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North Fremantle Primary

2010 - 2011 Strategic Plan
Plan for Public Schools 2008-2011 Overall Mission: Provide world-class education and training to meet the needs of individuals, the community and the WA economy.
Objective 1: To make every student a successful student. Objective 2: To have sound teaching in every classroom. Objective 3: To ensure every public school is a good school. Objective 4: To provide practical support for our teachers and support staff. Objective 5: To deliver meaningful accountability. Objective 6: To build public confidence in our schools.

Vision For all students at North Fremantle Primary School to experience learning that is purposeful, engaging and empowers them to become life long learners.

Mission Through partnerships with parents and the local community, we will provide an inclusive environment in which the students of North Fremantle Primary School can develop the knowledge, skills, understandings and confidence to reach their individual potential.

Excellence in Teaching, Learning and Assessment
Opportunity to learn - Learning experiences should enable students to observe and practise the
actual processes, products, skills and values which are expected of them. Connection and challenge - Learning experiences should connect with students’ existing knowledge, skills and values while extending and challenging their current ways of thinking and acting. Action and reflection - Learning experiences should be meaningful and encourage both action and reflection on the part of the learner. Motivation and purpose - Learning experiences should be motivating and their purpose clear to the student. Inclusivity and difference - Learning experiences should respect and accommodate differences between learners. Independence and collaboration - Learning experiences should encourage students to learn both independently and from and with others. Supportive environment - The school and classroom setting should be safe and conducive to effective learning.

Demonstrated by the use of ….. Outcomes Focused Education, Scope and Sequence documents, Open ended tasks, Explicit teaching, First Steps pedagogy in Literacy and Numeracy, Cooperative Learning Strategies, Higher Order Thinking Skills, Integrated and negotiated curriculum, Learning Support Coordinator supporting inclusive classroom practice

Valid - Assessment should provide valid information on the actual ideas, processes,
products and values expected of students. Educative - Assessment should make a positive contribution to student learning.

Explicit - Assessment criteria should be explicit so that the basis for judgements
is clear and public. Fair - Assessment should be demonstrably fair to all students and not discriminate on grounds that are irrelevant to the achievement of the outcome. Comprehensive - Judgements on student progress should be based on multiple kinds and sources of evidence.

Demonstrated by….. Use of Outcomes and Standards Framework, SIS reporting cycle, NAPLAN, SAIS data, Parent Interviews, Three way conferencing, K/P Profile, Literacy Net, Numeracy Monitoring Tools Target Setting, On balance, evidence based teacher judgements, Moderation.

WHAT DOES THE DATA TELL US
Academic The average test results for reading and numeracy (WALNA/NAPLAN) of students at North Fremantle PS have generally been lower than those of students at like-schools for the past five years. This is especially evident in Year 3 and in Numeracy across all year levels tested. Writing is an area of relative strength across the school. The analysis of students performance against 2008 NAPLAN higher proficiency bands indicates that the schools has at least 10% fewer students in the top two proficiency bands in almost all tests than do like-schools. There are more significant differences in Year 3 and 5 and in numeracy across all year levels. In 2008 Year 7 science tests, the schools average score was below the average of Western Australian schools. 80% scored below the Western Australian Monitoring Standards in Education (WAMSE) test standards. Students who have remained at North Fremantle PS from years 3 to 7 have made strong gains between years 5 and 7. Data indicates that in 2009 there has been an improved performance in punctuation and grammar across all year levels and in numeracy in years 5 and 7. The mean scores of years 3 and 5 are lower than those in all Western Australian schools in three of the five tests. Spelling in Years 3 and 5, and Writing in Year 5 are areas with significantly lower mean scores than those in all Western Australian schools. Non-academic Attendance In 2009 data indicates that there are no students at severe risk due to poor attendance. The school has a lower percentage of students attending regularly (78%) than like schools (83%) and a slightly higher percentage of students in the „indicated at risk‟ and moderately at risk categories. In 2008, approximately 80% of absences were authorised, but in 2009, the proportion of authorized absences fell to 56.8%. Regular attendance rates varied greatly across year levels in 2009, from 100% in year 3 to 50% in Year 6. Small cohort numbers have skewed this data significantly as has the effect of extended in-term family holidays.

PRESCRIBED IMPROVEMENT STRATEGIES *
1. Raise the standards of Literacy through the development of a whole-school approach, with a particular focus on ensuring consistency of understanding and application of a strong phonological and phonemic approach from Kindergarten to Year 3. 2. Establish school policy and procedures to monitor and address student attendance issues. Fremantle-Peel District Education Office personnel to provide training and support to school leaders. 3. Build the strategic, operational and instructional capacity of the school‟s leadership through targeted professional learning and intensive district support. Collect regular feedback from key stakeholders to monitor the effectiveness of change management approach. 4. Develop evidence-based strategic and operational plans with specific and measurable targets for improvement. Implement performance management processes for all staff that require evidence of translation of agreed improvement strategies into classroom practice. 5. Develop teachers‟ capacity to use a range of student performance data to plan, implement and monitor differentiated approaches that cater for a range of student needs. A focus on provision for more-able students, as well as those failing to meet minimum standards in Literacy, Numeracy and Science, is required. 6. Raise the image of the school through consultative development of a shared vision to improve standards of student performance. Develop proactive marketing strategies to promote the school and build the capacity of the School Council to become a progressive and active governance body.

7. Attract high-quality staff to the school through proactive recruitment and by seeking local selection
status. Selection processes to be conducted under the direction of the Director Schools. Provide a structured induction and professional learning program that incorporates collaboration and moderation with colleagues from other schools.

* as prescribed by the DoE Expert Review Group September 2009

LITERACY
MAJOR STRATEGIES
Develop a whole school Literacy Plan with a particular focus on the teaching and learning of Reading and Spelling and the use of the First Steps resources; Set improvement targets for NAPLAN results, analysing data to inform specific planning of student learning. Use a case management approach for students at risk of falling below National Minimum Standards and those identified with the potential to move into the higher proficiency bands; Utilise the skills of a Specialist Literacy Teacher to assist in building the capacity of staff to improve literacy through modelling, mentoring, coaching and the early identification of students at risk; Timetable to enable staff K – 7 to work collaboratively to ensure a coherent developmental approach; Provide moderation opportunities within NFPS and across the cell with like schools, to ensure a good understanding of the outcomes for sound teacher judgements. Analyse SAIS data to ensure teacher judgements are in line with NAPLAN and comparable with schools state wide. Refine the Learning Support Coordinator (LSC) role to assist with identification of Students at Educational Risk and to support teachers to write case management plans for students with complex needs; Provide the physical resources required to successfully implement these strategies. Refine performance management practices to include focused self-reflection in relation to the teaching of Literacy.

NUMERACY
MAJOR STRATEGIES
Develop a whole school Numeracy Plan with a particular focus on Number using First Steps pedagogy; Set improve targets for NAPLAN results, analysing data to inform specific planning of student learning. Use of case management approach for students at risk of falling below National Minimum Standards and those identified with the potential to move into the higher proficiency bands; Timetable for collaborative Maths planning led by Deputy Principal based on Getting it Right strategies and including the use of diagnostic testing to inform where students are at, what students know and where to move students along; Provide moderation opportunities within NFPS and across the cell with like schools, to ensure a good understanding of the outcomes for sound teacher judgements. Analyse SAIS data to ensure teacher judgements are in line with NAPLAN and comparable with schools state wide. Refine the Learning Support Coordinator (LSC) role to assist with identification of Students at Educational Risk and to support teachers to write case management plans for students with complex needs; Provide the physical resources required to successfully implement these strategies. Refine performance management practices to include focused self-reflection in relation to the teaching of Numeracy.

RESOURCES Appointment of 0.4 GiR L from FTE Professional Learning for GIR L specialist teacher Purchase First Steps books for all teachers; Purchase Literacy resources to support implementation of screening Reading strategies – request and support from P&C. EVALUATION MEASURES/ MONITORING 2010 MILESTONES

$28 944 $1140

RESOURCES 1 day per term teacher relief (TR) @ $360 per day for all 4 teachers to support PL and collaboratively planning; Purchase / top up First Steps books for all teachers;

$5 760

$200

$500 $2 000

Purchase Maths resources and storage, to implement a “hands on” approach to learning which is in line with First Steps pedagogy – request and support from P&C. $2 000 EVALUATION MEASURES/ MONITORING 2010 MILESTONES
Shared beliefs and understandings established and whole school approaches implemented; Student performance information, including NAPLAN, student summative report data and Numeracy Monitoring Tool data, is used effectively to plan for improvement; Implementation of diagnostic testing used to support teaching and learning; Implement case management plans for identified students; Performance management agreements to include a focus on improving numeracy pedagogy and Funding spent according to plan to support numeracy improvement.

Shared beliefs and understandings established and whole school approaches implemented; Student performance information, including NAPLAN, student summative report data and Literacy Net data, is used effectively to plan for improvement; Implementation of early intervention screening tools for K and PP; Implementation of case management plans for identified students; Performance management agreements include a focus on improving literacy pedagogy and Funding spent according to plan to support literacy improvement.

PUBLIC CONFIDENCE – Trusting Public Schools
TARGET: Raise the image of the school through consultative development of a shared vision to improve standards of student performance. Develop proactive marketing strategies to promote the school and build the capacity of the School Council to become a progressive and active governance body. MAJOR STRATEGIES: Develop a whole school Vision that is shared by staff, students and the community; Implement improvement plans in Literacy and Numeracy; Introduce specialist Music and Art programs through the employment of specialist staff; Increase communication within the school and wider community through fortnightly newsletters, community newsletters, local newspapers, revamping the School Website, show casing student work at local centre and events; Conduct regular surveys to identify areas of strength and areas for improvement; Complete major improvements to House and Grounds including an Administration/Library/Staff Room upgrade, the building of an new Music/Art Facility and a focused garden plan.
S:\administration\Admin Filing 2010\100 ADMINISTRATION\108 PLANNING\NFPS Strategic Plan 2010 - 2011.doc