School plan 2018-2020Yanco Public School 3536

Printed on: 4 April, 2018Page 1 of 6 Yanco Public School 3536 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

Yanco Public School empowers students to achievepersonal excellence through connected, collaborative,creative and high quality learning experiences whichchallenge and inspire them in a safe and supportivelearning environment.

Yanco Public School is located at the ‘gateway’ of theMurrumbidgee Irrigation Area (MIA) close to the majortownship of Leeton (5 kilometres south), which thecommunity accesses for the majority of its services. Theschool is a member of the Leeton Community of PublicSchools (LCOPS).

The school services a low–socio economic community andprovides a safe, caring and challenging learningenvironment focused on student–centred learningprograms based on the needs of the individual student andthe school community. The school is classified as a TP2with a Teaching Principal and one full–time classroomteacher, one part time School Learning Support Officer,one School Administration Manager, a part time SchoolChaplain and one General Assistant. 

As an Early Action for Success (EAfS) school, anInstructional Leader has been appointed and additionalresources have been allocated that enable the school toprovide tiered interventions that focus on literacy andnumeracy outcomes for all students in Kindergarten to Year2. The school is working closely with the community todevelop priorities in; improving student literacy andnumeracy outcomes, ensuring that quality teachingunderpins practice in all classrooms, enhancing parent andcommunity participation in the school, developing positivestudent welfare programs and increasing the engagementof the school community.

The school is supported by RAM equity funding for lowsocio–economic and Aboriginal background, and rural andremote location.

The school undertook extensive planning processes toinform the strategic directions for the 2018–2020 schoolplan. These processes assisted the school in identifying itsstrengths and areas of need, the key aspects impactingstudent learning and determining priorities for futureplanning. Parent and community consultation took place viaparent, community and student surveys. 

All parties involved were asked about exisiting programswithin the school what has been working well and whatcould be improved. Teaching staff completed the Tell ThemFrom Me survey.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Technology

STRATEGICDIRECTION 2

Life–Long Learning

STRATEGICDIRECTION 3

Wellbeing

Purpose:

To inspire and empower the wider school community toimprove and develop their skills and knowledge in ICTthrough professional development, high quality teachingand collaborative learning. Teachers will build their capacityto confidently deliver engaging and challenging ICTprograms that prepare the learning community for theinfluence that technology has on our lives.

Purpose:

To create a school–wide, collective responsibility forstudents to be active, informed  and self– directedlearners who experience personal success in all aspects ofschool life. Achieved through an integrated approach toquality teaching, learning excellence which is evidencebased and  responsive in meeting the needs of all studentswith a focus on literacy and numeracy.

Purpose:

To create a safe, caring and supportive teaching andlearning environment where the whole school communityworks together to put in place a comprehensive andinclusive framework to support the cognitive, social,emotional  and physical wellbeing of students allowingthem to connect, succeed and thrive.

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Strategic Direction 1: Technology

Purpose

To inspire and empower the wider schoolcommunity to improve and develop theirskills and knowledge in ICT throughprofessional development, high qualityteaching and collaborative learning.Teachers will build their capacity toconfidently deliver engaging andchallenging ICT programs that prepare thelearning community for the influence thattechnology has on our lives.

Improvement Measures

Most students are able to confidently andeffectively engage in online assessments.

Increase in student focus on learning,self–esteem and responsibility resulting in amindset shift as shown through surveysand observations.

Teaching staff effectively utilising varioustechnology forms in classroom practice.

People

Students

Will develop a range of techniques, skills,methods and processes when engagingwith technology and collaborative learning.

Staff

Staff will develop the skills to effectivelyincorporate technology into the classroomsetting through meaningful and engaginglessons promoted through collaborativelearning. 

Leaders

Will explicitly demonstrate teachingpractices and a range of ICT skills thatresult in effective learning opportunities forall students.

Parents/Carers

Will engage and collaborate with childrenand encourage the development of ICTskills in the home environment.

Processes

Professional Learning

Develop and implement innovativecurriculum pedagogy, technology andinfrastructure that is future focused andprovides students with the skills andcapabilities to thrive in a rapidly changingworld.

Collaborative learning

Develop staff knowledge and put in placeprocesses and structures for theimplementation of a  collaborative learningapproach across the school with a focus onthe use of technology. 

Evaluation Plan

Surveys– Teacher/ Student / parent

Attendance

observations 

Classroom observations / videos

External and Internal data

Practices and Products

Practices

Staff and students are able toindependently access and use a range oftechnology enhancing teaching andlearning experiences.

Students will be actively engaged indiscussions with peers workingcooperatively together using effectiveteamwork and communication skills tosolve complex problems with a focus ontechnology.

Products

High quality learning experiences wherethe student is the primary focus workingthrough a structured approach todeveloping solutions to real worldproblems. 

Structures will be in place to support theuse of technology and collaborativepractices in the classroom environment.

Development of higher–level thinking, oralcommunication, self–management, andleadership skills.

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Strategic Direction 2: Life–Long Learning

Purpose

To create a school–wide, collectiveresponsibility for students to be active,informed  and self– directedlearners who experience personal successin all aspects of school life. Achievedthrough an integrated approach to qualityteaching, learning excellence which isevidence based and  responsive in meetingthe needs of all students with a focus onliteracy and numeracy.

Improvement Measures

• Students will show growth as evidencethrough internal and external data.

• Teaching programs show evidence ofdifferentiation to cater for the individuallearning needs of students.

People

Students

Students will develop a positive mindsettowards learning. They will becomeresilient, resourceful and reflective learnerswho display a growth mindset to fuel theirperformance and  academic success. Theygive and  receive feedback and adjust theirlearning as necessary. 

Staff

Staff will develop a positive mindsettowards the latest research into teachingpractices and  use  these practices to support and engage students across theschool. They will differentiate learning tofoster success and self–worth in allindividuals.

Leaders

Identify programs and initiatives that areinspiring and encouraging of life –longlearning for all students. They will supportStaff in seeking  change that will lead toimprovement in learning outcomes wherethere is an expectation of improvement inliteracy and numeracy standards throughstudents becoming self–directed learners.

Parents/Carers

Parents develop an understanding of howstudents learn to be self directed learnersthrough goal setting and self–reflection.

Processes

Professional Learning

Develop staff skills and leadership capacitythrough ongoing research based andtargeted professional learning activities aimed at developing  staff knowledge withfeedback, goal setting, lesson intentionsand success criteria, quality teachingpractices, use of data to inform teaching,differentiation and leadership skills. 

Quality Learning Experiences

Developing staff skills through professionaldiscussion, collaboration and explicitsystems  creating quality learningexperiences throughcollaborative programming and the use ofexplicit instruction and active learning. 

EAFS/L3 /BNL/Using Data with Confidence

Systems

Develop and update explicit practices inline with DoE policies to support learningacross the school.

Feedback / Goal setting / Three wayconferencing / Roles and Responsibilities

Evaluation Plan

Surveys /PDP's/ Classroom observations 

PLP's / IEP's /Tiered interventions/DataAnalysis

Practices and Products

Practices

Students are able to articulate where theyare in terms of their learning and are ableto set learning goals to facilitate futurelearning for personal success.

Staff giving and receiving feedback withintheir classroom and beyond to improvestudent learning across the school with afocus on literacy and numeracy.

Teachers actively engage in sharedprofessional learning experiences using theexpertise of an instructional leader whichenables teachers to develop theirleadership skills and implement qualityteaching and learning programs. 

Products

Students actively engaged in learning andproducing high quality work samples wherethey are able to articulate the processesthey have used.

All classroom programs are data based,differentiated for student learning needsand demonstrate knowledge of syllabuscontent and quality teaching practices.

Teaching and learning will reflect fromKindergarten to Year 6 the principles ofEarly Action for Success where teachersprovide timely feedback for students toimprove their learning. 

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Strategic Direction 3: Wellbeing

Purpose

To create a safe, caring and supportiveteaching and learning environment wherethe whole school community workstogether to put in place a comprehensiveand inclusive framework to support thecognitive, social, emotional  and physicalwellbeing of students allowing them toconnect, succeed and thrive.

Improvement Measures

Increase in student attendance across allgrades as measured by Scout data.

Increase in student engagementas measured through student surveys.  

Demonstrated improvement of student,staff and community wellbeing as evidentthrough external surveys and school baseddata.

People

Students

Students will build the skills to developpositive relationships and a highexpectations mindset. They are supportedby parents and carers to achieve skills.

Staff

Staff support students to achieve positiveoutcomes. Students are taught to acceptresponsibility for their own behaviour,appropriate to their age and understandingof the school values of Respect,Responsibility, Care and Excellence.

Leaders

Identify initiatives that support student andstaff wellbeing within the WellbeingFramework. Provide links for parents andcarers to support services whereappropriate.

Parents/Carers

Will develop an understanding of the valueand importance of student wellbeing andpositive relationships and its effect ofstudent learning and will become activepartners in developing andembedding apositive culture of learning across theschool.

Processes

Wellbeing Framework

Develop staff and community knowledge ofthe Wellbeing framework and use theWellbeing Framework Self Assessment toolto evaluate and update current policieswithin the framework across the school. 

Specialised Programs

Identify and Implement specialisedprograms targeting the individual needs ofidentified students. With a focus on socialskills development, confidence and selfesteem.

Staff Wellbeing

Provide staff with the skills and evidencebased strategies with the purpose ofimproving professional practice, collectiveefficacy and being better teachers forstudents through a strategic focus on staffwellbeing.

http://www.teacher–wellbeing.com.au

Evaluation Plan

Surveys

Attendance data

Student behaviour incidents

Practices and Products

Practices

Students collaboratively working togetherwith their peers in a respectful andharmonious manner with the capacity towork independently fully engaged in theirown learning.

Staff identify students who are targetedthrough the implementation of evidencedbased and holistic programs addressingtheir individual needs.

A school wide responsibility is evident forwellbeing through staff, student andcommunity engagement.

Products

Positive respectful relationships are evidentbetween students, staff, parents and thewider community which ensure optimumconditions for student learning across thewhole school.

Policies and processes will reflect aspect ofthe Wellbeing Framework.

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