Business Plan2018 - 2020

Southern Grove Primary School is an Independent Public School situated in the rapidly expanding suburb of Southern River. Stage one opened in 2018 with 91 Kindergarten and Pre-primary children. Stage Two will open in 2019 with a projected enrolment K-6 of 294 students. Projected enrolment numbers for 2020 are 356.

Southern Grove is a school with strong, personable leadership and professional, highly skilled teaching and support staff who work collaboratively to provide dynamic teaching and learning programs, that support every student to achieve their personal best and fulfil their potential.

Southern Grove staff embrace a pedagogy which provides rich, authentic opportunities that develop the whole child, catering for their academic, physical and social and emotional needs with a strong focus on the explicit teaching of literacy and numeracy.

A major focus of our school is building a positive school culture. Strong relationships between students, staff, parents and the wider community ensure our focus remains on achieving high performance and providing high care for our students.

About Us

2

As our students grow they are shaped by so many influences. At Southern Grove Primary our motto ‘Together we Grow’ reflects our commitment to holistic growth and development for our students, staff, parents and the wider school community.

Our Vision

Our Beliefs

• We value the development of the whole child and are committed to the academic, physical, social and emotional development of our students.

• We believe that all children are born with the natural ability to learn and develop through exploration, investigation and the need for explicit direction and instruction.

• We believe it is our role to inspire in our students a sense of wonder at, and a connection to, nature and the world around them.

• We believe it is important to personalise learning and provide a nurturing and supportive environment to encourage students to become lifelong learners and achieve their potential.

• We believe building positive relationships with students, parents and the wider school community is the key to successful learning for our students. We embrace culture, family and relationships within our community and recognise these as major influences in our students’ lives and learning journey.

3

Focus Area 1 Thriving Students

Key Objectives StrategiesImplementation Plan

2018 2019 2020

Nurture students’ social, emotional, physical and cognitive development

Embed Walker Learning pedagogy across K-6 * * *Play is the Way to be implemented K-6 and Ready to Learn charts used across the school * *Crunch and Sip implemented K-6 * * *Physical Education specialist appointed *Develop an Outdoor Learning Policy with a focus on nature, looking after the environment and providing opportunity for creative, imaginative, and physical play K-6 *Staff to hold information sessions and attend school events to build relationships with families * * *

Focus on the implementation of evidence- based, researched instructional strategies

Walker Learning pedagogy * * *Letters and Sounds program K-2 or until Phase 6 reached * * *Sound Waves Years 3-6 * *Diana Rigg Oral Comprehension program K-2 * * *Talk for Writing K-6 * * *Stepping Stones P-6 * * *Reading Café P-6 * * *

Ensure student achievement in system wide data is equal to or better than students in like schools

K-6 Assessment cycle developed and implemented * * *Class Assessment Data Profiles created to provide analysis of student progress over time to inform teaching and learning programs * * *Curriculum leaders to regularly and rigorously analyse student data using a disciplined dialogue approach at a team level and decide on targeted response to student progress * * *

Implement a ‘Targeted Response Program’ to support and track identified students at or below satisfactory performance as indicated through school and system data collection

Early Intervention assessment - SOCS, YARC, On Entry Assessment P-2, NAPLAN * * *Support teacher/EA to provide targeted response to identified needs * * *Mini Lit/Multi Lit implemented * * *Establish a Student Services team for case management and to support staff in catering for student needs * * *

At Southern Grove we want to inspire our students to engage in their learning, set challenging goals and develop a critical thinking mindset. We want to nurture empowered, self-motivated learners who will thrive and make a positive contribution to the world in which they will live.

4

Focus Area 1 Thriving Students

Performance Indicators

• Walker Learning pedagogy is embedded across K-6

• Physical Education Specialist appointed

• Curriculum Leaders identified and fortnightly team meetings occurring with a focus on planning and data analysis

• Class Assessment Data profiles developed and implemented

• Targeted Response Program developed and implemented

• Support staff for TRP appointed and resources purchased

• Student Services team established

• Use Attitude, Behaviour and Effort Report data to increase numbers of students who perform consistently across all year levels

• Use Personal and Social Capability Continuum to demonstrate student progress

• Achieve above like schools in Year 3 and Year 5 NAPLAN testing

• I ncrease the percentage of stable cohort students who achieve moderate progress in NAPLAN testing from Year 3 to Year 5 and Year 5 to Year 7

• Maintain high levels of attendance (above 94%)

5

Focus Area 2 Flourishing Staff

Key Objectives StrategiesImplementation Plan

2018 2019 2020

Strategic recruitment of staff that will share our vision, are dynamic and intentional and have the will and ability to workcollaboratively

Open afternoons for prospective staff to view indoor and outdoor learning environments, gain an awareness of the Walker Learning pedagogy and be given the opportunity to speak with current staff in regards to programs, expectations etc

* * *Recruitment of high quality staff * * *

Ensure school wide pedagogicalconsistency and knowledge with a focus on high expectations, intentional teaching, explicit instruction, authentic assessment and quality feedback

Establish effective Induction process – Southern Grove Symphony * * *Team leader roles created to support staff with the execution of school wide practices * * *Common collaborative planning time allocated to teachers in the same phase of learning * * *SG Connected Practice Framework developed *Keeping Connected and Making a Difference meetings held weekly. Forward Focus emailed out each week. Connect updated regularly * * *

Build staff capacity forexcellence in teaching throughquality professional learningopportunities

Cultivate a peer mentoring and coaching culture tosupport professional growth and high qualityteaching with a focus on peer observation * * *Establish a professional learning community withtargeted professional learning opportunities * * *Employ a rigorous Performance and Developmentmodel that includes self-assessment, goal settingand is aligned to the AITSL Teaching and SchoolLeadership Professional Standards

* * *Cultivate staff leadership opportunities across theschool through the development of a DistributiveLeadership model * * *

Cultivate a positive staff culture where staff maintain positive, respectful relationships with each other, students and parents

Develop a Wellbeing Committee to support staff and student wellbeing * * *Clear communication processes developed and open door policy between staff and administration team * * *Provide opportunity for social interaction of staff to build relationships e.g. social events, team building activities * * *Celebrate successes at MAD meetings and via the Forward Focus * * *

At Southern Grove we are committed to delivering excellence in teaching and leadership. We believe it is important to provide our staff with the knowledge, time, experience and space in which to flourish.

6

Focus Area 2 Flourishing Staff

Performance Indicators

• Recruitment of high quality staff with a shared vision

• Southern Grove Symphony provided to new staff and induction meetings held

• Team leader roles defined

• Provision made for collaborative planning time in teams

• SG Connected Practice Framework developed

• Keeping Connected and Making a Difference meetings held weekly

• Forward Focus distributed weekly in a timely manner

• Time provided for peer observation, mentoring and coaching

• Professional Learning Community established with targeted PL opportunities

• Performance and Development model established and implemented

• Wellbeing Committee established and Wellbeing Policy developed

• Staff Survey administered annually

7

Key Objectives StrategiesImplementation Plan

2018 2019 2020Ensure learning environments are set up with intention; reflecting students’ ideas, strengths, interests, culture, needs and links outdoor and indoor learning environments

Walker Learning Approach implemented K-6 * * *Investigation area audit completed by staff eachterm individually and/or with peer * * *Student information gathered by teacher to reflectinterests, ideas and cultural information * * *Planning documents reflect indoor and outdoorlearning environment * * *

Ensure facilities and resources are used flexibly, with purpose to foster student learning, development and wellbeing

Walker Learning Investigations implemented K-2 * * *Walker Learning Educational Research Projectapproach implemented Years 3-6 * *

Ensure the learning environment promotes a sense of belonging, safety, security and wellbeing

Promote school values and vision * * *Explicit teaching of the school values * * *Delivery of Protective Behaviours program P-6 * * *Student Engagement Policy developed * * *Student Engagement award program implemented * * *Play is the Way language adopted across the school * * *Establish transition processes – K-PP, PP-1 and Year 6-7 * *Time with Focus students and during TICK are used effectively to build relationships with students * *

Ensure facilities and resources are used flexibly, with purpose to foster student learning, development and wellbeing

Continue to develop flexible learning spaces across indoor and outdoor learning areas * * *Monitoring of buildings and surrounds for faults and damage * * *Replacement plan for furniture and resources developed * *Recruitment of gardener/handyman *Recruitment of cleaners * *

At Southern Grove we are committed to providing a safe, supportive, intentional and engaging learning environment in order to promote a sense of wonder, exploration, investigation and interest in a rich range of materials, resources and opportunities in which our students can engage, learn and develop their skills.

Focus Area 3 Nurturing Learning Environments

8

Performance Indicators

• Classrooms are reflective of the Walker Learning pedagogy and environment set up as recommended in phases of learning

• Staff engage in auditing of the learning environment on a regular basis independently and/or with a peer as a self-assessment tool

• Staff engage in planning collaboratively for the indoor and outdoor learning environment with clear links between indoor and outdoor learning

• Walker Learning investigations are programmed for a minimum of four days per week K-2

• Walker Learning Educational Research Projects are programmed for a minimum of three days per week in Years 3-6

• Explicit teaching of the School values Be Kind, Be Respectful and Be your Best is evident in all classes

• Play is The Way is implemented from K-6 with common language being used across the whole school

• Student Engagement Policy and Award program is implemented across the school

• Flexible learning spaces are evident throughout the indoor and outdoor learning environment

• Personable, competent gardener/handyman and cleaners employed

Focus Area 3 Nurturing Learning Environments

9

Key Objectives StrategiesImplementation Plan

2018 2019 2020

Establish positive relationships with parents and provide regular opportunities for them to be involved in their children’s learning

Encourage parent help across the school e.g.in classrooms, library, loose parts play, grounds etc * * *Establish and develop School Board * * *Development of P&C and support them in fundraising for resources and facilities * * *Provide workshops for parents on a range of topics * * *Hold open days and school events for parents and the wider community * * *Continue to hold Parent/Teacher interviews each year * * *

Refine communication andmarketing strategies to engage and promote the school in the community

Maintain and regularly update school website, Facebook page and Connect library * * *Communicate information to parents through Connect at class and school level * * *Participate in community events such as shoppingcentre displays, festivals etc * * *Continue to distribute school brochures to localday cares and playgroups as well as letter dropswithin the local intake area * * *

Establish professionalpartnerships with outsideagencies and local groups/businesses to enhancethe education and wellbeing of students

Continue partnership with Youth Care ChaplaincyProgram * * *Establish a partnership with ECU/Curtin Speechand Language program * * *Develop University partnerships * *Continue to partner with an out of school care provider * * *Build relationships with Fremantle Language Development Centre * * *Provide opportunity for outside agency therapiststo work within the school setting * * *Continue to develop relationships with ArmadaleChild Development Services * * *Establish relationships with Rotary, GosnellsMen’s Shed, Lions and Toastmasters * * *

Seek opportunities tosupplement school resources through grants and funding

Apply for grants and funding opportunitieswherever possible * * *

At Southern Grove we are committed to building supportive and respectful relationships with our parentsand acknowledge them as partners in their child’s learning. We look forward to developing strongpartnerships with our local community to enrich the learning journey of our students.

Focus Area 4 Budding Community

10

Performance Indicators

• Increased participation of parent involvement in classes and across the school

• School Board established and training completed

• P&C established and fundraising events scheduled

• Scheduled open days and school events held

• Connect operating effectively at class and school level

• Participation in local council and community events

• Partnerships developed with outside agencies and local businesses

• Out of School Care partnership established

• Grants and Funding opportunities applied for

Focus Area 4 Budding Community

11

InstructionalPersonable

CollaborativeDistributiveSupportiveCommitted

IntentionalTargeted

Innovative & Creative

Flexible Spaces

Engaging

Resp

onsive

Cont

empo

rary

Targ

eted

Plen

tiful

Natu

re B

ased

Challen

ging

Inspir

ing

Reflect

ive

Collab

orative

Authen

tic, Ric

h & Int

ention

al

Target

ed & P

ersona

lised

Supportive

Respectful

Partners

Connected

Inclusive

Improvement & AccountabilityFramework

12

Learning

Environment

RelationshipsLeadership

Res

ourc

es

Te

achin

gACT

ASS

ESS

PLAN

Glossary

National Assessment Program Literacy and Numeracy

York Assessment of Reading for Comprehension

Screen of Oral Communication Skills

Edith Cowan University

Time Invested Connecting with our Kids

Making a Difference meetings

Keeping Connected meetings

Targeted Response program

Refer to - www.southerngroveps.wa.edu.au/index.php/walker-learning

NAPLAN

YARC

SOCS

ECU

TICK

MAD

KCM

TRP

Walker Learning

13