EDDYSTONE

PRIMARY SCHOOL

ACHIEVING

BUSINESS PLAN

2018 - 2020

69 Littorina Avenue, Heathridge WA 6027

08 9406 5100 eddystone.ps@education.wa.edu.au www.eddystoneps.wa.edu.au

BUSINESS PLAN

2019 - 2021

WELCOME TO

EDDYSTONE

PRIMARY

SCHOOL HISTORY and CONTEXT

Eddystone Primary School opened in 1986 and is located approximately 26km’s north of the Perth

CBD in the city of Joondalup. The School is renowned for its inclusivity, strong pastoral care and high

quality teaching.

The grounds have more open spaces than most schools as the City of Joondalup’s Littorina Park is

an extension of the school oval.

Eddystone’s reputation of being friendly and part of the community started from the beginning with

concerts and the choir singing in the public arena.

In 2010 the Intensive English Centre was established. The school embraces a cosmopolitan

community of students and families characterised by a variety of cultural and linguistic backgrounds

working in harmony.

Maintaining high standards in English and Maths is at the heart of our focus. Our recent positive results

demonstrate that the processes and strategies we have established have led to high levels of

achievement and progress.

Our school is looking forward to more exciting initiatives planned for the next few years.

THE BUSINESS PLAN

This plan represents a deep commitment towards self-improvement, self-reflection and a desire to

always have students at the centre of all our planning. We aim to foster a high performance and high

care culture in our school.

The plan outlines the direction of the school in broad terms, describing key focus areas of development

which are intended to have maximum impact on overall school performance in both academic and

non-academic areas. The plan also includes student improvement targets used to monitor and make

judgements about school performance in key focus areas.

The school’s operational plans / learning area plans provide more details outlining key strategies and

programs and how these will be resourced.

To promote a positive school community which encourages students to embrace

change and challenges while providing the opportunity for personal, social and

emotional well-being, and academic excellence.

We provide an inclusive learning environment that is safe, positive and

supportive.

We implement evidence-based practice and a differentiated curriculum in our

teaching and learning

We inspire students to strive for excellence to prepare them for the 21st

Century.

We initiate partnerships and provide opportunities to engage meaningfully in

the community.

We commit to professional learning to build an expert teaching team.

We work positively within a multi-cultural environment.

We are an inclusive school and committed to contributing to Western Australia as a

socially cohesive, safe, democratically stable and reconciled society. We are guided

by the following core values:

Showing respect – acceptance for all, especially where culture, social and

learning differences are recognised and valued.

Being responsible – we are all committed to academic excellence for every

student so they accomplish their very best through a culture of high

performance and high care.

Being co-operative – we work positively together to develop strong

relationships with students, parents and the community.

Being purposeful – through authentic engagement we work towards

achieving challenging goals.

These values are addressed in everything we do. We value strong collegial support

and professional learning to develop our staff and build capacity and leadership

within the school.

LEARNING DISPOSITIONS

The effective learning dispositions of a

student at Eddystone Primary School are:

Creativity

Perseverance

Resilience

Risk taking

Self-Motivation

Communication

By promoting these dispositions students

will be equipped with a mindset for life-long

learning.

OUR

VISION

OUR

PURPOSE

OUR VALUES

LEARNING

DISPOSITIONS

sS

PRIORITY AREAS

The following priorities will guide the school improvement agenda as we work in a culture of

collaboration to achieve success for all students:

Success for All Students

High Quality Teaching

Effective Leadership

Strong Governance and Support

Positive learning Environment

SCHOOL IMPROVEMENT & SELF ASSESSMENT

Whole school self-assessment practices incorporate the perspectives of staff, students and the

community and are underpinned by the three components of the School Improvement and

Accountability Framework, Assess - Plan - Act.

Assess data and other evidence related to student achievement and school operations.

Plan to improve the standards of student achievement and school operations.

Act to implement planned strategies.

Supporting documents will be used to monitor performance – such as: The National Quality

Standards, Visible Learning Matrix and the National School Improvement Tool.

PRIORITY ONE - SUCCESS FOR ALL STUDENTS

Goal: Students will understand what success looks like, and progress to their full potential.

Strategies

Full implementation of all learning areas within the WA Curriculum. Integrate the general

capabilities and cross-curriculum priorities into learning areas.

Embed Visible Learning for clarity of the learning process.

Implement an Inclusive and differentiated Curriculum through – IEPS, GEPs, BMPs, EAL/D

and SEN planning.

Students with special needs to be case managed (including extension students).

Students needs will be identified as early as possible and appropriate planning, resources

and monitoring will be implemented.

Refine and consolidate whole school literacy and numeracy practices.

Further develop intentional play based learning activities.

Further develop STEM skills and strategies.

Celebrate student progress and success.

Milestones

Implementation of curriculum is monitored through Curriculum Committee.

Students are able to articulate learning goals and intentions, and recognise steps to

progress to the next phase in their learning.

Appropriate documented plans – IEPs, IBPs and SEN etc are implemented and monitored.

Regular case conference meetings are held between the school, parent/caregiver and

support agencies to discuss targeted support for students at risk.

Staff demonstrate a common understanding of “intentional play”.

Students are able to build on their STEM competency. Further develop the STEM resource

area.

Continue to develop digital technologies through the SCOPE IT program.

PRIORITY TWO – HIGH QUALITY TEACHING

Goal: Build staff capacity to meet the diverse range and changing needs of our students – a consistent

focus on the best possible teaching practices across the whole school.

Strategies

Teachers implement evidence – based teaching practice and differentiate lessons to provide

explicit instruction and relevant opportunities for students.

Teachers support students to monitor progress towards their goals.

Further develop the “Growth Coaching Model” to support staff reflection through the

performance development process.

Focus on regular opportunities for teacher collaboration and moderation to increase the

repertoire of curriculum delivery.

Consolidate the range of data collected and build on competency to adjust instructional

practices based on analysis of student achievement data.

Teacher Development to incorporate an Action Learning Process based on a school priority

and linked to the Australian Professional Standards for Teachers.

Engage in whole school practices through learning area plans.

Teachers incorporate knowledge of Aboriginal history, culture and experiences into their

classroom practice.

Milestones

Professional growth is supported by engaging in collaborative meeting times, coaching

conversations and classroom observation strategies.

More staff trained in the “Growth Coaching” model.

Teachers are proficient in analysing achievement data to plan for growth and improvement.

Participate in an Action Learning Process in the Teacher Development program.

Collaboration and moderation sessions between IEC and mainstream and with other schools.

Participate in learning hubs provided by the Joondalup Learning network.

Teachers will use a variety of classroom observation strategies to reflect on teaching practices.

PRIORITY THREE – EFFECTIVE LEADERSHIP

Goal: Ensure strong and empowered leaders. Develop a culture of collective responsibility for

improving student achievement and school improvement.

Strategies:

Develop a culture of effective leadership by empowering leaders to lead.

Leaders promote the shared vision and beliefs of the school.

Enhance the Eddystone PS distributed leadership model and cultivate the development of

leadership potential within all staff.

Further develop leadership opportunities for students.

Further improve the effectiveness of professional learning communities.

Actively build on parent and community partnerships to improve opportunities and

outcomes for students.

Lead a whole school approach to implementing the Aboriginal Cultural Standards

Framework.

Promote positive relationships, well-being, care and health for students and staff.

Milestones

Embed and provide more opportunities in the distributed leadership structure across the

school.

Support leaders to lead.

Professional learning to support leadership potential.

Aspiring leaders to join Aspirant groups etc.

Explore student leadership opportunities and implement these through the development of

student leadership roles.

Whole school support in developing leaders to enhance a collaborative culture with parents

and the school community.

PRIORITY FOUR – STRONG GOVERNANCE and SUPPORT

Goal: Build a capable and responsive organisation with a focus on school improvement and well-

being.

Strategies:

The Leadership Team continues to oversee school performance, finance and operations

through the School Improvement and Accountability Framework.

The School Council effectively represents the school community and has a role in the

accountability processes of the school.

Upskill School Council members by providing on-going training opportunities.

Seek and respond to student voice.

Keep parents informed of the school improvement agenda. Communicate Performance

Targets with the community.

Equitable use of human, physical and financial resources are targeted to meet the needs

of our students.

Foster community engagement by working with and supporting the P&C Association.

Share programs and policies of the school with the community.

Milestones

Leadership team meet regularly – minutes are distributed in the school.

The Code of Conduct and Terms of Reference of the School Council are revised annually.

Each year the School Council takes part in finalising the information in the Annual Report.

Budget reflects priorities, is agreed on by the Leadership Team and noted by the School

Council.

All new School Council members are provided with an induction to the roles and purpose

of the School Council.

The School informs the community of performance targets, learning area plans and results.

Processes are in place to act on student voice.

PRIORITY FIVE - POSITIVE LEARNING ENVIRONMENT

Goal: Provide a positive learning environment which ensures safety, engagement, appropriate

behaviour, and well-being.

Strategies:

Provide safe and engaging school grounds and sustainable environmental practices.

Lead successful whole school approaches in Keeping our Workplace Safe for both

students and staff.

Refine and enhance the established Positive Behaviour in Schools Program (PBS).

Maintain and develop the School based Chaplaincy program and the Student Support

Worker.

Develop a Health and Well-Being Action Team to ensure a positive culture is embedded

across the school community.

Promote community participation and engagement through the School Council, P&C

Association and the “Sense of Community” committee.

Milestones

The “Sense of Community” committee will work to further develop partnerships and

enhance the physical environment of the school.

Meet the National Quality Standards: standard 3 – Physical Environment.

The Positive Behaviour Support Program is fully and effectively implemented and refined.

Develop guidelines for the work of the Chaplain and Student Support Worker to support

students and families.

Fully support the P & C Association in all initiatives.

The “Be You” well-being resource is implemented.

Continue to implement the school’s “Matilda Fund” for families in need.

STUDENT ACADEMIC IMPROVEMENT TARGETS

STUDENT NON ACADEMIC IMPROVEMENT TARGETS

BEHAVIOUR MANAGEMENT

Increase the student satisfaction

percentage to 70% in regard to

behaviour management in the

Student National Opinion Survey.

Reduce the number of behavioural

incidences of physical aggression

and violation of code of conduct by

50% by 2021.

ENGAGEMENT

Increase the % of

students assessed as

consistently in the

attribute ‘working to the

best of their ability” from

57% to 65% in Years 3-6.

Increase the % of

students assessed as

consistently in the

attribute “sets goals and

works towards them with

perseverance” from 51%

to 60% in PP – Yr 6.

ATTENDANCE

Increase regular attendance

rate to 85% by 2021.

Decrease students at indicated

risk to10% by 2021.

Decrease the students at

severe risk to below 1%.

Key:

Regular attendance = 90% and

above attendance

Indicated Risk- 70% to 80%

attendance

Severe Risk – Below 60%

attendance.

NAPLAN

NAPLAN achievement to be

at or above like schools in all

test areas in Year 3 and 5 by

2021.

Continue to achieve in the

high progress and high

achievement quadrant in

Numeracy, Reading and

Writing and include Spelling

in this quadrant by 2021.

Reduce the % of students in

the bottom 2 bands when

compared to like schools in

all areas in year 3 and 5 and

in Writing, Reading and

Numeracy in Year 7.

ON ENTRY

Relevant targets will be set

according to On-Entry results

for each year.

By the end of the 2019 school

year:

75% of students will reach

the scale score range of

551-560 or above for

Reading.

75% of students will reach

the scale score rage of 561-

590 or above for Speaking

and Listening.

75% of students will reach

the scale score range of

476-500 or above for

Numeracy.

75% of students will reach

the scale score range of 400

– 450 or above for Writing.

STUDENT ACHIEVEMENT P-6

87% of all students achieve 97%

accuracy and 75% comprehension at

chronological age in the Prose

Inventory by the end of Term 4 2021.

In 2019-2021, ACER PAT on-line

tests for each area of Literacy,

Numeracy and Science will indicate

that each students’ progress is equal

to or above the year level mean scale

scores for expected progress:

o Year PP - 2 =10 points

o Year 3 = 8 points

o Year 4 - 6 = 5 points

90% of children will have completed

level 3 on the IEC Progress Maps in

all language modes and will be

working in level 4 or above after

completing the IEC program.

STAFF IMPROVEMENT TARGETS

PERFORMANCE AND DEVELOPMENT

Increase the number of staff trained in the

GROWTH coaching model from 5 to 8 to

support peer coaching across the school

Implement at least two classroom

observations a year as a tool for staff

professional growth and development.

Improve feedback given to staff about their

work when measured by the National

Opinion Survey from 56% to 70%.

Utilise the GROWTH coaching Action

Learning cycle to encourage all teachers to

self-reflect against the AITSL standards.

Provide at least 2 consistent professional

development (PD) opportunities a year, for

support staff, to enhance their future career

prospects.

USE OF ICT

All staff regularly use

ICT with confidence in

daily lessons.

Demonstrate an

improvement across

the school in regards

to the ICT general

capability Progress

Maps.

STAFF

Demonstrate an improvement

in overall well-being of staff

when measured by the Be

You survey 2019-2021.

Improve the Staff’s view that

they are well supported when

measured by the National

Opinion Survey from 3.6 to

4.1 in 2021.

Increase by 10% the accuracy

of student’s grade alignment

with NAPLAN results by 2021

Conduct an event each term to develop and foster positive school-community relationships between parents and the

school.

Grow partnerships between the school, community groups and other agencies to enhance teaching and learning.

Establish a descriptive list of these partnerships 2019-2021.

Engage parents as key stakeholders in student learning and school decision making processes through the School

Council and P&C Association. Have at least 5 school council meetings a year and provide at least 2 training

opportunities a year.

Maintain the high parent satisfaction percentage of 92% in regards to having a strong relationship with the local

community.

COMMUNITY TARGETS

EPS is a Visible Learning School