School Strategic Plan 2018-2022

Traralgon (Stockdale Road) Primary School (4652)

Submitted for review by Allyson Armstrong (School Principal) on 18 March, 2019 at 02:20 PM
Endorsed by Kevin Mealing (Senior Education Improvement Leader) on 18 March, 2019 at 02:32 PM
Awaiting endorsement by School Council President

School vision

 •           The 2018 school review recommended that the school review its school vision and this is a focus in the 2019 AIP

School values

 •           The 2018 school review recommended that the school review its school values and this is a focus in the 2019 AIP

Context challenges

 The school has acknowledged the impact of a high staff turnover on the provision of a rigorous and consistent curriculum provision. Whilst the school has focused professional learning on creating a suitable classroom environment for play and inquiry based learning, gaps were present in teacher capacity to deliver literacy and numeracy through a play based and inquiry approach to learning. This has created a barrier to the implementation of high impact practices in literacy and numeracy, which has affected student growth.

A consistent approach to managing student behaviours is not present. Inconsistent follow up of behavioural issues and incidents are highlighted by both staff and students. Inconsistencies were noted in the way school rules and expectations were applied, and that the application of rules was at times, dependent on the student and the teacher. Student Attitudes to School data (AToS) supports this with teacher student relations in 2016 and 2017 being below the state. A lack of collective responsibility, agreement and leadership support were seen as barriers to the implementation of consistent behaviour strategies.

Intent, rationale and focus

 Analysis of the school’s Teacher judgements against the Victorian Curriculum indicated that there has been an increase in the percentage of students achieving 12 months growth in Reading and Writing, and all areas of Mathematics. Upon investigation of Year 3 NAPLAN data in Writing and Numeracy there has been a decrease in the percentage of students in the top two bands. It is also noted that there has been an increase in the lower two bands for all NAPLAN domains. Year 5 NAPLAN data shows that there has been a decrease in the percentage of students attaining the top two bands for Reading, Writing and Numeracy.

Inconsistencies between stated school values and those enacted throughout the school were noted. A focus on developing a respectful and collaborative culture is considered necessary.

Establish processes and practices to build distributive leadership.

Goal 1

 Improve student outcomes in reading.

Target 1.1

 Medium and high gain NAPLAN Reading to be at least 80 per cent.

Target 1.2

 Increase student high growth in reading according to Teacher judgement from below 25 per cent to at least 30 per cent.

Target 1.3

 Increase to 95 the percentage of students who make 12 months growth in reading according to Teacher judgement.

Key Improvement Strategy 1.a

Curriculum planning and assessment

 Develop, document and embed a viable curriculum for literacy.

Key Improvement Strategy 1.b

Building practice excellence

 Develop, document and embed an agreed and evidenced based teaching and learning model for reading.

Key Improvement Strategy 1.c

Instructional and shared leadership

 Develop leaders in literacy.

Goal 2

 Improve student growth in numeracy.

Target 2.1

  Increase medium and high gain for Year 3 and 5 from 52 per cent to 85 per cent.

Target 2.2

 100 per cent of students participating in resourced numeracy intervention program to demonstrate at least 12 months growth.

Target 2.3

 95 per cent of all students to make at least 12 months growth according to Teacher judgement.

Key Improvement Strategy 2.a

Building practice excellence

 Establish agreement on and implement the numeracy instructional model.

Key Improvement Strategy 2.b

Evaluating impact on learning

 Build staff data literacy to guide planning and teaching and learning.

Goal 3

 Develop a collaborative learning culture which maximises students outcomes.

Target 3.1

 School Staff Survey

·    Psychological safety to increase from 65 per cent to 80 per cent
·    Social behaviour from 76 per cent to 85 per cent
·    Staff wellbeing from 67 per cent to 80 per cent
·    Collective efficacy from 67 per cent to 80 per cent
·    Academic emphasis from 67 per cent to 75 per cent
·    Collective responsibility from 70 per cent to 80 per cent
·    Staff participation rates to increase from 86 per cent to at least 95 per cent

Target 3.2

 Student Attitudes to School Survey
·    Effective classroom behaviour from 38 per cent positive to 50 per cent.
·    Student voice and agency from 30 per cent positive to 70 per cent.
·    Student teacher relations from 9 per cent positive to 50 per cent.

Key Improvement Strategy 3.a

Vision, values and culture

 Develop and document new school vision and values.

Key Improvement Strategy 3.b

Vision, values and culture

 Develop and implement processes and practices to support collaboration, communication and inclusion.

Key Improvement Strategy 3.c

Setting expectations and promoting inclusion

 Develop and implement Student wellbeing and management processes and practices.

Key Improvement Strategy 3.d

Building leadership teams

 Establish processes and practices to build distributive leadership.