School plan 2018-2020Leumeah Public School 4058

Printed on: 12 April, 2018Page 1 of 7 Leumeah Public School 4058 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

At LPS we are:

Innovative learners for success.

LPS is situated near Campbelltown in South West Sydney.Our school has an enrolment of 611 students. Over 50% ofour students are from language backgrounds other thanEnglish and 4.6% Aboriginal and / or Torres Strait Islanderstudents. The school has 23 mainstream classes with anadditional Opportunity Class. The department's HighPerforming Students Unit administers the opportunity classplacement process. 

LPS is high regarded by the local community as anenriching learning environment. Our students areresponsive to the needs of others and dedicated to theirlearning. Teaching staff at LPS are dedicated tomaintaining high standards in teaching and learning. Thecommunity is supportive of the school. 

Our key priorities for 2018 and beyond are to have:

• Active and engaged learners

• Highly driven and creative professionals

• Leading effective, evaluative practices for impact. 

During the school planning process, the following stepswere taken in 2017, to commit to working with ourcommunity to achieve strategic directions 2018–2020:

1. In small groups, teachers became familiar with theSchool Excellence Framework (SEF) and collectedevidence to identify strengths and areas for development.These results were shared with all teachers. 

2. Executive team used the 'Evaluations essentials'questions to guide strategic direction teams to evaluate the2015–2017 plan. 

3. Strategic direction teams reported back to staff, keyachievements and data from the past three years. 

4. The 'What works best guide' was used to facilitate stafffeedback about what we should keep doing and what weshould stop doing. 

5. Data was gathered from focus groups of students fromYears 2–6. 

6. A Saturday parent forum was held:

– Parents in groups collected their own data to supportstrategic direction areas. 

– Strategic direction teams provided a presentation of dataand highlights from the past three years, along with studentfocus groups data. 

– Used the 'What works best guide' so parents couldfeedback about what we keep doing and what we shouldstop doing. 

7. A focus group of teachers analysed the responses fromstudents, staff and parents. 

8. Staff engaged in professional readings focused ontransformational change. Using these readings as a guide,staff identified future directions for LPS. 

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School background 2018–2020

School vision statement School context School planning process

9. Staff reflected on and answered questions such as, 'Howdoes LPS go from good to great?'

10. Executive staff used the logic modelling process todetermine possible areas for strategic directioncommittees, breaking down information into key ideasunder three headings, learning, teaching and leading. 

11. Executive and leaders of strategic direction 2018committee teams used the SEF and these key ideas tocreate purpose statements for three areas of the schoolplan. 

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Active & engaged learners

STRATEGICDIRECTION 2

Highly driven & creativeprofessionals

STRATEGICDIRECTION 3

Leading effective, evaluativepractices for impact

Purpose:

To empower students to be adaptive innovators who aremotivated and engaged in authentic learning tasks.Students are confident, collaborative and creative, inspiredby challenges and high expectations. 

Purpose:

To enable teachers, through differentiated professionallearning, to be agile practitioners who create engaginglearning environments. Motivated by student success,teachers are innovative and highly responsible. 

Purpose:

To foster a school wide culture of high expectations and ashared sense of responsibility for student engagement,learning, development and success. Strong and strategicleadership will drive effective evaluative techniques todetermine the impact of school initiatives. 

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Strategic Direction 1: Active & engaged learners

Purpose

To empower students to be adaptiveinnovators who are motivated and engagedin authentic learning tasks. Students areconfident, collaborative and creative,inspired by challenges and highexpectations. 

Improvement Measures

Increase students demonstrating activeengagement with their learning by 5% eachyear for 3 consecutive years. 

Increase the number of students displayingconfidence and creativity within authenticlearning tasks. 

Increase the proportion of students in thetop two NAPLAN bands for reading andnumeracy by 4% each year.

People

Students

Through engagement and explicitteaching/instruction in authentic learningtasks, students are adaptive, creative,confident and collaborativeproblem–solvers with original ideas. 

Staff

Staff are flexible, risk–taking practitionerswho collaboratively set high expectations toprovide a learning environment thatinspires inquiry, leading to improvedconfidence and student success. 

Parents/Carers

Parents and carers are active partners thatadvocate and support learning processesthat foster their child’s 21st century skillsand capabilities.

Community Partners

Staff members instigate and sustaincommunication with community partnersand/or services to create authenticcollaborative relationships that support the21st century teaching and learningprocesses within the school.

Leaders

Leaders facilitate ongoing learning andsupport sessions for staff to increaseteacher skill. They lay the foundation forbuilding a school environment thatpromotes shared responsibility and agrowth mindset.

Processes

Draw on research and continually explorepractices to support the development oflearning environments that inspireengagement and inquiry.

A whole school commitment to providedaily opportunities for students to engage inand develop skills in communication,collaboration, critical thinking and creativity.

Evaluation Plan

Progress towards improvement measureswill be evaluated through: observation data,evaluation of classroom environments,teaching and learning programs, teacherprofessional learning data, focus groups,student and teacher feedback surveys andanalysis of PLAN data.

Practices and Products

Practices

Students engage in authentic learningtasks focused on improving their 21stcentury learning skills and capabilities. 

Students receive and confidently providefeedback to actively reflect upon theirlearning to achieve success.

Staff lead staff to build a sustainablelearning culture that delivers inquiry–basedenvironments.

Teachers analyse, reflect and act uponinternal and external data to improvereading and numeracy outcomes forstudents.

Products

100% of students engage in authenticlearning tasks daily, focused on improvingtheir 21st century learning skills andcapabilities. 

100% of students receive and confidentlyprovide feedback daily, to actively reflectupon their learning to achieve success.

All staff engage in varied professionallearning to develop skills in inquiry andexplicit instruction. This is reflected inteaching programs and classroom practice.

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Strategic Direction 2: Highly driven & creative professionals

Purpose

To enable teachers, through differentiatedprofessional learning, to be agilepractitioners who create engaging learningenvironments. Motivated by studentsuccess, teachers are innovative andhighly responsible. 

Improvement Measures

100% of teachers have made aninnovational change to theirpedagogy/teaching environment.

Teachers use feedback to improve theirteaching practice to engage students(teacher to teacher, student to teacher,teacher to student).

100% of teachers are responsible forengaging in their own differentiated,purposeful PL.

People

Students

Build skills to provide and receive feedbackin order to engage and progress theirlearning.

Staff

Teachers participate in differentiated PL, tobecome motivated, reflective andinnovative practitioners with a risk–takingmindset.

Parents/Carers

Develop an understanding of why engaginglearning environments are essential andsupport school implementation.

Leaders

School executive provide PL opportunitiesand encourage and celebrate innovativepedagogical practice.

Community Partners

Community partners support and engage inour process for developing teacher learningand building student engagement.

Processes

Draw on research to implement highquality, differentiated professionaldevelopment for staff focused on improvingstudent engagement and learningenvironments.

Implement a whole school integratedapproach to feedback in which studentsand teachers provide timely and relevantfeedback to each other.

Build a school culture that enablesinnovative teaching and learning practicesfocusing on maximising studentengagement.

Evaluation Plan

Progress towards improvement measureswill be evaluated through: PLAN data,observation data, evaluation of classroomenvironments, teaching and learningprograms, teacher professional learningdata and feedback, focus groups andstudent and teacher surveys.

Practices and Products

Practices

School culture consistently celebratesteacher innovation and success.

Teachers facilitate opportunities tosystematically provide and receivefeedback with students.

School resourcing allows for regularcollegial opportunities for feedback.

Differentiated professional learningstructures focus on teachers developingreflective practices and risk taking mindsetsto improve student engagement.

Products

100% of teaching and learning programsprovide lessons, maximising studentengagement.

All teachers are engaged in differentiatedprofessional learning and consistentlyreceive feedback to reflect on and improvepedagogical practices focused on studentengagement.

100% of students receive and providefeedback to improve learning andengagement.

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Strategic Direction 3: Leading effective, evaluative practices for impact

Purpose

To foster a school wide culture of highexpectations and a shared sense ofresponsibility for student engagement,learning, development and success. Strongand strategic leadership will drive effectiveevaluative techniques to determine theimpact of school initiatives. 

Improvement Measures

Growth in understanding of the impact thathigh expectations, shared responsibilityand student engagement have on studentachievement.

Improve systematic and effective evaluativeprocesses across strategic directions todetermine success and ongoing positiveimpact.

100% of school initiatives effectivelyevaluated by leadership teams.

People

Students

Have high expectations of themselves andare focused on being engaged in theirlearning. 

Staff

Collaboratively evaluate, using assessmenttools, to become reflective practitionerswho have a collective sense ofresponsibility and a shared understandingthat high expectations and studentengagement positively impact on studentachievement. 

Leaders

Understand and lead effective evaluativepractices. They collaboratively andsystematically apply these to continuallydetermine impact and share thisinformation with the wider community. 

Parents/Carers

Support school evalautation and studentachievement by celebrating student andschool success, valuing high expectationsand actively engaging in initiatives. 

Community Partners

Provide critical and reflective feedback andinsights to support evaluative processes. 

Processes

Implement pilot initiatives, underpinned byresearch.

Systematically and collaboratively evaluateinitiatives to develop a shared responsibilityfor student achievement and positiveimpact. 

Evaluation Plan

Progress towards improvement measureswill be evaluated through monitoring theeffectiveness of school initiatives and itseffect on student engagment, developmentand success. Self–assessment,observations, focus groups and interviews.small focused interviews with 

Practices and Products

Practices

School initiatives adopt a range ofevaluative assessment tools to drivecontinual improvement.

Evaluative processes, data and decisionsare shared with the school community.

Pilot projects are incubated to determineimpact prior to whole schoolimplementation. 

Purposeful decision–making, qualityteaching and learning and communityengagement creates shared school–wideresponsibility. 

Strategic leadership and professionallearning facilitates an understanding of highexpectations that empowers studentgrowth.

Products

Culture of systematic evaluation of schoolinitiatives.

All staff understand that high expectationsand shared responsibility positively impacton student achievement.

Triangulation of data from pilot projectsinforms whole school initiatives.

Improved data collection and collaborativepractices underpin school decisions.

Student engagement is demonstratedthrough active involvement in learning.

Printed on: 12 April, 2018Page 7 of 7 Leumeah Public School 4058 (2018-2020)