Strategic Planning

1125 Broadford Primary Strategic Plan 2017-2020

Endorsement
Principal: Stephen Pink………………………………. 15th March 2017
School Council President: Mark South ……………… 15th March 2017
Delegate of the
Secretary: …………………………………………………. [name]

Re-Endorsement (if a Goal, KIS or Target is changed)
………………………………………[name] …………………….. [date]
………………………………………[name] …………………….. [date]
………………………………………[name] …………………….. [date]

Re-endorsement (if a Goal, KIS or Target is changed)
………………………………………[name]………………………[date]
………………………………………[name]………………………[date]
………………………………………[name]………………………[date]

School vision	School values	Context and challenges	Intent, rationale and focus
To provide a learning environment whereby all children can achieve to their potential.	RESPECT, RESPONSIBILITY, LIFE LONG LEARNING, HAPPINESS & COMMUNITY	Context: Broadford Primary School situated in central Victoria, eighty-seven kilometres north of Melbourne. The school, established in 1873, is as a key element in the life of the Broadford community and plays an active role in the township. Enrolments have steadily increased over the last 4 years. The majority of students come from the local community, with others travelling by bus from surrounding smaller townships. Challenges: The school acknowledges opportunities for renewed emphasis to refine current practices and approaches. NAPLAN data (between: 2012-2016) for high gain in Reading Relative Growth: year 3 to 5 indicates the results (17%) are well below the results for primary schools with similar characteristics (21%) Student Absence is high with data (between: 2012-2016) the average absence days for our school was 17 compared to similar schools that was 15. Percentages of students with 20 days or more was 27 for BPS compared to similar schools 23%	Intent – To build teacher capacity in pedagogy and deep content knowledge of literacy and numeracy to improve student learning. Rationale – Effective teaching is the single biggest determinant of student improvement in the school. Teachers not only have a direct impact on student achievement but also student engagement and motivation for learning. What teachers do in the classroom and how they interact with students is vital. Focus – Excellence in teaching and learning – building practice excellence Intent – To improve student attendance by focusing on strengthening relationships and enhancing connectedness. Rationale – Supportive and inclusive schools deliberatively foster school connectedness and engagement with learning. In particular, schools develop targeted programs to re-engage students, particularly those at risk. Focus – Positive climate for learning – setting expectations and promoting inclusion

Four-year goals (for improving student achievement, engagement and wellbeing)	Improvement Priorities, Initiatives and/or Dimensions	Key improvement strategies	Targets (for improving student achievement, engagement and wellbeing)
Improve learning outcomes with a particular emphasis on literacy and numeracy for all students F-6	Excellence in teaching and learning Building practice excellence	Improve teacher practice in reading, writing & numeracy by teachers working collaboratively and using data to differentiate their practice to meet the needs of all students in their classes. Teachers use curriculum documentation and evidence-based models of instructional practice, including classroom observation and peer observation	Teacher judgement of each student to achieve one year’s growth or greater each year in literacy and numeracy. By 2020, the percentage of Relative Growth Low Band students assessed in NAPLAN reading, writing and numeracy to be reduced to that of similar schools or below. By 2020, the percentage of Relative Growth high gain students assessed in NAPLAN reading, writing and numeracy is at or above similar schools.
To build leadership capacity in pedagogy and deep content knowledge of literacy & numeracy to improved student learning.	Professional leadershipBuilding leadership teams	Develop a leadership approach which ensures all leaders and the school improvement team are consistent and relentless in their focus on an agreed direction.	By 2020, Staff Survey climate factors of Academic Emphasis to improve from 40.9% to 50% & Collective Efficacy to improve from 42.5% to 55%.
To develop strategies and provide programs to re-engage students and provide them with a sense of connectedness to school.	Positive Climate for learningEmpowering students &	Develop appropriate programs that engage and meet the needs of all students.	Reduce student absence every year so that by 2020, student attendance is at or below state level. By 2020, the percentile score from the SATS (Attitudes to School Survey) for Classroom Behaviour will increase from 33% to 53%
To strengthen communication & engagement with families and the community	Community engagement in learningBuilding communities	Develop school programs and processes designed to enhance community engagement.	By 2020 the Parent Opinion survey to show improvement in all student behaviour and school climate measures to be at state mean or above.

2020 Annual Implementation Plan

for improving student outcomes

To learn more about our 2020 Annual Implementation Plan , Please click here.

Self-evaluation Summary - 2020

	FISO Improvement Model Dimensions The 6 High-impact Improvement Initiatives are highlighted below in red.	Self-evaluation Level
Excellence in teaching and learning	Building practice excellence	Evolving moving towards Embedding
	Curriculum planning and assessment	Evolving moving towards Embedding
	Evidence-based high-impact teaching strategies	Evolving moving towards Embedding
	Evaluating impact on learning	Emerging moving towards Evolving

Professional leadership	Building leadership teams	Evolving moving towards Embedding
	Instructional and shared leadership	Evolving moving towards Embedding
	Strategic resource management	Embedding
	Vision, values and culture	Evolving moving towards Embedding

Positive climate for learning	Empowering students and building school pride	Evolving
	Setting expectations and promoting inclusion	Evolving moving towards Embedding
	Health and wellbeing	Evolving
	Intellectual engagement and self-awareness	Evolving

Community engagement in learning	Building communities	Embedding
	Global citizenship	Evolving
	Networks with schools, services and agencies	Evolving moving towards Embedding
	Parents and careers as partners	Evolving moving towards Embedding

Enter your reflective comments	2019 has seen growth in building practice excellence through the development of reading and writing instructional models based on best practice and professional learning to unpack the components of the model. Regular classroom observations and learning walks have ensured the model is embedded in practice. The PLC training for middle leaders and its implementation across the school in semester 2 using the inquiry cycle has enabled teachers to work collaboratively at the school level to improve student outcomes with an improved focus on data. 2019 has set the scene for future growth in student learning through increased consistency and expectations across the school and clear focus on AIP goals.
Considerations for 2020	In 2020 we will continue to embed the writing instructional model with a particular focus on utilising data to differentiate teaching within the structure of the Instructional Model. This will include setting and monitoring individual writing goals for students, use of formative assessment and effective conferencing of writing. Professional learning, learning walks and peer observations will support and monitor staff capacity to implement the instructional model. 2020 will also see the introduction of a Numeracy instructional model based on the work done in 2019 on the writing model. SWPBS will continue to be an important focus to ensure consistency across the school and increase time spend on learning. A document attendance strategy will be a priority to ensure students are at school regularly and on time to maximize learning student achievement
Considerations for 2020

SSP Goals Targets and KIS

Goal 1	Improve learning outcomes with a particular emphasis on literacy and numeracy.
Target 1.1	Teacher judgement of each student to achieve one year’s growth or greater each year in literacy and numeracy. By 2020, the percentage of Relative Growth Low Band students assessed in NAPLAN reading, writing and numeracy to be reduced to that of similar schools or below. By 2020, the percentage of Relative Growth High Gain students assessed in NAPLAN reading, writing and numeracy is at or above similar schools
Key Improvement Strategy 1.a Building practice excellence	Build teacher capacity to deliver an effective instructional model in writing
Key Improvement Strategy 1.b Building practice excellence	Build teacher capacity to deliver an instructional model in numeracy
Goal 2	To develop strategies and provide programs to re-engage students and provide them with a sense of connectedness to school
Target 2.1	Reduce student absence every year so that by 2020, student attendance is at or below state level. By 2020, the percentage of students with positive attitudes towards Classroom Behaviour will increase by 20%.
Key Improvement Strategy 2.a Setting expectations and promoting inclusion	Develop attendance strategies and programs that reduce student absences

Select Annual Goals and KIS

Four Year Strategic Goals	Is this selected for focus this year?	Four Year Strategic Targets
Improve learning outcomes with a particular emphasis on literacy and numeracy for all students F-6.	Yes	Teacher judgement of each student to achieve one year’s growth or greater each year in literacy and numeracy. By 2020, the percentage of Relative Growth Low Band students assessed in NAPLAN reading, writing and numeracy to be reduced to that of similar schools or below. By 2020, the percentage of Relative Growth High Gain students assessed in NAPLAN reading, writing and numeracy is at or above similar schools.
To develop strategies and provide programs to re-engage students and provide them with a sense of connectedness to school.	Yes	Reduce student absence every year so that by 2020, student attendance is at or below state level. By 2020, the percentage of students with positive attitudes towards Classroom Behaviour will increase by 20%.

Goal 1	Improve learning outcomes with a particular emphasis on literacy and numeracy for all students F-6.
12 Month Target 1.1	– Teacher judgement of each student to achieve one year’s growth or greater each year in literacy and numeracy. – Reduction in the percentage of students with low Relative Growth in writing and numeracy assessed in NAPLAN from 2019 – 202 – An increase in the percentage of students achieving medium and high relative growth in writing and numeracy in 2020 compared to 2019
Key Improvement Strategies
KIS 1 Building practice excellence	Build teacher capacity to deliver an effective instructional model in writing
KIS 2 Building practice excellence	Build teacher capacity to deliver an instructional model in numeracy
Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.	In 2019 Broadford Primary School worked on developing collaborative teaching teams who worked together to plan and implement a consistent writing program. We introduced an Instructional model for writing and particular emphasis was placed on building teacher capacity in relation to the architecture of the mini lesson (connect, teach, active engagement and link). Our next piece of work is to work collaboratively and use data more effectively to differentiate practice to meet the needs of all students in their classes.
Goal 2	To develop strategies and provide programs to re-engage students and provide them with a sense of connectedness to school
12 Month Target 2.1	Reduce the number of student absences in 2020 compared to 2019
Key Improvement Strategies
KIS 1 Setting expectations and promoting inclusion	Develop attendance strategies and programs that reduce student absences
Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.	Whilst our Student Attitude to Survey showed positive responses to attendance to school and school connectedness this is not reflected in our attendance data. There is a collaboration between student absences and achievement (eg. of the xxx students not achieving at expected level in Foundation reading in 2019, xxx had high absences). We believe that a clear school wide plan and focus on attendance in 2020 will be improve attendance levels.

BROADFORD PRIMARY SCHOOL Believe in Yourself