School plan 2018-2020Raglan Public School 2927

Printed on: 13 April, 2018Page 1 of 6 Raglan Public School 2927 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

At Raglan Public School, staff, students and parents worktogether to become successful and engaged learners.

Raglan Public School has an enrolment of 260 studentsincluding 9% Aboriginal students and 6% ESL. The schoolhas 10 classes and a staff of 22.

Teachers are committed to working together collaborativelyto plan and deliver high quality Teaching and Learning.New systems within the school are being established tofurther support collaboration and analysis of data.

Students come from diverse backgrounds with a widerange of abilities. To cater for the diversity of learning, support is offered to groups of students by the Learningand Support Teacher and School Learning SupportOfficers. Intensive programs such as Reading Recovery,MiniLit and interventions continue to support individual andsmall groups of students.  

Our NAPLAN and school assessment data indicatesthat Reading and Comprehension is a focus area fordevelopment across the school. All teachers are currentlybeing trained in Focus on Reading and continue to workcollaboratively through Instructional Rounds.

Our school maintains a focus on both quality teaching andthe provision of a broad range of opportunities in theperforming arts and sport at local and state levels.

Our school continues to foster strong partnerships withparents, families and the wider community throughFacebook, school website, School Stream and involvementin a range of whole school activities. Our P&C is committedto working with the school to provide resources and fostercommunity engagement.

Raglan Public School continues its membership with theBathurst Alliance of Schools, the aim being tocollaboratively lead and participate in professional learning.

Consultation Process:

The school plan was developed in consultation with theschool community. School improvement, evaluationand planning workshops were attended by members of theExecutive team. 

1. Evaluation of the School Plan and Milestonesusing the School ExcellenceSelf–assessment Framework

2. Executive, Staff and P&C meetings to develop Visionand Context Statements

3. Surveys and informal meetings – to view andcomment on the draft Vision and Context statementsand complete questionnaire – what they like and ideasfor change.

4. Bathurst Alliance of schools collaboratively developedaspects of the school plan that were common to allparticipating schools, particularly in the area ofStrategic Direction 3 'Leading'.

5.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Learning

STRATEGICDIRECTION 2

Teaching

STRATEGICDIRECTION 3

Leading

Purpose:

Provide quality learning opportunities for students enablingthem to be successful, motivated and confident learnersready for their future.

To provide quality learning experiences which support thewellbeing of all students in order for them to connect,succeed and thrive.

Purpose:

To provide a stimulating and engaging environment forstudents where evidence based practice is embedded inteaching and learning programs and where positivecollaboration and evaluation form the basis of a strongschool culture.

Purpose:

Provide leadership which supports a culture of highexpectation and community engagement which leads tosustainable and measurable whole school improvement.

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Strategic Direction 1: Learning

Purpose

Provide quality learning opportunities forstudents enabling them to be successful,motivated and confident learners ready fortheir future.

To provide quality learning experienceswhich support the wellbeing of all studentsin order for them to connect, succeed andthrive.

Improvement Measures

Increase % of students making expectedgrowth in Literacy and Numeracy.

Increased number of students reportingpositive, respectful relationships andimproved student learning andengagement.

People

Leaders

Establish structures and processes toidentify, address and monitor studentlearning needs.

Staff

Differentiate their teaching to meetstudents' learning. Guide students to setand achieve their learning and wellbeinggoals.

Students

Articulate how they learn and why theylearn and develop their critical thinking,problem solving, collaborative andcommunication skills to achieve theirlearning goals.

Parents/Carers

Collaboratively develop learning goals withstudent and teacher and to supportstudents in achieving these goals.

Community Partners

Work collaboratively with school staff tosupport student achievement in learning,engagement and wellbeing.

Processes

Curriculum and Learning

Deliver quality student centred learningexperiences that are data driven, based onstrong assessment practices which enablestudents to achieve learning goals.

Student Wellbeing

Develop a whole school researchbased integrated approach to studentwellbeing in which students can connect,succeed and thrive at each stage of theirschooling.

Evaluation Plan

All data will be analysed collaboratively:

• Wellbeing data and Self–AssessmentTool

• Personalised Learning data

• Ongoing analysis of NAPLAN, PATassessments and PLAN data

• Internal student performance data

• Classroom observations and anecdotalrecords

• TTFM – student

Practices and Products

Practices

Students and staff use data to monitorachievements and gaps in student learningto inform planning for quality and needsbased learning.

A planned approach to student wellbeingand individual learning needs whererelationships between all stakeholders arevalued and nurtured.

Differentiated instruction and studentgrouping is incorporated into teachingprograms in Literacy and Numeracy.

Products

Teachers collaboratively developassessment criteria and learning outcomeswhich are shared with students. Parentsand students understand the assessmentpractices used in the school. Feedback toand from students and colleagues informsfuture teaching.

There is a school–wide, collectiveresponsibility for student learning andsuccess. Planning for learning is informedby holistic information about each studentswellbeing and learning needs inconsultation with parents. Positive andrespectful relationships across the schoolcommunity underpin a productive andaspirational learning community.

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Strategic Direction 2: Teaching

Purpose

To provide a stimulating and engagingenvironment for students where evidencebased practice is embedded inteaching and learning programs and wherepositive collaboration and evaluation formthe basis of a strong school culture.

Improvement Measures

Teachers are working towards higher levelof the Professional Teaching Standards.

An increased number of teaching practicesare collaboratively developed usingevidence to inform best practice.

People

Leaders

Establish and improve processes whichbuild the capacity of the school communityto use data and engage in evidence basedconversations about school improvement,in particular relating to teaching practicesand improved student outcomes.

Staff

Maintain accurate records, documentationand assessment data in order to evaluateand adjust teaching strategies, to maximiseimpact on student learning.

Work collaboratively to ensure that theirpedagogy aligns with practices that areshown through research to have a highprobability of success.

Students

Develop their capabilities to useassessment and peer feedback to reflecton and plan their own learning.

Develop their capacity to think creativelyand critically, solve problems and workcollaboratively with others.

Parents/Carers

Understand and know what their childrenare learning and how to support them.

Engage in school and curriculumactivities to develop strong partnershipsand deeper understanding of theirchildren's learning.

Processes

Collaborative Practice

Structures are in place for staff to facilitateprofessional dialogue, collaboration,modelling of effective practice and a strongevaluative culture to inform teaching andlearning.

Evaluative Practice

Implement effective evidenced basedteaching methods that optimise learningprogress for all students across a full rangeof abilities.

Evaluation Plan

• What Works Best Reflection Guidesurvey

• TTFM Survey

• PLAN data every 5 weeks

• NAPLAN data

• Meeting records

• Teacher evaluation of teaching learningprograms.

• Professional Learning

• School Excellence Framework

Practices and Products

Practices

Teachers engage in and evaluate wholeschool Professional Learning activitiesresulting in explicit teaching of all KeyLearning Areas with a focus on Literacyand Numeracy.

Continuous collaboration, reflection andplanning drive on–going, school wideimprovement in teaching practice andstudent results.

Products

Structures are in place to collaborativelyplan, reflect on and deliver evidenceinformed pedagogies.

The use of evidence including datacollection and collaborative evaluation isembedded to inform decisions,interventions and initiatives across theschool.

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Strategic Direction 3: Leading

Purpose

Provide leadership which supports a cultureof high expectation and communityengagement which leads to sustainableand measurable whole schoolimprovement.

Improvement Measures

Increase the % of aspiring leaders throughbuilding leadership capacity.

Increased parent and communityinvolvement in the school.

People

Leaders

Establish structures and processes toidentify and address staff and personallearning needs to build the capacity of theBathurst Alliance and the schoolcommunity. Develop mentoring andcoaching skills to facilitate studentachievement.

Staff

Participate in Instructional Leadershipopportunities to improve teaching practice.  

Students

Building student leadership capacitythrough in school programs.

Parents/Carers

Have a voice in policy develop and areactively involved in school programs wherepracticable.

Processes

Instructional Leadership

Ensure instructional leadershipopportunities are in place and staff areinvolved in strong performance anddevelopment process to monitorimprovement.

Community Satisfaction/Engagement

Strengthen school community relationshipsto enable meaningful participation in, andsupport of, new and existing schoolinitiatives.

Evaluation Plan

TTFM surveys – staff, student and parent

Executive and Alliance meetings (eachterm)

Regular Stage meetings

Meeting records

PLAN

NAPLAN

Diagnostic, school based assessment

PAT assessments 2–6

Practices and Products

Practices

The school maintains their focus oninstructional leadership and equitable useof resources to sustain a culture of effectiveevidence based teaching to improvestudent achievement.

The school measures communitysatisfaction and shares its analysis andactions with the community.

The leadership team models collaborativeleadership and engages with other schoolsto share and improve practice andencourage innovation.

Products

All teachers demonstrate effectiveevidence–based teaching strategies whereevery student makes measureableprogress.

The school has a culture of review,responsibility and shared accountability toachieve high standards for all stakeholders.

The leadership team coordinateseducational networks and act as mentorsand coaches to guide staff and colleagues. 

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