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School plan 2018-2020

Helensburgh Public School 2153

Page 1 of 37 Helensburgh Public School 2153 (2018-2020) Printed on: 10 April, 2018
School background 2018–2020

School vision statement School context School planning process


A quality school, working with its community, to inspire all Our students are drawn from the town of Helensburgh and The school engaged with all sections of its community to
students to be lifelong learners and responsible citizens by surrounding areas of Stanwell Tops and Darkes Forest. develop a clear and generally accepted School Vision. The
cultivating innovative educational experiences in a Traditionally a coal mining town, the area has seen an School Planning and Evaluation Committee commissioned
nurturing environment. influx of professional and semi–professional people who students, parents and staff surveys using the Tell Them
commute to Sydney. There has also been a noticeable From Me survey tool. Committee members attended P&C
increase in those who work part–time and/or from home. meetings and also gathered responses from the school
SRC. An online survey was also designed which allowed
Situated in the Northern Illawarra, but at the southern for community feedback. Results were presented to staff
gateway to Sydney, our students have the benefit of meetings and a detailed analysis of the results was
selecting secondary education from both the Illawarra and produced using an online graphics tool.
Southern Sydney suburbs.
A parent focus group evening was held to review and to
The school has had a long history of healthy, active, give feedback on the school’s Strategic Directions.
lifestyle programs and wide ranging interschool sport
programs. This has been supplemented with a range of The Planning and Evaluation Committee led a session at
creative and performing arts initiatives including public the School Development Day to review our annual
speaking, debating, school band and choir. Academically milestones.
challenging co–curricular activities form part of the school’s
ongoing program. The School Leadership Team refined the delivery of each
process and project to address strategic direction and
Our students enjoy the additional benefits and support monitored student process.
received from a highly active and motivated Parents and
Citizens’ Association, who play an integral part in the
school’s decision making processes.

Students with special needs are supported through a


variety of learning support programs and a multi–
categorical class.

The school is an active member of both the SeaCliff


Community of Schools, based around Bulli High School,
and the Community of Schools on the Park, based around
Heathcote and Engadine High Schools. In 2018 the school
population was 487 students.

Page 2 of 37 Helensburgh Public School 2153 (2018-2020) Printed on: 10 April, 2018
School strategic directions 2018–2020

STRATEGIC STRATEGIC STRATEGIC


DIRECTION 1 DIRECTION 2 DIRECTION 3
Quality Teaching – A Knowing, Valuing and Caring for Leading, Teaching and
Professional Learning Students Learning Together
Community

Purpose: Purpose: Purpose:

Teachers who are actively engaged in a professional Identifying the knowledge and skills of students is critical in A positive school culture based on high expectations for
learning community have high performance expectations developing personalised learning. Fostering teachers' student achievement occurs when there is authentic
for student achievement. They collaboratively plan and use skills in assessment for, as and of learning, will support collaboration between local schools, parents, students and
evidence based teaching strategies to support students at students at their point of need. School life is enhanced for teachers and there is a distributive leadership culture that is
their point of need. students by developing whole school initiatives based on focused on improving teaching and learning.
student wellbeing and engagement and in turn developing
responsible, creative, caring and informed citizens.

Page 3 of 37 Helensburgh Public School 2153 (2018-2020) Printed on: 10 April, 2018
Strategic Direction 1: Quality Teaching – A Professional Learning Community

Purpose People Processes Practices and Products


Teachers who are actively engaged in a Students In–School Professional Learning Practices
professional learning community have high
performance expectations for student will be supported to self–assess their Teachers will participate in professional Teachers are using evidence of learning to
achievement. They collaboratively plan progress using child friendly rubrics and dialogue to measure and discuss student plan 4–5 week teaching and learning
and use evidence based teaching student exemplars. achievement and design differentiated cycles in literacy and numeracy.
strategies to support students at their point teaching and learning experiences .
of need. Staff Teachers will have opportunities to Teachers will investigate, share and
strengthen existing and learn new implement effective formative assessment
Improvement Measures will be supported in their understanding of pedagogical skills. By starting with the end strategies that are used to monitor and
lesson planning and classroom observation in mind, teachers will plan with the differentiate student learning.
Differentiated teaching programs, formative systems. They share their expertise of assessment first, develop student
assessment records and classroom teaching in stage and across stages. exemplars and use backward design to Evidence based teaching strategies are
teaching practice indicate all teachers are plan modelled, guided and independent researched, planned, trialled and
using data to inform and adjust their Parents/Carers teaching and formative assessment implemented with appropriate resourcing.
practice. strategies.
will be made aware of the student centred Student achievement will be the focus of
Increased percentages of students each teaching strategies employed and will have Quality Teaching – Learning from each professional learning. Effective teaching
term achieve stage based targets in literacy opportunities to collaborate with leaders other strategies will be used to target students
and numeracy and students will achieve at and teachers to support their child's not making expected levels of growth.
least one year's growth for one year's learning. Classroom observation model will be
instruction in literacy and numeracy. implemented to develop strong Products
Leaders understanding of high quality pedagogy.
Aboriginal students' literacy and numeracy Professional dialogue, teaching programs
Teachers will have opportunities for teacher
results will be tracked and will show will participate in professional learning at and classroom observations indicate all
to teacher feedback and student to teacher
expected or exceeded levels of growth. executive meetings. This will include teachers are using evidence of student
feedback to nurture a culture of continuous
professional learning in programming and achievement to plan differentiated
improvement.
data analysis to strengthen distributive teaching..
instructional leadership across the school.
High level teaching is modelled and
supported through classroom
observations. All teachers meet
Evaluation Plan requirements based on the Australian
Regular review of classroom programs, Professional Standards for Teachers.
assessment records and observations
indicate an increased percentage of
teachers differentiating the curriculum –
Improvement Measure 1.

On line PAT assessment and NAPLAN


assessment will be used to gain a baseline
measurement of student progress –
Improvement Measure 2 and 3.

Page 4 of 37 Helensburgh Public School 2153 (2018-2020) Printed on: 10 April, 2018
Strategic Direction 2: Knowing, Valuing and Caring for Students

Purpose People Processes Practices and Products


Identifying the knowledge and skills of Students Student Centred Learning Practices
students is critical in developing
personalised learning. Fostering teachers' Support students to become self–reflective Professional learning will be provided in Teachers will gather and analyse data to
skills in assessment for, as and of learning, learners who know the learning intention using the literacy and numeracy plan according to students' learning needs
will support students at their point of need. and success criteria of each lesson. assessment to plan challenging learning and interest and analyse student growth
School life is enhanced for students by goals and success criteria. Just like made from pre and post assessments.
developing whole school initiatives based Staff backward design, students too need to start
on student wellbeing and engagement and with the end in mind. Student exemplars Teachers will make the learning
in turn developing responsible, creative, Develop skills in efficient methods of are used to indicate what success looks transparent for students by using student
caring and informed citizens. gathering and using evidence of student like so that students know what and how exemplars, learning intentions and success
learning to provide engaging and they will be assessed. criteria.
differentiated learning.
Data Skills Teachers will have consistent expectations
Improvement Measures
Parents/Carers and processes for promoting positive
Increased percentages of students each Planned professional development on student behaviour with the PBL framework
term achieve stage based targets in literacy Parents will work collaboratively with assessment for, of and as learning based and will plan a range of student
and numeracy and students achieve at teachers to share their child's strengths and on the research of John Hattie and Dylan engagement strategies.
least one year's growth for one year's areas for development. William, will be implemented. External
instruction in literacy and numeracy. assessments and internal pre/post Products
Leaders assessments will be used to make
Aboriginal students' literacy and numeracy Professional dialogue, teaching programs
consistent teacher judgement and set term
results will be tracked and will show Will participate in professional learning in and classroom observations indicate all
based literacy and numeracy targets.
expected or exceeded levels of growth. formative assessment and data skills in teachers are using evidence of student
literacy and numeracy. Student Wellbeing and Engagement achievement to plan differentiated teaching.
Increased percentage of students
displaying positive behaviour each year. Positive wellbeing strategies, active health
Pre and post test assessment information
activities and rich curriculum activities such
measuring student achievement will be
as STEM and PBL will be planned,
used to plan challenging learning goals for
implemented and evaluated.
all students.
Evaluation Plan Students will be able to articulate what
quality work looks like and develop self–
• On line PAT assessment and NAPLAN
assessment strategies to move forward in
assessment.
their learning.
• Regular review of classroom programs
and assessment records. Positive student behaviour will continue to
grow through PBL.
• Evidence of pre/post assessment
information will be used to plan teaching Students will have opportunities to
and learning programs. participate in STEM activities.

Page 5 of 37 Helensburgh Public School 2153 (2018-2020) Printed on: 10 April, 2018
Strategic Direction 3: Leading, Teaching and Learning Together

Purpose People Processes


A positive school culture based on high Students Whole School Collaboration Practices
expectations for student achievement
occurs when there is authentic Students will be supported in the Strategies will be devised to improve A range of data sources from all
collaboration between local schools, importance of providing authentic feedback teaching and learning. Teachers will work stakeholders are used to evaluate teaching
parents, students and teachers and there is on learning, engagement and wellbeing. in groups to evaluate the school plan. and learning.
a distributive leadership culture that is Information from students will be gathered Student focus groups will be used to
focused on improving teaching and and prioritised to ensure that strategies monitor the effectiveness of the school's The school monitors the accreditation
learning. within the school plan are student centred. teaching and learning strategies and status of all staff and encourages the
students will set personal learning targets. pursuit of higher levels of accreditation. All
Improvement Measures Parents will be valued through their teachers use professional standards and
Staff participation in focus groups, surveys and PDPs to identify and monitor specific areas
The development of leadership program involvement in the P&C. The school's for development or continual improvement.
that utilises coaching mentoring to improve Teachers will be provided time to develop involvement in the Seacliff Community of
teaching and learning and build leadership their understanding of school planning and Schools will ensure that effective Establishment of coaching and mentoring
capacity and sustainability. Evaluations will evaluate thinking. Additionally, they will pedagogies are evaluated and applied to program for beginning and experienced
be used to continually improve this adopted develop a stronger understanding of enhance existing teaching and learning teachers and aspiring and existing
practice. coaching and goal setting and the role strategies. executive.
these play to improve and grow
Increased percentages of students each instructional leadership. Leadership Capacity Building Products
term achieve stage based targets in literacy
and numeracy and students achieve at Parents/Carers Leadership will be supported at all levels The school is recognised by the whole
least one year's growth for one year's from beginning teachers to experienced school community as having excellent
instruction in literacy and numeracy. A variety of strategies will be used to teachers, aspiring leaders to teachers in communication and collaboration
ensure that a significant number of parents existing leadership positions. All teachers processes centred on improving teaching
Increasing numbers of parents, teachers and learning., Positive evaluations of
are contributing to the school strategic plan will be guided through PDP process using
and community groups, including AECG, and that they have a clear understanding of teaching and learning will be evident with
the Australian Professional Standards.
are actively engaged in surveys, what their child is learning. Teachers with expertise will be identified to value added results.
professional dialogue and online support teaching and curriculum provision,
communication about teaching and Community Partners A culture of high expectations among all
and gaps will be identified to improve whole
learning. stakeholders is established through
school professional learning.
Local community of schools meetings will distributive leadership strategies and goal
be used to share staff expertise and setting.
strengthen national, state and local school Evaluation Plan
priorities.
Teacher surveys, professional dialogue
Leaders PDPs and student achievement –
Improvement Measure 1 and 2.
Aspiring and current executive will be
provided professional learning in data Tell Them From Me Surveys and focus
analysis, school planning and coaching groups, community consultation meetings –
strategies. Improvement Measure 2.

Page 6 of 37 Helensburgh Public School 2153 (2018-2020) Printed on: 10 April, 2018