Strategic Plan

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MEADOWGLEN PRIMARY SCHOOL Strategic Plan
2017-2020 Endorsement
Principal: Loretta Piazza 27/01/17
School council: Melanie Brown 27/01/17

School vision School values Context and challenges
Intent, rationale and focus

We create an engaging, inclusive and orderly environment where all students learn, excel and flourish. Meadowglen, a journey without limits.
The school values form the basis of our actions: be respectful, be curious, be resilient, be safe.
Meadowglen is located in Epping and currently has a student population of around 500. Over the life of this strategic plan, it is anticipated numbers could increase to the mid 500s.
Whilst growth in numeracy is above the state average, our challenge is for literacy to demonstrate the same success.
Generally, student morale is of concern, along with a group of students who experience difficulty in regulating their emotions and behaviour.
It is our intention for all students to achieve a minimum of 12 months growth in literacy and numeracy, for them to have input into their learning, thereby increasing their engagement and wellbeing.
We will teach literacy effectively and further strengthen our success in numeracy. We will develop the leadership capabilities of our middle management and create an environment for students that allows them to flourish as well-rounded, resilient individuals.
We will focus on Excellence in teaching and learning – building practice excellence, Professional leadership- building leadership teams and Positive climate for learning- empowering students and building school pride.

Four-year goals
(for improving student achievement, engagement and wellbeing) Improvement Priorities, Initiatives and/or Dimensions Key improvement strategies Targets
(for improving student achievement, engagement and wellbeing)
To maximise the learning growth of all students with a focus on literacy and numeracy.
Excellence in teaching and learning
Building practice excellence

Professional leadership
Building leadership teams To develop a whole school approach to literacy that is student-centred and builds on our knowledge of effective reading and writing.
To continue improving our whole school approach to numeracy with an emphasis on challenging high performing students.
To develop a whole school approach in identifying and developing school leaders, with emphasis on PLT leaders and middle management.
For all student to demonstrate growth in English and Mathematics, the matched cohort growth in Naplan to be at or above the state average in literacy and numeracy.

For all students to achieve one year’s growth in standardised tests used by the school.

70% of year 3 students to be in NAP Bands 4-6 for reading, Writing and Number; decrease the students in NAP Bands 1-2 to fewer than 15%.

70% of year 5 to be in Bands 6-8 for reading, Writing and Number; decrease the students in NAP Bands 3-4 to fewer than 15%.

Year 1
Continue work commenced in reading with emphasis on conferencing. Reading consultant to support PLTs and leadership. Begin improving knowledge of the writing process. Teachers identify, challenge and extend high achieving students.
Develop a whole school approach in identifying and developing school leaders, in particular PLT leaders/middle management.
Year 2
To continue PD offered in literacy, determined by staff and individual needs.
To continue providing support to teachers in numeracy on a needs basis. High achieving students continue to be identified, challenged and extended.
PLTs work collaboratively and effectively to improve student outcomes. Continued leadership training for PLT leaders.
Year 3
Whole school approach to the teaching of reading and writing fully implemented. High achieving students to be identified, challenged and extended.
Continue providing support to teachers in numeracy on a needs basis. High achieving students continue to be identified, challenged and extended.
PLTs work collaboratively and effectively to improve student outcomes. Continued leadership training, including individual mentoring and coaching.
Year 4
Formal review of the effectiveness of the teaching of literacy, numeracy and leadership development and the impact on student achievement.

To improve student engagement through empowering students to have a greater voice in their learning. Positive climate for learning
Empowering students and building school pride To develop and implement a whole school approach to inquiry learning.
To provide opportunities for genuine student leadership and voice.
Reduce the whole school average of absences to 13 days or less by 2020.

Punctuality rates to improve by 50% by 2020.

Parent survey results in the Engagement variables of
• student motivation
• school connectedness
to be at or above the state average.

Staff opinion in the variables of
• staff trust
• teacher collaboration
to be at or above the state average.

Student survey results in the Teaching and Learning variables of
• learning confidence
• stimulating learning
• student motivation
• teacher effectiveness
• teacher empathy
to be at or above the state average.

Year 1
Introduce staff to inquiry learning through structured PD and PLTs. Teams begin reviewing integrated curriculum scope and sequence.
Introduce new opportunities for student leadership, especially year 6. Seek ongoing feedback from students
Year 2
Teams develop and implement inquiry learning units in consultation with students.
Continue to expand and provide opportunities for student leadership and seek regular feedback from students regarding their learning and teacher effectiveness.
Year 3
Whole school approach to inquiry implemented and documented.
Whole school approach to student leadership and voice implemented and monitored.
Year 4
Review effectiveness of inquiry approach; implement recommendations from staff and students in relation to a new strategic direction.
Review school beliefs and practices around student leadership and voice. Implement recommendations from staff, students and parents.

To create an environment in which students are supported to flourish. Positive climate for learning
Empowering student and building school pride To develop and implement a whole school approach to student wellbeing based on the philosophy and principles of positive education.
Student opinion in the Student Relationships variables of
• classroom behaviour
• connectedness to peers
• student safety
to be at or above the state average.

Staff opinion in the variables of
• collective efficacy
• professional learning
to be at or above the state average.

Parent opinion in the Student Engagement variables of
• connectedness to peers
• student safety classroom behaviour
to be at or above the expected level.

Year 1
Develop a whole school understanding of positive education- what it looks like and what we want to achieve.
Liaise with experts from the university of Melbourne.
Year 2
Develop a whole school approach to positive education, continue professional learning as required and continue to seek feedback from all stakeholders.
Year 3
Full implementation of whole school approach to positive education. PD on a needs basis.
Year 4
Evaluate effectiveness of positive education and implement recommendations in relation to a new strategic direction.