School vision statement School context School planning process

Mannering Park Public School endeavours to nurture Mannering Park is situated at the northern The Mannering Park Public School successful, responsible, global citizens through end of the Central Coast. It is a small planning process has been innovative and reflective educational practices, supported township located on an isolated peninsular on collaborative and consultative. by positive inclusive partnerships. the southern shores of Australia's largest and School teams, comprising staff, most picturesque salt water lake, Lake parents and community members, Macquarie. worked together to establish The Mannering Park School Community believes that: Mannering Park is in the northern area of Mannering Public School’s Wyong Shire but, being on Lake Macquarie, is strategic directions and vision  Everyone should be valued as individuals bounded by the Lake Macquarie City Council. statement. The process involved Mannering Park PS is a community school staff focus teams developing a that values strong home-school partnerships vision, planning, priority and  Everyone should take responsibility for his/her and has a proud history of incorporating implementation strategies. actions Aboriginal Education across all Key Learning Areas. Mannering Park PS currently has 240 The team examined student  Lifelong learning is fundamental to success students from K-6. Students are supported by achievement data, demographic competent, caring staff that individualise changes, analysis of teaching & learning to support all areas of development – learning programs, evaluation of  The school should provide quality teaching and academic, social, emotional, behavioural, assessment & reporting practices

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sporting, cultural and citizenship. and targets for Mannering Park The wider school community, including an Public School. active P&C, is strongly focused on improving student outcomes in Literacy and Numeracy The team re-examined the school through Early Action for Success, promoting context, curriculum, pedagogy, healthy lifestyles through healthy eating and student diversity and resource fitness, Connected Learning, Environmental management. Education, Aboriginal Education, Values Education, and proactive, positive wellbeing The information was used to practices, including the Friendly Schools Plus summarise the beliefs and vision program. statement. All classrooms and the Library are equipped with wireless internet and Interactive Staff surveys were completed on Whiteboards to fully engage students and we TPL, effectiveness of programs, have a Connected Classroom in our communication, leadership, Community Room. previous school plans as well as areas of strength and improvement. learning, characterised by participation, inclusion and Parent surveys were completed on enjoyment satisfaction with areas of school life, programs, communication,  The school, home and community benefit from likes and dislikes as well as maintaining positive partnerships recommendations for change.

Students, including SRC reps, participated in interviews about the effectiveness of teaching & learning, likes and dislikes as well as their thoughts on future directions. Years 4 to 6 completed the ‘Tell Them From Me’ survey.

Parents were regularly updated through newsletters.

Planning template – V2.0 Purpose: Purpose: Purpose: Aspirational learners who are resilient, confident, Educational practitioners who continually Parents, carers and the wider responsible citizens of the future and achieve their reflect on their practice, accept accountability community understand and value academic potential. and seek ongoing professional learning in the importance of supporting order to provide excellent pedagogy. students in their learning and wellbeing.

Strategic Direction 1: Successful, Lifelong Learners

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Purpose People Processes Products and Practices Whole school to develop a common Aspirational learners who are resilient, Students language of critical aspects of literacy and Products confident, responsible citizens of the Understand the importance of setting goals numeracy development. On-going, close An increased percentage of students strongly future and achieve their academic and having aspirations for their learning. monitoring of individual student progress agree on the aspects of ‘sense of belonging’, against the Literacy & Numeracy continuum. interest, motivation and positive relationships in potential. Develop, incorporate and embed new learning Incorporate a 5 week (K-2), as part of Early the Tell Them from Me Surveys. strategies to gain deeper understandings and Actions for Success and a 10 week (3-6) improved engagement. teaching and learning cycle using PLAN to 100% of students indicate positive movement move students along the continuum and against clusters on the literacy and numeracy Develop reasoning skills to apply to real-world continuum. situations. guide future planning. Review current assessment data and practices to address st 80% of students in Kindergarten will achieve Utilise latest technology to support 21 students’ needs and drive programming. cluster 4 in reading and writing. Century learning in all KLAs. Stage Planning Days will be used each term. 80% of Stage 1 students will achieve Cluster 8 Staff L3 and TEN program data sustained at 80% of students achieving expected benchmarks. or more in all aspects of Literacy by the end of Develop capacity to provide rich experiences Year 2. to students. New Maths, Science, History and Improvement Measures Geography syllabuses are implemented in 80% of Stage 2 students will achieve Cluster 10 K-2 staff will be trained in L3 and TEN and or more in all aspects of Literacy by the end of An increased percentage of students strongly accordance with BOSTES timeline. understand and implement L3 and TEN Year 4. agree on the aspects of ‘sense of belonging’, teaching practice. interest, motivation and positive relationships Differentiation: Build staff capacity to 80% of Stage 3 students will achieve Cluster 12 in the Tell Them from Me Surveys. Early identification of the level of attainment in collaboratively plan and differentiate or more in all aspects of Literacy by the end of literacy and numeracy of each individual child programming and pedagogy and create Year 6. (K-2) and tailoring a specific program of school-wide systems and structures to 100% of students make improvement against learning to that child’s needs. support differentiation. 80% of students in Year 5 and Year 7 will their own reading benchmark level. ILPs used for data collection (NCCD) achieve greater than or equal to expected Understand that plotting student progress on growth in NAPLAN in reading, writing and Performance for equity groups within the Professional Learning: Building capacity the continuum informs teaching and learning numeracy. school group is comparable to the and recognises the importance of feedback to through professional learning including performance of all students in the school. support learning. observations, demonstrations and reflection. All ATSI students achieve outcomes comparable Develop understanding of the continuum. to their cohort. Understand and become proficient at Whole school plot and plan using continuum. identifying student needs and at writing IEPs. Complement Early Actions for Success with Practices L3 & TEN training for K – 2 staff by 2017 and Teaching and learning across the school will be Leaders established in all K – 2 classrooms. driven by assessment data and differentiated to School leaders will provide opportunities to Establish collegial networks across the LMG meet the needs of all students. extend leadership skills to staff and students. for ICT, English, Maths & linkages programs. They will model and guide staff members Effective assessment, purposeful tracking and Evaluation Plan: through the process of using the continuum to student analysis systems in place to ensure Student progress monitored closely twice guide teaching practice, monitor student consistent teacher judgement, and dynamic per term against our established Milestones. progress and assist them in planning learning effective teaching. goals.

Planning template – V2.0 NAPLAN analysis, school-based IEPs implemented for all students, evidence- Parents will engage in a respectful and assessment, PLAN Data and use of teaching based use of tiered interventions in literacy or collaborative learning community, being well- and learning strategies will show the majority numeracy according to need. informed of student progress through regular of students working at or above minimum feedback parent/teacher interviews. standard in all areas. Teachers use the language of the literacy and numeracy continuum with all students. Results from ‘Tell Them from Me’ Survey as well as pre/post school surveys.

Strategic Direction 2: Reflective Educational Leaders

Purpose People Processes Products and Practices

Educational practitioners, who continually Students will develop a common language in Staff Capacity in Performance and Products expectation of quality work through feedback Development Procedures, developing PDPs reflect on their practice, accept All staff members develop and use ongoing and discussions around consistent teacher including participation in: team meetings, responsibility, accept accountability and Professional Development Plan (PDP) in line judgement. classroom lesson observations, regular seek ongoing professional learning, in with the Teacher Performance and Development Students understand how to set learning goals program submission and accountability, Framework aligned to the Australian Teaching order to provide excellent pedagogy. and develop plans to achieve goals. professional learning plans, writing goals and using evidence-based teaching Standards. practices. Staff understand and embrace that the All staff aware of accreditation processes and purpose of the performance and development Whole school approach to the development requirements, completing accreditation by 2017. process is to support the ongoing and understanding of Accreditation improvement of student outcomes through the procedures and Syllabus implementation. 100% of teaching programs demonstrate continuous development of a skilled, effective effective implementation of new Australian and professional teaching workforce. Collegial planning for effective curriculum syllabus documents. Teachers understand the need for consistency implementation of new syllabus documents. in assessment practices. Curriculum mentor teams support staff to Teachers have a deeper understanding and build capacity to provide quality, engaging Practices Improvement Measures learning experiences for students. Regular

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working knowledge of all new syllabus meeting to guide staff self-reflection through All staff collaboratively develop and evaluate All staff members develop and use ongoing documents. professional dialogue and provision of school wide assessment strategies ensuring direction for innovative teaching practice. consistent teacher judgement and in line with Professional Development Plan (PDP) in line Teachers understand the importance of Consistency in distribution and recording of new syllabus documents. with the Teacher Performance and focusing on the needs of the individual positive behaviour awards by all teachers. Development Framework with identified student. professional goals and evidence of Teachers value feedback and reflective practices achievement. Teachers and SLSOs trained in strategies to to improve teaching and learning. Leaders School leaders recognise the need to meet identified student needs in language create a culture aimed at ongoing and vocabulary through the employment of a Quality professional learning provided for all staff All staff aware of accreditation processes and improvement and have the skills to increase requirements and are accredited by 2017. Speech Therapist who will provide: in Early Action For Success strategies and DEC the capacity of teachers as they turn theory Staff Professional Development systems leads to explicit and systematic into practice in the classroom. SLSO training teaching practice. 100% of staff effectively implementing all new Understand the importance of reflective Australian curriculum syllabus documents. Parent Information Sessions practices and have the skills to work with the Weekly student sessions Teachers and SLSOs competently cater for school community, identifying where the students with language difficulties as a result of school sits on the School Excellence Professional Learning: teachers engage in input & training from Speech Therapist Framework. individualised, team and shared professional learning and PDPs explicitly targeted to Parents will engage in a collaborative learning develop capacity to cater for diverse learning community including provision of community needs, development assessment task and learning sessions, forums and regular provide consistent teacher judgement and feedback on student performance to support implement new curriculum documents. student learning and recognise the value of education. Evaluation Plan: Staff collaborate with supervisors to develop, plan and review Understand how to support their children’s goals and appropriate evidence in line with language and vocabulary development as a the Australian Professional Standards for result of training by specialists such as speech Teachers. therapists.

Strategic Direction 3: Supportive, Engaged Community Partnerships

Purpose People Processes Products and Practices

Planning template – V2.0 Parents, carers and the wider community Students Communication Products Become aware of the importance of understand and value the importance of partnerships between themselves, their Clearly communicate the workings of school supporting students in their learning and Increase in the percentage of parents’ and families and the school operation to parents, including pedagogy, students’ positive responses to satisfaction and wellbeing. through a variety of models, including but not wellbeing at school as measured by various Engage in Friendly Schools Plus program, to limited to: school-based surveys including ‘Tell Them From improve and embed emotional resilience, Technologies Me” social intelligence, confidence and proactive Formal & informal meetings leadership behaviours. Newsletters 100% of students receive positive behaviour Notes Staff rewards to meet identified school wide wellbeing Assemblies Understand implementation of new Student targets and 90% of students earn reward days Well-Being Policy, Friendly Schools Plus, Surveying Parents on family partnerships for classroom behaviour at the end of each term. Improvement Measures positive behaviour systems and use Sentral to regarding what works for them. Eg. time, record student data. what do they want, where, etc. 100% of Aboriginal students will have an effective Personalised Learning Plan (PLP) Increase in the percentage of parents’ and Develop stronger parent and community developed in collaboration with teachers, parents students’ positive responses to satisfaction Consultative Decision-making relations and improve models of positive high- & Aboriginal SLSO. and wellbeing at school as measured by Parents will actively contribute to school level and regular two-way communication and various school-based surveys including ‘Tell decision-making through: consultation. High completion of school surveys Them From Me” Practices Strong P&C attendance Actively engage our Aboriginal community to A culture of meaningful community partnerships Strong patronage of school events 100% of students to receive Manny rewards to build cultural understanding and develop the is developed with local businesses, sponsors, High patronage at curriculum meet identified school wide wellbeing targets skills to work closely with parents to support families and community groups. attendance nights and 90% of students earn reward days for students. Regular visits to website and classroom classroom behaviour at the end of each term. A positive culture of communication between blogs Parents home and school is generated through informal 100% of Aboriginal students will have an Engage in a collaborative learning community. feedback from parents at special events, Student Wellbeing effective Personalised Learning Plan (PLP) This will include providing community learning morning and afternoon meetings. developed in collaboration with parents. sessions to enable parents to support student Implementation of Friendly Schools Plus Wellbeing Policy throughout the whole learning and recognise the value of education. Two-way, reciprocated communication between school community, raising school profile and . Also that they understand the role they play as parents and teachers in response to parent / instilling pride in the school. a valued partner. teacher conferences and the reporting of student Teachers use consistent language with learning. PLPs developed with parents, staff and students and parents around behaviour. students for all students who wish to be involved. Implement the Tell Them From Me survey results - analyse and utilise to determine Community Partners future directions. Strengthen learning alliances within and beyond our school to support school programs. Establish a collaborative learning community with students, parents and teachers to support student engagement, learning and well-being.

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