Year 3 and Bands 7 and 8 in Year 5).
3. 100% of teachers will use a balance of data, qualitative and quantitative, to inform planning for teaching and learning.
4. The provision of quality learning programs that reflect Aboriginal learning priorities and support the specific needs of Aboriginal students.
5. All teachers will actively seek to set realistic, achievable, relevant goals to develop their teaching capacities and leadership across the curriculum.
6. To increase worthwhile interconnections with the Dapto Learning Community.
PRINCIPAL’S SIGNATURE SED ENDORSEMENT DATE
SCHOOL IDENTIFIED PRIORITY Engagement and Attainment
All students are engaged in high quality
teaching & learning activities that are
OUTCOME/S
Students achieving growth in NAPLAN results,
TARGET/S
appropriate to all learners.
All high achieving students to show A decrease in the number of children involved in playground misdemeanours.
improvement.
Improved social and emotional wellbeing and
life skills for our students.
STRATEGIES FUNDING
RESPONSIBILITY Reform
TIMEFRAME SOURCE/BUDGET
To continue to develop and improve the implementation of interactive whiteboard as a very 2012 2013 2014 All Staff
valuable teaching/learning tool by all staff to enhance student engagement and attainment by: $1000 – Global budget
- Weekly sharing of ideas, programs, links.. at staff meetings. *
‘peer coaching – utilising the knowledge and expertise of others to train and upskill staff
‘video conferencing’.
To improve programs to cater for high achieving students by:
- Analysis of NAPLAN results of these students to identify strengths and areas of need.
SLST
- Quality Teaching elements embedded in teaching/learning activities. *
*
Di T
- To continue to develop, improve and implement Social Skills programs linking school,
home and the community.
- To improve opportunities for students to participate in activities such Book fairs, Fun
Days, Grandparents day, Science Fair, Education Week ….. Ian
- To continue to improve playground facilities eg.. climbing equipment sun shade, sand Michelle
*
pit and playground markings.
INDICATORS MEASURED/MONITORED BY:
Increased participation of staff in professional learning.
Increased confidence and use of interactive whiteboards across all Key Learning Areas. Michelle & Committee
Embedding of Quality Teaching elements continues in teaching/learning activities.
Teacher programs show evidence of NAPLAN analysis.
Identified areas used as a teaching focus in classrooms.
Evidence that students have been suitably challenged by appropriate teaching/learning
activities.
Evidence of children co-operating consistently in the playground, less red book
offences.
Children continually using the playground facilities.
SCHOOL IDENTIFIED PRIORITY - Literacy
To improve Literacy outcomes across the Increase yearly the number of students who move from one band to the next, especially from the middle
school K-6. bands to the higher.
OUTCOME/S
To improve reading outcomes with particular NAPLAN Reading 2012-2014 will show LPS has more students in the top 2 bands and less students in the
TARGET/S
support in Early Stage 1 and Stage 1. ‘below and at minimum standard’ than in 2011.
To improve students comprehension skills. Our school will achieve a higher growth rate for Year 5 children than the region in NAPLAN Reading in 2012-
To provide support for teachers to implement 2014
improved teaching and learning programs.
FUNDING
RESPONSIBILITY Reform
STRATEGIES TIMEFRAME SOURCE/BUDGET
Continue supporting teachers who have been trained in both L3 Kindergarten and Accelerated 2012 2013 2014 APs
Literacy in Stages 2 & 3. $10000 – Global
Use the Literacy Continuum to plot student’s progress from K-6. Stage Teams Budget
Staff training in how to assist students in understanding and successfully answering higher *
order questions which require them to analyse and infer.
Analysis of data from the NAPLAN assessment to identify areas of Literacy where students have
All Teachers
underachieved.
Use SMART data to inform and improve teaching and learning in Literacy. *
Introduce common assessments in Stages 1, 2 & 3 to monitor individual students progress to *
APs
better address their needs.
Tracking reading progress (accuracy, reading levels, spelling levels and comprehension) for * * * SLST
Years 1-6.
To continue to train parents as “Book Buddies” to assist students who are underachieving. * Leanne P
In-school consultation is provided by the SLST to guide classroom teachers in programming for
*
identified areas.
* *
Individual learning programs for children at risk.
INDICATORS MEASURED/MONITORED BY:
Di T and Committee
Student’s progress evident in improved reading assessments and spelling results yearly.
NAPLAN results show an increased number of students moving from one band to the
next.
The areas identified in the previous year’s NAPLAN results are addressed in teachers
programs.
Teachers are identifying students who require support, and accessing advice from the
Learning Support Team and the SLST.
SCHOOL IDENTIFIED PRIORITY - Curriculum
The NSW Quality Teaching Model is used to * Provide professional learning to all staff to ensure a deeper understanding and knowledge of current
strengthen teacher capacity and improve curricula. Review use of COGs and present Scopes and Sequences.
student learning. * Promote the use of the career development website.
Deep understanding and knowledge of * Familiarise all teachers with Institute of Teachers Professional Teaching Standards with an increased
current syllabus documents K-6. number becoming accredited.
OUTCOME/S
TARGET/S
Explore and implement new Australian * All teachers implement quality assessment practices to improve student outcomes.
Curriculum. *All students and parents will better understand the process of assessment and differentiation
Staff are committed to their individual and between A-E reporting bands.
collective responsibility for professional
learning.
Consistent teacher Judgement utilised
Parents are informed of new syllabuses.
STRATEGIES FUNDING
RESPONSIBILITY Reform
TIMEFRAME SOURCE/BUDGET
* Provide professional learning opportunities which allow teachers to deepen their awareness, 2012 2013 2014 Ian
knowledge and understanding of National standards, outcomes and achievements. $1000
* Promote and support innovative professional approaches that focus on the NSW Quality *
Leanne
Teaching model.
* The identification and sharing of best practice:
*
Identify what will stay the same and what will change.
Discuss and plan timeframes for each of English, mathematics, Science and History.
View ppts. on each KLA from CLIC.
Access syllabuses online.
Committees to report back what features of new syllabuses support Quality Teaching,
how lessons need to be modified and how will teaching and learning change in each. * It Staff
* Use CLIC resource to refine assessment of student achievement K-6.
Melinda
* Developing links with other DLC schools.
* Staff discuss use of guides, templates and samples of TPL modules.
* Use of digital teaching and learning resources with IWBs in mind. Karen
INDICATORS MEASURED/MONITORED BY:
All teachers will deliver consistently best curriculum practice. Ian and Committee
Teacher set goals in curriculum are achieved.
Parents indicate high levels of satisfaction with the school’s assessment and reporting.
SCHOOL IDENTIFIED PRIORITY - Leadership
Enhance leadership and management All staff are to set educational and professional goals and the beginning of the school year. Develop and
capacity for school improvement. implement Individual Teacher Performance Development plans.
OUTCOME/S
Effective succession planning for leaders at Principal/experienced Executive to establish an Aspiring Executive group of teachers to inform and
TARGET/S
all levels. discuss relevant issues regarding the running of the school.
Support professional practices that build Create a whole school vision that teachers have ownership of that reflect the 3 year plan.
accountability in leaders. Create school beliefs that reflect what Lakelands values and promotes.
Instructional leadership focused on Revisit the school motto and how it impacts on our leadership and teaching programs.
teaching, learning, innovation and creativity.
STRATEGIES FUNDING
TIMEFRAME RESPONSIBILITY Reform SOURCE/BUDGET
Provide professional learning to develop leadership and management skills 2012 2013 2014 Ian/Mel
Negotiate, develop, implement and evaluate individual professional goals and performance * $2000
development plans that support school plans. AP’s
*
Collegial reflection of the goals and how can the executive help assist in these goals. *
EARS and Tars are to include a self reflection module to be revisited at each review period.
Regular communication meetings devoted to discussions on school improvements. Ian
Suggestions/ideas created by the staff and ownership of the concepts.
Peer coaching to continue with a focus on teachers becoming coaches. Mel
Create/establish group norms for communication meetings. *
Offer this program to other members of the DLC community. * DLC
Explicit linking of classroom planning to the strategic 3 year plan.
Establish NAPLAN teams of mixed grade teachers to analysis and discuss results and how All staff
they can be improved by classroom practices.
Staff morale a focus each semester with regular activities/outings to build team spirit and * All staff
cohesiveness.
Create term focus points of what we do well, what we are working on and what we can *
improve. Review at the end of each term and recreate documents as need arises.
Establish a school moodle page to encourage cohesiveness and sharing amongst peers with Mel
*
a focus on leadership and learning.
Create/establish a school blogging site for teachers to place comments/ideas for future * Mel
action to improve the workplace culture.
SCHOOL IDENTIFIED PRIORITY – ABORIGINAL EDUCATION
Improved access, participation • Enhance partnerships with Aboriginal communities to create a culture of high expectations &
& outcomes for all Aboriginal support the engagement, well being and educational outcomes of Aboriginal students
OUTCOME/S
TARGET/S
students • All Aboriginal students have current PLP’s developed in partnership with their families
• All staff participate in professional learning in data analysis (Naplan) and literacy and numeracy
teaching to ensure the learning needs of Aboriginal students are met
• Aboriginal perspectives included in the curriculum
FUNDING
RESPONSIBILITY Reform
STRATEGIES TIMEFRAME SOURCE/BUDGET
2012 2013 2014
At least one teacher attends local AECG meetings on a regular basis. * Leanne $1000
*
Identify indigenous students and their achievement levels to all staff. *
All staff
Maintain links with Careways
Teachers meet early in Term 1 with families of Aboriginal students to develop PLP’s. All staff
Increase % of parents attending.
All teachers K-6 analyse SMART data & implement strategies to improve literacy and All staff
numeracy outcomes for Aboriginal students
All staff participate in cultural awareness training All staff
Aboriginal perspectives included in units of work COGS, HSIE etc *
Increase the number of cultural experiences.
Whole school recognition and celebration of significant indigenous celebrations. * * Leanne/Deb
INDICATORS MEASURED/MONITORED BY:
•Information & minutes from AECG meetings are tabled at staff meetings
• Students participate in cultural programs & programs such as Rock & Water Leanne and Committee
• Teachers know their Aboriginal students and their families, relevant PLP’s are
developed, copies given to LST before the end of Term 1 each year
• SMART data is analysed, strengths and weaknesses are identified & recommended
strategies implemented
• Performance of Aboriginal students in Naplan is tracked and matches performance of
non-Aboriginal students
• Celebration of Naidoc Week, Aboriginal flag to fly
• Aboriginal perspectives incorporated across all KLA’s developing students
understanding of Aboriginal perspectives throughout the course of the year
SCHOOL IDENTIFIED PRIORITY Numeracy
Numeracy outcomes are improved across
the school Increase the number of students moving from bands 3 & 4 to the higher band.
To use the Numeracy Continuum more
OUTCOME/S
TARGET/S
effectively. To increase the number of students moving from band to band on the numeracy Framework.
To increase the number of students who
are rereading and checking answers. To increase the number of “easy” questions answered correctly.
To increase children’s understanding of
mathematical operations.
FUNDING
RESPONSIBILITY Reform
STRATEGIES TIMEFRAME SOURCE/BUDGET
2012 2013 2014 $3000
Analysis of data from the NAPLAN. Use the strategies indicated.
Look at the suggested structure for an effective numeracy session and trial using it in *
All staff
the classroom.
Have teachers track their students using the Numeracy Continuum on the IWB. * * Di T
Previous NAPLAN papers are used to provide the opportunities for students to *
complete. Teacher then models the checking of answers, eliminating the most obvious All staff
incorrect answer, working mathematically to complete multiple step problems. *
Have students verbalise how they complete a problem.
Implement ICT practices to increase engagement. * All staff
Pre-NAPLAN assessments to assist in diagnosing needs.
Ongoing TPL through timetabled Stage meetings focussed on syllabus. * * APs
*
Talented Stage 3 students have VC interactions with local high schools. *
Vicky
Class programs focus on the language of maths, tables and ongoing assessment. All staff
INDICATORS MEASURED/MONITORED BY:
Student’s progress in Numeracy is observable from improved NAPLAN results. Di T and Committee
There should be an increase In the number of students who are moving to the next
band.
Teachers will be able to show supervisors how their children are being tracked on the
continuum.
There will be a decrease in the number of “easy” questions answered incorrectly.
An increase in the number of problems that are answered correctly.
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