NORTH FREMANTLE PRIMARY SCHOOL STRATEGIC PLAN 2012

Teaching
High quality teaching is a prerequisite for improving student achievement.

Relationships
Building strong internal and external relationships enables improved student achievement and builds positive relationships with the community.

Learning Environment
A safe, caring and inclusive learning environment is a prerequisite for improving the standards of achievement.

Resources
The strategic use of school resources to effectively target and plan is an important enabler of maximum student achievement.

Leadership

Excellence and Equity

Plan for Government Schools 2012 2015

School leadership that focuses on teacher pedagogy and practice, that encourages collaboration and the sharing of expertise, will develop and expand quality teaching in a school. This plan sets the strategic direction for public education over the next four years. In the public school system in Western Australia we want every young child to have the best start in school and to master the foundation literacy and numeracy skills as well as the personal and social capabilities required for success in schooling. As students progress through school it is important to ensure they develop essential skills, knowledge and understandings in a range of disciplines. When young people graduate from school, we want them to be confident about taking their place in the world and to be active citizens who contribute to society in many different ways. As the priorities in this plan are implemented over the next four years, we will maintain our commitment to the mission of public schooling: for every child to be provided with a high quality school education whatever their ability, wherever they live, whatever their background. PRIORITY 1: Success for all students Progressing Classroom First PRIORITY 2: Distinctive schools PRIORITY 3: High quality teaching and leadership Progressing Classroom First This can be achieved by: having high expectations for achievement and behaviour; taking a personalised approach to identifying and addressing the learning needs of students; employing an innovative use of technology; recognising early intervention as a priority; teachers employing appropriate pedagogies in the early years (EYLF); encouraging parents to regularly be involved in activities at school thereby experiencing the quality of education their childs school provides, building confidence and trust; maintaining quality and rigorous school self assessment practices as the centrepiece of our school accountability framework. PRIORITY 4: A capable and responsive organisation Progressing Classroom First This can be achieved by: minimising administration so that Principals are free to be educational leaders with a focus on the pedagogy and practice; networks of Principals being established to support curriculum development; community/school partnerships being enhanced creating distinctive schools with greater flexibility and control of their own affairs (IPS) Local selection of Principals and staff to support individual school programs and priorities (IPS); support being provided to schools for self assessment by the gathering and presentation of systems performance information (SPMS); comprehensive school reviews conducted where school performance is a cause for concern (ERG); School boards trained to enact roles effectively (IPS); staff becoming expert teachers, sharing their skills and understandings collaboratively. Focus 2012 Principals, with support from Regions, networks and statewide services: - develop and implement whole-school approaches to literacy and numeracy; - work together to analyse data, set targets for improvement and match interventions to identified student needs. - develop strategies to close the gap between the achievements of Aboriginal and nonAboriginal students. Principals, with support from Regions, Networks and Statewide Services: - work with school communities to implement whole-school approaches to behaviour; attendance and student well-being; - analyse school behaviour and attendance data, set targets for improvement, and evaluate effectiveness of programs and interventions. Familiarise staff with the requirements of the K10 Australian Curriculum for English, history, mathematics and science. Central will: - support leadership development and professional learning through the Institute for Professional Learning. - base support services predominantly in schools or networks of schools; - ensure teachers are supported through Teacher Development Schools. Make good use of performance information to meet the accountability requirements

Progressing Classroom First This can be achieved by: forming solid relationships between the principal, school staff and the community thereby building capacity in response to the local needs of our distinctive school; the development of an innovative/collaborative learning community; collaboration between schools by principals, teachers and all support staff (networks) providing opportunities to share expertise; recognition of the critical role of support staff in the development of a distinctive school; encouraging parent involvement which supports/ promotes a positive school image; collaborating with the community to market the school; promoting quality teaching and leadership; maximising proactive media stories.

Progressing Classroom First This can be achieved by: using data, supported by systems (SAIS; First Cut; SPMS), to strategically target the use of resources; implementing early intervention strategies through effective assessment, individualised plans, and appropriate teaching resources; providing practical support for teachers through the ongoing development of online resources such as syllabus documents and c grade exemplars; prioritising resources to best suit individual school needs including staffing needs; enabling financial flexibility to respond to student needs (on-line budget IPS); innovations grants being available for school level innovation; utilising WA Centre for Public school leadership (PLI); encouraging better attendance (Better attendance: Brighter futures strategy); establishing connections with expert teachers in teacher development schools; networks of schools, lead by Network Principals, enhancing collaboration and the sharing of expertise. Focus 2012

Progressing Classroom First Classroom First commits the whole department to help make: every student a successful student every teacher an effective teacher every school a good school.

This can be achieved by: having high expectations of student achievement; using NAPLAN to measure critical aspects of our teaching and learning program; minimising administrative distractions to enable teachers to focus on teaching; providing support for teachers at a classroom level for behaviour management and curriculum; quality teaching practice being celebrated and opportunity provided for the sharing of expertise; taking a personalised approach to identifying and addressing the learning needs of students; early intervention being a priority.

Focus 2012

Focus 2012 Work with school communities to implement whole-school approaches to behaviour. Support families of young Aboriginal children entering school to increase attendance and participation. Collaborate with other schools to enhance education programs offered to schools. Use the increased flexibility provided to generate innovative education approaches to address local needs.

Focus 2012 Implement a school behaviour policy including a code of conduct and strategies for prevention and intervention. Provide support for teachers in classroom management skills and the management of students with disruptive behaviours. Continue to implement the Better attendance: Brighter futures strategy.

Focus 2012 sets out the system priorities for schools in 2012 and the expectations of central and regional staff to support them. Taking action in the priority areas of literacy and numeracy standards; student behaviour, attendance and wellbeing; and early childhood education will contribute to making sure every student is successful. Each of these priorities has specific actions to improve outcomes for Aboriginal students. Addressing the priority of supporting our teachers and school leaders will help every teacher be effective.

Use student achievement data to plan a personalised approach to each individuals learning, especially for students at risk of falling below NAPLAN national minimum standards. Focus on essential literacy and numeracy skills, and strengthen the teaching of phonics, grammar, reading comprehension and number skills. Administer on-entry assessment and use student results, along with ongoing assessment, to inform learning programs. Incorporate K, PP, Yr 1 and 2 into whole school approaches with a focus on skills and understandings that we know to predict future literacy and numeracy success. Share teachers expertise and advice within schools and across networks to improve classroom practice. Share the expertise of school staff to meet the diverse learning needs of students, including Aboriginal students. Use the increased flexibility provided to generate innovative education approaches to address local needs. Make good use of performance information to meet the accountability requirements accompanying increased flexibility.

Central to: - provide system-level achievement targets and advice for schools on evidence based approaches to teaching and learning. - provide on-line teaching, professional development and communication tools and resources for teachers. Central to: - provide alternative offsite programs for students with significant behaviour and attendance issues. - recruit additional school psychologists. Use online resources, including exemplars, for planning, teaching and assessment. Share teacher expertise within school and network to improve outcomes for all students. Familiarise staff with the requirements of the Kindergarten to Year 10 Australian Curriculum for English, history, mathematics and science. Regions, networks and statewide services will: - respond to school needs for support in relation to the Australian Curriculum. - facilitate collaborative practices within networks of schools. - help Principals maximise use of resources within school networks. Implement increased Kindergarten provision from 11 to 15 hrs per week. Regions, networks and Statewide Services will:

Enabling greater school autonomy, flexibility and innovation will make every school a good school.

- help schools use data to inform the development of learning programs in the early years; - help schools network with other schools to improve childrens development and learning in the K,PP yrs 1,2. Central will support implementation by schools of the on-entry assessment. Regions, networks and Statewide Services will: - help schools develop innovative solutions to the challenges they face. North Fremantle Primary School Priorities 2012

accompanying increased flexibility. Central will: - develop new business processes to enable further expansion of the Independent Public Schools initiative; - develop school accountability processes to match increased school autonomy.

Vision For all students at North Fremantle Primary School to experience learning that is purposeful, engaging and empowers them to become life long learners Mission Through partnerships with parents and the local community, we will provide an inclusive environment in which the students of North Fremantle Primary School can develop the knowledge, skills, understandings and confidence to reach their individual potential.

Literacy and Numeracy To continue to raise standards through the ongoing implementation of our whole schools plans. Staff, guided by and in collaboration with, specialist teachers (GirL/N) to use streamlined pedagogical approaches including collaborative strategies and explicit teaching. Australian Curriculum To ensure our teaching staff are well prepared; and our parent community appropriately informed for the commencement of the three-year formal implementation period of the Australian Curriculum. ( Phase 1 commences in July 2012 in the subject areas of mathematics, English, history and science.) The Early Years of Schooling To plan for program cohesion and continuity across the early years of schooling at North Fremantle Primary. Drawing upon the guidelines and pedagogical advice of the Early Years Learning Framework and the Australian Curriculum teachers of Kindergarten to Year 2 will deliver high quality education opportunities for our students.

Processes & Strategies

at North Fremantle Primary School to achieve system and school priorities.

Whole School Literacy Plan Whole School Numeracy Plan Getting it Right Literacy and Numeracy Specialist teachers support teacher planning, teaching, assessment and reporting. Consistent Instructional Strategies used across school. Focus teachers to attend professional learning in the Australian Curriculum areas of English, History, Science and Mathematics and share knowledge with whole staff. Networking opportunities used to support implementation of Australian Curriculum. Technology effectively used to motivate and educate.

Monitoring processes

National testing MSE testing Systems data analysis Monitoring tools as per learning area operational plans Individual education plans including regular monitoring of progress Performance management feedback Anecdotal feedback Co-operative strategies evident in all rooms (Instructional leadership)

Community Relations In partnership with our School Council and Parents & Citizens Association (P&C)n we will market the diverse range of opportunities and high quality teaching practice available for students at our school. A safe and welcoming schools physical environment enhances student learning and we will continue to make improvements to our house and grounds. An active School Council and P&C work with Learning occurs best when students feel safe and School financial and staffing resources are Regular school council meetings including staff to implement a range of programs and secure in a motivating, stimulating learning targeting to priority areas in consultation with the strategic plan development and develop the schools resources and facilities. environment. The following policies outline School Council. implementation. strategies that support this belief: Families and community members are Access to GiRL and GiRN teachers for planning Principal to actively participate in networks Behaviour management policy encourage to be a part of our school and pedagogical support continues. (Shenton and Rivers) identifying opportunities Attendance policy community by participating in school based for collaboration and leadership for NFPS staff Code of conduct social events and learning activities. Whole school policies in Literacy, Numeracy and and students. Science. House and grounds improvement committee Other agencies are encouraged to use Leadership teams regularly work with staff to formed and plan developed. school facilities to provide services and P&C funding for additional resources particularly analyse data and develop operational plans cultural activities for the local community. for Literacy, Numeracy and in the early years. with a focus on national curriculum Appropriate resources targeted to providing Participation in school Networks (both to our implementation. appropriate teaching resources for our priority South and North) maximises teacher Access to school network expertise for Australian areas. capacity and student learning opportunities. Curriculum implementation and moderation. Leadership team participates in ongoing professional development to support the Implimentation of Brian Cambournes Model of Parent in formation sessions held throughout Department on-line resources and NAPLAN schools success in our identified priority areas. Learning: year regarding pertinent school decisions planners. - Learners need to be immersed and need to and issues. Apply for Independent Public Schools status receive demonstration, both followed by Implementation of the Australian Curriculum and with the support of the School Council and engagement. Open communication encouraged to support the Early Years Learning Framework for community. - Learners are influenced by expectations; they improved attendance, behaviour and Australia. need to make their own decisions about what they educational outcomes. Encourage staff to become leaders in are learning. Wider community kept informed of school Grant applications collaboratively prepared and Australian curriculum attending professional - Learners need time and opportunity to practice activities and successes through an up to submitted (School staff, School Council and learning provided by the IPL and sharing with in realistic ways. They must be free to date web page, community newsletter, and P&C). whole staff. approximate desired study. media releases. - Learners must receive timely appropriate feedback. Anecdotal and/or survey evidence from BMIS and Attendance data analysed School review processes School Council self assessment School Council and P&C House and grounds improved Financial accountability processes and audit processes, documented plans, agendas Community survey conducted Co-operative strategies and Cambournes Performance management feedback and minutes biannually model of learning is evident in all classrooms Success of grant applications Professional learning attended, shared School facilities used regularly by (Instructional leadership) and Australian curriculum implemented in community members Performance management feedback class. Our networks (Rivers) is active and Networks self assessment teachers regularly collaborate with other IPS status achieved schools BMIS and attendance statistics analysed Community newsletter, webpage and newsletter current and up to date

Teaching

Relationships

Learning Environment

Resources

Leadership