School plan 2018-2020Wilton Public School 4650

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School background 2018–2020

School vision statement School context School planning process

WILTONVISION STATEMENT

Wilton Public School is an inclusive school community, witha committed staff who work collaboratively to developdynamic and future focussed teaching and learningprograms that prepare our students to be independent andlifelong learners.

We are driven to provide a quality education for the wholechild. We encourage our students to learn to strive toachieve their personal best, solve problems, takeresponsibility for their actions, develop resilience and carefor one another.

Wilton Public School is located in the Wollondilly Shire, onthe south western fringe of the Sydney metropolitan area.The town of Wilton is composed of established housing,new housing and land development, rural land, and isearmarked for major future urban growth and development.

The school provides a child–centred education allowingeach child to develop his/her full potential academically,socially, culturally and morally. There are currently479students enrolled across 17 mainstream classes and 6support/special education classes. We have a committedteaching staff encompassing experienced and early careerteachers who are dedicated to high level achievement,student engagement and 21st century learning principles.

The school prioritise student wellbeing and recognises thatsocial, emotional and academic growth are optimised whenpositive relationships exist between students and theirfamily, peers, teachers, and the local community. We arecommitted to ensuring staff, students, parents, carers andthe school community are engaged in planning,understanding, implementing and evaluating programs,processes and practices aimed at developing a safe,supportive and respectful learning environment in which allstudents can thrive and succeed.

Wilton Public School promotes innovative and collaborativeteaching and learning programs, which embrace theprinciples of 21st century learning. Our students are guidedand encouraged to become creative and critical thinkerswith well–developed communication skills that allow themto collaborate effectively to become active and informedglobal citizens.

Our innovative practices include the use of a range oftechnology to facilitate student connectedness, creativityand collaboration. These include Prowise screens,interactive whiteboards, 3D printers and related programs,ipads, laptops and simple robots. Students enthusiasticallyengage with technology through their learning and thrive ondeveloping their skills and knowledge.

In a caring and supportive learning environment, students

The school's three year plan is devised in conjunction withschool executive, staff and community members. Students'data underpins the directions of the school and informsprograms and procedures.

Staff worked through SCOUT reports, External Validationevaluation, the School Excellence Framework and SMARTdata to determine the most effective ways to support ourschool through the next planning cycle.

Student and parent surveys provided the school with arange of feedback opportunities around student welfare,community expectation and leadership. 

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School background 2018–2020

School vision statement School context School planning process

develop as active, informed citizens who think and actresponsibly with due respect to themselves and otherswhilst making a valuable contribution to society.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Excellence in Teaching

STRATEGICDIRECTION 2

Excellence in Learning

STRATEGICDIRECTION 3

Excellence in Leading

Purpose:

To create a shared responsibility for student improvementand contribute to a transparent learning culture usingevidence based and innovative teaching practices.

Purpose:

To challenge students and engage them in rich learningexperiences, promoting learning excellence to ensure thatthey connect, succeed, thrive and learn.

Purpose:

To develop leadership capacity at all levels to foster aschool–wide culture of high expectations and shared senseof responsibility for whole school improvement incurriculum and student welfare.

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Strategic Direction 1: Excellence in Teaching

Purpose

To create a shared responsibility forstudent improvement and contribute to atransparent learning culture using evidencebased and innovative teaching practices.

Improvement Measures

All teachers will collaborativelyanalyse external and school based data toplan and implement a differentiatedcurriculum in literacy and numeracy.

Systematic processes will be evidentallowing teachers to collaborate andreceive feedback on professional practice.

People

Students

Engage all students in rich learningexperiences and high quality educationalprograms in futures driven learningenvironments. Students will develop theability to recognise their own strength andprovide respectful feedback to teachers ontheir learning experiences.

Staff

Staff will maintain accurate records,documentation and assessment data inorder to evaluate and adjust their teachingstrategies, to maximise impact on studentlearning.

Leaders

Leaders will establish and improveprocesses which build the capacity of theschool community to use data and engagein evidence based on conversations aboutschool improvement relating to teachingpractices. 

Leaders

Leaders will use comprehensive knowledgeof current research to lead and expandprofessional learning opportunities for allstaff that focus in improved studentlearning.

Parents/Carers

Parents will be more engaged in creating acollaborative approach to educating thewhole child in all areas through anincreased understanding and improvementin school programs.

Processes

Research –based pedagogy will be drawnupon to develop and implement high qualityprofessional learning in literacy andnumeracy practices including QTR, TEN,Feedforward mindset and Growth Coachingand Learning Goals.

Collaborative Practiceprocesses developed and implemented tosupport valid teacher judgements in theliteracy and numeracy progressions. 

Evaluative Practice including data andLearning Progressions will be updated andmonitored on a five week cycle in order toinform teaching and enhance planning forlearning. QTR will build a culture of highexpectation for the delivery of qualityteaching.

Evaluation Plan

Leadership team will lead enquiry baseddiscussions around professional learningdelivered to staff:

*Grammar and punctuation

*TEN

*Quality Teaching Rounds

*Feedforward Mindset and GrowthCoaching

*Learning Progressions

*Whole school, Best Start and NAPLANdata

Practices and Products

Practices

Data collection and analysis, personalisedlearning goals,and feedforward mindset areutilised regularly to move learning forward.

Teachers regularly analyse school–wide data and make adjustments totargeted focus areas if required..

Observation of lessons and feedbackacross classes provided for all staff basedon giving and receiving feedback throughQTR, QTSS and Feedforward Mindset

Collaborative fortnightly professionallearning meetings that will focus on schooltarget areas, curriculum implementation,mandatory DEC policy updates and currentreform agendas

Products

Varied professional learning structures andin–school support reflect school prioritiesand personalised identified teacher needs.

School protocols facilitate regularopportunities for staff to engage incollaborative planning, reflection andevaluation.

School–wide centralised data collectionsystem will be utilised by all teaching staff.

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Strategic Direction 2: Excellence in Learning

Purpose

To challenge students and engage them inrich learning experiences, promotinglearning excellence to ensure that theyconnect, succeed, thrive and learn.

Improvement Measures

Quality assessment practices areembedded across the school.

Analysis of data that directs and informsteaching and learning occurs.

An improvement in the number of studentsin the top two bands of literacy andnumeracy in NAPLAN is evident each year.

PLAN data informs planning and assessingcycles and are aligned with theprogressions and evidenced in teachingprograms.

People

Students

Students are empowered to connect,succeed and thrive through engagement ina rich, personalised and future focussedcurriculum, built on high expectations. Theirlearning will reflect understanding andknowledge, creative and critical thinkingand they will develop as self directedlearners who utilise feedback as a keystrategy to maximise their learning.

Staff

Staff will develop an understanding inliteracy and numeracy progressions anduse explicit feedforward mindset withstudents.

Parents/Carers

Parents will develop an understanding ofthe processes used in delivering Multi Litand implement the program from years1–3.

Leaders

Professional networks and growth coachingprinciples support the work of strategic,future–focussed leadership.

Processes

Targetted programs will be implemented tosupport identified students in literacy andnumeracy through:

Parents trained and upskilled to deliver theMulti Lit program

Two classroom teachers released toimplement and deliver fulltime ReadingRecovery programs

TEN facilitators to guide program deliveryK–6

Allocation of 1.0 FTP to work collegiallywithin classrooms to support studentlearning.

Allocation of 0.6 additional aboveestablishment LaST to support studentlearning

Evaluation Plan

Analysis of whole school studentassessment data.

Learning and Support Team reviewsprogress of targeted students each term incollaboration with classroom teachers toimplement appropriate support strategies.

Practices and Products

Practices

Identified parents receive intensivetraining sessions around the delivery of theMulti Lit program and embed it from years1–3. 

TEN strategies will be implemented duringnumeracy groups from K–year 6, supportedby additional support staff.

Reading Recovery teachers target fourstudents each per day.

Products

Teaching and learning programs are datadriven for individual student learning inliteracy and numeracy.

Positive and respectful relationships acrossthe school community underpin aproductive learning environment andeffective engagement.

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Strategic Direction 3: Excellence in Leading

Purpose

To develop leadership capacity at all levelsto foster a school–wide culture of highexpectations and shared sense ofresponsibility for whole school improvementin curriculum and student welfare.

Improvement Measures

An increased number of aspiring leadersthat demonstrates a growth in leadershipdensity and succession planning.

An increase in the number of parents whoare actively engaged in and supporting theschool's educational priorities throughmeaningful school partnerships.

All staff are working towards theirPerformance and Development goals,reflective of the teaching standards at theappropriate level and priorities as identifiedin the school plan.

All teachers are engaged in externallearning partnerships to further developteaching practice.

 Student Welfare policy and procedureshas been streamlined to accommodategrowth in student enrolments.

People

Students

Students will be engaged in leadershipexperiences and representative decisionmaking processes on behalf of the studentbody and within their classrooms.

Staff

Staff will be involved in roles,responsibilities and professional learningprograms that are designed to developleadership, management and excellenceutilising the School Excellence Framework. 

Leaders

Leaders will demonstrate instructionalleadership, building leadership capacity forfuture leaders. The whole school leadershipteam aims to cultivate high collectiveteacher efficacy to create a climate ofleadership possibility.

Parents/Carers

Parents are active, engaged andsupportive partners in the learning of theirchild and have strong connections to theschool.

Community Partners

Strong partnerships are fostered withexternal organisations and communities ofschools to deliver rich, relevant andmeaningful learning experiences.

Processes

Teachers participate in external andinternal professional learning, mentorprograms, meaningful dialogue andleadership opportunities to develop theirleadership capacity at a grade, stage,whole school and community level.

School leaders develop and promotepractices built on mutual trust, shared goalsand genuine, regular consultation to ensureeffective whole school andcommunity partnerships

The school leadership team fosters astrong sense of efficacy among teachers,providing opportunities for teacherleadership, whilst supporting theircompliance with and understanding ofexisting and new legislative, administrativeand professional responsibilities.

A school team will drive the streamlining ofour Student Welfare policy.

Evaluation Plan

Instructional leadership model supportedthrough Assistant Principal release forcoaching and mentoring across the areasof leading and managing the classroom.

Survey students, community and staffaround the new school Welfare Policy andstudent leadership opportunities.

Practices and Products

Practices

Increased leadership capacity of aspiringleaders and of the current executivethrough Growth Coaching, mentoring andprofessional learning.

Aspiring leaders and community memberswork collegially to restructure our wholeschool welfare program and policy, studentleadership and implement the K–6 KidsMatter Program.

Increased number of parents/carersattending community events, informationsessions around literacy and numeracy, and meetings as evidenced through datacollection and TTFM ( Tell Them From Me)surveys.

Products

Teacher and leader quality is enhancedthrough engagement in high calibre,relevant and evidence based professionallearning experiences.

Strong partnerships are fostered and builtupon to enhance the learning experiencesof every child.

The new school Welfare Policy is reflectiveof the identified needs of a growing cohortand endorsed by all stakeholders.

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