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School Strategic Plan for Puckapunyal Primary School Hume region 2012-2015

Endorsement by

School Principal

Signed……………………………………….

Name………………………………………….

Date……………………………………………

Endorsement by

School Council

Signed……………………………………….

Name………………………………………….

Date……………………………………………

School Council President signs indicating that the School Strategic Plan has been

endorsed by School Council

Endorsement by

Regional Network

Leader

Signed……………………………………….

Name………………………………………….

Date……………………………………………

School Profile

Purpose

- To provide a caring and supportive environment that enables all individuals within our population, to

reach their full potential.

Values

The following values are seen as being central to the life of our school and how all members of the

school community should conduct themselves:

Honesty, Respect, Responsibility, Kindness, Integrity, Confidence, Enthusiasm, Tolerance, Reliability,

Caring and Striving for Excellence (school motto).

As a school community, we apply these central values in our everyday dealings with each other and the

development of our programs and policies.

Environmental Context Puckapunyal Primary School is one of 5 schools that form the Seymour Cluster. Puckapunyal Primary

School is a unique Australian school. The sons and daughters of Defence Force Personnel stationed

within the Puckapunyal Military Area, comprise 85-90% of its enrolment, and upwards of 50% of the

children transfer interstate and overseas annually.

The high level of mobility has a significant impact on the continuity of school programs and

consequently student achievement. For instance, very few children who begin school in Prep in 2011 will

be at the school for 3 years. It is difficult then to be specific about Academic Performance Targets

when, for the 4-year life of a Strategic Plan, the school will be dealing with a different cohort each

year. Even yearly, Annual Implementation Plans deal with a 50% turnaround of students from year to

year.

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As our new arrivals come from a wide range of educational backgrounds and nationalities (each State

and Territory of Australia, Great Britain, Canada, U.S.A., New Zealand, Malaysia and Germany) we

must embrace this diversity and unite the school community. Prolonged absence of the military

(usually male) member of the household during each twelve months over the 2-3 years of a posting also

creates social and emotional problems that impact on student achievement. Of note is the increasing

number of children enrolling from the surrounding farming community and those prepared to drive

their children from Seymour, the largest nearby centre.

The school atmosphere at Puckapunyal is supportive and friendly, where a child’s education is an

enjoyable experience. The school believes that children learn most when they feel secure about their

home and school environments, and at the same time are developing skills to face unfamiliar situations

in the future.The school offers individual attention and special support to all children and provides a

sound foundation for further education.. The school commits all its physical and human resources to

help achieve this aim. A flexible approach to teaching and learning ensures that learning experiences

facilitate this achievement for all students.

School Council, as the prime decision-making body, follows a team approach involving input from Sub-

Committees, Parents’ Club, Student Representative Council, Principal and Staff.

Community involvement in the school is strongly encouraged and is an important component of the

school. Parents can be involved directly by working in the classrooms with the children and teachers or

they can customize their involvement depending on their availability and desires.

The school team is committed to continual improvement in all forms of communication among members

of its community. It recognises its accountability to parents, particularly in the essential area of

student progress. The reporting process takes into account both parents’ and teachers’ needs, and a

mix of both parent/teacher interviews and written reports is used.

Student enrolment numbers have continuously gone up and down throughout the school’s 50 year

history. Numbers entirely depend on posting cycles of Defence families. Numbers can fluctuate from

the low 200s to the high 200s from year to year. In 1993, there were 368 students enrolled. In 2006,

there were 217 students enrolled which is significantly lower than 246 in 2005. Currently in 2011 we

have 232 students.

Every year it is difficult for the school to predict the following year’s enrolment numbers. History has

shown that predictions have been inaccurate. It makes it difficult to plan staffing and budgets for

resources. The school has experienced several years of budget deficits as the Defence has changed

family postings at the last minute.

The school has had discussions with the Education Department, State and Federal Governments in

relation to alternative funding models.

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Strategic Intent

Goals Targets Key Improvement Strategies

Student Learning

To maximise the achievement of high

quality learning outcomes in English

and mathematics for all students

P-6, with a strong focus on reading,

spelling and speaking and listening.

-100% of students deemed capable

will be achieving at or above the

national minimum standard in

reading, writing, spelling and

numeracy by 2015

-45% of students in years 3 and 5 will

be achieving in the top two bands for

reading, and 40% of students in year

3 and 5 will be achieving in the top

two bands for writing and numeracy

by 2015.

-NAPLAN matched cohort growth to

exceed state mean scaled score

growth

-35% of students P-6 will be above

the expected level (grades A and B) in

reading, and 30% of students P-6 will

be above the expected level (grades

A and B) in writing, speaking and

listening, number and measurement,

chance and data by 2015

Embed a consistent whole school

approach to the

teaching of English and mathematics

based on the

accurate assessment of student ability

and the

delivery of a differentiated curriculum

that addresses the learning needs of

all students.

Build teacher capacity to improve

literacy and

numeracy outcomes through

professional practice

that incorporates precision,

personalisation and

professional learning.

Student Engagement

and Wellbeing

To enhance the engagement and

wellbeing of all students and

strengthen students’ belief and

confidence in their capacity to learn.

-Student satisfaction as measured by

the variables of student morale,

learning confidence, classroom

behaviour on the student attitudes to

school survey

-Reduction in gender differences in

student survey data

-Parent satisfaction as measured by

the variables of behaviour

management, student safety,

connectedness to peers

-Progressively improved levels of P-4

student engagement and wellbeing as

measured by school

developed assessment tool

-Reduction in the average days absent

per student

Embed a whole school engagement and

wellbeing plan that includes proactive

strategies that focus on

the provision of positive relationships,

student resilience, individual wellbeing

and engagement in learning.

Student Pathways and

Transitions

To improve transition experiences for

all students and their families as they

move into, through and beyond the

school.

-Parent satisfaction as measured by

the transition variable on the parent

opinion survey to be

improved by 2015 against the current

school mean.

-Progressively improved levels of

student, parent and staff satisfaction

with transition as measured by school

developed assessment tools

Strengthen the school’s transition

processes, particularly as students

enter the school

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School Strategic Planner 2012- 2015: Indicative Planner

Key Improvement Strategies

(KIS across the three student outcomes

areas)

Actions Achievement Milestones

(Changes in practice and behaviours)

Student Learning

Embed a consistent whole

school approach to the

teaching of English and

mathematics based on the

accurate assessment of

student ability and the

delivery of a differentiated

curriculum that addresses

the learning needs of all

students

Build teacher capacity to

improve literacy and numeracy

outcomes through professional

practice that incorporates

precision, personalisation and

professional learning.

Year 1 -Ensure the accuracy and consistency of

teacher judgements across the school

through cross level and whole school

moderation of student work in all strands of

English and Mathematics, with a focus on

teacher judgements as students move from

one level to the next.

-Build scrutiny of literacy and numeracy data

and school programs to inform planning, for

prompt intervention and to support teacher

judgements

-Make sure individual learning plans are in

place for students with particular needs and

exceptional talents as well as those who are

achieving below expected levels

Implementation of regular Writing

moderation using the Naplan Writing Guides

across levels and whole school once a term.

Introduction of the Writing Analysis Tool

across levels and whole school

Implementation of the Numeracy Fluency

Assessment (Counting, Numeration, Addition

& Subtraction, Multiplication & Division)

across the whole school

Introduction of Numeracy Fluency Tasks

matched to student needs across all levels

All teaching staff to be trained in NFA by the

end of 2012 (update and renewal)

Identification of all students by name, at

least 1 VELS level above and/or below the

expected level.

IELPs constructed for each identified

student

PL delivered to all staff focussed on

differentiated planning

Explicit PL provided for all teaching staff

on the use of NFA data to identify student

learning needs.

Introduction of the differentiated Numeracy

planner to guide planning and to cater for

individual needs.

-Implement the Hume Region Literacy and

Numeracy strategies for schools to inform

teaching and learning practice, ensuring a

broad range of authentic assessment tasks to

reflect assessment for learning to inform

teaching, of learning to inform judgements

and as learning for student reflection

-Ensure that learning intentions and success

criteria are made explicit to students in all

classes

-Ensure staff work in teams to discuss

student progress and plan student learning

that has a personalised approach.

-Investigate the adoption of a program such

as the Student Performance Analyser to build

on processes for monitoring and tracking

students’ progress as they move through the

school.

-Review the teaching and assessment of

speaking and listening across the school.

Use of On Demand Adaptive diagnostic data

for Reading and Number to inform planning

and teaching and learning across levels and

whole school

A review of current Literacy and Numeracy

timetabling to ensure consistency with Hume

Region Literacy & Numeracy strategies

An audit of current practice in relation to the

2012 Literacy & Numeracy Placemats

Completed audit of current practice using

Classroom Techniques Evaluation tool

PL provided to ensure that learning intentions

and success criteria are made explicit to

students in all classes.

Documentation of fortnightly Literacy &

Numeracy PLT meetings focused on student

learning

Term professional learning plan developed

Monitoring and tracking of current student

progress reviewed from year level to year

level

A single format is used school wide to

monitor and track student progress data

Introduction of an whole school Oral

Language Scope and Sequence

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-Review the whole school Spelling &

Comprehension program across the school

-Use the Hume Techniques for Teaching

as a framework to reflect on and

improve teacher practice.

-Continue to enhance staff professional

learning through a whole school strategic

approach that includes the use of internal

coaching, peer observation and instructional

rounds to share effective practice.

-Provide opportunities for parents to learn

about ways they can assist their children’s

learning

Ensure the Ultranet is effectively

implemented so that it becomes a

fundamental characteristic

of the functioning of the school.

The collection and analysis of SRA 2011 and

2012 Spelling & Comprehension data

The implementation of SA Spelling Test in

Term 1 and 4 to evaluate the whole school

SRA Spelling program

The introduction and completion of

professional learning units on Techniques for

teaching.

Literacy and Numeracy Coaching with an

explicit focus occurs in every class classroom

throughout the year.

Parent workshops focussed on

“Helping Your Child to Read”

“Helping your Child in the Numeracy

Classroom”

“Working with Clay” -Artist in Residence

Are provided .

All students P-6 registered on Ultranet.

All teachers 3-6 provide at least 1 online

learning task on the Ultranet

Year 2 Ensure the accuracy and consistency of



Regular Writing moderation using the Naplan

Writing Guides occurs across levels and whole

school at least once a term.


English and mathematics, with a focus on



Build scrutiny of literacy and numeracy data



judgements





Implement the Hume Region Literacy and







Implementation of the Writing Analysis Tool

across all levels and whole school in T1 and T3

Introduction of a Writing folio for each

student which documents the Writing journey,

the teaching journey and explicit feedback to

the student

Probe used as an additional diagnostic

assessment tool for Reading Comprehension at

the end of Term 2

All components of NFA to be completed for

all students new to the school

Implementation of consistent use of Numeracy

Fluency Tasks across the whole school

The embedded use of the Numeracy Fluency

Assessment across the whole school informs

planning and informs teaching and learning

The use of the differentiated Numeracy

planner to guide planning and cater for

individual needs P-6 is established.

Whole school PL occurs to build understanding

of the significance of the use of longitudinal

On Demand data to measure

student progress

Lesson structures have a consistent format

linked to the Literacy and Numeracy

Placemats

Explicit PL provided to support teachers to

use a range of formative assessment tools

effectively

Student responsibility for learning occurs

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classes



that has a personalised approach

Investigate the adoption of a program such




school.



Develop an agreed teaching and learning

approach and whole school implementation

plan for speaking and listening

-Review ,revise and implement the whole

school Spelling & Comprehension program

across the school

Use the Hume Techniques for teaching as

a framework to reflect on and improve

teacher practice

through self-reflection opportunities such as

peer feedback, buddies & formal self

assessment tools

PL continues to be provided to ensure that

learning intentions and success criteria are

made explicit to students in all classes.

Staff participation in Literacy & Numeracy

fortnightly PLT meetings is monitored and

documented and level meetings focus on

student learning

A central database program to be selected to

enable all teachers to monitor and track

student progress from year level to year level

and that will meet the demands of a mobile and

changing student population

Implementation of whole school Oral

Language Scope and Sequence

The building of Assessment criteria to support

and match the whole school Oral Language

Scope and Sequence

Evaluation of the SRA Spelling program using

student and teacher data

Implementation of Probe in Term 1 and 4 to

measure and evaluate the SRA Reading

Comprehension program

Completion of Professional Learning units on

Techniques

-Continue to enhance staff professional



coaching, peer observation, instructional

rounds to share effective practice. Provide

access to external consultants, online

resources and DEECD training to continue to

update staff on the latest research and

policies.

-Embed a culture of high expectations for

student learning and challenge students to

perform above expected levels. engage

students in setting learning goals, self-

reflection and evaluation of their learning.

-Set targets for individual students in English

and mathematics. Monitor and adjust these

Continuation of Literacy and Numeracy

coaching with explicit foci in all classrooms

throughout the year

Implementation of focussed peer observation

across all classrooms and a formal structure

for peer feedback

Access to appropriate PL reflecting the

school’s strategic direction is provided.

All students have an IELP with student-

teacher negotiated goals by the end of Term 1.

(A minimum of 1 for Literacy and 1 for

Numeracy)

Differentiated tools are used to match the

Literacy and Numeracy tasks closely to

student need.

Student Reflection tools are introduced to

monitor student understandings.

Student Writing Analysis used for 1:1

conferencing to provide explicit feedback to

students and to guide writing goal- setting.

The continuation of Writing documentation for

each student using the Student Writing folio

Targets for 5 individual students are

articulated, tracked and monitored in depth.

14 | P a g e

targets as appropriate on a six monthly basis.

Provide opportunities for parents to learn


learning




of the functioning of the school

Targets are adjusted as appropriate every

term

Provision of Parent workshops focussed on

“Helping Your Child to Read”

“Helping your Child in the Numeracy

Classroom”

.

All teachers 3-6 provide at least 2 online

learning tasks on the Ultranet per term.

Year 3 Ensure the accuracy and consistency of







The practice of Writing moderation using the

Naplan Writing Guides is embedded across

levels and whole school once a term.

The use of the Writing Analysis Tool across

levels and whole school to provide timely and

explicit feedback to both students and

teachers in Terms 1 and 3 is embedded in

teacher practice.

The use of the Writing folio for each student

P-6 to document the Writing journey, the

teaching journey and explicit feedback to the

student is established.

The use of the Numeracy Fluency Assessment

as a diagnostic tool across the whole school is

embedded in teacher practice.

The development of Numeracy Fluency Task

resources matched to student needs across

all levels is continued.

-Build scrutiny of literacy and numeracy data



judgements


place for students with particular learning

needs and exceptional talents as well as those

who are achieving below expected levels.


The use of Probe to validate Reading

Comprehension judgements is embedded in

teacher practice.

Introduction of a whole school Scope and

Sequence for Writing

PL on rubric construction is provided. Staff

and students using Rubrics to identify quality

learning.

Students regularly reflect on and monitor

their own progress to inform their learning

goals in conjunction with their teachers

The practice of Literacy and Numeracy PLTs

focussed on individual student data to inform

planning, intervention and the validation of

teacher judgements is embedded

The tracking and monitoring of targets for all

students occurs. Monitoring and adjustments

are made to these targets as appropriate

every term

IELPs are in place for students with

particular learning needs and exceptional

talents as well as those who are achieving

below expected levels.

The use of the differentiated Numeracy

planner to guide planning and differentiation

is embedded in teacher practice.

Whole school PL is provided to build teacher

capacity to validate teacher judgements

P-4 Literacy and Numeracy timetabling is in

16 | P a g e









classes

Continue to enhance staff professional



coaching, peer observation, instructional




fundamental characteristic of the functioning

of the school

Provide opportunities for parents to learn


learning

Develop an agreed teaching and learning

approach and whole school implementation

plan for speaking and listening

accordance with the Hume Region Literacy

and Numeracy strategies

Current practice is matched to the Literacy &

Numeracy Placemats and is becoming more

consistent with Classroom Techniques

Evaluation tool

Monitoring of teaching practice ensures that

learning intentions and success criteria are

made explicit to students in all classes.

Literacy and Numeracy coaching with explicit

foci in all classrooms throughout the year

continues.

Focussed peer observation across all

classrooms linked to a formal process for

peer feedback continues.

Instructional rounds continue.

All teachers are regularly posting online

learning task on the Ultranet.

Parent workshops continue to develop parent

knowledge and focus on student learning eg:

“How do I Choose a Book for my Child”

“Linking Numeracy to the Real World”

The review and evaluation of the implemented

whole school Speaking and Listening Scope and

Review the whole school Spelling &


Sequence and practice and processes relating

to Speaking and Listening and Oral Language

occurs.

The implementation of the results and

recommendations of the evaluation of SRA

Spelling and Comprehension program occurs.

Year 4

-Ensure the accuracy and consistency of
















All teachers are consistently using placemats

and demonstrating improved practice using

classroom techniques and skills evaluation tool.

The whole school Scope and Sequence for

Writing continues to be established.

Staff and students are using Rubrics to

identify quality learning

Students and teachers confer on a regular

basis to reflect, evaluate and establish explicit

learning goals

All teachers are engaged in moderation of

student work beyond the school gate.

Teachers consistently use an array of

classroom strategies, skills and techniques

Teacher actions are informed by and

consistent with Hume Region Literacy &

Numeracy Strategies

Teachers are consistently using Rubrics to

support quality assessment tasks.

PL continues to ensure that learning intentions

and success criteria are made explicit to

18 | P a g e

classes

Build scrutiny of literacy and numeracy data



judgements







that has a personalised approach.

-Investigate the adoption of a program such




students in all classes in writing and verbally.

The practice of Literacy and Numeracy PLTs

focussed on individual student data to inform

planning, intervention and the validation of

teacher judgements is embedded

IELPs are in place for students with

particular learning needs and exceptional

talents as well as those who are achieving

below expected levels to facilitate prompt

intervention.

The differentiated Numeracy planner to guide

planning and differentiation is embedded in

teacher practice.

Whole school PL continues to be provided to

build teacher capacity to validate teacher

judgements

Teachers are consistently drawing on a range

of data and authentic assessment tasks to

validate teacher judgements

PL highlighting the 3Ps continues to reinforce

personalised learning.

Staff participation in Literacy & Numeracy

fortnightly PLT meetings continue to be

monitored and documented and level meetings

focus on student learning

The selected program/tool to build on

processes for monitoring and tracking

students is in place and being consistently used

by all staff to monitor student improvement

school.



-Provide opportunities for parents to learn


learning

-Use the Hume Techniques for Teaching

as a framework to reflect on and improve

teacher practice.

-Review the whole school Spelling &


Continue to enhance staff professional



coaching, peer observation and instructional




The Oral Language Scope and Sequence for

Speaking and Listening is embedded across the

whole school as is the use of the whole School

Assessment criteria to support and match the

whole school Oral Language Scope and

Sequence.

. Parent workshops focussed on learning

continue to be provided and expanded. eg:

What Can I do to Support my Child at

School?”;“How has Numeracy Changed since I

was at school?”;“Your Child and the Ultranet”,

The PL units from the Hume Region Skills and

Techniques are completed by all teachers.

The whole school teaching of Spelling &

Comprehension reflects the review and findings

of the review.

Internal coaching with explicit foci in all

classrooms continues throughout the year

Focussed peer observation across all

classrooms linked to a formal process for

peer feedback and sharing continues.

Instructional rounds continue.

All teachers provide 1 online learning task per

term.

20 | P a g e


of the functioning of the school.

All teachers provide explicit online feedback

for learning tasks.

Student Engagement and

Wellbeing

Embed a whole school engagement

and wellbeing plan that includes

proactive strategies that focus on

the provision of positive

relationships, student resilience,

individual wellbeing and

engagement in learning.

Year 1 Implement the student well-being aspects of

the physical, personal and social learning

strands of the VELS/Australian curriculum

Provide a broad range of wellbeing initiatives

that build a strong school focus on values

education and strengthen students’ resilience

and confidence in learning

Run regular student forums to explore

student opinion and develop appropriate

programs to address issues, including gender

differences as required.

Develop and administer a survey designed to

gauge levels of engagement and wellbeing for

students in years P-6

Enhance opportunities for student leadership,

the expression of student voice and the

active participation of students in their

learning

Determination of the most appropriate

framework to support student well- being.

Creation of a working party to lead the

introduction and implementation student well-

being framework

PL to support whole school student well-being

is provided.

Revision and evaluation of current Values

program.

Provision of additional opportunities for

collaboration and teamwork such as the 5/6

Yearbook

The role of the SRC within the P-6 school

community is enhanced and expanded.

An additional Year 6 student delegate is

appointed to support the Junior SRC members.

Students from P-6 interviewed to explore

student opinion.

POLT is introduced and used to gauge levels of

engagement and well-being for students in

Years P-6.

All student leaders and Year 6 students to

participate in annual Youth Leadership

Conference in Melbourne

Year 5/6 to produce and publish their own

Yearbook –a record of their academic year

Continue to build a common school language to

manage student behaviour at a whole school

level

Make explicit to students and families the

strong connection between student wellbeing,

regular, punctual attendance and improved

learning outcomes and monitor attendance of

students with high levels of absence from

school

Continue to build strong partnerships with

parents and the local community. Develop

common understandings of the school’s

approaches to teaching and learning by

broadening the range of opportunities

available to involve parents in the school.

including student profiles, school events,

student participation and interviews in

conjunction with a community member

Office bearers to lead Assemblies

School Captains to write a weekly column for

the Newsletter.

Additional responsibilities to be given to House

Captains to promote student voice.

Introduction of an agreed P-6 Discipline plan

to promote positive classroom and school wide

behaviours.

PL is provided to promote the use of a common

language to support positive student

behaviours.

Student attendance to be monitored closely to

identify irregular and significant absences.

Regular articles to be placed in the newsletter

to highlight the links between attendance and

learning outcomes.

A Clay/ pottery workshop for parents and

community offered in conjunction with Artist

in Residence program in 2012.

Parents as tutors to be encouraged through 1:1

contact, newsletters and word of mouth.

Articles to support learning and parenting to

be placed in newsletter.

Parent forums to be held during each term.

22 | P a g e

Continue to use and embed ICT as an engaging

activity for student learning

Morning teas and other functions to promote

parental involvement in the school

Regular documented communication with all

class families by all classroom teachers to

promote open communication

Appreciation morning tea to acknowledge

community partnerships.

Attendance by Principal at SADFO meetings

Attendance by Principal at Puckapunyal

Community Fire Awareness Meetings

The sourcing local community representatives

to provide specific PL eg: Anaphylaxis

Three lead users of the Ultranet to be

appointed across the school

PL focused on the Ultranet to be provided to

the parent community

Year 2 Implement the student well-being aspects of

the physical, personal and social learning







Review of working party to lead and continue

the introduction and implementation student

well-being framework

Close liaison with DEECD social worker and

Student Welfare at Regional Office

PL to support whole school student well-being

is provided.

Implementation of revised Values program

across the whole school.

Provision of additional opportunities for

collaboration and teamwork such as the

creation of Yearbooks across the whole school

.

Students from P-6 to attend gender based










learning



level






school

student forums to explore student opinion and

to provide ongoing feedback.

POLT is used twice a year to gauge levels of


Years P-6.

All student leaders to participate in annual

Youth Leadership Conference in Melbourne

Each year group to produce and publish their

own Yearbook –a record of their academic year

including student profiles, school events,

student participation and interviews in

conjunction with a community member. Each

student to contribute 1 piece of writing for

the Yearbook.

School Captains to prepare a contribution to

the Weekly Newsletter.

Collaborative discussion & PL with whole well-

being team to monitor progress of common

school language to manage student behaviour.

Student attendance to continue to be

monitored closely to identify irregular and

significant absences

Regular articles to be placed in the newsletter

to highlight the links between attendance and

learning outcomes.

Attendance to be graphed and publicised in

Newsletter.

24 | P a g e







Continue to use and embed ICT as an engaging

activity for student learning

Awards for outstanding attendance and

achievements at the final Assembly at the end

of each term.

Workshops for parents and community to be

extended to build on Artist in Residence

program in 2012.

Parents as tutors to be encouraged through 1:1

contact, newsletters and word of mouth.


be placed in newsletter and at Pre-school.

Parent forums to be held during each term.

Morning teas and other functions to promote

parental involvement in the school.


class families by all classroom teachers to

promote open communication (3 per term)

Appreciation morning tea to acknowledge

community partnerships.

Attendance by Principal at SADFO meetings

Introduction of 3 way student-parent teacher

conferences.

Communication with parents using the Ultranet

is introduced.

Ultranet PL is provided to new parents

Year 3 - Implement the student well-being aspects

of the physical, personal and social learning


Ongoing implementation of selected framework

to support student well- being.

Working party ensures continued

implementation of the student well-being

framework to ensure all teachers and the well-















learning

being team are consistently using a common

language and processes.

Ongoing PL to support and maintain whole

school student well-being framework

implementation.

Revised Values program is reviewed across the

whole school.

Provision of further opportunities for

collaboration and teamwork to build student

resilience

Students from P-6 to attend student forums

to explore student opinion and to provide

ongoing feedback.



Years P-6 and is unpacked at awhole school

level.

POLT data is evaluated and followed up with

teacher interviews

Each Year level to produce and publish their

own Yearbook reflecting significant events,

student reflections and student contributions

in conjunction with school community member.

Each student to prepare two contributions for

the Yearbook per term.

26 | P a g e



level






school







Broaden range of opportunities for students

to be involved in community projects

.


being team to monitor progress of common

school language to manage student behaviour.

Parent forums run to seek feedback from the

community regarding management of student

behaviour.

Student attendance to continue to be

monitored closely to identify irregular and

significant absences

Regular articles and research to be placed in

the newsletter to highlight the links between

attendance and learning outcomes.


Newsletter class by class.


achievements at the final Assembly at the end

of each term.

Parent postcards to be sent to address high

student absenteeism

Regular liaison with SADFO (Senior Army

Defence Force Organisation) to maintain solid

links between the School and the Army

community.

Parents as Tutors to be embedded as part of

the school culture.


be placed in the school Newsletter and at Pre-

school on a regular basis.

Book groups to run regularly to support

positive parenting. (Selected texts and

Continue to use and embed ICT as an

engaging activity for student learning

modelling of good parenting literacy

techniques)


class families by all classroom teachers is

embedded.

Appreciation morning teas to acknowledge

community partnerships occurs regularly

Active attendance by Principal at SADFO

meetings.

The expansion and development of the kitchen

garden to provide produce for school use.

Ipads and ipods are introduced to further

develop ICT skills and engage students in

learning.

Year 4 - Implement the student well-being aspects

of the physical, personal and social learning






The selected framework to support student

well- being is embedded into daily practice

across the school P-6.

PL cements the implementation of the student

well-being framework to ensure all teachers

and the well-being team are consistently using

a common language and processes.

Parent forums to be held in conjunction with

Infant Welfare agencies during each term to

promote positive parenting to support Literacy

and Numeracy development

Review of implemented framework process

Revised Values program is implemented across

the whole school P-6.

Collaboration and teamwork to build student

resilience is embedded across the curriculum

28 | P a g e











learning



level



The participation of students from P-6 at

student forums to explore student opinion and

to provide ongoing feedback is embedded.



Years P-6 and is linked to Annual Performance

Reviews.

Each Year level to produce and publish their

own Yearbook reflecting significant events,

student reflections and student contributions

in conjunction with school community member.

Each student to prepare two contributions for

the Yearbook per term.

The expansion of Year 6 student roles is

documented and clearly articulated.

Common beliefs and understandings are

embedded in language used to manage


being team and all staff regarding common

school language to manage student behaviour is

embedded

Parent forums regarding management of

student behaviour are embedded practice

within the school community.

The practice of monitoring student attendance

regularly to identify irregular and significant




school







Broaden range of opportunities for students

to be involved in community projects

.

absences and the prompt following up is

embedded

Articles to highlight the links between

attendance and learning outcomes to be placed

in the newsletter on a regular and consistent

basis.


Newsletter class by class.


achievements at the Assembly at the end of

each term.

Parent postcards to be sent to address high

student absenteeism

Regular liaison with SADFO (Senior Army

Defence Force Organisation) is embedded to

maintain solid links between the School and

the Army community.

Parents as Tutors to be embedded as part of

the school culture.


be placed in the school Newsletter and at Pre-

school routinely.

Book groups to support positive parenting. (and

modelling of good Literacy & Numeracy

parenting techniques) run in conjunction with

Infant Welfare and Kindergarten to become

regular practice.

Regular proactive and documented

communication with all families by all classroom

teachers is embedded.

30 | P a g e

-Continue to use and embed ICT as an

engaging activity for student learning.

Relationships with Army Command are

cemented and continually monitored to

accommodate the change of Military personnel.

Active participation by Principal at SADFO

meetings is embedded

The introduction of ipads and ipods is

expanded to further develop ICT skills and

engage students in learning.

Student Pathways and

Transitions

Strengthen the school’s transition

processes, particularly as students

enter the school

Year 1 -Review and document programs and protocols

for all school transitions, including student

support and communication with families as

students enter, exit and move through the

school.

-Review current levels of satisfaction with

induction and transition procedures by

seeking feedback from students, parents,

staff, the local pre-school and secondary

setting on an annual basis. Review areas of

focus for feedback and the format of

surveys annually.

-Strengthen the school’s tracking of

individual students and monitor their social

and academic development, behaviour,

intervention support and attendance.

The auditing of all programs and protocols for

all school transitions as students enter, exit

and move through the school occurs.

The identification of areas for improvement as

a result of the audit occurs.

Feedback is sought from student and parent

surveys to establish levels of satisfaction

with induction and transition process.

The introduction of a Student Mapping tool to

strengthen the tracking of student social and

academic development, behaviour, intervention

support and attendance occurs.

Close liaison with Puckapunyal Kindergarten

features regular two way visits between

Puckapunyal PS and Kindergarten and regular

transfer of student data.

-Utilise the Ultranet as a tool to support

tracking of student progress

-Develop learning pathways for identified

students including support for under

achievers and high achievers. Ensure close

monitoring of students who are deemed “at

risk” as they enter the school.

-Foster a collaborative approach to

implementing the 0-8 learning Framework

with the local preschool and continue to build

strong links with the local secondary setting.

Look for opportunities to build common

understandings of effective teacher practice,

assessment tasks, student support and

community expectations.

Where possible, use ICT (e.g. video

conferencing, Skype) to familiarise students

with the school before they arrive

The introduction of student Portfolios utilising

the Ultranet occurs.

Learning pathways and Individual Learning

plans are investigated and introduced for all

under achievers and high achievers.

Strong links are established between the

school and the kindergarten to facilitate the

monitoring of Prep students deemed to be ‘at

risk’ entering the school.

The identification of new students from 1-6 to

the school deemed to be ‘at risk’ occurs

immediately upon entry.

An Early Years Learning Network 0-8 is

initiated involving Infant Welfare,

Kindergarten and Primary school

representatives.

Communication to begin to occur between the

secondary and primary setting to plan

transition collaboratively.

Invitation to be extended to Secondary

teachers to visit and build understandings of

common practice

Investigation of ICT possibilities to facilitate

familiarisation of new students before they

enter the school.

Year 2 Review and document programs and protocols


Changes are implemented to programs and

protocols identified by the audit for all school

32 | P a g e



school.







surveys annually.





-Embed the Ultranet as a tool to support







transitions as students enter, exit and move

through the school.

Feedback is sought from staff and the local

pre-school and the secondary setting to

establish levels of satisfaction with the

induction and transition process.

Forums are conducted to seek feedback from

students and parents regarding the transition

process at both entry and exit points.

PL is provided to support the implementation

of the student mapping tool to strengthen the

tracking of student social and academic

development, behaviour, intervention support

and attendance.

Close liaison and communication between

Puckapunyal Kindergarten and Puckapunyal PS

is fostered and developed.

Student Portfolios utilise the Ultranet to

support the tracking of student progress

particularly during Transition from primary to

secondary.


plans for all under achievers and high

achievers continue to be developed

Strong links continue to be fostered between

the school and the kindergarten to facilitate

the monitoring of Prep students deemed to be






understandings of effective teacher

practice, assessment tasks, student support

and community expectations.




‘at risk’ entering the school.

The identification of students new to the

school from 1-6 deemed to be ‘at risk’ occurs

immediately upon entry’ and support is

provided.

The Early Years Learning Network 0-8

(involving Infant Welfare, Kindergarten and

Primary school representatives) meets once a

term.

Communication continues to occur throughout

the year between the secondary and primary

setting to plan transition collaboratively.

Reciprocity between Primary and Secondary


common practice is developed.

Implementation of ICT possibilities to

facilitate the familiarisation of new students

before they enter the school occurs.





school.






All programs and protocols identified by the

audit for all school transitions including entry,

exit and movement through the school.

are documented in the Parent Handbook

Feedback continues to be sought from staff

and the local pre-school and the secondary

setting to establish and monitor levels of

satisfaction with the induction and transition

process.

34 | P a g e


surveys annually.














Forums and surveys using a range of

communication tools are conducted to seek

feedback from students and parents regarding

the transition process.

PL continues to be provided to support the

implementation of the student mapping tool to

optimise its use and to strengthen the tracking

of student social and academic development,

behaviour, intervention support and

attendance.



continues to be fostered and developed.

Student data begins to be placed on the

Ultranet to facilitate the tracking of student

progress.


plans for all under achievers and high

achievers occur as required.

A collaborative partnership between the



risk’ entering the school is established.

Close monitoring of students new to the school

from 1-6 deemed to be ‘at risk’s is embedded

in teacher practice.


(involving Infant Welfare, Early Childhood,




understandings of effective teacher

practise, assessment tasks, student support

and community expectations.





representatives ) is strengthened and provides

PL for families focused on learning.

Regular communication and planning occurs

throughout the year between the secondary

and primary setting



common practice is embedded.

ICT possibilities to facilitate familiarisation of

new students before they enter the school are

introduced..





school.





setting on an annual basis. Review

areas of focus for feedback and the format

of surveys annually.





Programs and protocols for all school

transitions are documented and updated

annually in all forms of communication with the

school community.

Forums and surveys using a range of

communication tools are conducted to seek

feedback from students and parents regarding

the transition process

PL continues to be provided to embed the use

of the student mapping tool and to strengthen

the tracking of student social and academic

development, behaviour, intervention support

36 | P a g e













understandings of effective teacher practice,

assessment tasks, student support and

community expectations.

and attendance.



is embedded.

Student data is placed on the Ultranet to

facilitate the tracking of student progress and

to inform parents .

The practice of developing Learning pathways

and Individual Learning plans for all under

achievers and high achievers is embedded.

A collaborative partnership between the



risk’ entering the school is embedded.

Close monitoring of students new to the school

from 1-6 deemed to be ‘at risk’s is embedded

in teacher practice.


(involving Infant Welfare, Early Childhood,


representatives ) is embedded in the culture

of the community.

Regular communication and planning

throughout the year between the secondary

and primary setting is established


teachers to visit and build shared

understandings of teaching and learning is

embedded.




ICT possibilities to facilitate familiarisation of

new students before they enter the school are

established

school strategic plan for puckapunyal primary school … · school strategic plan for puckapunyal...

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