Business Plan 2021-2023 Belong Engage Excel

Bindoon Primary School is an Independent Public School

that that places a high priority on excellence in teaching

and learning, strong relationships and positive support

for all children. The school caters for children from

Kindergarten to Year Six. The school opened in 1954

with only two classrooms.

We are a proud community focused school which

provides a high quality, well-rounded education where

every child’s learning needs are met through high

quality, research based teaching approaches. Teachers

are caring and strongly committed to providing an

inclusive environment where all children have the

opportunity to thrive. Staff continually seek to improve

their teaching skills and enhance the social and

academic learning of each child in the classroom. Our

parents, School Board and P&C are integral to our

school community, and together we are committed to

providing the best for our students.

The school has a strong mindset of continuous

improvement resulting in hard working students and

dedicated teachers. All teachers deliver high quality,

differentiated learning resultant from a high level of

instructional skills, tactics and outstanding curriculum

knowledge. This in combination enhances each child’s

success as a learner. We provide positive support

programs to focus on children’s mental health and

wellbeing in order for our students to be mindful,

empathetic and purposeful contributors to society.

With access to high quality learning opportunities in

Science, The Arts, Digital Technology and Physical

Education we provide opportunities for students to

excel in fun and challenging curriculum areas.

With the Department of Education Strategic Plan 2021-

2024 (Every student, every classroom, every day

Building on Strength) and Focus 2021 central to our

thinking, this business plan was developed in

association with the School Board and staff, and sets a

clear, strategic direction for the school over the next

three years. The plan outlines what we will do and what

you will see as we work to continuously improve in our

focus areas. The plan has student engagement and

achievement at its core and an emphasis on quality

teaching practice.

Our Vision

An inclusive environment where every child is given the opportunity to thrive.

Our Values The Bindoon Primary School values represent what guides us, and our culture. These values are the foundation of who

we are and how we conduct ourselves. We believe they ensure success for our students and community.

High expectations

Supportive environment

Engaged

Positive Relationships

Our Logo:

Learning environment Use of resources

Student Achievement and Progress Teaching quality

Relationships and partnerships Leadership

Focus Areas

The letter in Bindoon Primary School’s logo represents

the town of Bindoon. The bunch of grapes and orange

tree pay homage to the agricultural history of Bindoon

but also symbolise our students and how they grow and

develop maturity and character through education. The

bunch of grapes represents how our students develop

together in an environment of collaboration and

cooperation. While the oranges represent our focus on

the individuality of each student.

FOCUS AREA 1 Learning environment Bindoon Primary School strives to establish a safe, positive and supportive learning environment for students and staff. We create programs to address student attendance, behaviour, engagement and retention and implement strategies to provide support for all students, particularly those at educational risk. Bindoon Primary School is driven by a belief that every student can be a successful learner. Our school works to maintain a learning environment that is safe, respectful, tolerant, inclusive and that promotes intellectual rigour.

What we will do What you will see Enhance student learning by implementing whole school behaviour, attendance and engagement strategies.

Staff supported to ensure clear and consistent behaviour expectations visible across whole school community

PBS behaviour matrix displayed in every room

Consistent positive language of PBS applied when dealing with student behaviour across the whole school

Review to create alignment of PBS, Behaviour and Good Standing policies to ensure consistency across the school

Record, track and analyse behaviour data and set targets and implement programs to reduce the number of recorded incidents

School developed agreed strategies to promote regular attendance.

Student attendance rates monitored regularly with parents and students supported where there are identified attendance concerns.

Student voice has a place in school decision making through the Student Council

Enhanced health and wellbeing of students and staff

Social and emotional learning needs of students supported through a

school-wide focus on BeYou domains.

Children offered ongoing support through a chaplaincy service.

Work towards attaining National Quality Standards (NQS) accreditation in Early Childhood

Engage in quality reflection processes and identify areas of strength and areas for improvement from Kindy to Year 2.

Ensure an orderly, inviting classroom environment

Regularly update displays of student work in classrooms

Showcase student work in administration area

Regular maintenance

Ensure the learning environment is safe, caring, inclusive and culturally responsive

Staff recognising the importance of providing a culturally responsive learning environment where students feel welcome, safe and valued

FOCUS AREA 2 Teaching Quality Bindoon Primary School invests significantly in creating and sustaining the conditions under which quality teaching can prosper. The whole school plans have evidence-based teaching practices embedded and assessment and reporting procedures are aligned. They have been developed with reference to SCASA WA Curriculum and refined collaboratively to provide a shared vision for curriculum practice.

What we will do What you will see Implement whole school, evidence-based approaches

A common agreement about how students learn and what good teaching practice involves.

Implement an explicit model of instruction that engages all students and encourages them to be accountable

Staff collaborate to plan for, act on, and assess student learning

Collaboratively plan, moderate and set targets in phase of learning teams School and classroom planning informed by data analysis

Common DOTT/meeting times to enable collaboration with agenda of discussion items and actions resulting from meeting

Moderation of tasks – in school and at a network level

Teaching programs align with content outlined in the WA Curriculum and ensure effective implementation of the curriculum in all classes

The school’s strategic and operational planning is aligned and provides a blueprint for the delivery of the WA Curriculum, across the school

Assessment, planning and teaching in all subject areas aligned to WA curriculum

Students are engaged in relevant and engaging lessons that are differentiated across all curriculum areas through personalised learning plans and a case management approach

Teachers are culturally responsive embedding Aboriginal perspectives in classroom practice.

Analysis of systemic and school based data informs teaching plans

Improve teacher practice in analysing data to inform teaching and learning programs and to review whole school approaches

Planning and target setting directly linked to data analysis

Data literacy among staff is developed

Information is used to advise parents of student progress and to assist the school to set targets for improvement.

Processes exist to assess and report on student achievement and progress.

Professional learning builds staff teaching capability

A professional learning culture is pervasive through school development days, staff meetings and collaborative meeting times

Lead staff support colleagues in curriculum implementation

All staff engage in Performance and Development cycles, classroom observations, formal and informal feedback

Students at Educational Risk are identified, given appropriate intervention/support strategies and routinely monitored for improvement

Processes to identify, support and monitor the improvement of students at educational risk are in place

FOCUS AREA 3 - Relationships and Partnerships Bindoon Primary School actively seeks ways to enhance student learning and well-being by partnering with parents and

families, other education and training institutions, local businesses and community organisations. Parents and families

are recognised as integral members of the school community and partners in their children’s education. There is a

strong collegial culture of mutual trust and support among teachers and school leaders.

What we will do What you will see Enable professional relationships between staff through constructive collaboration

Strengthen relationships between school staff and parents to create shared understandings of individual student progress

Collaborative planning during common DOTT times with an agreed agenda

Development and implementation of meeting norms to allow respectful interactions

Teachers communicating with parents professionally about academic progress and social and emotional needs of students

Parent conferences scheduled as part of RTP schedule

Clear communications are evident, both within the school and with key stakeholders

High quality, timely communication to parents through a range of mediums, including, but not limited to; student diaries, school newsletter school Facebook page, school website, Connect

Parent, carer, staff and student satisfaction feedback is sought and acted on

National Opinion Survey every two years with feedback on results included in newsletter

Actions from NOS included in whole school planning

The Board fulfils its role in supporting school governance

School governance is facilitated through the operations of School Board members.

The involvement Board members in supporting the school’s strategic directions and understanding its performance, strengthens their governance role.

Collaboration between our staff, School Board and the Parents and Citizens (P&C) to increase the school profile in the wider community

All School Board members complete annual self-review

An active and visible P & C provides an avenue for all parents to engage proactively with the school to support school initiatives

Community partnerships are sustainable

Partnerships with parents/carers, the community, other education and training institutions, local businesses and community organisations are forged to address the wide ranging needs

Maintain a positive collegial relationship with schools in the Ellenbrook Network.

FOCUS AREA 4 Use of Resources Bindoon Primary School manages resources in a targeted manner, maximising the learning outcomes for all students.

Staff engage in systems and practices relating to financial and resource management by contributing to school-wide

decision making. Supplementary funding provided to the school is used to underpin targeted support programs and

required teaching and learning adjustments.

What we will do What you will see Financial management complies with the expectations of the Funding Agreement for Schools

Finance Committee meetings each term to analyse spending and make necessary budget adjustments

Minuted finance meetings to ensure accountability

Board endorses School Finance Agreement by designated date

Finance reports tabled and discussed at every Board meeting

Resource allocation decision making is evidence-based

Direct alignment between Business Plan, Operational Plans, Budget Allocations and spending

Spending is an agenda item in POLT collaborative meetings to ensure spending aligns to planning

Resourcing (staff, expertise, funds, facilities, materials) is applied in a targeted manner to meet the learning and well-being of all students through operational plans

P&C donations allocated to priority areas where possible

Students’ needs are determined through the analysis of data and targeted initiative funding is used to ensure all students have access to the curriculum

Workforce planning and management practices align with student needs

The knowledge, experience and skills of staff required to achieve the school’s strategic objectives in this context, inform workforce management practices.

FOCUS 5 Student Achievement and Progress A high priority is given to the school-wide analysis and discussion of systematically collected data on student outcomes

including academic, attendance and behavioural outcomes and student well-being. Data analysis considers overall

school performance as well as the performances and achievement of students from identified priority groups; evidence

of improvement/regression over time; performances and achievement in comparison with similar schools; and, in the

case of data from standardised tests, measures of growth across the years of school.

What we will do What you will see Plans demonstrate a commitment to improve student achievement and progress

Assessing student achievement and progress is an ongoing procedure involving the analysis of data

Data analysis informs plans for improvement in student progress and achievement

Phase of Learning Team meetings

Staff are engaged in school improvement processes to inform and direct learning programs in order to improve academic and non-academic results

Systemic and school-based data are used to assess student progress

There is an understanding of the need to align evidence and professional judgement, with classroom planning decisions prompted through noting changes in student performance

Staff understand and accept that improvement targets for both individual and groups of students must be guided by evidence

School plans include improvement targets to focus the efforts of staff on improved student achievement.

Student achievement and progress aligns with grade allocation and contextually similar schools

Staff use data sets and work samples of colleagues to moderate their judgements.

In school and interschool moderation (Ellenbrook network)

School visits

The establishment of a student assessment database for the school assists in longitudinal, individual and cohort tracking processes.

An understanding of expected standards of achievement form part of Phase of Learning Team discussions

Set targets through analysis from a range of assessments

Ensure students attain their respective achievement standard in Literacy and Numeracy

Staff follow the sequential stages of the Western Australian Curriculum

Staff have an understanding of the expected standards of achievement

POL Leaders work with the Administration Team to ensure connections exist between student achievement data in literary and numeracy and decisions related to planning.

FOCUS AREA 6 Leadership School leaders facilitate organisational change and growth, achieving alignment between management obligations,

professional responsibilities and accountability. Clarity of vision and a reliable sense of direction are leadership traits

which create confidence and trust in both staff and the wider school community.

What we will do What you will see School vision/priorities and direction align with the Department’s expectations

Leaders share a vision, based on the belief that all students can learn and grow

School planning documents align with the Department of Education Strategic direction and Focus documents

School planning is evidence-based and aligns with the learning needs of students

Strategic and operational planning guides classroom practice and is aligned to the School Curriculum and Standards Authority expectations

Opportunities are created for teachers to engage in developing plans based on school performance.

Resource management practices align with planning strategies. They also reflect the common goal of guiding classroom practice to enhance student performance.

Leaders ensure commitment to the expectations of the School Curriculum and Standards Authority is evident

Leaders provide guidance and instructional support to staff

Change is introduced in response to an identified need

Whole school pedagogical approaches are promoted by leaders as a means to achieving consistency in curriculum content delivery.

Leaders broker outside expertise to ensure high quality instruction and curriculum delivery

There is a focus on developing staff capability through instructional leadership.

Staff are provided with opportunities to lead

Assign Phase of Learning Team leaders

Phase of Learning Team leaders are involved in decision making processes relevant to their phase of schooling

Phase of Learning Team leaders lead and support the implementation of curriculum planning and resources across the school

Peer mentoring

Professional review provides performance feedback for staff

Professional review and staff development processes are based on the regular sharing of feedback.

All staff engage in Performance Development cycle annually

Performance development processes involve self-reflection on the AITSL website; a portfolio of reflections and evidence; evidence of planning using the Western Australian Curriculum; goal setting; classroom observation; and, written feedback

Targets & School Self-Assessment

Bindoon Primary School will continue to develop a

rigorous process of continual self-reflection assessment.

These processes are based upon collaborative and

cooperative evidence aligned to strategic, whole school

curriculum, Phase of Learning Team plans and targets.

Achievement Targets

Arrest the downward trend in NAPLAN relative

assessment for Year 5 Numeracy

Perform better than like schools in Proficiency

Bands 3 and 4 of Year 5 Numeracy

Perform better than like schools in Proficiency

Bands 3 and 4 of Year 5 Reading

Arrest the downward trend in NAPLAN relative

assessment for Year 5 Writing

School proficiency bands to be at or above like

school comparison in Year 5 Writing

Increase the percentage of students in Stanines

4-6 in all PAT assessments

Maintain a higher percentage of students in

Proficiency Bands 5 and 6 compared to like

schools in Year 3 Numeracy

Arrest the downward trend in NAPLAN relative

assessment for Year 3 Reading

Reading progress to align to like schools at all

achievement levels of Year 3-5 Reading

All students will perform above the national

minimum standard in Year 3 Writing.

Maintain the percentage of students in

Proficiency Bands 5 and 6 to be above like

school comparison in Year 3 Writing

Non Academic Targets

Improve the overall rating on the Staff NOS from 2020

to 2022;

To be greater than 3.0 when measuring quality

feedback to students

To be greater than 3.4 when measuring

collaboration with parents to support student

learning

To be greater than 3.4 when measuring the

overall standard of education achieved

Improve the overall rating on Parent NOS from 2020 to

2022;

To be greater than 3.0 when measuring

collaboration with parents to support student

learning

To be greater than 3.3 when measuring the

school taking parents’ opinions seriously

To be greater than 3.4 when measuring

teachers motivating children to learn

Improve the overall rating on Student NOS from 2020 to

2022;

To be at least 4.0 when measuring student

behaviour being well managed

To be at least 4.0 when measuring the school

taking students opinions seriously

To be at least 4.0 when measuring teachers

caring about students

Maintain results in all other responses

The school will use the Department’s Electronic School

Assessment Tool to self-assess annually against the

following 6 domains:

> Learning environment

> Teaching quality

> Relationships and partnerships

> Use of resources

> Student achievement and progress

> Leadership

The school will host a Director, Public School

Accountability and a peer reviewer for a validation

visit in Term One 2022. The report from this review

will be published on our school website.