Ulladulla Public School

School Plan2012 - 2014

Year2012 2013 2014 2015

Area

Curriculum

Spelling EnglishScience

Maths History

Major Policies and Programs

Library: Policy and Programs

Camping and Student

Leadership Policies

Aboriginal Policy

Uniform

Schedule of Evaluation

Ulladulla Public School Plan for 2013

Illawarra and South Coast Region’s mission is to enhance the education and skills base of our community through excellence in education and training outcomes for students.

1. School ContextUlladulla Public School is P2 school with an enrolment of 588. The school operates 3 Special Education classes with 31 students. The school is concerned with innovative quality education, focused on excellence within a vital and dynamic environment. Department curricula are developed by Key Learning Area curriculum committees.

Many programs are offered for the development of individual students including:

Student Leadership – Captains, Prefects, Environmental Counsellors, SRC. Retired community tutor program linked with STL support within the school Fast “For Word” reading program Reading Recovery & School Learning Support Program Various school and representative sporting events, fitness K-6 with specific measurement in Stage 3 Environmental Education across K-6 Forest Ferals contribute to the success of the program Drumming group, Talent Expo, Choirs Emotionally Disturbed class Multi-categorical class Intellectually Mild learning class After School Care is operational on our site Gifted, Talented & Interested Days Pupil well being program Healthy canteen

2. School PurposeOur motto is “Learn to Live and Live to Learn”.

The aim of the school at all grade levels is to develop each child so that they will reach their full potential at their stage of growth.The programmes in each grade will encompass six key learning areas and a wide range of activities to achieve personal success. These activities relate to the intellectual, physical and cultural development of the child as well as to his/her social development.

Our school offers: A commitment to high standards of student performance and behaviour Quality teaching in all Key Learning Areas A supportive, caring school environment Core values & cultural diversity across all curriculum areas A challenge to everyday individual achievements

3. School Strategic DirectionsAt the core of the school plan is improved outcomes for children. To allow for this the school needs to :

Allocate time and resources to maximise learning outcomes for students. Have quality teaching and learning central to the school’s culture. Provide professional learning and development to all staff.

4. Priorities AreasLiteracy and Numeracy Increase levels of literacy and numeracy achievement for all K-6 students.Aboriginal Education Improved access, participation and outcomes for all Aboriginal students K-6.Curriculum and Assessment Implementation of the new syllabuses incorporating the Australian Curriculum.Leadership and Management Enhance leadership and management capacity for school improvement.Engagement and Attainment Differentiated teaching and learning practices that engage every student and

Improve student attainment across all stages of learning.

The plan has been endorsed and approved by:

PRINCIPAL: DATE:

SCHOOL EDUCATION DIRECTOR:DATE:

School Priority Area 1: LITERACY

Intended Outcomes:· To improve Literacy levels for all students through consistent and systematic implementation and review of programs and assessment strategies.· Diminish the gap in literacy achievement between students attending Ulladulla PS and their regional and state peers.

Target/s for 2013:ES1 & Stage 1· 80% of students in Kindergarten are reading at Level 9 or above by end of year.- 90% of Kindy students to be able to write simple sentences independently- 77% of Y1 and Y2 students are reading at or above Level 17 and 24 respectively.Stage 2· By end of year, 80% of Y3 & Y4 students are in or above Cluster 9 & 10 in aspects Reading and Comprehension of the Literacy Continuum · By May, 91% of students in Year 3 will achieve above Minimum Standard in NAPLAN Reading.Stage 3· In 2011 this Y5 cohort had 36.9% of students in top 2 bands (proficiency) in Reading. Our target is to increase this to 40% · Increase the percentage of students in Y5 achieving expected growth in Reading and Spelling to 60% and 50%.· By end of year, 80% of Y5 & Y6 students are in or above Cluster 11 & 12 in aspects Reading and Comprehension of the Literacy Continuum Year 6 to 7· Increase the average growth in Reading from 35.2 to match DEC State average of 40.8 in 2014.

STRATEGIES SUCCESS INDICATORSTime Frame:

Terms WHO’SRESONSIBLE

RESOURCES & FUNDING1 2 3 4

Teaching and Learning Continue to reflect best learning times of literacy and numeracy. Minimise interruptions in these times.Session 1 LiteracySession 2 Numeracy

Improved concentration and motivation from students and improved results in literacy and numeracy assessments. Uninterrupted Literacy block timetabled K-6.

Principal

Employ higher expectations of students in all stages through

i) Explicit teachingii) Ongoing professional dialogue

Explicit and systematic literacy teaching K-6 is evidenced through supervision and TARS. Professional dialogue in curriculum and assessment development at grade meetings.

All CRT

Stage Leaders TPL funds$7000

iii) Team planningiv) Planned TPLv) Improved student engagementvi) Employ QT strategiesvii) Improved parent supportviii)

Continue to support collaborative planning to encourage professional dialogue and stage planning and sharing.

Team planning using the teaching /learning cycle.

Continue specific programs and strategies to ‘move the middle to the top.’ Including

Best Start for Kindergarten students L3 in K Multilit for Stage 1 students Minilit for stage 1,2,3 students Reading Recovery for Y1 students Fast For Word for Stage 2,3 students

Best Start program continued Multilit program continued Mini Lit introduced in S1. All S1 teachers trained together with SLSOs.Reading Recovery for identified Y1 students. L3 strategy continued in ES1 Buddy Reading Program K-6. FAST FORWORD trial program extended.

JustinAmandaBev (SLST) and Gai

RosKim ES1 CRTAll CRTBev

L3 TPL$1000 donated$1000 English

Application of L3 strategies in the Year One classrooms.

Students in Year One are given systematic, quality teaching strategies that follow directly on from the foundation work completed in K.

Provide additional student and teacher literacy resources

Resources bought for: Mini Lit, Home Reading, Literacy groups.

S1 leader

Implement Spelling review recommendations

Spelling strategies and assessments carried out. All CRT

Provide support for identified students who are not meeting benchmarks.

Norta Norta funds Volunteer reading program SLST support

Volunteer reading program maintained in Y3-6. SLST teacher takes groups in Y1 – Y4. Y1 and Y2 students receive targeted assistance

Bev coordinateBevDave (AP)

Continuation of DEAR time in K-6 classrooms.

Increased participation of students in reading for pleasure

Consolidate and embed QT elements into Guided reading program.

QT strategies embedded in Guided reading program

Teachers to utilise Smart data software to identify strengths, weaknesses and teaching points.

Class programs are developed around addressing these strengths and weaknesses.

Quality Teaching Framework is evident in teaching programs

Mind maps, rubrics, CTJ, criteria marking, planning proformas are evident in programs and are consistently being registered and monitored by teachers and executive

Evaluation and Assessment Presentation to staff of NAPLAN results. Teachers in Years 3 and 5 will analyse.

Ongoing pre and post—testing of the following text types Year 1-6:Exposition (Term 1) Review (Term 2)Narrative (Term 3) Explanation (Term 4) to identify and address specific needs with writing skills. Areas to address are programmed by individual teachers.

Growth in class/individual data measured from Years 1-6 in common writing tasks. Increase evident in targeted areas.Evidence of learning activities included in programs showing explicit areas for teaching

Data is collected weekly and/or 5 weekly, and/or termly in spelling, reading and writing and talking and listening

Plot students on the Literacy Continuum

PL for teaching staff Provide PL for all teachers.

New English Curriculum Kindy continuing L3 PL L3 Year 1 teachers Writing SMART training. IWB training

Provide understanding and knowledge of the Literacy Continuum K-6 for stage planning for quality teaching around the critical aspects of literacy.

L3 trainer demonstrates strategies in literacy programming and practice in Y1 Y1 teachers attend L3 Training (12 half day sessions) and implement L3 strategies into teaching SMART data used to drive teaching and learning in literacy.

Teachers track students progress on the Lit Continuum and monitoring their progress

CRT

Implementation of New Syllabus Provide PL for all teachers.

New English Curriculum

Provide time for all teachers to view plan and write new English syllabus ready to teach day 1 2014.

PL fundsSDD

School Priority Area 1: NUMERACY

Intended Outcomes:· To improve Numeracy levels for all students through consistent and systematic implementation and review of programs and assessment strategies.· Diminish the gap in Numeracy achievement between students attending Ulladulla PS and their regional and state peers.

Target/s for 2013:K-2· 100% Kindergarten students will reach Perceptual level on the numeracy continuum by the end of the year.· 77% Y1 students will reach Figurative stage numeracy continuum by the end of the year.· 77% Y2 students will reach Counting On and Back stage numeracy continuum by the end of the year.Stage 2· By May the % of students at or below minimum standard in Numeracy will reduce from 11% to 10% in 2013.· By end of Year increase the Y3 and 4 grade averages in Measurement from 70% to 80% using Framework Diagnostic dataStage 3· The % of students in top 2 bands in Measurement will increase from 30.9% Y3 (2011) to 35% in Y5 (2013)· The % of students performing at or below Minimum Standard for Number, Patterns and Algebra will reduce from 20% in Y3 (2011) to 15% in Y5 2013.· The % of students performing at or below Minimum Standard for Measurement will reduce from 10% in Y3 (2011) to 8% in Y5 2013.· Year 6 to 7· The % of students in Bands 8 & 9 will increase from 18% to 21% in 2014.

STRATEGIES SUCCESS INDICATORSTime Frame:

Terms WHO’SRESPONSIBLE

RESOURCES &

FUNDING1 2 3 4

Teaching and Learning

Professional Learning/mentoring for all staff to identify successful and engaging activities using QTF and to refine or improve on current practices in Numeracy within the classroom.

Un-interrupted Numeracy sessions will be implemented K-6.

A variety of engaging activities with a QT focus is evident in programs, ignition and group activities.

Class lessons are delivered more effectively - student outcomes improved.

Ongoing

Ongoing

Ongoing

Garry/Justin

CRTsAPs

$7200 TPL funds

Class programs ensure explicit teaching and learning of aspects of Visual Literacy/ the Language of Maths.

Basic facts and drills to be included daily in these sessions.

All teaching programs align with K-6 Mathematics Syllabus requirements. Quality teaching elements to be incorporated into teaching numeracy with focus on significance and higher order thinking.

Individual programs developed for targeted students achieving below grade outcome and children achieving beyond grade outcome.

Syllabus and data (internal and external) used to inform teaching and learning programs.

Teacher’s capacity to provide high quality learning opportunities for all students is built up.

Quality teaching elements evident in all teaching and learning programs and activities.

Program caters for all children.

Ongoing

Continue to implement: • Best Start • TEN (Targeted Early Numeracy)• Counting On

Best Start Numeracy Continuum used to enhance tracking of student achievement and to identify areas of needs and differentiate the curriculum accordingly.

Justin

Focus on Measurement Strand

Under performing students will be supported through increased intensive instruction by SLST.

High performing students will be extended by SLST

Measurement lessons are evidenced in class programs.

Both boys and girls NAPLAN Numeracy shows upward trend growth towards state and regional mean.

Ongoing

Ongoing

CRTs

SLST

Maths ability groups are implemented in Y3-6

Teaching and learning of curriculum is delivered explicitly.

Stage 2 & 3 APs

Teachers trained in the use of NAPLAN, Individual students’ needs are analysed and Ongoing Stage 3 AP

Best Start and school data and use it to guide numeracy programs.

appropriate support given. CRTs

Purchase of various numeracy resources to support teaching and learning programs and reflective of the needs of students.

Equipment purchased Maths Committee

$1000

Teachers use Newman’s Prompts to identify strategies students use when problem solving by all classes Years 1-6 twice per week minimum.

Use of Newman’s Prompts to identify strategies used in problem solving

Ongoing CRTs

Student Engagement Increased use of “hands on” maths activities and games within the class numeracy time.

Sponsor students to enter Uni Maths tests.

Maths month—maths work focus of foyer display.

Class teaching and learning programs show evidence of “hands on” maths activities such as TEN & Counting On strategies.

Larger % of students entering competitions

Students demonstrate increased engagement and enjoyment during maths lessons.

Evaluation and Assessment Assessment data K-6 week 4 (term 2), week 4 (term 4).

K-6 Teachers regularly record achievement of indicators in assessment folders. Use of Teacher Observation, Work Samples and Assessment Tasks to assess attainment of outcome indicators.

Implementation of Diagnostic Assessment of Numeracy 3-6, Best Start & SENA testing.

Data analysed and programs developed to

All teacher assessment folders demonstrate clear evidence of consistent tracking and monitoring. A balance of assessment strategies is evident in all teacher assessment folders.

address needs of the class and/ or individual students.

ICT Skills Improve student access and capacity to use ICT to enhance their Numeracy learning.

Strengthen teacher capacity in the use of ICT to improve learning and teaching in Numeracy. PL in the use of IWB to support the teaching of Numeracy.

Use DEC - IWB software and source websites to enhance the effective use of ICT in teaching Numeracy.

Evidence of positive impact of ICT learning tools, interactive technologies and ICT-based curriculum resources on student engagement and Numeracy learning and increased teacher participation in professional learning in information communication technologies.

Ongoing Garry

Mark

TPL funds$3000

School Priority Area 2: ABORIGINAL EDUCATION

Intended Outcomes:· By 2014 Aboriginal student outcomes Literacy and Numeracy will match or better outcomes of the broader population.· Increased participation of Aboriginal parents in supporting their child’s learning.· Quality evidence based programs and initiatives are in place.

Target/s for 2013:K-2· Seventy five percent of students K-2 are achieving Regional Targets in Reading.Year 3· 100% of Aboriginal students in Year 3 will achieve the National Minimum Standard in NAPLAN Reading and Numeracy.Year 5· Increase Aboriginal student scores in NAPLAN Reading by 3 in order to have 0% below National Minimum Standard.· Increase Aboriginal student scores in NAPLAN Numeracy by 4 in order to have students in the top bands.

STRATEGIES SUCCESS INDICATORSTIME

FRAME WHO’SRESONSIBLE

RESOURCES & FUNDINGS1 S2

All Staff will take part in No Gaps No Excuses training Term 2 SDD. All staff at Ulladulla PS will complete the 5 modules of the package within the period of the next three year planning cycle

Modules are delivered to all staff, SLSOs and community members

TrainerPrincipal

Maintain a school environment that supports productive partnerships with families and local Aboriginal communities.

Awareness of Aboriginal students, and their families in our school, by all staff. Local elders known and welcomed into the school. Meaningful consultation between the school, community groups and the AECG.

Aboriginal CommitteePrincipal

Dhurga language is promoted throughout the school

Continued usee of Dhurga language in school assemblies.

Students

100% of Aboriginal students are working PLP for Aboriginal Students reviewed and followed in CRT

on Personalised Learning Plans. consultation with parents, students and classroom teachers throughout the year targeting each students’ learning goals and nurturing individual strengths and talents.

Parents Students

Encourage and monitor attendance rates. Aboriginal students show increased attendance rates. Ongoing HSLODP

Participation of Identified Indigenous students in Reading Recovery and Multilit program if necessary. Increased use of Best Start, Naplan and other forms of assessment to inform teaching and learning programs for Indigenous students.

All Aboriginal students achieve at or above the national standard. Improved reading age of identified students as evidenced by standardized reading tests Norta Norta funds expended.

Ongoing RR teacher

SLST

Purchase of additional culturally specific reading resources for use across the school.

Reading resources in place. Aboriginal Committee

$500

School Priority Area 3: CURRICULUM AND ASSESSMENT

Intended Outcomes:· Implement a revised Student Report.· Provide resourcing and planning to implement the Australian Curriculum as provided by the NSW Board of Studies.

Target/s for 2013:. Draft English syllabus is unpacked. Collaborative planning, writing and testing of units.. Development of school Scope and Sequence in English. Increase the information to parents through the student report.

STRATEGIES SUCCESS INDICATORSTIME

FRAME WHO’SRESONSIBLE

RESOURCES & FUNDING2013 2014

Implementation of New English Syllabus Funds allocated for teachers to attend professional learning in the implementation of the National Curriculum. Development of school programs and teaching/learning activities and assessment materials. Time provided to develop Scope and Sequence Development of resources based on needs and gaps to support National Curriculum

Teachers to attend professional learning. Units K-6 written and ready to teach 2014 Scope and sequences reviewed. Resources are bought

CRTs

CRTs

CRTs

CRTs

$4400 TPLSDD$7000 relief

$3000

Assessment Teachers use Curriculum Tracker through SENTRAL to track student progress in Literacy and Numeracy Continuums.

PrincipalAPs

$4200

Implementation of New Science and Maths Syllabus Staff given time to review syllabuses and report back to staff. Professional Learning meetings to plan curriculum implementation. Development of resources based on needs and gaps to support National Curriculum.

New syllabus reviewed Extensive planning undertaken K-6 Scope and Sequence developed Assessment task developed

Committee LeadersPrincipal

School Priority Area 4: LEADERSHIP & MANAGEMENT

Intended Outcomes:· To improve teacher and school leadership capacity to support sustainable school improvement at all levels

Target/s for 2013:· Provide opportunities for staff to participate in school leadership.· Form Priority Action teams (PATs) at the beginning of year.· Form Working Action teams (WATs) at the beginning of year.· Increase opportunity for non-executive staff to take a leadership role.· Increase opportunities for student leadership.

STRATEGIES SUCCESS INDICATORSTIME

FRAME WHO’SRESONSIBLE

RESOURCES & FUNDINGS1 S2

Build leadership capacity to support school improvement and student learning. Encourage teachers to be risk takers. All teachers have professional annual goals. Designated staff supervise and implement a structured mentor program for all new scheme teachers, casuals and early career teachers. Ongoing implementation of the TARS and EARS processes.

Increased teacher and school leader participation in programs and committees such as WH&S, Finance, School Promotion, sports, technology, union, environment, Aboriginal Education, LST. Teachers are mentored.

TARS and EARS linked to the Professional Teaching Standards. Professionalism and accountability increased.

PrincipalExecCRT

Eric, APs

APs

1 hr/wk through designated staffing

PATs to be incorporated into school planning with a budget. Budgets are cut to increase time for TPL All staff members required to join 2 committees. Staff Meetings to be dedicated to Committee Meetings twice a term.

Committees formed and budgets set.

Staff meeting timetable set. Committees lead Professional Learning meetings on teaching learning ideas and current best practice in KLAs.

Staff are encouraged to take Relieving Executive positions where possible.

Exec roles are taken up.

APs and aspiring leaders participate in Collegial Network Leadership meetings P & DP attend designated conferences and meetings.

Termly FLOSS meetings are held and well attended. Regional and State Conferences / SEG and PPA meetings attended

P & DP $1600 TPL

Maintain “Class Buddy” Program for all classes. Teachers to actively promote leadership in the classroom Maintain school leadership programsto encourage student involvement.

Captains/Prefects SRC Sports Environmental Library monitors

Buddy class operate on a regular basis Classes initiate leadership roles in classrooms: monitors, jobs, class captains etc

Leaders groups established – Captains/Prefects, Sports Captains, Environmental Counsellors, SRC SRC Meetings to be held during 1st half lunch.

Young Leaders Day

OngoingOngoing

CRTsCRTs

Garry, Peter, GarySimon, Bek, Julie DP Parents

School Priority Area 5: ENGAGEMENT & ATTAINMENT

Intended Outcomes:· Development of school culture and practice to improve student’s aspirations and learning potential.· Improved continuum of learning from K-6 which provides for every student · Quality teaching practices used for every student with particular attention to personalised learning· Innovation in the use of interactive technologies for learning, teaching and for teacher professional learning· Increased parental engagement in supporting their child’s learning

Target/s for 2013:· Boost the wide range of learning opportunities to enhance student performance· Increase school attendance rates from between 1% - 2% to be above 94% for all grades· Lessen detention and suspension rates by 10%· Raise the profile of School Leadership Programs· Increase technology use through IWBs, Connected Classroom, Web Site, Blogs and media.

STRATEGIES SUCCESS INDICATORSTIME

FRAME WHO’SRESONSIBLE

RESOURCES & FUNDINGS1 S2

Promote Teaching and Learning as the highest priority and strengthen the implementation of the NSW Quality Teaching model.

Limited disruption in prime learning time. Evidence in programs and observations that the QT model is being applied in all classrooms. The needs and learning styles of all students are met by differentiating the curriculum.

Ongoing PrincipalSupervisors

Build teacher capacity to provide high quality learning opportunities for all students K-6 across all curriculum areas.

Professional learning plans developed for all teaching and support staff (SLSOs). Increased access and uptake to PL

Ongoing Supervisors

CRTs

PL funds

Provide PL to support student engagement including – G&T, Special needs (eg autism), IWB

All students engaged in appropriate learning programs.

Supervisors

CRTs

PL funds

Enhance learning opportunities for all students through the connected classroom and the use of technology.

IWBs in every classroom and support area. Class use of Video Conference Student engagement in Web site, blogs and media.

Ongoing LibrarianCRT

Provide access to learning opportunities such as Choir, Drumming, Debating, Public Speaking,

Positive environments across the school. High student participation in learning activities.

Ongoing CRT

Sports, Dance, Talent Expo. etc Teachers reinforce and maintain high expectations.

Engagement in the “Live Life Well” program. Michelle $2000 from “Live Life

Well”

Implement strategies to improve student attendance rates.

Recognition of 100% attendance at School Presentation Day Use exemption status of certain students Classroom teachers contact parents/carers after students have been absent for two consecutive days.

Ongoing DP

CRTCRT then APs then DP

School rules and procedures are reinforced in class and assemblies on a regular basis. Implementation of Reward System:

Merit cards Silver/Gold Awards. Excellence in bulletin Cinema visits

Students are following rules and procedures to a greater extent. Rewards are given on regular basis

Ongoing CRTsExecPrincipal Student

Welfare budget

Partnership between the home and school to be strengthened through the provision of information via newsletters, website and parent information sessions.

Newsletters produced weekly. Web site regularly updated. Information sessions provided.

Ongoing PrincipalDP, APSAO

Students given opportunities to develop leadership skills. Students actively involved in school decision making through SRC class presentations.

Leadership roles undertaken – Captains and Prefects, Sports, Environmental Counsellors, Library monitors, SRC. SRC meet twice a term and report to class.

Ongoing DP, LibraryEnviro - Gary, Sports -Peter, SRC - Simon, Bek, Julie

Implement high quality transition programs to support students and families at significant times.

Y6-7 transition program completed P-K transition program completed Special Ed transition program and entry/exit

Ongoing

UHSPreschoolsDP

$1000 UHS funds

plans followed. Sp Ed CRT

Maintain and implement high quality GAITS programs in KLAs.

Science Club formed. Emphasis UNSW testing program. Maintain sports, fitness, CAPA, public speaking programs. Technology group maintained. RFF computer and PD/H/PE emphasis Maths groups

Ongoing MichelleGarryPeterMichaelCraigMark

Different school budget areas.

Involve students in annual school Play Play is performed end of T3 Lesley and play committee

$900