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Our Outcomes

Alignment Coherence Systemness Connectivity Excellence

Nakara Primary school - Annual School Improvement Plan

DEPARTMENT OF EDUCATION DRAFT

growing success together

Our School Mission

To inspire everyone at Nakara Primary school to pursue

excellence

Our School Vision

Together as a team within a safe and caring learning environment

exhibiting respect, encouragement and fun, Nakara Primary

School endeavours to develop confident lifelong learners who will

be able to effectively contribute to the betterment of society in a

rapidly changing world.

Our School Context

Nakara Primary School is situated in the suburb of Nakara, Darwin, Australia. Nakara is named after a coastal clan near Maningrida situated approximately 400 km east of Darwin. In 2016 Nakara School is a modern educational institution with 100% wireless connectivity and Interactive Whiteboards in every teaching area. There are 588 students enrolled from Pre-School to Year 6 and enrolments are increasing each year. Nakara has a diverse multicultural population with well over 30 nationalities represented in the school. There are 45% of students who have English as an additional language or language background other than english. The staff comprises of a principal, 2 assistant principals, 22 classroom teachers, 6 Specialist Teachers and 15 support staff. The Hospital School, located at Royal Darwin Hospital, is also governed by Nakara School and caters for all school-aged children admitted to any ward in the hospital.

Our School Values

Being respectful

Encouraging and fun

Safe and caring

Together as a team

Our Outcomes





Our Outcomes





Goal 1: A great start for children

“We are committed to working with families to support the early development of children to provide them with the best possible start in life so they begin school ready to learn”.

School Priorities for 2016:

By December 2016 we will have:

Strengthen links between the Pre-School and Primary School in regard to pedagogy and learning approaches in the early years. Build relationships and develop a formal transition program

Priority for Improvement (What)

Key Actions (How)

Performance Measures (How will we measure our achievements)

Resources (What do we need)

Person Responsible

(Who)

Target (Success will look like)

Strengthen links between Preschool, Primary School and Community.

Dedicate 4 meeting per year when Pre-School staff meet with Transition teachers to share best practice and strengthen transition to school

Significant progress in strengthening

partnerships between Preschool and Primary

School.

Organize & plan a

time to meet with the

Transition Teachers.

Preschool & Transition

Students will experience

a smooth Transition

from Preschool to

Primary School.

Practice: Strengthen Partnerships & Continuity of learning and transitions Principles: Develop Secure, respectful and reciprocal relationships

Build relationships and welcome students and families into a caring, nurturing, safe learning environment

Reading and reflecting on our feedback notes. Read and reflect on our Parent communication book messages. Children feel safe, secure and supported. (LO:1)

Feedback notes Communication Book Portfolios 2 days for Parents/Teacher interviews at the beginning of the year.

All Preschool Educators

Goal setting with Parents. Open Communication With Parents.

Practice: Strengthen Partnerships & Continuity of learning and transitions. Principal 2 Partnership. Strengthen links between Preschool, Primary School and Community.

Formalize a transition program between local childcare centers, Nakara preschool and Nakara Primary school

Significant progress in building a supportive learning, and welcoming community.

Time to create a written procedure. Have a written procedure.

All Preschool Educators.

Preschool will organize & conduct an open day for new Students in term four.

Current Preschool students will participate in a Transition to Primary School Program.

Practice: Learning through Play. Principle: High Expectation and Equity.

Promote the value of play Children will be progressing through the developmental stages (Preschool Curriculum).

Notice Board Newsletters Portfolio Inserts & Check lists

All Preschool Educators.

The Nakara Preschool community will have a better understanding of the Value of Play.

Our Outcomes





Our Outcomes





Goal 2: Every student a successful learner

“We are committed to creating opportunities and the environment for successful learning for every student in every school.”



strong procedures in place to ensure that at least 85% of students in each class in years 1 to 6 achieve greater than 0.6 effect size (relevant to age and stage) in PAT Maths, reading and spelling (year 3-6)

To embed assessment for learning so that teachers are using practices which help the learner understand how to improve.

Maintain a learning environment that is safe, respectful and inclusive and where students experience success academically, socially, physically and emotionally underpinned by SWPBS.


Key Actions (How)



Person Responsible

(Who)


Use collaborative structures to

increase student outcomes

Develop a structure, timetable and expectations for

collaborative planning

Develop expectations of updating and saving of

programming.

Develop expectations about the explicit teaching of

whole school approaches

Timetable professional dialogue to happen within teams,

between teams and between teachers and

leadership team

Identify key teachers showing exemplary pedagogical

practice in the 4 key areas spelling, writing, reading

and maths to up skill other teachers in the team

Teams to identify PD required

Clear roles and responsibilities for the leadership team

to be developed and shared with staff

Utilize assistant principals and senior teachers to

facilitate the development of coaching and mentoring

Timetables for principal consultations

Timetable of all meetings to be organized and

distributed at the beginning of each term—each

meeting to have purpose, agenda, actions and

minutes.

2 x individual consultations a year between

class teachers and principal

Teachers report engaging in professional

dialogue.

All teachers 85 % of students with an

effect size greater than

0.6.

Highest level

collaboration amongst

staff (that which is

interdependent, where

team members

participate equitably and

the process directly

impacts and strengthens

teacher practice.

Teachers surveyed re

collaboration using

Dufour and Dufour at

the end of term 1 and 4.

Our Outcomes





Intervention programs to be set at the beginning of the

year.

Use and analyse data to inform teaching and learning

GradeXpert software purchased and implemented as a centralised system for locating and utilising existing student growth data for use in PLP conversations, student conferences and assessment/reporting requirements. Teachers will use GradeXpert to examine, reflect and use data for their classes to inform future teaching and learning

Data is used to inform interventions in literacy

and numeracy.

Continue PL to develop teacher capacity in

interpretation and use of GradeXpert

Connection of data to programming and

planning.

All teachers Increased commitment

to assessment schedule

and teacher capacity to

analyse and use data to

inform practice

Continue reading rotations

All classes to have 4 X 30 minute clearly timetabled reading rotations. Time allocated once a term for collaborative planning for reading rotations Sharing of strong pedagogy

Identification of high achieving classrooms and facilitate classroom observations Improvement in reading data showing improvement from the end of term one

All teachers 5% increase in students reading at expected year level or higher

All staff to engage and implement Assessment for learning professional development

Engaging in Dylan William formative assessment professional learning across the school. Teachers will engage in the professional development and trial different strategies

Five key strategies

Clarifying and sharing learning intentions and criteria for

success

(Sharing learning intentions)

Engineering effective classroom discussion, questions and

learning tasks that elicit evidence of learning

(Questioning)

Providing feedback that moves learners forward

(Feedback)

Activating students as owners of their own learning

(Self-assessment)

Activating students as instructional resources for one another

(Peer-assessment)

Develop coaching and mentoring models to further

Significant progress in building an inclusive

community, able to support learning for all

Increased focus on developing student independence and self-monitoring/regulation 2 X staff meetings put aside per term for assessment for learning PD Successful implementation of the visible learning plan

All teachers Increased consistency

in naming learning

intentions & providing

student feedback

Students and their

teachers use evidence

of student learning to

decide where the

learner is, where they

need to go, and how

they will get there.

(Anecdotal

conversations)

Classroom walkthroughs Lesson observations

Our Outcomes





enhance pedagogical growth and development.

Strong procedures are in place to ensure school wide, shared responsibility for student learning and success

Senior teachers to develop an induction program to include curriculum expectations, programming and planning expectations, SWPBS, school improvement agenda, policies and processes and general orientation. Update parent handbook and policies and procedures on the website. Implement a consistent approach to performance and development plans to enhance personal capability Continue referral process for learner profiles and EAP’s

Clear focus on continuous improvement –

regular review of all events and processes

Significant progress in consistent approach to

SWPBS, supporting all students

Draft teacher induction and handbook completed. Parent handbook updated.

All teachers Ready to go 2017

All teachers

Our Outcomes





Goal 3: Quality leaders, quality educators, quality learning

“We are committed to creating opportunities and the environment for successful learning for every student in every school.”



Students will be assessment capable learners resulting in a minimum of 80% of our students being able to successfully answer “what are you learning” “how are you going?” and “how do you know when you are successful in your learning”

Continue to build a school which takes the time to connect with students, celebrate success and diversity with outstanding provision for the identified needs of individuals.


Key Actions (How)



Person Responsible

(Who)


Protocols about communication—what goes where and

when information is displayed

develop a framework where extra curricula activities are

overseen by teams to ensure each child has access

Activities are assigned to specific teams

Develop email protocols regarding information being

disseminated to parents—who will be checking these,

keeping a chronological record of what has gone home.

Equity across all year levels

Development of individual skills and talents

Participation in a range of opportunities

Teachers to cc relevant senior teacher when

sending emails to parents

All teachers

Develop assessment capable visible learners

Classroom teachers to have learning intentions and success criteria for English and maths displayed and referred to within their classrooms Assessment capable learning introduced in the school Engagement in assessment capable writers project Explicit teaching of what an assessment capable learner is within the school Students to articulate their learning goals

Student interview data

Classroom walk throughs

Data walls displayed in classrooms

Professional learning

Photocopying

General resources

Assessment capable

learner promotion

Regional team

VL team Classroom teachers

80% of students being

able to successfully

answer “what are you

learning” and “how do

you know when you are

successful in your

learning

Our Outcomes





Professional learning delivered to staff

Focused work to lift student achievement in writing. A dedicated Impact Coach to lead the writing improvement agenda.

Embed the use of the NAPLAN marking rubric for persuasive and narrative writing. Ensure at least 2 writing genres are being taught each term. Work with the literacy impact coach and the regional coach to embed strong writing practices Build the capacity of our teachers and school based

instructional leaders to continue to implement Visible

Learning through an explicit focus on writing.

Lift achievement gain above similar schools in writing NAPLAN. Implementation of literacy leader action plan Collaborative planning in TLC Moderation 1 per term

Funding to release teachers and literacy leader

Impact coach All teachers Literacy leader

Every student in Yr 3

and 5, as indicated by

NAPLAN 2015, will

achieve at or above the

national minimum

standard

Develop a clear picture of the type of learners we are aspiring to have.

Develop an acronym to represent our desired learning behaviors following a similar process to BEST.

Formation of acronym e.g. LEARN OR BRAIN to develop the desired characteristics of learners. Students when interviewed able to articulate what makes a good learner. Teachers report students having greater ownership of their learning.

Students able to verbalize what makes a good learner and display the characteristics

Create a positive and effective

school culture by guaranteeing

high quality learning experiences

and high expectations for learning

and behaviour in every class

Fortnightly newsletter snippets to inform parents of

school expectations around SWPBS

Embed SWPBS values and behaviours

BEST values consistently displayed and modelled.

Students able to verbalize what the behavior expectations are and display the BEST characteristics

Our Outcomes





Goal 4: Coherent and capable organisation

“We are committed to being responsive, efficient and effective by providing frameworks and timely services to drive operations and inform decision making across the organisation.”



all teachers will continue to have a shared commitment to the improvement of teaching to increase the percentage of students achieving A’s and B’s.


Key Actions (How)



Person Responsible

(Who)


Continued commitment to high expectations and commitment to excellence.

Being relentless in sharing knowledge and strategies

and actions that work between colleagues.

Develop consistent processes to monitor and improve

effective teaching and learning around student

engagement and differentiation of the curriculum

Continue to establish practices and processes that

provide explicit feedback about effective teaching

practice for all teachers

Teachers visiting each other for professional

observations/conversations with leaders and

colleagues to visit/observe lessons

Use and develop the strengths of members of each

teaching team.

Advocate keeping updated CVs whenever teachers

undertake a particular role, attend a PD,

Curriculum planning in teams

Look at data collection from Wk 1

Calendar of events, meetings, PD, assessment

timeframes,

Identify PD and link PD to team meetings.

Meetings—timetabled, advertised with a purpose,

teachers to be assigned to particular meetings.

Professional Learning Leadership meetings to be linked

Student achievement in Yrs 3 & 5, indicated

by NAPLAN 2016, will match or better that of

the mean in similar schools.

Every student in Yr 3 and 5, as indicated by

NAPLAN 2016, will achieve at or above the

national minimum standard

20% of students in Yr 5 in 2016 NAPLAN will

achieve Band 6 in Writing and reading

TLCs timetabled PD

Funding to release

teachers

Embedded 3 wave

approach to practice and

intervention process

Same units of work

across TLCs

Staff timetabled during

their release time to

observe in another class

once per term

Our Outcomes





to teacher team meetings

Principal to hold one on one discussions with teachers

about what they are doing, how they are travelling.

Collaboration—explore how to give extra release so that

teams can meet regularly

Specialist teachers and support teachers to be allocated

into teams—Wendy & Linda (1/2) Alanna & Jodie (3/4)

Emma and Raelene (5/6)

Provide leadership opportunities for teachers if identified

with a specific strength.

Develop protocols to support the collaborative work of all

teams

Allocate time in team meetings for everyone to give

feedback

Develop a reflection and feedback culture.

Develop a model whereby teachers visit each other’s classroom and welcome opportunities to have school leaders observe and discuss their work with them Develop formal and informal feedback loops to ensure quality feedback is given to teachers

Observation and feedback tool developed and used frequently.

Teachers report having been observed and receiving feedback.

Continue to expand the use of technology to maximize student learning and further develop teacher expertise to support this.

Develop the capacity of teachers to increase the use of ICT to enhance learning Licence for adobe products PD for adobe products All children to have an email login Raelene to work with teams to identify ICT needs for C2C and Get Mappen PD as required for interactive whiteboards

Interactive whiteboards used frequently. Teachers using adobe products.

Our Outcomes





Sharing of interactive sites and resources Online licenses to soundwaves, reading eggs, sum dog (or alternative?) and adobe

Our Outcomes





Goal 5 Productive partnerships

“We are committed to developing and embedding educational partnerships and collaborations locally, regionally and internationally that contribute to economic and social development of the

Territory”.


By December 2016 we will have: Students, families and community members are engaged and welcomed as respected and valued partners in student learning. Improved relationships with families and the wider community Launch and actively use the new school website


Key Actions (How)



Person Responsible

(Who)


Positively create opportunities for families to engage as partners in their child’s learning

Continue to engage and involve families as partners in

learning

To develop a range of strategies to support families in

assisting their children with their learning

The school and community will build partnerships to

enhance learning opportunities and wellbeing for

students

60% of parents attend showcase events,

parent teacher

Improve the online presence of the school

Implement blogging activities within classrooms Update website regularly. Newsletter online

Class blogs regularly updated The school website and class pages are regularly updated

Develop increased after hours program offerings and increased participation in engagement of activities

Work with the school council to implement after school activities. Seek any teachers interested in running after school programs. Seek feedback regarding areas of interest Creation of program Explore sporting schools funding

Implemention of the extra curricula program

nakara primary school - annual school improvement plan ...web.ntschools.net/w/nakaraprimary/policies...

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