USINESS PLAN 2020 2022 - dps.wa.edu.au

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BUSINESS PLAN 2020—2022

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Welcome to Denmark Primary School, an Independent Public School. Whether you are already a member of our school community, a family wishing to enrol at our wonderful school, or browsing out of curiosity,

this document will assist you to learn more about us. Through the diversity of our programs, the enthusiasm of our staff and the support of our wider school

community students at Denmark Primary School experience a sense of belonging and being cared for. To ensure our students achieve their academic and social potential, our school has developed a strong collaborative and cooperative culture within the school community. This includes strong relationships between staff, students and parents, with other schools, local businesses, service organisations and other

government and non-government organisations. The learning needs of students, the professional knowledge and enthusiasm of staff, and the expectations

of the community are leveraged to establish quality learning and teaching programs for each student. Our school offers highly regarded specialist programs: Physical Education, Science, Indonesian, and the

Arts. A variety of academic and social and emotional evidence based programs are provided not only at whole school and class level but also for small groups and individuals. The school has a strong focus on sustainable educational and integrating Noongar perspectives into the curriculum.

We look forward to continuing the journey of excellence here at Denmark Primary School.

Principal’s message

Purpose of this document

This is a three year strategic plan which focusses on whole school improvement in the five domains of the Department of Education’s School Improvement and Accountability Framework. In this document we

describe only areas for growth not our many areas of strength. Milestones and strategies for improvement have been identified through rigorous data analysis which is detailed in the text only version of our Business Plan 2020 –22.

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Denmark Primary School is a professional

learning community committed to a dynamic,

innovative culture of excellence, equity,

learning and care.

Our vision

Our school purpose

At Denmark Primary School we nurture and

inspire our students to achieve and continually

strive to improve. Our students are resilient and

responsible, showing concern and respect for

themselves and others.

Please note that some of the Strategies and Milestones in this plan may be impacted by COVID-19.

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Our Executive Team

Principal: Damian Luscombe

Deputy Principal: Peter Campbell

Deputy Principal: Helen Spencer

Our Beliefs

We believe children learn best when:

They are nurtured in an inclusive and collaborative

environment

They are understood, listened to and belong

Teachers differentiate the educational program to

cater for students’ needs

Staff are committed to continuing professional

learning through collaborative sharing

Staff are committed to a whole school evidence

based approach to teaching and learning

Digital technology and innovation are integrated

into classroom teaching and learning

They reflect and act on constructive feedback from

self, peers and staff

School and community work together

Did you know?

In our Kindergarten

classrooms there is

one highly qualified

staff member to

every ten students?.

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Our Targets

The National School Opinion Survey results remain

positive from students at an average of 3.4 or greater.


positive from staff at an average of 3.6 or greater.


positive from parents at an average of 3.6 or greater.

Continue to attract greater than 65% parent

attendance at both Term 1 and 3 Learning Journeys

Overall attendance will be at 92% as a minimum

The proportion of students achieving regular

attendance (90%) to be greater or equal to 70%

Maintain or exceed the % of students in Year 2, 4 and

6 that reach the median score for Narrative writing

when assessed in Brightpath

Maintain or exceed the % of students in the top three

NAPLAN Proficiency Bands compared to ‘like schools’

for Reading in Year 3 and 5


NAPLAN Proficiency Bands compared to ‘like schools’

for Writing in Year 3 and 5


NAPLAN Proficiency Bands for compared to ‘like

schools’ for Numeracy in Year 3 and 5

** NB – 2021 Year 5 Reading Target = close the gap from 18% of students below like schools in in the top 3 Proficiency Bands to 10% below like schools in the top 3 Proficiency Bands.

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1. High Quality Teaching

2. Positive Learning

Environment

3. Effective Leadership

4. Strategic Use of

Resources

5. Engaging

Relationships and Partnerships

Our Five Focus Domains:

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Strategies - What we will do Milestones—What you will see

Collaborate with local Elders to guide the

curriculum

Local Aboriginal history and culture is embedded in current

curriculum

Track all students achievement and progress across the whole school, in particular Maths and

English

All students demonstrate progress in Maths and English

Use the evidence-based program (Letters and

Sounds) in all Kindergarten to Year 3 classes

Teachers demonstrate high level of expertise in the Letters and

Sounds program

All teachers will engage and work with their

peers to assess and moderate students’ writing

Teachers are skilled at making consistent judgements of students

writing using the Brightpath program

Domain 1 High Quality Teaching

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Strategies - What we will do Milestones - What you will see

Develop agreed tailored goals within the

Performance Management system for all staff

All teachers will continue with Peer Observation

and Professional Learning communities

Staff are given the opportunity to develop their skills and

expertise

Staff are given the support to achieve their goals

Using the Talk for Writing program, enable students to achieve a higher standard of writing through an individual level of challenge

Students participating in the Talk for Writing program, particularly embedded Shared and Guided Writing practices on a daily basis

Teach maths using the evidence-based teaching structure and programs including; wiSTAR and Dylan Williams Five Formative Assessment

Strategies Implement whole school approach to teaching problem solving and calculation strategies

Improvement in maths progress and achievement across the

school, in particular between Years 3 to 5

All Year 1-6 teachers use the whole school Literacy Block, including Guided Reading

Students will show greater levels of reading achievement

Domain 1 High Quality Teaching (continued)

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Strategies - What we will do. Milestones - What you will see

Implement walk throughs and our 2020 Peer Observation model

Staff embrace feedback from peers and senior leadership team

Implement agreed whole school approach to

support and challenge students (Differentiation)

We tailor our teaching programs to meet the needs of individual

students

Teachers use the Assess, Plan and Teach cycle Teachers use and enact the Assess, Plan and Teach cycle within their year teams and classes daily

All students are given a choice of how to represent their learning in one task each week

Teachers provide opportunities for students to demonstrate their learning in different ways

Collaborate with peers to implement play-based learning programs

A clear and shared understanding of intentional, purposeful play-based learning is evident in Kindy to Year 2 classes

Domain 1 High Quality Teaching (continued)

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Collaborate with local government schools to

implement a common approach to Aboriginal

Cultural responsiveness

Progress across the Aboriginal Cultural Standards Framework

Continuum

Continue the success of the Positive Behaviour

Support (PBS) Program

Staff will continue to teach the Protective

Behaviours program

Continue the Peer Mentoring Program

Consistent whole-school approach which teaches and rewards

positive student behaviour •

Protective Behaviours are embedded across the school •

Older students helping younger students in the playground

Increase leadership training for Year 6 student

leaders

Promote student leader responsibility and input

Students being given opportunities to initiate and take responsibility for whole-school projects

Monitoring student achievement and progress to

identify students who; have gaps in their learning,

are gifted or demonstrate high potential

Identified students being given additional support to bridge the gap/s in their learning •

Exceptional students being given an appropriate level of

challenge

Domain 2 Positive Learning Environment

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Domain 3 Effective Leadership


Continue to facilitate the Phase/Year group teams,

as well as PBS and curriculum committees

Teachers and school leaders take personal and collective

responsibility for improving student learning and wellbeing,

working together and learning from each other

Lead the teaching staff to use a consistent PLC

process to successfully differentiate learning, to

meet the needs of individual students

As a result of teacher collaboration, students will enjoy

dynamic and innovative programs matched to their needs

Lead the staff to analyse and interpret whole

school data sets and use the information to refine

teaching programs

Focussed, targeted whole school teaching programs that reflect the data analysis

Continue the success of the Peer Observation

program

Teachers inviting feedback from peers based on classroom observation

Form a committee to further the Aboriginal

Cultural Standards Framework implementation Leadership of progress along the ACSF continuum

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The Executive Team work with staff to support

with their professional development

The Executive Team are regularly seen in classrooms and around

the school supporting their staff

Lead the teaching staff to implement and use the

Dylan William’s Five Strategies for Formative

Assessment

Teachers changing what they do ‘minute by minute’ and ‘hour by hour’ to meet the needs of the students

Domain 3 Effective Leadership (continued)

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Support our ATSI students learning in a culturally sensitive way

We will progress further across the Aboriginal Cultural

Standards framework continuum

Fund targeted, evidence based whole-school interventions for literacy

Provide additional support to those identified students to

bridge the gap/s in their learning

Continue program of classroom makeovers in Year 1 and 2 to facilitate flexible seating and support a

play-based approach

As funding allows, complete program of classroom makeovers

Invest in professional learning for teachers to extend student learning (with an initial focus on

maths)

All students being given appropriate level of challenge in

maths

Implement the ‘Scitech STEM Learning Project’ (Science, Technology, Engineering and Maths) across the whole school

As funding allows, equipment to be purchased to support the Scitech STEM Learning Project

Students in every year engaged in real-life problem-solving

projects

Expand Loose Parts Play to Years 3 to 6 All students can choose to play with a large range of ‘Loose

Parts’ construction materials

Invest in professional learning for all staff to promote student decision making, problem solving

and independence (aka Student Agency)

Greater student input into classroom displays and

organisation

Domain 4 Strategic Use of Resources

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Maintain the Board’s collaborative team work ethos

Board members contribute to a culture of innovation and support

Continue to implement Communicating with our Community Plan

Board Members use their expertise to implement new initiatives to foster growth

Implement whole school approach to actioning

the Aboriginal Cultural Standards Framework

Demonstrate progress toward being a culturally responsive

school

Continually look for and be open to forging new

relationships and building on existing ones Students benefit from a variety of community partnerships

Reward individual students for academic

achievement and progress

Students being recognised for academic excellence and

endeavour

Continue to support the strong working relationships within the school

Staff positively contributing to horizontal and vertical teams to maximise student outcomes

Domain 5 Engaging Partnerships and Relationships

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Staff have at least one sustained conversation with a student each day

Continue whole school approach to Protective Behaviours and mental health well being

Students are confident and comfortable to seek support from staff

Students are adept at self regulation and have the skills and tools to support their mental well being

The Board will support the Sustainability Committee to implement large scale programs

Staff will continue to teach students how to be sustainable in their daily lives

Staff and students demonstrate sustainable practices and understand the impact of being sustainable on our

environment

Ongoing student participation in Student Council and Sustainability Committee

Students providing ideas and feedback to staff about their education and learning environment

Faction leaders and Student Councillors act as

peer support for others

Expand the Peer Mentor Program

Students who embrace opportunities to develop leadership

skills and support their peers

Domain 5 Partnerships and Relationships (continued)

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Denmark Primary School

Mitchell Street

Denmark

WESTERN AUSTRALIA

[email protected]

Ph: (08) 9848 4700

www.dps.wa.edu.au

Proudly an Independent Public School

Denmark PS wishes to thank:

Steve Jones, Board Member, for donating funds to enable the professional photography ;

Nic Duncan for the amazing professional photographs of our students and school;

Kelly Howard and Jess Hockey, Board Members, for their work on the text , choice of photos and layout.

Documents

USINESS PLAN 2020 2022 - dps.wa.edu.au