homebush boys high school 8151

Strategic Improvement Plan 2021-2024

Homebush Boys High School 8151

Printed on: 1 April, 2021 of 8 Homebush Boys High School (8151) -2021-2024

School vision and context

School vision statement School context

At Homebush Boys High School we strive for excellence and equity, and are committed toimproving our education of students in an inclusive environment to develop responsible,engaged and successful young men in a diverse range of pathways. This ethos is reflectedin the school motto, Recte et Fortiter which translates to upright and strong. We ensureevery student is known, valued and cared for, and we pride ourselves on studentresponsibility and engagement to learning.

Homebush Boys High School is a comprehensive community school for boys with areputation for excellence in academic pursuits, a range of sports and many extra-curricularactivities. Founded in 1936, it is located in the inner western suburbs of Sydney in a well-established residential area.

The school enjoys the support of its culturally and linguistically diverse community which ishighly multicultural in nature, with an enrolment of approximately 1060 students. HBHS hasover 90% of students from a language background other than English. More than 50 culturaland language backgrounds are represented in our school population.

The school's staffing consists of approximately 80 teaching staff and approximately 16 nonteaching staff. The school is committed to continually enhancing the connectedness,inclusion and belonging of all students, and is experienced and committed to engaging boysin meaningful learning experiences. The school has proudly established a Support Unitcatering to the needs of students with Autism Spectrum Disorder.

Additionally, the school employs a Literacy and Numeracy Coordinator and a dedicatedLiteracy and Numeracy Team to identify, develop and extend student learning outcomes.This initiative will continue to support engagement and academic achievement and growthin NAPLAN and HSC.

Student wellbeing initiatives focus on ensuring a safe and supportive learning environmentthat each student can connect, thrive and succeed. Our students actively engage in manycommunity initiatives and volunteering programs to develop their confidence in their abilityto learn, adapt and be responsible citizens.

We at Hombush Boys High School strive for every student, every teacher and every leaderto improve every year. Homebush Boys High School is recognised for its excellence indelivering progressive pedagogy and academic success. The School embraces and valuesstrong community support which enhances our school culture of high personal expectations.

Our emphasis on values prepares responsible young men who make a significantcontribution to our society. Our staff are passionate about boys education and arecommitted to quality teaching and authentic learning creating a world of opportunities in andbeyond school.


Strategic Direction 1: Student growth and attainment

Purpose

Our purpose is to ensure that every student is highlyengaged and shows strong growth in their learningthrough explicit, research-informed teaching.

Improvement measures

Target year: 2022

Reading - Top 2 Bands

Uplift of 7.4% of students achieving top 2 bands inNAPLAN reading from baseline.

Target year: 2022

Numeracy- Top 2 Bands

Uplift of 2.7% of students achieving top 2 bands inNAPLAN numeracy from baseline.

Target year: 2023

Reading - Expected Growth

Uplift of 3.3% of students achieving expected growth inNAPLAN reading from baseline.

Target year: 2023

Numeracy - Expected Growth

Uplift of 3.2% of students achieving expected growth inNAPLAN numeracy from baseline.

Target year: 2022

Top 2 Bands HSC

Uplift of 4.4% of students achieving top 2 bands in HSCcourse results from baseline.

Target year: 2022

Attendance

Initiatives

Effective Teaching Practices

Improve effective classroom practice through a focus onexplicit teaching practice, formative assessment andmonitoring of student progress in Years 7-12.

• Teachers collaborate to share curriculum knowledgeof data, feedback about student progress andachievement which meets the learning needs of allstudents.

• Strengthen teacher capabilities in Years 7-12 toensure data collection is used to differentiatecurriculum, inform teaching practices and providefeedback to all students.

Curriculum and Assessment

The school analyses student progress and achievementdata in reading, writing and numeracy and responds totrends in student achievement, at individual, group andwhole school levels. The evaluation of the data will beregularly used to inform:

• the impact of the implemented strategies on studentlearning.

• the Intervention strategies needed to beimplemented to support student learning.

• teacher professional learning.

Success criteria for this strategic direction

Teachers provide explicit, specific and timely formativefeedback related to defined success criteria. Teachers'feedback supports improved student learning. (SEF -Feedback)

Teaching and learning programs are dynamic, showingevidence of revisions based on feedback on teachingpractices, consistent and reliable student assessment andcontinuous tracking of student progress and achievement.(SEF - Teaching and Learning Programs)

All teachers understand and explicitly teach literacy andnumeracy to students at all levels of achievement, in allsubject areas, with success that can be measured byimproved student progress and achievement data. (SEF -Curriculum Provision)

The school uses systematic and reliable assessmentinformation to evaluate student learning over time andimplements changes in teaching that lead to measurableimprovement. (SEF - Whole School monitoring of StudentLearning)

Evaluation plan for this strategic direction

Question :

To what extent has the school achieved its purpose inliteracy, numeracy and overall student attainment?

Data :

What data will we use?

• Teaching programs

• NAPLAN results

• Best Start

• HSC Minimum Standards

• HSC RAP data

• Lesson Observations


Strategic Direction 1: Student growth and attainment


Uplift of 5.2% of students attending >90% of the time.


• Student work samples

• Head Teacher professional discussions

Analysis :

We will analyse the data to determine the extent to whichthe purpose has been achieved.

Implication :

Drawn from the analysis and used to inform next actionand future directions.


Strategic Direction 2: Learning and Engagement

Purpose

Our teachers hold high expectations of their studentsthrough differentiated instruction, individualised feedbackand meaningful classroom interactions, in order tochallenge students and encourage continuousimprovement.


Target year: 2024

Highly effective systems and practices are in place toensure that high potential and gifted student's needs arebeing met.

Target year: 2024

All students 7-12 are tracked and monitored for progressand improvement.

Target year: 2024

Expert staff are identified, and coaching and mentoringsystems are embedded across all Key Learning Areas.

Target year: 2024

All faculties programs have elements of student voice co-designed curriculum.

Initiatives

Differentiation

Teachers differentiate curriculum delivery to meet theneeds of students at different levels of achievement,including adjustments to support learning and/or increasechallenge.

Expertise and Innovation

The school identifies expertise within its staff and drawson this to further develop its professional learningcommunity. Teachers are supported to trial innovativeand/or evidence-based, future-focused practices.


Teaching and learning programs are dynamic, showingevidence of differentiation through adjustments andextension. (SEF - Teaching and Learning Programs)

All students 7-12 are tracked and monitored for progress.(SEF - Data Use in Learning)

Established professional learning communities across thenetwork. (SGHS Best Practice Network, SSHS SupportUnit Network) (SEF - Professional Learning)

Faculty Meetings contain on-going professional learningin curriculum innovation. (SEF - Expertise and Innovation)


Question:

To what extent has targeted staff Professional Learningimproved the quality of teaching programs and do theyreflect innovative practices?

How does student tracking data reflect improvement inteaching and learning?

Data:



• NAPLAN Results

• Best Start

• HSC Minimum Standards

• HSC RAP data

• Student tracking sheets

• Staff and Student Surveys

• Student work samples

Analysis:


Strategic Direction 2: Learning and Engagement



Implication:



Strategic Direction 3: Collaboration

Purpose

Collaborative practice enhances teacher quality andcollectve efficacy where every student is known, valuedand cared for.


Target year: 2023

Increased collaboration, professional dialogue and thesharing of effective evidence-based teaching practices.

Target year: 2024

Wellbeing programs, behaviour and PersonalisedLearning Plans (PLP) are embedded practices andsupport student learning outcomes.

Initiatives

Continuous improvement

A whole school approach where effective teachingmethods and collaboration within the school ensurecontinuous improvement for all stakeholders.

Connect, Succeed, Thrive and Learn

Whole school wellbeing practices to supportimprovements in individual learning and a sense ofengagement in the learning process to ensure optimumconditions for student learning across the whole school.Planning for learning is informed by sound holisticinformation about each student's wellbeing and learningneeds in consultation with parents/carers.


The leadership team actively supports change that leadsto improvement, creating processes where feedbackabout the impact of change can be tracked and shared.(SEF - Continuous Improvement)

The leadership team establishes a professional learningcommunity which is focused on continuous improvementof teaching and learning. (SEF - High ExpectationsCulture)

The school is focused on building individual and collectivewellbeing processes through a climate that ensuresstudents connect, succeed and thrive in the learningprocess. (SEF - Wellbeing)


Question :

To what extent has the school leadership teamimplemented successful change management processes?

How do the wellbeing programs support a positivelearning environment?

Data :



• Performance and Development Plan observations

• Student voice forums

• Staff and student surveys

• Tell Them From Me surveys

• Deputy Principal/Head Teacher consultationmeetings

• Postive Behaviour For Learning data

• Blue and Maroon awards and Bushy Boy award data

• Wellbeing meetings


Strategic Direction 3: Collaboration


Analysis :


Implication :



homebush boys high school 8151

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