business plan - beckenham primary...

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Business Plan

2017 - 2019

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Beckenham Primary School is located approximately 14 km south-east of the Perth CBD and is situated adjacent to the Perth – Armadale rail line. At the be-ginning of 2017 there were approximately 450 students enrolled in the school from Kindergarten to Year 6 representing a diverse range of cultural back-grounds.

The school has a long history originally opening as East Cannington School in 1912. Several generations from the same family have attended as students and the school has a positive reputation, enjoying strong community support. The wider Beckenham community continues to grow with the largest impact being on the demand for student placements in the early childhood years.

Students are offered specialist Art, Science and Physical Education lessons as well as exposure to a growing number of sustainability projects with the high-

light being our commitment to the Stephanie Alexander Kitchen Garden program.

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Beckenham Primary School is a dynamic and culturally diverse learning community with passionate, innovative educators. They collaboratively reflect on their practice and embrace quality teaching, which inspires all students to succeed.

Our Vision

Staff at Beckenham Primary School believe that students are more likely to reach their potential when;

Teachers know their students and how they learn

Teachers assess, provide feedback and report on student learning

Teachers enthusiastically engage students in purposeful, meaningful learning experiences

Teachers demonstrate their knowledge of content and use evidence based approaches to their teaching

Teachers meet the needs of the whole child

Students are in a safe and supportive learning environment

Relationships with staff, parents and students are developed

The diversity of cultures and values represented are acknowledged and respected.

Beliefs about Teaching and Learning

The values taught in the school are in line with those outlined in the National Frame-work for Values Education in Australian Schools document.

These values are incorporated into the school's own values program; 'Beckenham Best'.

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This Business Plan is aligned to the Strategic Plan for WA Public Schools 2016 – 2019 and the Director General’s Classroom First Strategy. Other documents which complement this plan include yearly ‘Focus’ documents, annual learning area Operational Plans, the Workforce Plan and the Delivery and Performance Agreement. This Business Plan sets out the overall strategic direction of the school for the next three years and forms a basis for planning in specific learning areas. The plan has been informed by the Independent School Review which was undertaken by the Department of Education Services in Term 4, 2016.

Planning

Our self – assessment practices are guided by the School Improvement and Accountability Framework. The school is continuously looking at self-improvement strategies that will lead to success for all of our students. We collaboratively assess and analyse both academic and non-academic data with the intent that subsequent planning will lead to specific and measurable improvement being made in identified areas.

A case management approach is used whereby identified students are set measurable improvement targets. The data we use includes; NAPLAN, On-Entry Assessment and other standardised tests as outlined in our Data Collection document.

Our Self–Assessment

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The following diagram shows the interplay between the five areas of Teaching, Learn-ing Environment, Resources, Leadership and Relationships and illustrates that these are the key drivers which work together to ensure our students are successful. This Business Plan is organised into these five areas with broad strategies and milestones outlined for each.

Conceptual Framework

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Beckenham Primary School aims to continually develop whole school; evidence based teaching practices that support the achievement of the best possible educa-tional outcomes for our students.

High Quality Teaching

Focus Area 1: Teaching and Learning

Outcomes

Raise the standard of student academic achievement in literacy and numeracy.

Develop cohesive, whole school approaches to teaching and learning.

Support student learning through the development of a Case Management process

identifying target students.

Fully implement the WA Curriculum and Assessment Outline (WACAO) by Semester 1,

2018.

Build professional practices including collaboration, cooperation and communication amongst staff in order to build a team approach to planning and monitoring the

curriculum.

Broad Strategies & Milestones

Curriculum

Implement a Language Other than English (LOTE) program commencing with Year 3 in 2018 and extending to Year 6 by 2021.

Maintain a strong focus on the explicit teaching of literacy and numeracy.

Develop a whole school ICT plan to further embed technologies in the classroom.

Develop whole school approaches to writing and grammar.

Implement the 'Cracking the Code' pre-literacy program in Kindergarten.

The 'Letters and Sounds' program introduced in pre-primary in 2018 with gradual progression to Phase 5 by 2019.

Continue to ensure the Cross-curriculum priorities are addressed in all learning areas. ( Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia and Sustainability.)

Introduce Drama as the second Arts subject in 2018.

Assessment

Prepare students for online NAPLAN testing in 2019.

Increase teacher expertise in curriculum moderation to increase the accuracy of reported grades.

Develop a Case Management approach involving the identification of target students through the assessment of key learning areas across year levels with intervention and support delivered as appropriate to need.

EAL/D students will be assessed upon enrolment and provided with support as required.

Assessment software including Brightpath and online PAT used to monitor literacy and numeracy achievement.

Common assessment tasks in various learning areas to be set by Curriculum Teams and moderated by Phase of Learning Teams.

Pedagogy

Continue implementing the Direct Instruction Spelling Mastery program.

Teachers to demonstrate differentiated practice aligned to the needs of the cohort and individual.

Continue to strengthen teacher efficacy in the delivery of effective literacy and numeracy blocks.

Investigate models of explicit teaching including the 'John Fleming' approach.

Establish Phase of Learning Teams, Curriculum Teams and a Curriculum Leadership Team.

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Beckenham Primary School endeavours to foster a safe and caring learning environment that supports all students.

Success for all Students

Focus Area 2: Learning Environment

Outcomes

Provide an environment which is safe and supportive of all student needs leading

school to becoming an enjoyable experience.

Assist students to become caring and compassionate individuals through the

development and understanding of social norms and mores.


Values

Implement the 'Beckenham Best' values program based on the '6 Kinds of Best'.

Incorporate the '6 Kinds of Best' into all public and whole school meetings.

All teachers will reinforce the Beckenham Best program in their classrooms supporting it with key messages and ideas through the explicit teaching of the program.

Continue to promote sustainability through the SAKG and other environmentally focussed programs.

Attendance

Individual rates of attendance will be monitored with support provided to students and their families in those cases where improvement is needed.

Badged Attendance Officer Staff will make home visits when students are in the severe at risk category to provide support and assistance to re-instate regular attendance.

Incentive awards given to students who maintain 100% attendance over each 5 week period.

Learning

Support

Team (LST)

A team approach to student support is utilised. The support team includes the AIEO, Learning Support Coordinator, Chaplain and School Psychologist and is led by the Associate Principal.

Referrals are made to the LST by classroom teachers when concerns are raised. Parents can also request support from the team.

A case management approach is used for Target Students identified by classroom teachers through assessment. Support required is negotiated through the LST.

Behaviour

Behaviour management policy reviewed and revised on an ongoing basis.

A Restorative Practice approach is used for conflict resolution between students.

CMIS strategies are used in classrooms with professional learning opportunities provided to all staff.

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Beckenham Primary School will ensure resources are allocated in an ethical and fair manner supporting school operations which lead to positive student outcomes.


Focus Area 3: Resources

Outcomes

All financial, human and physical resources will be utilised to support

operational plans and school priorities.

The management of resources will reflect the school's vision.


Financial

Resources

All finances are managed in accordance with Department of Education policies. Expenditure is linked to the implementation of yearly operational plans.

Finances are monitored and reported to the School Board on an ongoing basis.

The Manager Corporate Services (MCS) manages the school resources in liaison with the Principal and Finance Committee.

Finance committee to meet at least once per term. Functions include monitoring Cost Centre budget expenditure and submissions, preparing the annual budget and approving school fees and charges. MCS is responsible for stocktakes and asset management.

School Board approves the School Budget and reviews the One Line Budget each term.

Human

Resources

Staffing vacancies are identified and filled in accordance with the school's workforce plan.

Employment of staff is linked to the Student Centred Funding Model.

Staff selection is aligned to the Department's policy and legislative requirements.

A staff induction process is run with new staff. Mentors for new staff are arranged.

Physical

Resources

Building maintenance and minor works to be identified and financially resourced through the creation of an annual budget.

MCS manages minor works and maintenance with Principal and Finance Committee.

A refurbishment schedule for the replacement of classroom furniture and fittings to be developed.

The playground environment to be improved with the refurbishment of the early childhood area and establishment of a new playground behind the library.

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Beckenham Primary School will continue to develop and implement effective practices which support the development of positive relationships with all stakeholders.


Focus Area 4: Relationships

Outcomes

Foster a welcoming school environment with a high level of customer service and provide

a safe and supportive environment for all students.

Support positive and open communications between parents, staff and students.

Engage with outside agencies and organisations which support students and lead to

positive outcomes.


School

Environment

Promote a positive school culture which is reflective of the Staff

Code of Conduct, school values and expectations.

·Actively promote the school P&C Association to the school

community.

Engage with professional learning through the MadCan network.

Continue to make school facilities available to local groups for after-

hours use.

Continue the School Passport program.

Continue to hold fundraising events for various purposes including Chambak PS in Cambodia and Foodbank appeals.

Communication

Promote open approaches to communication amongst staff,

students and parents.

· Promote the use of message boards outside classrooms. Continue

to promote the school and its activities through social media, email,

school website and local media.

Develop and administer a school specific opinion survey.

Investigate and implement methods of translating school information documents into other languages.

External Support

Continue to foster and develop partnerships with outside agencies

that support the needs of students.

Continue partnership with Curtin University School of Education with

internships for pre-service teachers.

Develop a relationship with TAFE WA for the pre-service placement

of support staff including Education Assistants.

Build and maintain partnerships with local agencies. E.g. City of Gosnells, City of Canning, Local sporting groups, Foodbank.

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Beckenham Primary School will provide opportunities for staff, students and community members to be involved in various aspects of school leadership and governance.

Effective Leadership + Strong Governance and Support

Focus Area 5: Leadership

Outcomes

Develop stakeholder capacity to lead and support school operations and

improve student outcomes.


School governance and management will regularly focus on the Business Plan priorities at all staff and school board meetings.

Develop a distributed leadership structure in the school that provides opportunities for all staff linked to their individual expertise and/or career aspirations through establishment of the following teams.

Admin Team (Teaching, Learning Environment, Leadership, Relationships,

Re sources)

Curriculum Leadership Team (Teaching, Leadership)

Curriculum Teams (Teaching)

Phase of Learning Teams (Teaching)

Learning Support Team (Learning Environment, Teaching, Relationships).

Provide high quality Professional Learning opportunities which support staff, school priorities and operational plans.

Investigate and implement a coaching model.

Business plan priorities to be focussed on and monitored through the development of a self-assessment timeline with progress reports presented to the School Board.

Develop the expertise of staff to lead curriculum areas / aspects through performance development meetings.

Support teacher leaders in the school with time allocations and other resources as necessary.

Provide opportunities for Education Assistants to engage with specific professional learning to support students with specific needs.

Highlight and celebrate staff achievements.

Student leadership opportunities through SRC, Factions and Peer Mentoring programs.

School Board members to be trained and encouraged to adopt a proactive and enthusiastic approach to Board governance.

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Targets

Year 3 Literacy

Strategic (2019) Operational (2018)

Reading

Reduce the percentage of students in Bands 1 & 2 and increase the percentage of students in Bands 5 & 6 to the equivalent of like schools.

Increase the number of students in Bands 5 & 6 by 10%

Writing To be equivalent to like schools in all Bands.

1. Decrease by 5% the number of stu-dents in Band 2

2. Increase the number of students in Bands 5 & 6 by 10%

Spelling To be above like schools in Bands 6-10


Grammar To be equivalent to like schools in all bands.

Decrease the number of students in Bands 1 & 2 by 5%

Year 3 Numeracy


Numeracy

1. Reduce the percentage of stu-dents in Bands 1 & 2

2. Increase the percentage of stu-dents in Bands 5 & 6 to be equiv-alent to WA Public Schools.

1) Increase the number of students in Bands 3 & 4 by 5%

2) Increase the number of students in Bands 5 – 10 by 10%

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Targets

Year 5 Literacy


Reading Reduce the percentage of stu-dents in Bands 3 & 4.

Increase the number of students in Band 6 by 5%

Writing Increase the percentage of stu-dents in Bands 5 & 6.


Spelling Increase the percentage of stu-dents in Bands 5 & 6.

Decrease the number of students in bands 3 & 4 by 10%

Grammar Reduce the percentage of stu-dents in Band 3.

Decrease the number of students in Band 3 by 10%

Year 5 Numeracy


Numeracy Increase the percentage of stu-dents in Bands 5 & 6.


Attendance


Attendance

1. Maintain attendance of Aborigi-nal students to be equivalent to that of like schools and WA Public Schools.

2. To be equivalent or above all WA Public Schools total attend-ance percentage.

1) Decrease the number of Aboriginal students in the severe at risk category by 10%.

2) Increase the number of students at-tending regularly by 5%

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