School plan 2018-2020Bennett Road Public School 4285

Printed on: 2 May, 2018Page 1 of 6 Bennett Road Public School 4285 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

Bennett Road Public School is committed to delivering awhole school approach to personalised, evidence–basedteaching methods that optimise learning progress for allstudents embedding a culture of high expectations. Ourschool strives to create positive, inclusive student centredlearning environments that engage, motivate and celebratestudent success, achievement and wellbeing.

Bennett Road Public School is situated within the EasternCreek group of schools. The school has an enrolment of540 students including 13% who identify as Aboriginal andTorres Strait Islander and a further 30% from backgroundswhere English is an additional language or dialect. Thereare 20 mainstream classes and three fully integratedSupport Unit classes.

Bennett Road PS has a strong Literacy and Numeracyfocus and is part of the Early Action for Success initiative.Our teachers are provided with professional learningexperiences that focus on personalised learning that ishighly responsive to the individual differences and needs ofstudents. Instructional Leaders, executive and aspiringleaders work alongside teachers to form collegialpartnerships to develop knowledge and pedagogicalpractices that deliver high quality teaching and learning forall students.

The ideals of the Positive Behaviour for Learningphilosophy are embedded across the whole school.Students and the community engage with the expectationsand practices of being Safe, Respectful, Learners. Studentexpectations are explicitly taught and linked to the schoolmotto of 'Respect for All' which encourages them to 'Moveto Success'. The expansive playground offers wide rangingopportunities for all students to engage in developingpositive peer relations. The COLAs provide shaded areasfor passive play activities including Peer Play and SocialSkills programs as well as opportunities for students toparticipate in handball, netball, volleyball, touch football,soccer and cricket activities.

Building authentic partnerships to engage the whole schoolcommunity in the life of the school has a strong focus withinthe school. This is particularly evident through significantrepresentation of parent and carers at all school eventsincluding assemblies, ceremonies and celebrations. TheParent and Citizen Association plays a dynamic andsupportive role within the school community. It has beenactively involved in the development and ongoingevaluation of the School Plan.

This 2018–2020 School Plan has been developed inconsultation with the whole school learning community.Staff, students and parent members have been engagedthroughout the process. The following data sources havebeen used in the development of this plan:

• NAPLAN, Scout and PLAN student performance data

• Student surveys, SRC minutes and discussions

• Parent surveys and informal and formal discussion

• Staff surveys, classroom observations, Performanceand Development Plans

• Student Welfare and Positive Behaviour For Learningdata

• Learning and Support data

• Finance Reports

• Tell Them From Me Surveys

• SEF–Sas

Our plan also incorporates ‘next steps’ statements thatwere identified through the school’s 2017 ExternalValidation report. These statements include:

• Build upon EA4S procedures and practices to improveliteracy and numeracy outcomes

• Embed evidenced based teaching practices schoolwide, influenced by EA4S, for teaching in literacy andnumeracy

• Promote a professional learning culture that ismeaningful, relevant and collaborative

• Strengthen community engagement in thedevelopment of high expectations for all students

Over the next three years, the school will continue to buildeffective partnerships by engaging the whole schoolcommunity in the ongoing evaluative school planning cycleto inform our future directions.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Active, Engaged Students

STRATEGICDIRECTION 2

Excellence in Teaching

STRATEGICDIRECTION 3

Inspired Leadership

Purpose:

To develop a student centred learning environment thatinspires all students to be motivated, respectful learnerswho contribute positively to the school community.

Purpose:

To create a school culture that promotes excellence inteaching, underpinned by high expectations that areresponsive, relevant and dynamic to meet the diverseneeds of the learning community.

Purpose:

To create a school culture that values and enablesdistributed instructional leadership resulting in sustainableand measurable whole school improvements.

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Strategic Direction 1: Active, Engaged Students

Purpose

To develop a student centred learningenvironment that inspires all students to bemotivated, respectful learners whocontribute positively to the schoolcommunity.

Improvement Measures

15% reduction in playground referrals and10% in classrooms based on PBL data.

There is a cultural change where studentvoice K–6 is highly encouraged and valuedand is central to the school planning anddevelopment process.

The school community contributespositively and values the educationalprovisions for all students.

People

Students

Active, empowered, engaged students whodemonstrate a collective responsibility topositively contribute to the school

Staff

Knowledgeable, engaged staff memberswho actively promote and facilitate studentcentred activities to inspire and motivateleadership and active student participation.

Leaders

Create supportive structures that developstaff and students capabilities to positivelycontribute to the success of the school.

Parents/Carers

Highly valued, informed  and connectedparentsand carers who actively engageand contribute to the positive learningcommunity.

Processes

Consistent, Student Centred WholeSchool PBL Project

Whole school processes

Engaging Playground

Tier 2 Interventions

Inspired Student Leadership Project

Student Leadership

Student Led Initiatives

Student Voice

Connected Community Project

Promoting and Celebrating StudentAchievement

Partners in Learning 

Evaluation Plan

Twice yearly TTFM student survey, annualTTFM staff and community surveys.

BoQ PBL data annually

PBL student data collection and SRCfeedback

Practices and Products

Practices

Consistent, whole school practices reflectand support the wellbeing of all students.

Student leadership plays an active role inthe decision making process and is pivotalin promoting positive, respectful studentcentred learning environment.

The school works in partnerships with theschool community to create engaginglearning environments that inspire andmotivate students. 

The school has processes in place thatregularly communicate and celebratestudent diversity, achievement andsuccess.

Products

TTFM student survey and PBL datasuggests students have trusting, positivepeer relationships that encourages them tomake positive choices above NSW Govtnorms. (TTFM: Students with positiverelationships)

TTFM student survey and PBL dataindicates students are engaged in apositive school learning climate. (TTFM:Students are interested and motivated andPositive learning environment. PBL: 15%reduction in playground referrals and 10%in classrooms.

The parent community feel valued, wellinformed and actively engaged. Theypromote and support the work of theschool, forming a connected community.

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Strategic Direction 2: Excellence in Teaching

Purpose

To create a school culture that promotesexcellence in teaching, underpinned byhigh expectations that are responsive,relevant and dynamic to meet the diverseneeds of the learning community.

Improvement Measures

School performance valued added growthacross Years K–3 and 3–5 is above theaverage value added for all schools in thestate.

An average gain increase of 7% of studentsachieving in the Top Two NAPLAN Bandsin Years 3 and 5 for Literacy and Numeracybased on 2014–2017 data.

Students use a variety of sources toarticulate their learning targets inMathematics and English.

People

Students

Highly engaged students who articulatetheir learning and identify where to next.

Staff

Skilled and knowledgeable teachers whowork together in collaboration to form aprofessional learning community focusedon high expectations and the continuousimprovement for all.

Leaders

Inspired and supportive leaders whofacilitate professional conversations(coaching and mentoring opportunities) tobuild the capacity of all.

Parents/Carers

An educationally connected communitywho are engaged in their children’slearning.

Processes

K–2 EA4S

• Instructional leadership literacy andnumeracy 

• Ongoing targeted professional learning 

• Consistent collection and use of data toinform practice

High quality evidenced based teachingpractices

• School Wide Coaching and Mentoring

• Personalised teaching and learningprograms

• Targeted Professional development

• Student articulation of learning

• Integrated Technology

Consistent Whole school Assessmentand Reporting procedures

• Data collection, conversations and use(CTJ and moderation 

• Consistent whole school reportingprocedures

• Educationally Connected Community

Evaluation Plan

• Yearly analysis of NAPLAN data

• Scout Data: Performance Measures

• PLAN 2 and EA4S data

• Milestone monitoring

Practices and Products

Practices

Ongoing data conversations that useevidence to inform teaching practice inliteracy and numeracy instruction, K–6.

Teachers use student data andtechnology to create engaging, highlyresponsive, personalised teaching andlearning programs.

All teachers are inspired and engagedprofessionally, demonstrating high levels ofschool efficacy.

Coaching and mentoring structures areembedded across the school, focused onthe continual improvement of studentoutcomes.

Products

School performance valued added growthacross Years K–3 and 3–5 is above theaverage value added for all schools in thestate.

An average gain increase of 7% of studentsachieving in the Top Two NAPLAN Bandsin Years 3 and 5 for Literacy and Numeracybased on 2014–2017 data.

Students use a variety of sourcesto articulate their learning targets inMathematics and English.

Personalised learning ensures all studentsincluding the Support Unit, EALD andAboriginal reach their full potential.

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Strategic Direction 3: Inspired Leadership

Purpose

To create a school culture that values andenables distributed instructional leadershipresulting in sustainable and measurablewhole school improvements.

Improvement Measures

A culture of collective efficacy isestablished through increased distributiveinstructional leadership which is highlyevident and enables staff to engagein purposeful leadership roles to develop,build and sustain school culture.

The community is connected to the school;their children’s learning and activelyparticipates and values the work of theschool fostering community leadership andempowerment.

People

Students

Self–motivated students who set learninggoals, articulate their learning andunderstanding what they need to do tomake learning progress.

Staff

Empowered, high performing teachers whowork collaboratively to share evidencebased teaching strategies to build a cultureof high expectations and continuousgrowth.

Leaders

Highly knowledgeable and visible leaderswho create conditions to build the capacityof others to inspire a high performanceculture focused on improvement in teachingand learning.

Parents/Carers

Parents and caregivers are activelyengaged in all aspects of school lifeforming positive home school partnershipsto embed a culture a culture of highexpectations.

Processes

Instructional Leadership

Distributive leadership

Coaching and Mentoring

Leading Data conversations

Performance Management andDevelopment

Personalised Professional Learning

Stage and Data Analysis and Celebrations

School Wide Evaluations

Community Engagement

Community Partnerships

Parent engagement and satisfaction

Evaluation Plan

5 weekly, termly and annual milestonemonitoring

TTFM staff and parents surveys(leadership, learning culture, collaborationand parent involvement)

SEF S–as data

End of year PDP celebration

Practices and Products

Practices

Distributive instructional leadership existsacross all levels of the school which buildsthe capacity of all teachers to sustain aculture of effective, evidence–basedteaching and ongoing improvement.

A professional learning community focusedon developing a culture of shared practicethat identifies and values staff knowledgeand expertise, which focuses oncontinuous improvement of teaching andlearning.

A well informed, educationally connectedcommunity, who actively engage in thedesign, implementation and evaluation ofthe school plan.

Products

A culture of collective efficacy isestablished through increased distributiveinstructional leadership which is highlyevident and enables staff to engage inpurposeful leadership roles to develop,build and sustain school culture. (TTFMTeacher Survey: Leadership, Collaborationand Learning Culture)

The community is connected to the school;their children’s learning and activelyparticipates and values the work of theschool fostering community leadership andempowerment (SEF–Sas: Leading –Management Practices and Processes;TTFM Teacher Survey: ParentInvolvement).

Performance and Development Plans driveteacher professional learning opportunitiesand assist in creating a culture of improvedpractice and student outcomes.

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