School plan 2015 2017

Mount Annan Public School

Mount Annan Public School Plan 2015-2017

4597

www.schools.nsw.edu.au

Mount Annan Public School background 2015 - 2017

School vision statement

Our vision is to provide quality teaching and

learning in a safe, caring and supportive
environment that promotes excellence and lifelong learning within the whole school community.

School context

School planning process

Opened in 1993, Mount Annan Public School is

located in the residential suburb of Mount Annan
which is situated between the suburbs of Camden
and Campbelltown. Our well landscaped,
generous school grounds provide our students
with the opportunity to enjoy large, open, green
spaces in which to play, learn and develop.

The school planning process was a consultative one

which involved students, staff and community
members. Staff, students and the community were
involved in discussions and were surveyed regarding
school priorities and future directions. Detailed
analysis of feedback provided an evidence base of
current school practices, processes and learning
success. Three strategic directions were then
determined based upon a shared school vision.

The well-being of our students is supported by

strong student welfare programs. We provide
quality teaching and learning programs that cater
to the students background and cultural heritage
and are tailored to meet the individual needs of all
students.
Our commitment to the development of the whole
child is evident through our teaching and learning,
which incorporates a range of technology to
engage and inspire.
Our experienced, dedicated and caring staff
consistently provides learning experiences that
encourage students to reach their full potential.
Staff undertakes planned, systematic professional
learning to ensure effective delivery of programs
and to maximise student outcomes.

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School strategic directions 2015 - 2017

STRATEGIC
DIRECTION 1

STRATEGIC
DIRECTION 2

SD 1: Excellence in
Teaching and Learning

SD 2: Holistic and
Enriching Programs
and Practices

STRATEGIC
DIRECTION 3
SD 3: Engaged and
Productive Global
Citizens

Purpose:

Purpose:

Purpose:

To ensure that all programs are founded upon

quality educational delivery and that all members of
the school community work in partnership within a
supportive and dynamic learning environment to
provide consistently high quality learning
experiences and outcomes.

To engage learners in purposeful and equitable

curriculum within a dynamic and inclusive learning
environment founded upon secure, respectful and
reciprocal relationships.

To develop leadership potential as an integral part

of school operations and foster within the school
community the desire, skills and capabilities to
continuously learn, confidently face challenges, and
make positive contributions to their own, community
and world wellbeing.

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Strategic Direction 1: Excellence in Teaching and Learning

Purpose

People

Processes

Products and Practices

Why do we need this particular

strategic direction and why is it
important?

How do we develop the capabilities of

our people to bring about
transformation?

How do we do it and how will we

know?

What is achieved and how do we

measure?

To ensure that all programs are founded

upon quality educational delivery and that
all members of the school community
work in partnership, within a supportive
and dynamic learning environment, to
provide consistently high quality learning
experiences and outcomes.

Improvement Measures
10% improvement in the number of
2017 Year 5 students achieving and
exceeding
grade
appropriate
benchmarks in writing.
48% of Year 3 students, 30% of Year
5 students and 38% of Year 7 students
achieve at high levels of performance
in Reading on external measures.
All K-2 students to progress along the
numeracy continuum in EAS
with
98% of students making annual
progress of at least 1 cluster and 92%
of students progressing 2 clusters.
All 3-6 students to progress along the
numeracy continuum in place value
with 98% of students making annual
progress of at least 1 cluster and 90%
of students progressing 2 clusters.

Curriculum Implementation
Students: Value their own learning with
an expectation of personal
accountability.
Staff: Build capacity and knowledge of
syllabus content through the
development of systems and cultures
that focus on teacher professional
learning including opportunities for
collegial dialogue, collaborative
planning, observation and quality
feedback.
Engage staff in inquiry based learning
st
and 21 century pedagogies.
Support staff to identify individual
learning goals and engage in
professional learning to enhance
teaching strategies and ensure the
development of high quality teaching
and learning programs.
Parents: Increase parent awareness of
syllabus content and learning processes
through workshops, the school website
and the appropriate use of parent
helpers across the school.
Leaders: Engage in collaborative and
consultative decision making and
ongoing professional learning to build
leadership capacity and density across
the school. Maintain professional
relationships within the educational
community to ensure access to relevant
and current educational research.

Implement NSW Syllabus documents

for the Australian Curriculum including
professional learning for all staff.
Deliver enriching teaching and learning
programs which provide students with
the skills to effectively access and
utilise current technologies.

Professional Learning
Engage staff in focused professional
learning including collaborative
planning, modelling, demonstration,
team teaching and quality
feedback/feedforward. Provide regular
scheduled time for collaborative
planning and professional discourse.

Assessment
Review, research modify, and
implement assessment strategies to
gather and interpret evidence about
students' knowledge, understanding
and skills. Use assessment as, of and
for learning to assess progress and
inform differentiated teaching.

Inquiry Based Learning

st

Research and implement 21 century

pedagogies to enrich teaching and
learning programs and provide
st
students with skills to become 21
century citizens.

Evaluation plan:
Regular discussion/consultation of

Product:
10% improvement in the number of 2017
Year 5 students achieving and
exceeding grade appropriate
benchmarks in English.
48% of Year 3 students, 30% of Year 5
students and 38% of Year 7 students
achieve at high levels of performance in
Reading on external measures.
All K-2 students to progress along the
numeracy continuum in EAS with 98%
of students making annual progress of at
least 1 cluster and 92% of students
progressing 2 clusters.
All 3-6 students to progress along the
numeracy continuum in place value with
98% of students making annual progress
of at least 1 cluster and 90% of students
progressing 2 clusters.
What are our newly embedded practices
and how are they integrated and in sync
with our purpose?
Practice:
Excellence in teaching is facilitated
through ongoing, relevant and
differentiated professional learning
linked to National Teaching Standards
and guided by the Performance and
Development Framework. Teaching
skills and capabilities are continually
developed through ongoing

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professional learning plans.

Consistent instructional leadership
practices and professional feedback.

collaboration and effective team work.

Learning is mutually supported with

high expectations maintained at home
and school. Parents work in
partnership with the school,
understanding student learning
outcomes and supporting current
educational practices.

Data analysis is consistently used to

identify performance of students and to
develop differentiated teaching and
learning programs.

All students access engaging and

relevant curriculum through a dynamic
and diverse range of high quality
programs which cater to the needs of
st
21 Century learners.

Teachers work collaboratively with

parents and support personnel to
identify students with additional
learning needs, make relevant learning
adjustments, and develop and
implement personalised learning
programs. All students have equitable
access to the curriculum and
experience success as learners.

Collaborative review of assessment

data and teaching programs to ensure
effectiveness.
Analysis of internal and external
assessment data to inform teaching
and learning programs.
Surveys and consultation with all
stakeholders.

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Strategic Direction 2: Holistic and Enriching Programs and Practices

Purpose

People

Processes

Products and Practices

Why do we need this particular

strategic direction and why is it
important?

How do we develop the capabilities of

our people to bring about
transformation?

How do we do it and how will we

know?

What is achieved and how do we

measure?

Curriculum Implementation

Product:

To engage learners in purposeful and

equitable curriculum within a dynamic
and inclusive learning environment
founded upon secure, respectful and
reciprocal relationships.

Improvement Measures

Students: Students participate in

wellbeing initiatives and programs to
develop the skills to be resilient, selfdirected learners who can implement
effective strategies to socialise with others
and confidently deal with challenges as
they arise.
Students increase skills and develop
talents in sporting, cultural and creative
programs through participation in, and
commitment to, extra curricula activities.

90% of students maintain

commitment to enrichment activities
established from baseline data in
2015.

Staff: Staff utilise assessment data

effectively to analyse student progress and
develop differentiated teaching and
learning programs.

20% decrease in behaviour referrals

to senior executive from baseline
data in 2015.

Staff is provided with opportunities to work

collaboratively, share skills and expertise
and receive and give feedback to develop
teaching practice.

100% of Aboriginal students

achieving or exceeding grade
appropriate benchmarks.
100% of EALD students progress to
the consolidating phase on the EALD
continuum.
10% increase in the number of
parents attending and participating in
parent teacher interviews and parent
workshops established from baseline

Implement NSW Syllabus documents

for the Australian Curriculum including
professional learning for all staff.
Deliver enriching teaching and learning
programs which provide students with
the skills to effectively access and
utilise current technologies.

90% of students maintain commitment

to enrichment activities established
from baseline data in 2015.

20% decrease in behaviour referrals to

senior executive from baseline data in
2015.

100% of Aboriginal students achieving

or exceeding grade appropriate
benchmarks.

100% of EALD students progress to

the consolidating phase on the EALD
continuum.

10% increase in the number of parents

attending and participating in parent
teacher interviews and parent
workshops established from baseline
data in 2015.

Student attendance rates continue to

exceed state average.

Professional Learning
Engage staff in focused professional
learning including collaborative
planning, modelling, demonstration,
team teaching and quality
feedback/feedforward. Provide regular
scheduled time for collaborative
planning and professional discourse.

Assessment
Review, research modify, and
implement assessment for, as and of
learning to assess achievement
against outcomes & standards and
authentically inform the direction for
quality teaching.

Parents: Parents are partners in

education who communicate openly with
the school sharing valuable information
about their children to guide teaching and
learning programs.

Inquiry Based Learning

Parents are active participants in school
programs and provide constructive
feedback on school practices and
procedures.

st

Research and implement 21 century

pedagogies to enrich teaching and
learning programs and provide students
st
with skills to become 21 century
citizens.

What are our newly embedded

practices and how are they
integrated and in sync with our
purpose?
Practice:

Students are highly engaged, confident

and respectful learners within a

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data in 2015.

Student attendance rates continue to

exceed average.

Parents are a visible presence within the

school through attendance at school
events and ongoing participation in school
activities and programs.

dynamic and inclusive learning

environment.

Evaluation plan:
Regular monitoring of professional
learning plans. Consistent supervision
practices and professional feedback.

Through access to relevant information

and participation in learning activities,
parents acquire relevant skills and
understanding to support their childs
educational journey.

A broad range of extra curricula

programs are supported by authentic
school community partnerships.
Students are provided with
opportunities to develop skills and
talents through participation in cultural,
sporting, creative and interest based
activities.

Aboriginal perspectives are

authentically embedded within
classroom and whole school programs
ensuring inclusivity and developing an
increased understanding of Aboriginal
history and culture. Data analysis is
consistently used to identify
performance of Aboriginal students.
Teaching and learning programs are
differentiated to cater for Aboriginal
student needs identified in personal
learning plans.

Multicultural perspectives are

authentically embedded within
classroom and whole school programs.
Community participation and two way
communication is supported through
an inclusive and accessible learning
environment. Data analysis is
consistently used to identify
performance of Aboriginal students.
Teaching and learning programs are
differentiated to cater for EALD student
needs.

Parents are partners in education and

contribute to all aspects of school life.
Parents participate in planning and
decision making processes, and
actively support school programs and
initiatives. Parents are a visible
presence within the school and are
positive advocates for the students

Collaborative review of assessment

data and teaching programs to ensure
effectiveness.
Analysis of internal and external
assessment data to inform teaching
and learning programs.
Surveys and consultation with all
stakeholders.

Community partners: The local and

educational community work
collaboratively with the school to enhance
learning programs and opportunities for
student development through the sharing
of expertise and resources.
Leaders: Leaders develop and strengthen
networks with the school community.
Leaders
strategically
plan
focused
professional development to ensure that
each staff member is working towards the
achievement of identified professional
learning goals.
Leaders oversee finance and resource
allocation to ensure that individualised and
whole school programs are supported and
implemented effectively.

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within the broader community.

Productive partnerships are maintained

and further developed with the
Community of Schools and early
childhood centres ensuring shared
knowledge, understanding of student
need and development of middle
school and early school initiatives and
programs.

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Strategic Direction 3: Engaged and Productive Global Citizens

Purpose

People

Processes

Products and Practices

Why do we need this particular

strategic direction and why is it
important?

How do we develop the

capabilities of our people to bring
about transformation?

How do we do it and how will we

know?

What is achieved and how do we

measure?

Citizenship

Product:

To develop leadership potential as an

integral part of school operations and
instil within the school community the
desire, skills and capabilities to
continuously learn, confidently face
challenges,
and
make
positive
contributions to their own, community
and world wellbeing.
Improvement Measures

100% of students attain appropriate

levels of the merit system with an
80% increase of students attaining
th
the 4 and highest level of the merit
system.
Improved leadership capacity of
students to effectively fulfil specific
parliamentary roles.
100% of school executive leaders
and teachers aspiring to be leaders
have engaged in leadership
development.
30% of teachers have engaged in
leadership opportunities within the
school and/or the broader
educational community.

Students: Student leadership capacity

is developed by engaging students in
School Parliament, decision making
committees, fund raising programs,
charity initiatives, community and student
welfare programs.
Students develop responsible citizenship
capabilities by participating in Ethics,
Morals and Values programs and
participating in a range of leadership and
extra curricula opportunities.
Students implement effective conflict
resolution strategies and resilience when
faced with adversity.

Staff: Leadership capacity and density

of leadership is increased through
authentic opportunities for leadership
development.
Staff actively seeks opportunities to
enhance teaching practice and undertake
a range of responsibilities within grades,
stage and whole school activities.
Staff well-being is enhanced within a
respectful and supportive school
environment where individual differences
are recognised and celebrated.

Parents: Parents make genuine

contributions to student learning through
sharing of information and active

Provide students with opportunities to

explore and celebrate the diversity of
Australias history, culture and heritage
and engage with other cultures and
traditions around the world.
Provide learning opportunities for
students to become articulate and
active citizens within the school
community.

100% of students attain appropriate

levels of the merit system with an 80%
th
increase of students attaining the 4
level of the merit system.

Improved leadership capacity of

students to effectively fulfil specific
parliamentary roles.

100% of school executive leaders and

teachers aspiring to be leaders have
engaged in leadership development.

30% of teachers have engaged in

leadership opportunities within the
school and/or the broader educational
community.

Leadership
Student Leadership
Develop student leadership capacity
through the refining and developing of
leadership programs.

Staff Leadership
Develop leadership capacity of
teachers and executive through the
implementation of mentoring, coaching,
quality feedback and leadership
professional learning which is aligned to
the Australian Standards for leaders
and principals and ensures effective
implementation of the school plan.

What are our newly embedded

practices and how are they
integrated and in sync with our
purpose?
Practice:

Students develop the skills to

participate in informed decision making
and the ability to take thoughtful and
responsible action. They know, respect
and care for the rights, responsibilities,
values and opinions of others.

Students are prepared to play a full

and active part in society. They are
aware of global issues and have a

Evaluation plan
Employ consistent supervision and
differentiated professional learning
within the context of the Performance
and Development Plan to promote
teacher quality and attainment and
maintenance of accreditation.

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participation in school activities and

events.
Parents are kept abreast of school
programs, initiatives and general
operations through access to relevant
and ongoing information.
Parents are partners in education who
are actively involved in school evaluation
and decision making processes.
Mount Annan PS Parent and Citizens
Association (P&C) continues to grow and
make valued contributions to the school
and students.

sense of their own role within a

community and global context.

Monitor parent participation in school

events and activities through the
collection of sign on sheets and
electronic data.

Monitor website access through

electronic counters and analysis of
viewed content.

Members of the school community are

mentored and coached in differentiated
leadership roles.

Students are provided with meaningful

opportunities to contribute to decision
making processes within Student
Parliament and classroom activities.

Global citizenship is embedded in the

experiences and outcomes in all
curriculum areas, encouraging students
to develop and articulate their own
informed world view and become active
citizens as well as creative, critical
thinkers.

A commitment to sustainable
development is evident in school
infrastructure, eg waste disposal,
recycling facilities and garden
maintenance.

Surveys and consultation with students,

parents, staff and the relevant parties.
Environmental sustainability audit.

Community partners: Community

expertise and resources are accessed
and enhance individual and whole school
learning programs through the building
and maintenance of effective
relationships.
Community initiatives are enhanced
through the support of the Mount Annan
Public School Community.

Leaders: Leaders ensure sustainability

of programs through effective allocation
of fiscal and human resources.

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