Strategic Improvement Plan 2021-2024
Ariah Park Central School 1055
Page 1 of 8 Ariah Park Central School (1055) -2021-2024 Printed on: 1 April, 2021
School vision and context
School vision statement School context
We have an active culture of continuous improvement in our teaching, learning and Ariah Park Central School is located on the lands of the Wiradjuri people in the Riverina engagement with community at Ariah Park Central School. region of New South Wales. It is a rural K-12 school of 140 students who are drawn from the village of Ariah Park (population 493), nearby towns and the surrounding farmlands. The Central to the improvement in student performance will be our highly capable staff and latest census data show the main areas of employment are agricultural industries.. Trend students. Staff will exhibit high expectations in all that they do, with contextualized, focused data shows that enrolments in the school have been slowly increasing over the last decade. and evidence based professional learning as the foundation of our improvement. This will Currently 3% of students identify as Aboriginal and 1% of students identify as EAL/D. result in all school staff being dedicated to improving student outcomes. Our students will be independent, life long learners who are highly educated and well rounded people. Ariah Park Central School is part of the Riverina Access Partnership (RAP), one of 5 access programs that run in NSW. RAP provides a shared curriculum for senior secondary students The community will actively engage with our school to actively partner in their children's across six central schools that deliver Yr 11 and 12 studies across all six participating education. Families will collaborate the school in designing learning and improving schools.. The cohorts of students interact with each other and their teacher through educational outcomes. The school community will be inclusive, providing excellent videoconferencing and collaborative technologies. This enables rural students to complete education for all. their secondary education at their local school with the support of their community without having to live away from home. The school also cooperates with nearby Barellan Central This vison will lead to the school achieving the Premiers Priorities of increasing the number School and Ardlethan Central School to deliver elective and VET courses across Year 9 of students achieving the top two bands in NAPLAN and building wellbeing practices that and 10. Students also access VET programs delivered by TAFE NSW. protect our most vulnerable students. The school has excellent facilities which include well maintained grounds and playground. The school has a comprehensive library and very high levels of technology for student learning. All classrooms are fitted with quality learning equipment and every student from K to 12 has access to a school laptop.
In addition to the academic pursuits the school provides a broad range of extracurricular activities including the performing arts, leadership and sporting experiences and has a strong focus on quality education.
The school is supported by its stakeholders. The cohesion of stakeholders is apparent through the Student Representative Council, Parents and Citizens Association [P&C], Learning and Support Team and relevant reference groups. At Ariah Park Central School we pride ourselves on the close relationships that we hold with the families who support our school.
After extensive work on a Situational Analysis and through a consultative process, the staff and school community have determined a set of high level areas for improvement or further development. These include the need to improve literacy and numeracy results across the school. To enable this, an evidence based K - 12 continuum of learning for literacy and numeracy will be necessary. This will be supported by evidence based approaches to professional learning that will improve teacher practice and increase teacher capacity. In addition, deeper collaboration across the school community, effective reciprocal support and increased involvement in the school by the community will open opportunities for students and improve outcomes.
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Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
In order to improve students' reading and numeracy Developing Reading and Numeracy Strategies • Students are explicitly taught reading and numeracy achievement there are established school wide, high skills in a structured way from K to 12 in every quality practices in assessment , planning for learning and Develop a planned, whole school process to improve lesson. teaching practice that lead to improved outcomes for all reading and numeracy teaching across the school. students in reading, numeracy and KLA outcomes. Implement the plan using proven teaching practices, • There is planned and regular analysis of student including the effective use of the Literacy and Numeracy assessment data that indicates students are Progressions to improve student results. achieving at or above age appropriate levels in Improvement measures targeted reading and numeracy concepts. Collaboratively introduce a K - 10 reading and numeracy Target year: 2022 • Targeted high impact teaching strategies are teaching continuum as students move from introductory effectively implemented in teaching and learning skills, through dependent learning, guided learning Reading - Primary programs to improve student learning and outcomes. leading to independent learning by students. • Every teacher demonstrates effective teaching of the Improvement in the percentage of students achieving in literacy and numeracy components of subject the top 2 bands to be above the lower bound negotiated syllabuses. target in reading of 37.6%
Numeracy - Primary Evaluation plan for this strategic direction Improvement in the percentage of students achieving in the top 2 bands to be above the lower bound negotiated Question target in numeracy of 27.8% To what extent have we achieved our purpose? Target year: 2022 Data (This is a network target) • NAPLAN data Reading - Secondary • Check in Assessment data
Improvement in the percentage of students in the West • Scout data Wyalong network small cohorts' group achieving in the top • Student work samples 2 bands to be above the lower bound system negotiated target in reading of 21.7% • Essential assessment software
• Literacy and numeracy PLAN2 data Numeracy - Secondary • NESA RAP analysis data Improvement in the percentage of students in the West • Student PLPs Student focus groups. Wyalong network small cohorts' group achieving in the top 2 bands to be above the lower bound system negotiated Analysis target in numeracy of 24.7%
Analysis will be embedded within the initiatives through progress and implementation monitoring. Annually the school will review progress towards the improvement measures
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Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
Implications
The findings of the analysis will inform future actions, annual reporting on school progress measures and budget allocation
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Strategic Direction 2: Capacity building to achieve educational excellence
Purpose Initiatives Success criteria for this strategic direction
In order to ensure student growth and improved HSC • Procedures are in place for teachers to collaborate to results, we will build a culture where teachers show they Building our professional capability share curriculum knowledge, data, feedback and are identifying, understanding and implementing effective other information about student progress and explicit teaching methods. The school will use an explicit, evidence based model of achievement which meet the learning needs of all professional learning that achieves high impact teaching students. through: Improvement measures • Collaborative networks exist between the school and • the implementation of the high impact professional other schools resulting in deeper professional Target year: 2023 learning model knowledge and better teaching practice by teachers.
Growth Reading - Primary • the implementation of coaching and collaborative teaching practices • Professional learning is mapped to school priorities. A framework is embedded so that new practices are Improvement in the percentage of students in Stage 5 • the consistent implementation of high impact shared effectively within faculties, particularly Primary achieving expected growth to be above the lower teaching strategies bound system negotiated target of 62.4% through the effective use of staff meeting time.
• A high impact professional learning model is Growth Numeracy - Primary consistently to ensure that professional learning has
impact in the classroom Improvement in the percentage of students in Stage 5 Primary achieving expected growth to be above the lower • All teachers know, understand and use identified bound system negotiated target of 62.4% high impact teaching strategies in every class.
Target year: 2023
Growth Reading - Secondary Evaluation plan for this strategic direction
Improvement in the percentage of students in Yr 9 Question Secondary achieving expected growth to be above the lower bound system negotiated target of 70% To what extent have we achieved our purpose? :
Growth Numeracy - Secondary Data
• Teaching and learning programs Improvement in the percentage of students Yr 9 Secondary achieving expected growth to be above the • Professional learning records and feedback lower bound system negotiated target of 70% • SCOUT Data- PL records Target year: 2022 • Coaching PL feedback
HSC - Secondary • NESA RAP analysis data • HSC results data The percentage of HSC course results from the Riverina Access Partnership increases by a minimum of 5% in the Analysis top 3 bands. Analysis will be embedded within the initiatives through progress and implementation monitoring. Annually the
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Strategic Direction 2: Capacity building to achieve educational excellence
Evaluation plan for this strategic direction
school will review progress towards the improvement measures
Implication
The findings of the analysis will inform future actions, annual reporting on school progress measures and budget allocation
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Strategic Direction 3: Partnerships built on high expectation relationships
Purpose Initiatives Success criteria for this strategic direction
To enhance the school culture so it is strongly focused on • Teachers, parents and the community work together learning, the building of educational aspiration and Growing high expectations for all to support consistent and systematic processes to ongoing improvement in teaching and outcomes based on build collaboration in learning. high expectation relationships. We will continue to build shared understanding and responsibility for student success throughout the school • Effective partnerships with parents and students community by: mean students are motivated to learn and deliver Improvement measures their best. • teachers regularly engaging with parents and Target year: 2022 • The school is organised so that all students and their students to improve understanding of student parents have regular opportunities to meet with an learning through respectful conversations and Increase in student advocacy, expectations for success identified staff member staff member to support feedback. Effective partnerships with students and students in meeting their identified goals. and sense of belonging in the Tell Them From Me survey parents to motivate students and guide teachers to increases by at least 6%. deliver their best and achieve their aspirations. • Social and academic partnerships between RTTC and RAP schools provide further opportunities for Target year: 2022 • Embedding Aboriginal perspectives and respect for student growth and belonging. others through targeted professional learning to build Increase the proportion of students attending more than inclusive, high expectation teaching programs. 90% of the time by 10%. Across the school we will explicitly teach about inclusion, cultural safety, multiculturalism to grow Target year: 2024 educational achievement. Evaluation plan for this strategic direction
Increase the proportion of students reporting positive • All students having regular opportunities to meet with Question wellbeing as measured by the Tell Them From Me survey. identified staff who provide advice, support,assistance and aspiration so that students To what extent have we achieved our purpose?
Data
• Tell Them From Me Survey Data • SCOUT Data • Individual learning plans • Post Educational Directions Survey
Analysis
Growth in student advocacy, interest and motivation, value schooling outcomes, positive teach-student relationships and relevance.
Effectiveness of individualised plans for target transitions.
Implications
Monitor and review individualised plans for students.
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Strategic Direction 3: Partnerships built on high expectation relationships
Evaluation plan for this strategic direction
Monitor effectiveness of student conferencing.
Annual monitoring of TTFM data for progress monitoring.
The evaluation plan will involve regular review of these data sources to provide clarity around whether we are on track for achieving the intended improvement measures.
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