1

Clifton Hills Independent Public School

Business Plan 2018 –2020 Ratified by the School Board on 20/03/18

Advance in Knowledge

This document addressees the following National Quality Standards

QA1 Educational Program and Practice

QA2 Children’s Health and Safety

QA3 Physical Environment

QA4 Staffing Arrangements

QA5 Relationships With Children

QA6 Collaborative Partnerships with Families and Communities

QA7 Leadership and Service Management

Since becoming an independent public school in 2011, we have achieved greater flexibility to accommodate the needs of our ever

changing community. Our excellent reputation rests in our strong sense of partnership with the parents and community, the values we

celebrate, our commitment to realising the potential of all students; and the provision of a balanced education that addresses the

academic, social, emotional and physical aspects of our students’ lives. Clifton Hills Independent Public School provides a place where

students have access to evidence based, innovative programs.

Our professional staff delivers a broad and challenging curriculum offering opportunities for students to explore and develop their talents

whilst acknowledging they all learn at different rates and in different ways. We work together, adopting an inclusive whole school

approach where all are accountable and responsible for the growth and development of every child; providing opportunities for them to

learn to their best potential.

A key link with the school is the School Board, which contributes significantly to school decision-making. Our Parents and Citizens

Association is an active organisation which has provided ongoing support for the school.

Our Purpose: At Clifton Hills we aim to provide an education that caters for the requirements of

each individual child.

2

OUR VISION: to provide the best possible education program for all of its children, encouraging them to achieve academic excellence and become responsible citizens

3

Advance in Knowledge Advance In Knowledge Advance in Knowledge Advance in Knowledge

Advance in Knowledge

Clifton Hills Business Plan 2018 – 2020 Overview Ratified by the School Board

20/02/2018

This document addressees the following National Quality Standards

QA1 Educational Program and Practice

QA2 Children’s Health and Safety

QA3 Physical Environment

QA4 Staffing Arrangements

QA5 Relationships With Children

QA6 Collaborative Partnerships with Families and Communities

QA7 Leadership and Service Management

Advance in Knowledge

4

SUCCESSFUL STUDENTS: Foster a caring learning environment, which encourages all of our students to strive for the highest level of which they are capable. In doing this they will be happy and secure in themselves, be able to contribute positively to their community and will be equipped for the future. Success Indicator: All students working towards making moderate to high progress in On Entry, PAT and NAPLAN Testing.

Initiatives Strategies:

Monitoring Milestones / Targets- by 2020

S1 Use a variety of mediums and purposeful play to engage, practice, explore, and consolidate concepts.

ICT, Outdoor Classroom, experiential learning, play

based learning, explicit teaching, cooperative learning

strategies, direct instruction, and the highlighting and

celebration of students' achievements.

NAPLAN, On Entry, TAC-K and PAT tests results and SAIS data.

To increase the percentage of Year 3 students consistently achieving Band 4 or higher in Numeracy to 70% To increase the percentage of Year 3 students consistently achieving Band 4 or higher in Reading to 80% To increase the percentage of Year 3 students consistently achieving Band 4 or higher in Writing to 80% To increase the percentage of Year 3 students consistently achieving Band 4 or higher in Spelling to 70% To increase the percentage of Year 3 students consistently achieving Band 4 or higher in Grammar and Punctuation to 80% To increase the percentage of Year 5 students consistently achieving Band 6 or higher in Numeracy to 55% To increase the percentage of Year 5 students consistently achieving Band 6 or higher in Reading to 70% To increase the percentage of Year 5 students consistently achieving Band 6 or higher in writing to 50% To increase the percentage of Year 5 students consistently achieving Band 6 or higher in Spelling to 60% To increase the percentage of Year 5 students consistently achieving Band 6 or higher in Grammar and Punctuation to 65%

S2 Identify and target children who are educationally at risk using evidenced

based programs.

Using NAPLAN, PAT, TAC-K and On Entry data to identify students, targeting students who are deemed to be borderline “at level” and through the effective use of documented plans. Use support educators for targeted students..

Documented Plans on SSEN POLT Survey teachers – what are you using, what works.

S3 Employ evidence based strategies to accelerate progress for students in order

to show good progress from PP-Year 3, and Year 3 -5.

Whole School approaches: Words Their Way, Letters and Sounds, Talk 4 Writing.

NAPLAN, On Entry, TAC-K and PAT tests results and SAIS data.

S4 Use a variety of evidence based strategies to enhance fine and gross

motor skills.

Occupational Therapy prescribed activities,

Fundamental Movement Skills, Nature Play and Rock

and Water.

S5 Provide differentiated curriculum to meet individual student needs.

Whole School approaches: Talk For Writing, Mathletics,

Words Their Way, MultiLitit, MiniLit, Peer Mediators,

Faction Captains, Buddy Classes, Student Councillors,

Rainbows, Mentor and resiliency programs for targeted

and parent nominated students.

MiniLit and MultiLit Pre and Post test results NAPLAN, ON Entry, PAT results.

S6 Employ flexible use of physical and Human resources to support all learning programs.

Flexible use of Education Assistants pertaining to their

areas of expertise, Chaplaincy program, support role of

Deputy principals and timetabling.

National Opinion Survey.

S7 Targeted interventions for students with moderate and severe attendance issues.

School Attendance Module (SAM). To increase “regular attendance” to 80% and reduce “at risk” attendance to below 20% <80% attendance—Administration to follow up. 80% - 90% class teachers to follow up.

Case conferences for students with attendance issues,

and support for families at point of need.

SAR data.

S8 Implement School Improvement Plan, Focus and Classroom First documents in conjunction with the

Plan For Public Education and Aboriginal Cultural Framework.

Programs, class observations Self Review process.

5

EXCELLENCE IN TEACHING: Clifton Hills Primary School staff will continue to work as a team to enhance the existing environment and encourage, support and build staff capacity for teaching excellence, adopting a personal approach to ensure each student strives to achieve their potential. Success Indicator: Improvement in overall student rate of academic progress.

Initiatives Strategies

Monitoring Milestones / Targets- by 2020

T1 Use evidence based pedagogy and methods to Implement the teaching, learning and assessment

cycle.

Whole school approaches, use data and moderation to guide

and enhance both classroom and school planning, play based

learning, multi modal lessons, and cooperative learning

strategies.

NAPLAN, On Entry, TAC-K and PAT tests results and SAIS data - Analysis of progress points in PP-Year 2 from On-Entry. Analysis of progress in NAPLAN from Year 3 to Year 5.

All staff to plan and implement inclusive and differentiated teaching and learning programs based on the Western Australian Curriculum, EYLF and Kindergarten Guidelines.

T2 Implement an annual professional learning plan for all staff to meet the needs of the individual, the school and the system as identified in Performance

Management meetings.

Australian Institute for Teaching and School Leadership

(AITSL) Standards for teachers, Performance Management,

regular peer and line manager feedback and an audit of skills.

Annual Professional learning plan based on identified Performance Management, school and system needs.

Staff members to access professional learning to meet individual and/or school needs linked to School Improvement Plans and Performance Management Plans. Development of Annual Professional Learning Plan for all staff.

T3 Maintain The Early Intervention Program. Use of TAC-K ,On Entry and Phonological awareness testing

from Letters and Sounds to determine students at risk along

with teacher observations.

Analysis of progress points in PP-Year 2 from On-Entry.

Utilise On – Entry, TAC-K and NAPLAN data to plan and implement targeted programs in Literacy and Numeracy.

T4 Continue to deliver improvements in curriculum and assessments through collaborations with each other to teach, plan and assess with other schools for moderation.

Student Services team to comprise of Junior and Middle to

Upper teachers, fortnightly team meetings with School

Psychologist. Teachers to have meetings with school

Psychologist to discuss individual testing and documented plan

needs. Peer observations and feedback, professional learning,

collaborative planning, sharing of professional learning school

wide, moderation tasks, professional discourse at staff and

POLT meetings. Collaboration across schools using the SEC

Network and Connect.

NAPLAN, On Entry, TAC-K and PAT tests results and SAIS data - Analysis of progress points in PP-Year 2 from On-Entry. Analysis of progress in NAPLAN from Year 3 to Year 5. National Opinion Survey.

Utilise On – Entry and NAPLAN data to plan and implement targeted programs in Literacy and Numeracy. All staff to engage in evidence based pedagogy.

T5 Support and develop staff skills and leadership to ensure sustainability of programs and systems.

Mentoring of aspirants by administration team, professional

learning, committees for learning areas, provide opportunities

for leadership at a variety of levels (school, POLT, committee,

year) and encourage high quality teachers to apply for Level 3

status.

National Opinion Survey.

All staff to receive equal opportunities to work towards career goals and improve professional knowledge and skills. Staff are to engage in peer observation and reflection to improve their professional practice as per Performance Management Policy.

T6 Explicit teaching of specific skills to enhance the outcomes of students.

Whole school approaches; direct instruction, explicit teaching

using of scope and sequence documents, Words Their Way,

Talk 4 Writing, Guided Reading, and Mathletics.

NAPLAN, On Entry, TAC-K and PAT tests results and SAIS data - Analysis of progress points in PP-Year 2 from On-Entry. Analysis of progress in NAPLAN from Year 3 to Year 5.

All staff to engage in evidence based pedagogy. Staff are to engage in peer observation and reflection to improve their professional practice as per Performance Management Policy. NQS Verification and validation.

T7 Work collaboratively to plan, teach and assess. POLT and staff meetings, Collaborative DOTT and SDD. Minutes of meetings.

T8 A cyclic approach to School Improvement through the up skilling of staff and use of committees to review programs in their learning areas.

POLT, committee, staff meetings, collaborative Duties Other

Than Teaching time and School Development Days.

National Opinion Survey. Annually review SIP.

T9 Strategic implementation of National Quality Standards, Early Years Learning Framework and

Western Australian Curriculum.

Utilising staff and POLT meetings, School Development days to

discuss the implementation plans and the reviews with staff.

Refreshing NQS display.

Planning Documents. Self Review Process.

6

A SAFE, SUPPORTIVE SUSTAINABLE ENVIRONMENT: The whole school community, through its students and their actions, will continue to sup-port, develop and enhance a commitment to care for respect. We will nurture a safe, healthy, sustainable physical and natural environment. These con-cepts will be embedded in all areas of the curriculum. Success Indicator: Students demonstrating sustained engagement and participation to develop the whole child.

Initiatives Strategies:

Monitoring Milestones / Targets- by 2020

E1 Implement support, systems and strategies to encourage equity in attendance and engagement.

Use of student services team expertise, policies, safe

environment, resilience training, positive reward

system, behaviour management processes and

pastoral care, attendance award at assembly.

Performance Management processes, evidence of documented plans and case conferences. Student Attendance Monitoring and Integris.

All teachers plan for individual needs of students by implementing differentiated learning programs for identified students. The School Average for attendance to surpass the State Average and maintain 94%.

E2 Ensure the classroom environments are conducive to effective teaching and learning.

Environmental print, well-resourced classrooms, safe

environment, effective teachers, and accessibility and

visible celebrations of children's achievements.

Daily work pads, assessment, student self-reflection, peer observation and feedback of staff.

All teachers to provide a language enriched classroom environment in line with Australian Institute for Teachers and School Leaders Standards (AITSL) with a particular focus on the three priority areas of Literacy, Numeracy and Science.

E3 Provide safe, welcoming and engaging learning environments.

Peer Mediators, Buddy Program, Student Councillors,

Recycling Program, Sun Smart, Waste Wise, Crunch

and Sip, and Kids Matter. All students to be exposed to resiliency lessons

through formal and informal lessons and KidsMatter.

Observation / feedback by peers. Class displays and use of spaces, reading books, class libraries, science word walls, maths posters, literacy posters. Number of students participating in extra curricular activities.

Students At Educational Risk (SAER) have documented plans through support from the Student Services Team.

E4 Implement strategies to develop emotional regulation skills in our students.

Zones of Regulation, Brave Program, Rainbows,

KidsMatter and Rock & Water. Students to have an

awareness of the language of Zones of Regulation.

BMIS data.

E5 Continue to use and review Behaviour Management policy and tools.

Student Services team and staff discussions,

investigate Positive Behaviour Support.

Data from Behaviour Management Module in Integris and Tracking sheet data, Class Dojo. Reward days - participation data collated and analysed.

All staff to use, review and refine behaviour management tools. Maintain 95% or more participation in the reward days.

E6 Staff collaborate with the student services team to support the learning, social and emotional development of students.

Case conferences and support with writing,

implementation and review of documented plans using

SSEN planning.

SAER Files, Class Profiles, hand over meetings and Student Service Team meeting minutes. BMIS data.

E7 Maintain and improve buildings and grounds to ensure safety, functionality and aesthetics.

Nature Play/ Sustainability Committee, Loose Parts,

Frog Pond, maintain links with Kelmscott SHS Farm,

Vegetable gardens , sustainability projects and actively

seek input and engagement of parents for grounds

improvement and work collaboratively with the

Community. Continue to improve undercover area and

playgrounds.

National Opinion Survey.

7

Strong, Sustainable Partnerships: Clifton Hills Primary School will work to improve and further develop strong and sustainable community partnership that aspire to advance the outcomes for all students at the school now and in the future. Success Indicator: to be perceived by the wider community as a school of choice

Initiatives Strategies:

Monitoring Milestones / Targets- by 2020

P1 Initiate new and maintain existing partnerships with the wider community to enhance teaching and learning.

Kelmscott Agricultural Society, Dalefest organisers, Riverdale

Childcare, Kelmscott SHS, City of Armadale, visit the local

aged-care facility (Riverside Gardens) and Community organised

events. Participate in Tree planting, Foothills Sports Association. Engage with Universities and TAFE to assist in the development of

future teachers and education assistants.

Excursions to venues that support the WA Curriculum. Students participating in Kelmscott Extension program. Year 6 Transition programs. School of Instrumental Music (SIM) students join Kelmscott SHS band.

Positive interactions with Kelmscott SHS and Cecil Andrews College to ensure we maintain 92% enrolments in public high schools. Maintain percentage of students enrolled in Specialist programs.

P2 Positively engage with the Clifton Hills learning

community.

Family involvement in the classrooms, Fathering Project, Better

Beginnings , Play Cafe, Cultural Forum, host meetings/forums and

parent awareness information and education sessions. Keeping

parents informed of relevant issues or events via the following:

newsletter inserts/articles, Annual Report, assembly

announcements, notes home, meetings, phone calls, extend use of

Class Dojo in the classrooms, Qkr, and FlexiBuzz. Maintain static

School Facebook Page. Investigate the establishment of a website.

Flexi Buzz uptake and use Static Facebook page. “Hits” on schools online. Parents use of Qkr. National Opinion Survey. Participation in board meetings and P&C meetings by businesses and community members. Meeting minutes from POLT, Staff, P&C, Finance, Committee and Board meetings.

All students engage in tree Planting and In Term Swimming lessons. School Board and staff develop relationships with businesses and community members by co-opting them onto the board to access their expertise as required. Use a School based App (FlexiBuzz) and a Static Facebook page to improve communication with the community and parents. Seek and act on feedback from the community through a school survey.

P3 Access outside agencies to assist students and staff..

Department of Child Protection and Family Services, Relationship

Australia, Occupational Therapists, Speech Therapists, Psychologist

and Paediatricians, Ed Connect, Autism Association and DSF.

Successful liaisons with outside agencies resulting in positive outcomes for students and families.

P4 Promote school through artistic ventures.

Dalefest, performances of the choirs, participation in the Kelmscott

Agricultural Show and other community based activities.

P5 Enhance learning opportunities through external

partnerships.

State wide services, School of Instrumental Music, Primary

Extension And Challenge (PEAC), Visiting Teachers, Student

Volunteer Program, Autism Association and Dyslexia (SPecific

LEarning Difficulties) SPELD foundation.

Community feedback through National Opinion Survey.

Maintain community engagement in non-academic areas such as Choir and Animal Warriors.

P6 Enhance professional relationships with other educational Institutions.

Including Universities, Secondary Schools, Child Care centres and

Primary Schools through engagement in the SEC network and PLIS Attend SEC Network meetings and contribute as members of the

Executive and with Lighthouse Leaders. Continue work with the

Office of Early Childhood.

Students from TAFE and Universities undertaking their practicums. Care network. Lighthouse leaders for SEC Network.

8

AITSL Australian Institute for Teaching and School Leadership. SAER Students at Educational Risk - can be emotional, educational and

behavioural.

CONNECT Department of Education’s communication system. SAIS Student Achievement Information System.

Direct

Instruction

a general term for the explicit teaching of a skill-set using lectures or

demonstrations of the material to students.

SAR Student Attendance Resource

EBI Even Better If. SCSA School Curriculum and Standards Authority.

EYLF Early Years Learning Framework . SDD School Development Days.

Explicit

Teaching

Clear articulation of learning intentions and goals to the students with a

plenary / review process at the conclusion of the lessons.

SEC Network South East Corridor Network.

FLEXIBUZZ the app we use to communicate with you. SIP School Improvement Plan.

ICT Information and Communication Technology. STEM Science, Technology, Engineering, and Mathematics.

KidsMatter a mental health and wellbeing framework for primary schools and is

proven to make a positive difference to the lives of children.

TIB This is Because.

NAPLAN National Assessment Program – Literacy and Numeracy. Talk 4 Writing Enables children to imitate the key language they need for a particular topic

orally before they try reading and analysing it.

NQS National Quality Standards. WILT What I Learnt Today.

PLIS Professional Learning Institute System WILF What I’m looking For.

POLT Phase of Learning Teams. Words Their Way a teacher-directed, student-centred approach to vocabulary growth and spelling

development whereby students engage in a variety of sound, pattern and mean-

ing activities, sorting pictures and words.

9

Self Review and Improvement Process: a three year cycle