school profile - kilmore primary school · school profile purpose kilmore primary school fosters a...

School Profile

Purpose

Kilmore Primary School fosters a community of learners who are confident, creative and challenged to achieve their full potential within a safe, happy and supportive environment.

Values

At Kilmore Primary School we endeavour to promote a healthy, supportive and secure environment for all members of the community. The

following values are seen as central to the life of our school and provide a strong foundation for social and emotional learning and values

education, high expectations for academic achievement, pride in ourselves, our learning achievements and our learning environment, and the

provision of a safe and secure learning environment for the whole school community. Our Start-Up programs at the beginning of each year focus

strongly on these behavioural and academic expectations. This enables us to create a community of learners who have shared goals and

expectations of themselves and others, which in turn promotes an environment that supports and encourages our students to achieve their full

potential.

Kind, Proud and Safe

Kind – Social and Emotional Learning and Values Education, being a Responsible and Active member of a Learning Community

Proud – High Expectations for Academic Learning, Positive involvement in all School Activities, Pride in our School and in our Learning

Environment, Pride in Self

Safe – Safe and Secure Learning Environment, Safe Practices, Student Engagement and Wellbeing

In our community these values are also demonstrated when:

Students have the opportunity to learn in a positive, caring environment and are encouraged to become self-motivated lifelong learners

Diversity is seen as enriching our school and is valued and respected

Partnerships between students, staff, parents and the wider community are fostered and valued

Students are encouraged to work cooperatively and collaboratively with their peers and other members of the school community, and to be active responsible citizens

Students are expected to take responsibility for their learning and their behaviour

All community members are working towards a shared goal

Students and staff work hard despite problems or obstacles.

Environmental Context Kilmore Primary School is located some 58 kilometres north of the Melbourne GPO. This historic rural town, with charming rural properties and bluestone buildings has become a fast growing northern satellite district for Melbourne. The burgeoning housing and population growth is impacting on the enrolment at the school, with a record 90 Prep students enrolling in 2011 bringing the total number of enrolments to 480. This is a record number of students at the school and the trend is predicted to continue.

Our school has 36.8 equivalent full-time staff: 3 Principal Class, 27 Teachers (including 3 leading teachers) and 7 Education Support Staff. Our

SFO in 2011 was 0.46 with a 0.01 LBOTE proportion. The school has a Program for Students with a Disability (PSD); there are seven funded

students attending Kilmore P.S. in 2012. There are six students with an Aboriginal or Torres Strait Islander background.

We offer a current and relevant curriculum, encompassing the Victorian Essential Learning Standards, professionally delivered with modern

pedagogies in a high quality, whole school approach to teaching and learning. We provide Music, Art, Physical Education, and ICT as weekly

Specialist Programs. Additional programs and activities such as Junior Leadership Team, Choir, School Rock Band, Buddies, Clubs, Gardening

Club, Active After-School Program, Swimming, Lunchtime Sports, Homework Club, lunchtime activities, camps, excursions, and incursions

encourage student participation and opportunities for student leadership.

Our strong focus on Student Wellbeing is supported by a dedicated Student Wellbeing Officer and our involvement the Kids Matter Mental

Health Initiative. This has been a major focus over the past 12 months and will continue to be in the future as it has already provided positive

benefits for students, teachers and the wider school community. Our involvement in the School Wide Positive Behaviour Support Program over

the next four years will enhance our Behaviour Management Program with a focus on school values, positive behaviours, restorative justice

practises and the development of resilience and responsibility in or students. Staff Wellbeing also has high priority and there is a strong Staff

Health and Wellbeing program for all staff in the school.

Our modern facilities include a number of triple and double learning studios all equipped with 21st century learning technologies, art room,

library, hall, outdoor classroom, ICT centre, separate playground areas for Prep-Grade 2 and Grade 3-6 students, sand-pit, an outdoor fitness

circuit, two outdoor basket-ball courts, and a new BER Stadium Complex comprising a full size indoor basket-ball court, music room, meeting

room and kitchen. Our Active After School Program operates from the Stadium two nights per week and a privately operated Before and After

School Care program operates on the school site 5 days a week during school terms and school holidays.

Strategic Intent

Goals Targets Key Improvement Strategies

Student Learning

To maximise the achievement of high quality learning outcomes for all students with a strong focus on improving literacy and numeracy:

A decrease in the proportion of students

deemed capable of achieving less than C in

Reading (P-6)

An increase in the proportion of students

achieving at B or A in Reading (P-6)


achieving at B or A in Speaking and Listening

(P-6)


deemed capable of achieving less than C in

writing P-6


achieving at B or A in writing P-6


deemed capable achieving at less than C in

number P-6


achieving at B or A in number P-6

A decrease in the percentage of students

deemed capable achieving at or below the

National Minimum Standard (NMS) in NAPLAN

An increase in the percentage of students

who achieve higher relative gains for NAPLAN

assessments in Literacy and Numeracy

Build the capacity of teachers to deliver explicit teaching within a school culture where high expectations guide student learning and classroom teaching techniques.

Implement a consistent whole school approach to assessment and planning that ensures the curriculum is differentiated to cater for all students.

Build the school’s capacity for strong and distributed instructional leadership and collaborative teamwork.

Student Engagement and Wellbeing

To foster a vibrant and supportive school community that engages students in their learning and promotes wellbeing.

A decrease in student absenteeism to be at or better than State mean (P-6) by 2016

Student absences for each year level, and for each cohort of students, to decrease annually with reference to 2011 student absence means as a benchmark

An annual improvement in the proportion of parents reporting satisfaction with transition on each of the parent opinion survey questions

Annual improvement in the student attitudes to school variables of

- student safety - student behaviour - stimulated learning environment - school connectedness

Build the capacity of teachers to engage students in stimulating, student-centred learning Embed a whole school engagement and wellbeing plan to improve student wellbeing, behaviour and enhanced student voice.

Student Pathways and Transitions

To improve the transition processes and pathways which support and track students as they enter and progress through the school.

Annual improvement in the proportion of parents reporting satisfaction with transition on each of the parent opinion survey questions to equal state mean or better by 2016

Plan transition pathways and track student progress for all students with a focus on key transitions between learning studios.

School Strategic Planner 2013- 2016: Indicative Planner

Key Improvement Strategies:

Actions Achievement Milestones

(Changes in practice and behaviours)

STUDENT LEARNING: Build the capacity of teachers to deliver explicit teaching within a school culture where high expectations guide student learning and teacher classroom techniques.

Year 1 High Expectations Conduct Professional Learning based on the Hume Classroom Teaching Techniques:

Embed CTT Protocols for Teaching

Introduce CTT Knowledge of Content Additional Professional Learning Focus Areas:

An initial focus on Speaking and Listening P-2

Explore training an ES staff member as an STA (Speech Therapist Assistant)

A focus on Foundational Mathematics P-2

Introduction of AusVELS – - Literacy, Numeracy, Science, History

Coaching for staff to develop ICT skills and fully utilise available resources including the Ultranet

Team Planning

Review and revise PLT and Unit roles

Review and revise effective planning and assessment strategies through Unit meetings, moderation meetings and planning days.

Ensure that data informs the planning and teaching

Explore effective ways of differentiating to ensure that planning is based on individual student needs

Review of planning templates and trial of amended templates

Plan for student-centred learning in flexible spaces

Review teacher practice in flexible learning spaces

Co-plan with students their learning goals Staff induction Processes

Maintain and build upon existing practises

Termly Meeting Schedules include ongoing, regular whole staff Professional Learning sessions relating to the Hume CTT

Evidence of Year 1 Hume CTT in place across the school during learning walks and peer observations

Speaking and Listening strategies are included in planning and evident in classroom teaching practice.

Foundational Maths strategies are included in planning and evident in classroom teaching practise.

AusVELS Literacy, Numeracy, Science and History are included in whole school curriculum planning

Teachers are more confident in the use of ICT and the Ultranet

Whole school Distributed Leadership Model is in place with role and responsibility descriptors for all staff, including PLT and Unit roles

Data is used to inform Unit Meetings, moderation meetings and planning days and whole school templates are used as guidelines and to record meeting minutes

PLTs have explored different ways of differentiating and there is evidence of this in Unit and individual teacher planning and practise

School wide practices and strategies in place in flexible learning spaces

Students contribute to their learning by co-planning their learning goals

Staff Induction Processes documented with 2013 strategies included

Year 2 High Expectations - Conduct Professional Learning based on the Hume Classroom Teaching Techniques

Embed CTT Knowledge of Content in classroom practise

Introduce CTT Feedback and Reflection


Evidence of Year 2 Hume CTT in place across the school during learning walks, peer observations and feedback opportunities

STUDENT LEARNING:

Build the capacity of teachers to deliver explicit teaching within a school culture where high expectations guide student

learning and teacher classroom techniques.

Additional Professional Learning Focus Areas

Maintain Literacy and Numeracy focus P-2

Introduction of new AusVELS

Reporting using AusVELS and Ultranet Team Planning

Support and further develop PLT and Unit roles

Further develop planning and assessment through Unit meetings, moderation meetings and planning days.

Ensure that Data informs planning and teaching

Focus on Differentiation of student needs

Investigate and trial rich learning tasks (meta-cognition)

School wide planning templates in use Plan for student-centred learning in flexible spaces

Co-plan with students their learning goals

Plan for collaborative learning tasks

Evaluate progress for teaching and learning in flexible classrooms and refine

Develop a range of tools to increase student choice (ICT applications, rubrics).

ICT and authentic learning.

Staff Induction Processes

Maintain induction processes that have already been commenced

Include coaching to embed expected practice

Survey Graduates and new staff re induction processes

Speaking and Listening strategies are included in planning and evident in classroom teaching practice.

Foundational Maths strategies are included in planning and evident in classroom teaching practise.

Whole school Distributed Leadership Model is in place with enhanced role and responsibility descriptors for all staff, including PLT and Unit roles

Data is used to inform Unit Meetings, moderation meetings and planning days, and whole school templates are used as guidelines and to record meeting minutes

PLTs have investigated and trialled rich learning tasks and there is evidence of this in Unit and individual teacher planning and practise

Improved School wide practices and strategies in place in flexible learning spaces


Student choice and authentic learning has improved and evidenced through planning documentation which shows increased use of ICT applications and rubrics

Staff Induction Processes are undertaken and formerly documented with 2014 strategies included

Year 3 High Expectations Conduct Professional Learning based on the Hume Classroom Teaching Techniques Embed CTT Feedback and Reflection Introduce CTT How Students Learn Team Planning

Review and further develop PLT and Unit roles

Continue to refine planning and assessment through Unit meetings, moderation meetings and planning days.

Data informs the planning and teaching

Differentiation (planning based on assessment and teaching to each student’s point of need)

Include rich learning tasks (meta-cognition)


Evidence of Year 3 Hume CTT in place across the school in planning documentation and learning walks and peer observations



PLTs have investigated and trialled rich learning tasks and there is evidence of this in Unit and individual teacher planning and

STUDENT LEARNING:

Build the capacity of teachers to deliver explicit teaching within a school culture where high expectations guide student

learning and teacher classroom techniques.

Plan for student-centred learning in flexible spaces


Plan for higher level collaborative learning tasks

Continue to refine teaching and learning in flexible classrooms


ICT and authentic learning. Staff Induction Processes

Maintain induction processes that have already been commenced



Develop a Staff Induction Policy

practise





Staff Induction Policy in use

Year 4 High Expectations Conduct Professional Learning based on the Hume Classroom Teaching Techniques Embed CTT How Students Learn Embed CTT Explicit Teaching Introduce CTT High Expectations Team Planning

Review Team planning processes that have been put into place in Years 1 - 3

Continue to refine PLT and Unit roles

Further develop planning and assessment through Unit meetings, moderation meetings and planning days.

Data informs the planning and teaching

Differentiation (planning based on assessment and teaching to each student’s point of need)

Include high level rich learning tasks (meta-cognition) Plan for student-centred learning in flexible spaces


Plan for collaborative learning tasks


Evidence of Year 4 Hume CTT in place across the school in planning documentation and learning walks and peer observations



PLTs have investigated and trialled rich learning tasks and there is evidence of this in Unit and individual teacher planning and practice


Students contribute to their learning by co-planning their learning

Refine teaching and learning in flexible classrooms


ICT and authentic learning. Staff Induction Processes

Build the excellent induction processes that have already been commenced



Develop a Staff Induction Policy Student Induction Processes

Co-plan with students expectations for student learning, behaviour and presentation of work at the beginning of the year and reinforce during the year.

goals



Staff Induction Policy in use

Student induction includes expectations for learning, behaviour and presentation of work

STUDENT LEARNING: Implement a consistent whole school approach to assessment and planning that ensures the curriculum is differentiated to cater for all students.

Year 1 Curriculum Planning

Review Literacy and Numeracy Planning documentation in relation to AusVELS

Introduce Science and History Continuums P-6 to scaffold learning in relation to AusVELS

Continue to embed CAFÉ/Daily Five Literacy Practices P-6

Continue to embed Numeracy Fluency (NFA) practices P-6

Review weekly planning and ensure programs have learning foci, success criteria and show differentiated tasks and individual learning goals for literacy and numeracy

Review the school’s Spelling Scope and Sequence documentation and ensure a consistent approach to spelling in each Unit as evidenced in Weekly and Term Planning.

Implement the school’s Spelling strategy together with the work commenced on Writer’s Workshop and ensure consistency in approaches and differentiation of student needs

Introducing a Languages program 2013

Investigation of a suitable languages program

Development of initial strategies for implementation in Semester one

Possible trial of strategies in Semester 2

Literacy and Numeracy PLT’s have developed and implemented whole school AusVELS planning documents

Integrated Curriculum PLT’s have developed and implemented whole school AusVELS planning documents for Science and History

CAFÉ/Daily Five and Numeracy Fluency Practices are embedded and evidenced through planning documentation and classroom walks

Weekly Planners include learning foci, success criteria and evidence of differentiated tasks and learning goals for Literacy and Numeracy

Spelling Scope and Sequence document/policy and Writer’s Workshop strategies are implemented used consistently across the whole school

A suitable Language has been investigated and identified

Strategies for implementation have been investigated, costed and documented

STUDENT LEARNING:


Assessment and tracking student learning growth

Evaluate and refine the assessment schedule and collection and storage of student data to track progress (Literacy and Numeracy)

Use planning tools such as Hume placemats, numeracy fluency tasks to plan explicit and rich learning tasks & assessment criteria.

Literacy and Numeracy PLT’s have developed school wide documentation and practices for collection and tracking of student data

Hume Assessment Tools are in place and evident in planning documentation


Fully implement Literacy and Numeracy Planning documentation in relation to AusVELS

Introduce Humanities, The Arts & Languages Continuums P-6 to scaffold learning in relation to AusVELS

Integrate Humanities and The Arts into the Scope and Sequence of whole school Integrated topics to cater for AusVELS

Develop a new Scope and Sequence of whole school Integrated topics to cater for AusVELS

Fully implement the school’s spelling scope and sequence, together with the work commenced on Writer’s Workshop and ensure consistency in approaches

Ensure weekly planning and programs have learning foci success criteria and show differentiated tasks for literacy and numeracy


Continue to embed Numeracy Fluency (NFA) practices P-6


Continue to use and refine planning tools such as Hume placemats, numeracy fluency tasks to plan explicit and rich learning tasks & assessment criteria

Develop consistent assessment practices (discussion, modelling &moderation)

Planning documentation to be placed on the whole school Design Space on the Ultranet

Languages program 2014

Development of scope and sequence and assessment docs

Introduce Languages program to the Junior School P-2

Literacy and Numeracy AusVELS Planning and assessment documentation fully implemented and embedded across the school.

Integrated Curriculum PLT’s have developed and implemented whole school AusVELS planning documents for Humanities, The Arts and Languages

Whole school Integrated Curriculum Scope and Sequence cycle developed in line with AusVELS

CAFÉ/Daily Five and Numeracy Fluency Practices are further refined and across the school

Weekly Planners include learning foci, success criteria and evidence of differentiated tasks and learning goals for Literacy and Numeracy

Spelling Scope and Sequence document/policy and Writer’s Workshop strategies are used consistently across the whole school

Consistent assessment practices are in place within Units and

across whole school

The Ultranet is used for storage of planning documentation

Literacy and Numeracy PLT’s have developed school wide documentation and practices for collection and tracking of student data

Hume Assessment Tools are in place and evident in planning

documentation

Scope and sequence documentation is developed for the Languages program.

Languages program in place P-2

STUDENT LEARNING:


Year 3

Curriculum Planning

Introduce Health & PE, Technology & ICT and Civics & Citizenship Continuums P-6 to scaffold learning in relation to AusVELS

Continue to develop whole school Scope and Sequences to cater for AusVELS


Continue to embed Numeracy Fluency (NFA) practices P-6 Assessment and tracking student learning growth


Use planning tools such as Hume placemats, numeracy fluency tasks to plan explicit and rich learning tasks & assessment criteria

Embed in teaching practice student goal setting, self -assessment, peer feedback and effective teacher feedback

Languages program

Languages Program introduced in Grades 3-6

Further Development of whole school Languages Scope and Sequence and assessment documentation

Scope and sequence AusVELS documentation developed for Health & PE, Technology & ICT and Civics and Citizenship P-6

CAFÉ /Daily Five Literacy Practices and Numeracy Fluency Practices are further refined and embedded

KPS Assessment Schedule is evaluated and refined to track student progress

Planning tools are used differentiate student needs, plan rich learning tasks and appropriate assessment tasks

Opportunities for feedback are evident in planning and assessment documentation

Languages Program implemented across whole school

Languages planning and assessment documentation in line with AusVELS


Review Literacy and Numeracy Planning documentation in relation to AusVELS

Review curriculum planning and scope and sequence documents in relation to AusVELS

Review Scope and Sequences of whole school Integrated topics to ensure that the new AusVels curriculum is fully implemented



Use planning tools such as Hume placemats, numeracy fluency tasks to plan explicit and rich learning tasks & assessment criteria

Introducing a language program

Review and refine implementation of Languages program P-6

Literacy and Numeracy scope and sequence, and planning and assessment documentation reviewed

Whole school Integrated Curriculum Scope and Sequence reviewed

KPS Assessment Schedule and collection/storage of student data reviewed

Languages Program scope and sequence reviewed in relation to whole school planning

STUDENT LEARNING: Build the school’s capacity for strong and distributed instructional leadership and collaborative teamwork.

Year 1 Build a culture that expects instructional leadership and continuous teaching improvement

Develop a School Wide Distributed Leadership Model to include:

- Leading Teachers - Curriculum Leaders - Unit Leaders - Unit Literacy and Numeracy Leaders - Expert Teachers - Accomplished Teachers - Graduates

Revise and update the roles and responsibilities document for distributed leadership positions.

Evaluate and refine the performance review process to include a Leadership goal for leaders and a teaching goal for all levels

Facilitate leadership development through targeted Bastow Leadership modules and coaching

Develop a Whole School Distributed Model of Professional

Learning to include:

- Learning Walks

- Coaching

- Peer Observations

- Peer Reviews

- Modelling

- Feedback

- Whole School Professional Learning

- Action Research Teams (PLT’s) Collaborative Teamwork

Develop Protocols for all meetings

Ensure a teaching goal is aligned to the targets in the AIP Form short-term action groups led by a leadership team

member to implement key curriculum initiatives: - literacy, numeracy, history and science (as per AusVELS)

Leadership Team members have a clear understanding of their role and responsibilities and are actively involved in leading the school in teaching and learning

Leadership Team members understand the purpose and the goals of the school strategic plan and AIP

Team Leaders (Units) can articulate the whole school goals and targets for Team understanding and implementation

PLT meeting presented consistently in meeting planners.

Roles and Responsibilities documentation approved for all school based roles across the school.

Performance review process linked to school goals, leadership goals and teaching goals for all levels

Curriculum Leaders undertaking Bastow Leadership courses

Whole school model of Professional Learning in place

Protocols developed an in place for all collaborative teams and action groups



Continue work on school wide distributed leadership model

Introduce instructional leaders for Humanities, The Arts and Languages


Learning to include

Implement the distributed model developed and extend to

include the new AusVELS curriculum

Collaborative Teamwork

Revisit Protocols for all meetings

Form Short term action research teams to implement the humanities, The Arts and Languages (as per AusVELS)

Facilitate student feedback for teachers e.g PoLT questionnaires, feedback on inquiry units











Introduce instructional leaders for health, PE, Technology & ICT and Civics & Citizenship



Continue to implement and refine the distributed model

Collaborative Teamwork Form Short term action research teams to implement

Health, PE, Technology & ICT and Civics & Citizenship (as per AusVELS)












Review and refine Instructional Leaders process –determine effectiveness



Refine model to ensure professional learning is having an

effective size greater than .4

Collaborative Teamwork Review










STUDENT ENGAGEMENT AND WELLBEING: Build the capacity of teachers to engage students in stimulating, student-centred learning

Year 1 Build teacher capacity

Skill teachers to engage in higher order questioning and developing higher order thinking for students

Further develop student-centred learning

Extend the clubs program to provide greater student choice in their learning

Further develop student led conferences. Effectively use ICT to engage students in their learning

Plan to progressively resource all learning spaces with emerging technology by developing an ICT infrastructure plan

Conduct the staff e-learning skills audit and review the e-learning plan

Introduce new technologies to the school with appropriate training and scaffolding for teachers

Whole school documentation of ICT resources and tools available to staff

Develop a sequential ICT skills program by year with assessment criteria

Investigate and source regular technical support

Higher order thinking and questioning activities evident in weekly and term planners

Clubs program includes student choice activities

Student led conferences are planned for and undertaken routinely

ICT infrastructure plan in place

staff e-learning skills audit completed

e-learning plan reviewed to include new resources

Whole school ICT resource documentation completed and available to whole staff

ICT Scope and Sequence with assessment criteria developed and implemented

Outsourced regular Technical Support in place


Continue to develop integrated units inclusive of AusVELS and upload to the intranet or Ultranet.


Trial student negotiated inquiry units. Have students frame research questions then co-plan rich tasks that build creativity and problem solving capacity

Effectively use ICT to engage students in their learning

Progressively resource all learning spaces with emerging technologies using the ICT infrastructure plan

Regularly conduct the staff e-learning skills audit and review the e-learning plan including the Ultranet implementation strategy.

Plan for student and staff collaboration using digital technology (e.g. blogs, wikis, design space on the Ultranet, Bloom’s digital taxonomy)

Ensure regular technical support

Whole school Integrated Units have been developed, implemented, then stored on our Intranet and the Ultranet.

Students have input into the planning of Inquiry Units


Staff e-learning skills audit completed

e-learning plan reviewed and the Ultranet implementation strategy included

Whole school ICT resource documentation updated and available to whole staff

ICT Scope and Sequence includes opportunities for student and staff collaboration through digital technology


STUDENT ENGAGEMENT AND WELLBEING:

Build the capacity of teachers to engage students in stimulating, student-centred learning


Review and refine higher order questioning and higher order thinking for students


Fully Implement negotiated inquiry units. Have students frame research questions then co-plan rich tasks that build creativity and problem solving capacity

Formally document procedures and expectations

Effectively use of ICT to engage students in their learning

Progressively resource all learning spaces with emerging technologies using the ICT infrastructure plan


Implement fully the use of digital technology


Higher order thinking and questioning activities reviewed and included in planning documentation

Whole school Integrated Units have been developed, implemented, then stored on our Intranet and the Ultranet.

Students have co-planned Inquiry Units and documentation for procedures and expectations are in place





Digital technology is in use across the school



Ensure higher order questions and negotiated inquiry units are embedded into teacher practice


Review effectiveness of negotiated inquiry units with students and teachers and refine processes and practices

Effectively use of ICT to engage students in their learning


Implement fully the use of digital technology


Higher order thinking and questioning activities reviewed and included in planning documentation

Co-Planned Inquiry Units have been reviewed

ICT infrastructure plan has been reviewed




Digital technology is in use across the school


STUDENT ENGAGEMENT AND WELLBEING: Embed a whole school engagement and wellbeing plan to improve student wellbeing, behaviour and enhanced student voice.

Year 1 KidsMatter

Ongoing training of KidsMatter Implementation Team led by Student Wellbeing Officer

Continue to implement KidsMatter components through whole staff Professional Learning sessions

Co-ordinate support for students and families through the Student Wellbeing Officer and Team

Plan regular review of ILPs (and KELPs) and intervention or support programs

School Wide Positive Behaviour Support

Ongoing Regional training of SWPBS implementation team

Ongoing regular staff professional learning provided by implementation team

Keep parents fully informed of these approaches and reinforce through newsletter, information evenings, etc.

Ensure school wide consistency of approaches

Build a whole school culture that focuses on high expectations for student performance, student behaviour and rigorous staff accountability

Attendance

Create and document a Kilmore Primary School attendance strategy plan, including:

- the importance of regular school attendance, It’s Not OK to be away, etc.

- awards for attendance - parents to ring the school if students are absent, - Investigate the use of SMS for school to contact families when

students are absent

Implement an individual attendance plan for students with chronic absenteeism.

Include targets and an award system

Staff wellbeing

Continue the work of the Staff Wellbeing Coordinator to build positive staff interactions and improved communication between teams

Promote staff health and wellbeing and improved staff connectedness to school and each other

Enhance student voice and leadership

Build access to authentic student leadership opportunities broadening to P-6

KidsMatter and SWPBS Implementation teams meet

fortnightly

KidsMatter and SWPBS teams attend ongoing training

Meeting Schedule includes regular whole school professional

learning provided by the KidsMatter and SWPBS teams

Regular School Newsletter items to promote all activities for

KidsMatter and SWPBS

KELP’s are in place and reviewed regularly by the KELP

Coordinator

Kilmore PS Attendance Strategy Plan in place

Individual attendance plans in place for students where

required

Staff Wellbeing Coordinator and Team in place working on

key ideas and strategies

Leadership opportunities for students have been investigated

and implementation has begun

Links for Community Engagement have been investigated and

a number of programs are underway

STUDENT ENGAGEMENT AND WELLBEING Embed a whole school engagement and wellbeing plan to improve student wellbeing, behaviour and enhanced student voice.

Develop mentoring and facilitate leadership skill building for students

Community Engagement

Build positive home school links through strong communication, celebration of student achievement, parent training programs and parent helpers

Foster cooperative ventures within the local Kilmore community (e.g. retirement village, Men’s Shed, Assumption College).

Year 2 KidsMatter




Ongoing review of ILP’s and KELP’s and intervention or support programs


Continue to implement SWPBS with a particular focus on classroom settings

Ongoing Regional training of SWPBS implementation team

Ongoing regular staff professional learning provided by implementation team

Keep parents fully informed of the approaches and reinforce continually at information evenings and through the newsletter

Ensure the approaches are consistently applied throughout the whole school

Attendance

Implement Kilmore Primary School attendance strategy plan

Review and refine individual attendance plans for students with chronic absenteeism

Staff Wellbeing

Review and improve - channels of communication, - feedback - workload stressors


Investigate programs to enhance student leadership e.g. Dare


fortnightly







Coordinator


Review and refine Individual Attendance Plans

Staff Wellbeing Coordinator and Team in place working on

key ideas and strategies

Student Leadership programs in place and include

opportunities for feedback and forums

Review and enhance Links for Community Engagement and

Community Programs


to Lead, Leader in Me

Extend the use of questionnaires and opportunities for student feedback about school and learning.

Conduct forums with students to ‘unpack’ student survey data. Community Engagement

Continue to build positive home school links through strong communication, celebration of student achievement, parent training programs and parent helpers

Review school newsletter design, purpose & methods of sharing

Review timeline of annual events for community engagement

Year 3 KidsMatter




Ongoing review of ILP’s including KELP’s or intervention and support programs


Review and refine SWPBS in relation to yard and classroom settings

Attendance

Review and refine Kilmore Primary School attendance strategy plan

Continue to implement individual attendance plans for students with chronic absenteeism

Staff Wellbeing

Develop a Peer Support Program to foster and strengthen peer relationships through collaborative learning and fully using flexible learning spaces


Implement successful programs to enhance student leadership

Use of questionnaires and opportunities for student feedback about school and learning.

Conduct forums with students to ‘unpack’ student survey data.


fortnightly




Review and refine SWPBS yard and classroom setting

matrices




Coordinator



Staff Wellbeing team has developed and implemented a Peer

Support Program





Community Engagement

Review and refine processes for building positive home school links through strong communication, celebration of student achievement, parent training programs and parent helpers

Continue to extend cooperative ventures within the local Kilmore community

Community Programs

Year 4

KidsMatter




Ongoing review of ILP’s and KELP’s and intervention or support programs


Fully implement the SWPBS approach Attendance

Continue to review Implement Kilmore Primary School attendance strategy plan against targets

Continue review and refine individual attendance plans for students with chronic absenteeism against targets

Staff Wellbeing

Evaluation of Peer Support Program

Develop interschool support via Ultranet and network meetings


Review and improve strategies

Student Leadership opinion survey Community Engagement

Review current processes and refine through community forums and document changes


fortnightly




SWPBS approach fully implemented




Coordinator

Kilmore PS Attendance Strategy Plan is reviewed


Staff Wellbeing team has reviewed the Peer Support Program




Community Programs

STUDENT PATHWAYS AND TRANSITION


Year 1 Transition K – Prep: Pre-school and school partnerships

Continue to refine existing Prep transition program

K-P Transition Coordinator, Principal and Assistant Prin visit all feeder kindergartens and child care centres

Transitions within the school

Establish a Transition Coordinator in each Teaching Unit

Enhance the Start-up program in the first weeks of each year to include school values for behaviour and learning

Evaluate the current exchange of student information between learning studios, refine and document

Transition to secondary schools

Continue to develop time management, homework, diary and independent learning skills in Year 6

Plan regular review of ILPs (and KELPs) and intervention or support programs in preparation for transition

Transition/orientation process for students new to the school

Develop a Draft document to outline processes and procedures for new students to the school

Enhance pathway planning for PSD and Koori Students

Plan pathways for all students with special needs including PSD and Koori students (KELP)

Investigate the use of ABLES Resources for ILP’s and reporting

Use student goal setting for all students and ensure pathways to achieve goals are documented

Track student progress

Assessment schedule data used to track individual progress

Investigate the use of an electronic tracker e.g. Student Mapping Tool, Grade Expert, SPA and/or the Ultranet student profiles

Dedicated staff member in each Unit responsible for data management of each curriculum and wellbeing area

Build parent and school partnerships

Make explicit for parents the nature of student learning programs and ways to enhance learning at home (information nights, parent helper training, class newsletters, emails)

Update website to include more student centred content and links to valuable educational sites


School wide Transition Program documented and in place

Start Up Program at every VELS/AusVELS level is documented and includes school values for behaviour and learning

Progressively improved levels of parent and teacher satisfaction with the transition program as measured by school-developed assessment tools.

Progressively improved levels of parent satisfaction as measured by the transition variable of the parent opinion survey.

All students identified as being at ‘educational risk’, including special needs students, will have individual learning plans in place and revised each term.

All Koori students will have KELP’s in place with a regular review cycle established

Portfolios presented to parents with mid-year reports and distributed with end of year report

ABLES resources in place for selected PSD students



Year 2 Pre-School and School Partnerships

Continue to refine the Prep transition program

Continue visits to pre-schools and kindergartens Transitions Within the School



Document the procedure for exchange of student information between learning studios

Transition to Secondary School

Introduce more opportunities for multi-age activities through the clubs program, cross-age tutoring etc.

Explore strengthening the partnerships with the feeder secondary colleges including teacher observation visits


Implement formally documented transition processes and systems

Track Student Progress

Use an electronic tracker e.g. Student Mapping Tool, Grade Expert, SPA and/or the Ultranet student profiles

Train allocated staff members to use the tracking system Build parent and school partnerships

Develop parent partnerships through using parent skills in school programs and parent education programs


Start Up Program at every VELS/AusVELS level is documented and include school values for behaviour and learning







Continue to refine the Prep transition program

Continue to visit pre-schools and kindergartens

Explore cooperative approaches to implementation of the 0-8 Developmental Framework with the network transition cluster and pre-school teachers

Transitions Within the School



Use and refine co-planned anchor charts for learning and behaviour

Refine and document exchange of student information between learning studios and document





All students identified as being at ‘educational risk’, including special needs students, will have individual learning plans in




Ensure that Unit and Curriculum Leaders have the ability to fully utilise the student tracking system

Transition to Secondary School

Explore opportunities for our teachers to visit feeder schools and teachers, and vice versa


Continue to implement formally documented processes and procedures


Seek feedback from parents, students and teachers re the transition program


place and revised each term.




Continue to refine the Prep transition program through feedback from parents, pre-school teachers and students

K-P Transition Coordinator, Principal and Assistant Prin visit all feeder kindergartens and child care centres

Use cooperative approaches to implement the 0-8 Developmental Framework with the network transition cluster and pre-school teachers

Transitions Within the School


Review and refine procedures for transitions within the school and the exchange of student information


Review tracking system processes and refine where necessary Transition to Secondary School

Explore opportunities for students to spend more time at secondary schools in Year 6


Use feedback to refine existing transition processes


School wide Transition Program reviewed, documented and in place







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