Our School - “Strength in Honour” East Beechboro is a highly respected Independent Public School in the City of Swan catering for the educational needs of

approximately 470 students from Kindergarten to Year 6. Our student population is inclusive of many cultural backgrounds as

well as students with special needs.

Our staff of professional educators, support staff and school community, all of whom recognise parents as prime educators,

care for these children and work with a shared vision to establish a learning environment that provides a well-balanced

education which maximises student emotional, social and academic outcomes. We have a shared commitment to the

importance of quality relationships, upon which a safe, dynamic, happy and productive learning environment is maintained.

The belief that underlies school operations is that by working together in a partnership of mutual respect and purpose we can

optimise learning and child development. Teaching and learning is based on educational best practice where knowledge is

communicated to all stakeholders, working with a clear vision of priorities and the needs of all.

Our dedicated and professional staff provide comprehensive educational programs designed to produce well-rounded

individuals who possess strong social and personal skills alongside their academic strengths. Programs reflect the

importance of an effective early childhood education and the need for all our students to master essential literacy and

numeracy skills. Professionals in associated fields of psychology, speech therapy, curriculum and visiting teacher services

also provide valuable assistance in our endeavours to support the needs of all students.

Specialist Programs include, Languages (Indonesian), Music, Choir and Physical Education. Every effort is made to ensure

students identified as talented and gifted are given the opportunity to participate in a range of extra curricular activities and

curriculum extension.

East Beechboro is a school that takes pride in its productive role in the local community. We welcome and support parental

involvement and encourage parents to take an active role supporting the school by working collaboratively with a shared

vision of assisting our students to reach their potential.

Our school has a commitment to values through the Virtues and Restorative Justice programs. The school has

implemented a student incentive program and uses the Friendly Schools Plus program to teach students strategies for

bullying prevention and improve emotional wellbeing which enable students to be acknowledged for positive actions and

behaviours.

We aspire to develop qualities that contribute to the growth of resilient students, staff and caregivers, who are encouraged to

actively demonstrate good citizenship and responsibility in their daily lives. Explicit teaching of values including, consideration,

respect, courtesy, commitment, reliability and friendliness is apparent in all classrooms.

Students are encouraged to engage in leadership positions to allow them to develop the essential knowledge, skills and

values that enable them to make valuable contributions to the school and wider community. All our leaders serve as

representatives of the student body and have a leadership tradition of quality and excellence.

SCHOOL SELF- REVIEW AND IMPROVEMENT PROCESS

Our 2017-2019 Business Plan has been produced in collaboration with

our staff and the School Board and outlines our strategic direction for the

next three years.

It describes the key focus areas designed to improve the overall

performance of the school and our students.

Our plan takes into consideration the feedback from the 2016

Department of Education Services External Review, the requirements of

the Independent Schools’ Delivery and Performance Agreement and

aligns with the strategic direction of the Department of Education and

their purpose of creating “a system of public schools in which every

school is a good school, every teacher is effective and every student is

successful”. It incorporates their priorities of:

1) Success for all students

2) High quality teaching

3) Effective leadership

4) Strong governance and support

Our target areas and goals for this Business Plan are as follows:

1) Improving Literacy and Numeracy Skills

2) Quality Teaching and Leadership

3) Safety and Wellbeing

4) Partnerships

Department of

Education agenda

Student learning at East Beechboro Primary is our prime

focus and is maximised through robust, high quality and

structured teaching programs, exceptional resources and

strong leadership. We are confident in our processes

and are committed to continuous improvement in student

achievement (academically and socially) and school

operations.

The review cycle commences with a yearly overview of

all priority areas and relevant operational plans in the

school whilst learning area progress reviews take place

throughout the year. Learning area committees conduct

in depth reviews identifying strengths, weaknesses,

recommendations for future development and

recommendations/targets for updating the current

business plan.

Staff engage in rigorous analysis of numerous forms of student achievement data, identifying strengths and weaknesses in

order to make informed decisions on programming. Academic data examined includes On-Entry Assessment, NAPLAN,

Progressive Achievement Tests (PAT) and on-going teacher judgements/assessments. Social and Emotional assessments

are based on general feedback and information that has been received from the biennial National School Opinion Surveys

(completed by students, staff and parents) and the Student Wellbeing Survey.

The target areas and strategies employed in this business plan reflect our commitment to adding value to student learning

experiences and outcomes.

School self-assessment processes are comprehensive with a

well-articulated school performance monitoring system. Staff are skilled at analysing

student performance data and work collaboratively through phase-of-learning teams

to effectively monitor and plan targeted curriculum programs.

2016 Independent Public School Review

Care

We treat all individuals

with care. Our relationships are

based on trust, mutual respect and the

acceptance of responsibility.

We recognise the value of working in

partnership with parents/caregivers

and the wider community in providing

quality education for our students.

VALUES We are committed to the values that we believe are essential in achieving the best possible outcomes for all

students and are guided by four core values.

Excellence

We have high expectations of

our students and ourselves. We

set standards of excellence and

strive to achieve them. The

standards and expectations

challenge all of us to give our best.

Equity

We recognise the

differing circumstances and needs

of our students and are dedicated to

achieving the best possible outcomes

for all. We strive to create workplaces

and learning environments that are

free of discrimination, abuse or

exploitation.

Learning

We have a positive approach

to learning and encourage it in

others. We advance learning based

on our belief that all students have

the capacity to learn.

OUR VISION

Our purpose at East Beechboro Primary School is to create a secure and positive environment, developing the knowledge, skills, attitudes and values which maximise each child’s

potential and ability to contribute

to a changing society.

OUR RIGHTS We have the right to be free

from harm.

We have the right to teach and learn.

We have the right for our property to be looked after.

OUR

MOTTO

Strength in Honour.

The culture of the school is impressive.

Class visits demonstrated the high level of

engagement by students in classroom activity,

the high level of staff collaboration, and the

friendly and professional supportive

relationships among staff, and between staff

and students

2016 Independent Public School Review

At East Beechboro we strive to ensure that: Every teacher is an effective teacher

Every student is successful

Staff identified and trialled the elements deemed suitable for the

school. With training, peer mentoring, class demonstration lessons

and support materials teachers are able to provide students from

kindergarten to Year 6 with the benefit of familiar and proven

strategies to build upon form one year to the next.

2016 Independent Public School Review

Priority 1: Improving Literacy & Numeracy Skills

Educational programs are designed to give each student the opportunity to achieve his/her

academic potential in Literacy and Numeracy.

Targets:

Increase current percentage of students at or above National Minimum Standard in NAPLAN.

Achievement of students in Year 3 and 5 is at or above like schools in all NAPLAN assessments.

Strategies Milestones

Provide opportunities for staff to engage

collaboratively in rigorous analysis of student

performance data in literacy and numeracy.

Annual review of NAPLAN data through phase of learning teams to

inform improvement planning.

All teaching staff participate in the production of the Annual Report

for the School Board and school community.

Targeted intervention for Years 2, 4 and 6 students

in literacy and numeracy using MIS and EARS

Data preparation for future NAPLAN tests.

Education Assistant supports provide support and

in tervent ion us ing formal ised ro le descr ip t ions

(eg negotiated briefs).

Targeted intentional teaching for identified students and groups of

students.

Maintain phase of learning teams to focus on

curriculum planning, moderation and review of

student performance.

Regular phase of learning team meetings on School

Development Days and staff meetings.

Identified use in School Development Days, Curriculum Leader

and learning area/operational plan reviews and curriculum

planning.

Refine the delivery of explicit teaching strategies in

all year levels in all areas of literacy and numeracy.

Peer review process.

Performance Management process incorporates teacher

self-review.

Continue to use an evidence-based approach to

adopting whole school effective learning and

teaching practices which includes literacy and

numeracy target setting for all K-6 students.

Begin to implement a whole school approach to teaching

Numeracy (ORIGO).

Continue to add to whole school literacy plan to reinforce guided

reading, spelling and Talk4Writing.

Continue to use systemic and school-based

assessments to create accurate profiles of student

achievement and progress.

School self-assessment schedule (MIS), operational plans are

aligned to school business plan targets.

Continue to support and develop Curriculum

Leader role by refining whole school approaches to

delivery of the WA Curriculum with consistency of

pedagogy, standards and expectations.

Curriculum leader review and self-assessment via surveys and

interviews.

Continued development of EBPS Way teaching and learning file.

Continue to collaborate with identified educational

service providers who promote and model key

areas of curriculum delivery.

Ongoing partnership with NEMLDC/Outreach Service, ECU and

Morley Schools’ Network.

A number of staff have been in long-term employment at the

school. Staff morale is high, with experienced teachers acting

as mentors for new staff. A feature of the staff is the high

level of collaboration that occurs in the planning and

monitoring of educational programs.

2016 Independent Public School Review

Priority 2: Quality Teaching & Leadership

To provide a rich and supportive environment where students are given the best

opportunities to learn through meaningful challenges in a collaborative and inclusive

setting. Shared leadership is valued and implemented at all levels at East Beechboro

with opportunities for staff and students to take on and share a variety of roles.

Targets:

Maintain a high percentage of staff agreeing that they are provided with appropriate opportunities to develop as a teacher.

Maintain a high percentage of staff agreeing that they are provided with appropriate opportunities to develop as a leader.

Maintain a high percentage of Year 6 students agreeing that they are provided with appropriate opportunities to develop

their capacity for leadership.

Strategies Milestones

Maintain alignment of professional learning and

performance management with Australian

Professional Standards for Teaching and for

Principals.

Annual Performance Management Cycle.

Use of AITSL Australian Professional Standards for Teachers as a

self-reflection tool.

Regular review of Performance Management Policy and procedures.

Continue to develop and refine Peer Review Process

Opportunities for staff to share best practice and

effective pedagogies with colleagues.

Peer review feedback twice yearly.

Classroom observation feedback from NEMLDC/Outreach Service.

Continue to develop an in-school model of feedback with an emphasis to

improve teaching practice and student outcomes.

Distributed leadership model to engage, support and

build staff capacity for teaching excellence.

Provide high quality professional learning opportunities for staff in the WA

Curriculum and effective pedagogies.

Selected staff to undertake Language Leaders’ Professional Learning to

further develop understanding of Literacy strategies and reduce the

variation of teaching and learning between classrooms.

All staff to utilise whole school processes and policies across core

curriculum areas (EBPS Way).

Continuation of whole school committees and cost centre

management.

Continue to fund and support Curriculum leadership roles.

Continue staff involvement in Language Development Centre School

Leadership program.

Provide opportunities to develop student capacity for

leadership.

Students to develop leadership potential through:

Student Council operations - Faction Leaders - Young Leaders’ Conference -

School Choir - School sports programs and activities - Operational roles and

duties in many school contexts.

Students are encouraged to pursue personal

excellence in all facets of school life.

Recognition of personal excellence through:

Positive incentives such as Honour Certificates, Andrew Stewart (Virtues

Awards, Aussie of the Month Awards, Attendance Awards, Admin Awards,

Certificates of Distinction and Leavers Awards.

Entry into Secondary Specialist Programs.

It was clear to the reviewers, through discussions

with staff, students, parents and board

representatives, that the school vision to create a

secure and positive environment to maximise

each child’s potential is a key motivator for all

members of the school community. The

atmosphere around classrooms is one of quiet,

steady and focussed work with friendly

relationships demonstrating mutual respect

being readily modelled to students by the staff.

2016 Independent Public School Review

PRIORITY 3: Safety and Wellbeing

Build a values-rich environment where students are actively and meaningfully engaged in

learning where they feel cared for by all staff through quality relationships. Maintain a

welcoming and caring school environment that promotes effective teaching and learning and

is valued by students, staff and the school community.

Targets:

Attendance rates to be maintained at or above state average.

School survey results show high percentage of students feel the school is a safe and caring environment.

Strategies Milestones

Whole school approach to

case-management plans for

students at educational risk.

Establish SAER Committee to

review school SAER policies and

procedures.

Using standardised formats, Individual Education Plans are developed with the involvement

of community stakeholders.

IEP’s regularly monitored and maintained in line with MIS schedule and Performance

Management Agreement.

Utilise SEN program to enhance efficiency of IEPs.

Engage other agencies as required to assist with case management and support for students

and families.

Regular review of school policies and procedures for SAER including disability,

behaviour, attendance and academically at risk.

Whole school approach to providing

a safe, healthy and engaging

environment that supports quality

teaching and learning and positive

behaviours.

Evidence of staff promoting our school vision and values using the following whole school

strategies: - Virtues Program - Individual Educational Learning Plans - Friendly Schools

Plus - Twice daily student communication meetings - Cyber-Safety awareness - Structured

playground activities - Andrew Stewart Awards - Mid and End of Term Rewards - Honour

Certificates - Incursions and Excursions - Restorative Justice - Student Leadership

opportunities - Aussie of the Month Awards - Class Distinction Awards - Designated game

areas established - Additional sports equipment for students for break times - Sports

programs and interschool competitions.

Safety and Wellbeing Committee to meet regularly to ensure a whole-school approach to

behaviour management is maintained.

Provide cyber safety presentations for staff, students and parents.

Use the Aboriginal Cultural and Standards Framework.

Maintain funding for in-school chaplaincy program.

Promote environmental sustainability through the cross curriculum priorities of the Western

Australian Curriculum and through: - Paper recycling - Battery recycling - Maintaining

Waterwise and Sunsmart School accreditation.

School Grounds’ Committee

represented by staff and community

Continue to develop playground areas through combined funding from the school and P&C.

Apply for additional funding through the Department of Education WA for building upgrades,

car parks and infrastructure replacement.

PRIORITY 4: Partnerships

Effective partnerships are based on mutual trust and respect, and shared responsibility for the

education of all students at the school.

Targets:

To develop staff and student relationships with the broader community. (Including parents, local government, business, other

educational institutions, government and non-government agencies.)

Strategies Milestones

Maintain and strengthen our positive school culture within and

across the school community to provide rich and valuable

experiences.

Encourage formal and informal involvement of our community in

the future directions for EBPS

Encourage parent involvement in the Biennial National Parent

Opinion Survey, particularly families of ethnic backgrounds to

increase participation rates.

Seek opportunities to access community grants and services to

enhance the educational experiences of all students.

Promotion of the work of the School Board & P&C.

Seek input from stakeholders (P&C and School Board) to identify

and inform future directions of the school.

Raise community awareness of School Board functions.

Identify and establish new partnership opportunities with external

business/agencies within the local community.

Honour inclusivity and cultural diversity within the EBPS

community.

Teachers incorporate cultural considerations in their planning to

build learning experiences based on cultural strengths and

encourage the expertise of parents.

Encourage engagement of parents with English as a second

language to access the EBPS website and employ Google

Translate.

Further commitment to pastoral care of students and the school

community

School Chaplain to promote services to students and whole

school community.

The school demonstrates a culture that effectively supports teaching and

learning. The culture is characterised by excellent relationships between

staff, students and parents; evidence-based practices to planning and

teacher pedagogy; a high level of staff collaboration in the planning and

delivery of the curriculum, and well established common approaches to

program delivery and pastoral care.

2016 Independent Public School Review