School vision statement School context School planning process
At Martindale Public School, our vision is to prepare confident, Martindale Public School is a small, rural school School team attends Wollemi proud and proactive learners and citizens who will successfully existing without a village, so it is truly the ‘’heart’’ of Planning workshop T4 W4 2014 meet the diverse challenges of the rapidly changing world of the the community. Nestled in the Martindale Valley 21st Century. and with Wollemi National Park visible on both sides of the valley we are close to the nearby Principal outlines new communities of Denman And Muswellbrook. We aim to teach and guide each of our students to gain the tools planning process to parents and and skills needed to be highly engaged learners who are curious community via newsletter and The school caters principally for the families of the about their world and to fulfil their potential learning and life P&C meeting T4 W5 2014 goals including building emotional and ethical qualities and Martindale Valley and Bureen area, just as it has done since 1926. Some students from Denman also understandings. Staff meetings discuss 3x seek out the small ‘family’ environment offered at strategic directions at staff our school. meetings T4 W6/10 2014 We endeavour to develop appreciation and inclusivity of the increasing diversity of cultures, including indigenous Australians, School enrolment figures have averaged at around Community meeting called at in our larger community. It is our aim that students be 20 students over the last five years. Currently there Martindale PS to discuss process respectful, resilient and take responsibility for their actions. are students who identify as ATSI and there is a and engage community discussion
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relatively even gender mix of students. More than encouraging ideas and input into 50% of our students are from broken or single new School Plan T4 W8 2014 parent families. 36% of these reside with their father or male relative. The schools Family Discussion with staff, Occupation and Educational Index (FOEI) rating is students and parent community 144 which indicates high levels of disadvantage. of 3 key strategies - purpose, people, processes, practices and The teaching staff consists of the Principal and one products. T4 W4-10 2014 temporary teacher. There are two part-time administrative staff, one temporary part-time and Conversation between one casual School Learning Support Officers, and a principal and Wollemi Director to part-time GA. discuss key improvement measures and strategies to collect Martindale Public School consists of two separate meaningful data. T4 2014 The school and its community have high expectations of classrooms, a combined library, administrative area Invermein Principal students and value the provisions of a variety of learning and principals office’, as well as a workshop meetings with PLOs and opportunities which enhance the students’ knowledge of the staffroom/canteen. Well-maintained grounds Director T1 2015 world in which they live. Through quality teaching and many comprising of mature trees on the boundaries and varied programs, we work collaboratively as a staff and two open grass areas provide a safe and secure Table draft of SMP to P&C community to achieve our vision statement; environment. We have fixed play equipment meeting T1 2015 for further incorporating a cubby and a separate sandpit. Our consultation “Where the school and the community work actively together chook pen and vegetable garden, provide students Draft SMP to PLO for further preparing the children for the challenges of the future.” with the opportunity for leadership and environmental education activities. directions and critique
Martindale Public School 2492 Page 1 Purpose: Purpose: Purpose: Students will become successful, co-operative Research indicates that teachers have the Students will become the most learners, who are deeply engaged and self- greatest impact on student outcomes. To successful learners where all motivated, taking responsibility for ongoing this end our teachers will provide safe stake holders have relevance learning. They will become confident, creative learning environments where students to and understanding of the individuals who are informed and active citizens of feel empowered to think creatively and needs and aspirations of the our society consistent with the goals of the become the facilitators of self-directed learners, providing support and Melbourne Declaration. learners. They will be innovative, assistance to the learner and dedicated and inspiring leaders of modelling the strength of a learning where students are inspired to cohesive community. be curious, adopt problem solving skills with intellectual rigour and engage in leadership opportunities.
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Strategic Direction 1: Learning
Products and Purpose People Processes Practices
Students will become successful, co-operative Students: Students will be explicitly taught Strong focus on Quality Teaching Product: 75% of students learners, who are deeply engaged and self- strategies that assist them to improve, elements in classroom practice to build at stage appropriate level motivated, taking responsibility for ongoing monitor and regulate their learning using staff capacity to collaboratively plan as evidenced in PLAN learning. They will become confident, frameworks that include developing individualand differentiate programming and data. creative individuals who are informed and learning goals and Self Directed Learning pedagogy in Literacy and Numeracy. active citizens of our society consistent with Product: 100% of primary Projects (SDLP) thus allowing them to becomeProfessional Development to develop a the goals of the Melbourne Declaration. deeply engaged and creative learners. students engage in SDLP deep understanding of NSW Syllabi for sessions with 80 % of Students use assessment tasks and feedback the Australian Curriculum documents. to reflect on their learning and understand primary students that engagement and effort are required to Programs will be designed to increase achieving their personal reach goals. student participation and leadership, learning goals. and enhance engagement levels that Product: All students are Staff: Staff engage in quality professional inspire curiosity, problem solving and able to identify their own learning to increase their skill base in intellectual rigour. learning needs as 21st Improvement Measures developing valuable learning programs for century learners as students. An environment of professional Streamline, scope and sequence evidenced in student goal All students are able to identify their dialogue is encouraged where staff discuss literacy and Numeracy planning, st setting. own learning needs as 21 century current research into best practice and programing and teaching from K-6 in learners as evidenced in student goal reflect on, and share their classroom order to provide consistency for Product: All students use setting. practices. students and teachers whilst ensuring the language of learning
the school adheres to Literacy and (metalanguage) as Parents/Carers: Parents/carers: The school will establish a 75% of students at stage appropriate Numeracy state policy guidelines. evidenced through writing collaborative and inclusive learning level as evidenced in PLAN data. samples and speaking and community by providing opportunities for Closely monitor NAPLAN, PLAN and listening activities 100% of primary students engage in parents/carers to become better informed school based assessment to analyse SDLP sessions with 80 % of primary and supported about school initiatives, student performance in Literacy and Product: Children willingly students achieving their personal curriculum and programs and develop Numeracy. Develop targeted programs accept and look for increased capacity through regular class learning goals. as required. leadership roles and newsletters and school information sessions. opportunities within the All students use the language of learning Parents have an understanding of what their
Martindale Public School 2492 Page 1 children are learning and how they can Use evidence-based practices in school and community (metalanguage) as evidenced through support their progress. literacy and numeracy through quality writing samples and speaking and teaching programs and differentiated Practice: Students to listening activities. Leaders: Staff will be given the opportunity learning blocks incorporating Early engaging in their own to lead and manage school initiatives, Action for Success methods. learning with confidence participate in long term planning and and independence using develop leadership capabilities through Evaluation critical thinking skills to relevant and targeted professional learning. Regular reporting against milestones. communicate, self-assess Evaluation against the Schools and reflect on their Excellence Framework. learning. This being facilitated by inquiry- based learning.
Practice: Students reflecting on the achievement of their personal learning and goals in the area of Literacy, Numeracy and Technology.
Strategic Direction 2: Teaching
Products and Purpose People Processes Practices
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Research indicates that teachers have the Students Teaching and learning programs will Product: Internal and greatest impact on student outcomes. To this Students will engage in self-assessment of reflect new syllabus outcomes and external data analysed end our teachers will provide safe learning their learning and be supported to programming guidelines. and used to guide future environments where students feel become successful learners. planning. empowered to think creatively and become School scope and sequences will be the facilitators of self-directed learners. They Leaders & Staff aligned to BOSTES curriculum Product: Improved will be innovative, dedicated and inspiring Staff will better understand and documents. teaching content through leaders of learning where students are effectively deliver engaging teaching explicit teaching and use inspired to be curious, adopt problem solving and learning programs that Individual professional learning plans of inquiry based learning. skills with intellectual rigour and engage in consistently address Quality Teaching will focus on developing teacher This will be evidenced by leadership opportunities. practices. capacity to cater for learner diversity. 85% of students from Staff will analyse data sets to provide Assessment of student learning will be Kindergarten, Year 1 & differentiated teaching and learning ongoing and used as a guide to modify Year 2 achieving reading programs and quality feedback to classroom teaching practices, LaST benchmarks and 80% of Improvement Measures students and colleagues programs and school directions. students from Year 3 & 5 Staff will continually engage in self- exhibiting positive growth assessment of their professional Evaluation Plan in the value added Internal and external data analysed and learning Monitor professional learning plans. component of NAPLAN. used to guide future planning. Review of teacher programs.
Parents Product: Classroom Improved teaching content through There will be open and collaborative Budget and plan to facilitate regular programs that foster 21st explicit teaching and use of inquiry based links between home and school with reporting against milestones at 5 century learning through learning. This will be evidenced by 85% of parents developing understanding of weekly intervals. Assessment items the new NSW English students from Kindergarten, Year 1 & and activities are identified and Curriculum. what their children are learning. They Year 2 achieving reading benchmarks and researched in this professional learning will receive regular information to 80% of students from Year 3 & 5 time matched to milestones to drive Product: Teachers deliver exhibiting positive growth in the value support their child’s progression to student improvement through collaborative added component of NAPLAN. the next level. structures of professional Trial school scopes and sequences development, a dynamic, st based on the Australian NSW relevant, creative learning Classroom programs that foster 21 Community partners Curriculum new syllabuses with multi- environment that enlivens century learning through the new NSW Our Community of Schools (CoS) will English Curriculum. age classes will be implemented across education and produces deliver curriculum focused the whole school and reviewed. curiosity in students and professional learning. Build themselves. community capacity through Evaluation authentic school involvement. Regular reporting against milestones. Practice: Assessment data
Martindale Public School 2492 Page 1 monitors achievements Evaluation against the Schools and gaps in student Excellence Framework. learning. This is used extensively to explicitly identify student needs driving classroom practice and informing planning for all students.
Practice: All staff are fully implementing the new BOSTES syllabus documents with student assessment aligned to outcomes.
Practice: Student assessment and welfare data is analysed collaboratively to inform classroom practice and whole school organisation and culture.
Strategic Direction 3: Relationships
Purpose People Processes Products and Practices
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Students will become the most successful Students Enhance and strengthen bonds between Product: 20 % of community members playing learners where all stake holders have Engage students in being quality participants school, home and our community. an active role in the participative decision relevance to, and understanding of the needs in school life and encourage them to actively making and actively involved in the key areas and aspirations of the learners, providing seek to make a positive contribution to their Examine, clarify and build a shared culture of school life. support and assistance to the learner and school, home and wider community of learning with appropriately high modelling the strength of a cohesive environment. expectations for all stakeholders. Product: Education is a valued commodity by community. Up-skill students so they may demonstrate all as evident in high levels of student core school values through regular Engagement of all stakeholders to support attendance and high participation rates at collaboration with the whole school a higher expectations learning culture. school coordinated community activities. community. Homework will be one avenue to do this. Provide structures for students to feel Product: Community members that feel supported in their learning and life Consult, plan and expand the school welcomed and valued within the classroom as endeavours by fellow students, staff, parents grounds focusing on parking and play evident in the establishment of a positive and community areas. Community involvement will be school profile. Improvement Measures Staff/Leaders: encouraged. Supporting and upskilling staff to design and Product: Staff support community members to Product: 20 % of implement learning opportunities for our Develop professional relationships and feel informed, supported and valued in relation community members playing an active school community that are meaningful and processes to enhance our Early Action for to key school programs. role in the participative decision relevant. Success school initiatives. making and actively involved in the key Foster strong relationships between staff Practices: Community members participating areas of school life. members, students, parents and community Develop links with university and/or in regular workshops on key school initiatives. Parents: graduates, also High School/TAFE Establish a collaborative learning community graduates who can promote advantages of Practices: Community members are visible in Product: Education is a by providing opportunities for parents and education and the various pathways that classrooms and promote a shared school vision valued commodity by all as evident in teachers to work together to enhance and exist. in a wide variety of forums. high levels of student attendance and build meaningful relationships across the high participation rates at school whole school and to feel valued for the Scheduled workshops that incrementally Practices: Students seeking out advice from coordinated community activities. contributions they are able to make. build understanding of the school’s key community members on particular projects or Community partners: Creating powerful initiatives. problems. Product: Community partnerships across the Martindale members that feel welcomed and community which work with a strong sense valued within the classroom as evident of collective purpose towards common goals. Evaluation in the establishment of a positive Building strong transition programs through Regular reporting against milestones. school profile. consultation with local Pre-school and primary feeder High School so that all have Evaluation against the Schools Excellence understanding of the learners pathway. Framework.
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