LENAH VALLEY PRIMARY

Successful

Students

Teaching

Excellence

Digital

Normalisation Connected

Community

Positive

Environments

Numeracy

Literacy

Sustainability

(Australian

Curriculum)

Early Years

Respectful

Schools

Key D

riv

ers

Prio

ritie

s

(2015—2017 Strategy)

Measuring Progress

Teaching Excellence

Literacy &

Numeracy

Respectful

Schools

Sustainability (Australian

Curriculum)

Early Years

Targets

100% of year 3 and

5 students, not on

an ILP, will achieve

NMS in literacy and

numeracy for

NAPLAN

Two year gain in all

domains of NAPLAN

will be above similar

schools

Mean scores in all

NAPLAN domains

for Y3 & Y5 will be

at or above similar

schools

Australian

Curriculum ratings

for literacy and

numeracy will show

percentage of Prep

to Year 6 students

achieving a “C” or

higher to be greater

than like schools

Targets

Average daily

absenteeism at or

<7%

Number of

individual student

suspensions <2% of

number of

students enrolled

Inclusive school

culture; to student

need; evident in

policy, strategy &

action

Consistent whole

school approach to

the teaching and

management of

behavioural norms

and expectations

evident in policy,

strategy & action

Targets

All students birth to Y6 are consistently

involved in the kitchen/garden program

and show evidence of living sustainably

Whole school strategies and actions are

in place to address waste reduction,

water usage, energy use, recycling and

composting. Students actions show care

for their environment

Bushland classroom/garden created and

utilised

Increase in sustainable living

partnerships with community

organisations

Learning experiences across the

curriculum utilise the outdoors as a

classroom and make strong links with

science Australian curriculum and

sustainability cross curricular

Australian Curriculum ratings for all

subject areas will show percentage of

Prep to Year 6 students achieving a “C”

or higher to be greater then like schools

90% or > of teachers indicate they are

comfortable with content and

implementation of Australian Curriculum

Targets

90% or > of

regular Launching

into Learning (LiL)

students

achieving

expected literacy

and numeracy

outcomes in the

early years

90% or > of

Kindergarten

students meeting

all KDC markers

90% or > of Prep

students

achieving

expected literacy

and numeracy

outcomes

Lenah Va l l e y Pr imar y Schoo l 11 Creek Road, Lenah Valley, TAS 7008

Ph. (03) 6228 0311 Fax (03) 6278 1360

Email lenah.valley.primary@education.tas.gov.au

Web: http://education.tas.edu.au/lenahvalleyprimary/Pages/default.aspx

Priorities

Literacy & Numeracy

(Highly effective communicators and problem solvers)

Respectful Schools

(Respectful relationships; equity for all)

Sustainability (Inc. Australian Curriculum)

(Rich learning; productive harmony; humans & nature)

Early Years

(Bright Beginnings)

Whole school practices for literacy and numeracy are developed,

implemented, maintained, evident and continuously reviewed. This

includes mapping against Australian Curriculum, best pedagogy and

agreed practices

Whole school practices in reading, writing (spelling, grammar,

handwriting, text structure), mental computation and problem solving

are based on research , best practice and are evident and used

Students have developed their skills as problem solvers with highly

effective metal computation skills through the consistent application of

Alastair McIntosh's work and the 4 steps of understand it, plan it, do

it and check it for problem solving

Students are consistently involved in personalised learning through a

focus on formative assessment and data driven intervention , support

and enrichment

The driver of “Teaching Excellence” is the highest leverage in

achieving nominated targets. Teachers:

*Work in PLCs using Inquiry and Knowledge Building Cycle

*Work in collaborative planning teams

*Develop, implement and participate in a sustainable observation and

feedback model

*Work in robust and aligned school PL programs

School values are developed and lived by all. They

underpin the culture at Lenah Valley and are used as

the springboard for explicit and proactive teaching of

behavioural expectations that support social and

emotional development

A consistent whole school framework to student

management, engagement, attendance and wellbeing

is applied

There is a consistent school wide system for

collecting data to inform ongoing improvement

strategies

There is a consistent school wide system for positive

behaviour supports

School system strategies, policies and plans that

prioritise inclusion of the National Safe Schools

Framework are developed and implemented

Educational adjustments are implemented to support

student need with quality teaching and learning

experiences for all within a supportive and accepting

environment

Enhanced and propagated a birth to Y6 kitchen and garden program with explicit links to the curriculum

Students understand how to care for their environment and what it means to live sustainably. There is a whole of

school focus on; waste reduction, water usage, energy use, recycling, and composting

Learning experiences across the curriculum utilise the outdoors as a classroom by making strong links with Haldane

reserve, Ancanthe Park, New Town rivulet and the school grounds

Partnerships with community members, groups, and industry, who are experts in sustainability are made and

maintained to the benefit of all

Bandicoot Plate sustainability competition has grown

Eco team is prestigious and focuses on sustainability issues and practices across the school

Explicit teaching about local and global sustainability issues and resources occurs through cross curricula inquiry

Teachers work in grade planning teams to ensure effective implementation of all aspects of the curriculum. There is

a focus on differentiation and formative assessment

Collaborative planning guide is developed, supported, implemented, evident and continuously reviewed. A focus on:

* The development of rich cross curricula inquiry units; The development of moderation and assessment tasks to

ensure aligned assessment and reporting

PL for whole of school and targeted groups is provided to ensure knowledge of curriculum content , task design and

unit planning

There is a rich bank of resources for each curriculum area

An increased number of weekly sessions and

attendance at Jumping Joeys sessions ensure

personalisation of learning and explicit delivery of

quality education that addresses the social,

emotional and academic needs of our young

children

The Early years Learning Framework (EYLF) is the

basis for all LiL planning . Increasing its visibility in

the LiL environment and providing opportunities

for families and staff to better understand the

framework is applied

A robust and targeted pre-kindergarten program

that begins in April of each year is operated

We are a central agency in leading inter– agency

support for our families; connecting & integrating

services and improving connections with our local

community in terms of environment, people,

resources and their use

Improved outdoor facilities and resources present

LENAH VALLEY PRIMARY SCHOOL - We Care and Give our Best! Our Vision:

Learners of Today, Leaders of Tomorrow!

Our Mission:

Inspiring Learners, Nurturing Excellence, Succeeding Together! Our Values:

Positive Relationships Achievement Resilience Respect

Key Drivers

Successful Students Teaching Excellence Digital Normalisation Connected Community Positive Environments

Students are empowered as leaders of their own learning

and the learning of their peers

Students have access to rich learning opportunities that

develop the skills of Critical Thinking, Collaboration,

Character, Citizenship, Communication and Creativity

Students have a growth mindset; they are able to see

where they are in their learning and use feedback/reflection

to take their learning forward

We implement systems and mechanisms for tracking

student progress and implementing timely intervention or

enrichment for all

A culture of high expectations supports the belief that all

students can learn, progress and achieve

Lenah Valley is a professional learning community (PLC),.

There is a collective focus on learning with educators working

collaboratively to achieve ongoing improvement for all

Ongoing and aligned teacher observation and feedback

culture is a key collaborative component of our PLC

Teaching excellence is further developed through high

expectations for all, whole school practices, collaborative

planning teams, explicitness of evidence based pedagogy,

structured professional learning based on our core priorities

Teachers use formative assessment to inform teaching and

ensure success for students

Leadership density and development through opportunity,

coaching, mentoring and professional learning occurs and is

seen as essential for the continued growth of the organisation

Lenah Valley school is committed to preparing

students for the 21st century

Staff and students use digital technologies to

enable personalised and differentiated learning

that students can access anywhere anytime

Our students use digital technologies as

naturally as using pen and paper whereby

digital use is normalised

Staff and students access and contribute to

digital learning communities across the globe

opening up networks for learning both within

and outside the school walls

Students, teachers, parents, carers and

community members are a society of learners

who work together to provide a rich tapestry of

learning experiences for all

Connections and relationships with community

members and groups, NGO’s and industry both

locally and globally are made and maintained to

the mutual benefit of all

We develop and value participation of family

and support shared responsibility for the

achievement of children’s learning outcomes

Quality resources, facilities and

infrastructure are provided to support

dynamic teaching and learning practices

Skilled business practices create and support

a physical environment that is vibrant,

resourced, sustainable and evolving

Efficient and effective administrative and

operational practices ensure clear and

appropriate communication occurs

A set of strong school values underpin the

respectful relationships and culture of

respect that is lived by all.

We achieve growth and strength through care and mutually re-

spectful partnerships, connections and interactions with our

learners, families, staff and community.

We are life long learners with high expectations for all; staff, students

and our community. We have a strong commitment to the pursuit of ex-

cellence, always giving our best and celebrating achievements .

We persevere when faced with challenges, always being

courageous, giving our best and having a go! We bounce

back and adapt to life’s knocks and adversity.

Positive and effective interactions with each other and our environ-

ment are conducted on the basis of responsibility, integrity and ac-

countability.