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HALLETT COVE SCHOOL

SITE IMPROVEMENT PLAN 2015 - 2018

 

Aim of the HCS SIP:

To create a 21st Century learning environment in which teachers and students achieve to high levels
.

 

Purpose

Hallett Cove School exists to:
  • Develop a culture of aspirant learners who strive to do their best to achieve their personal learning goals.
  • Demonstrate intentional, responsive and effective learning design that engages and extends all learners.
  • Build a innovative and engaging learning environment R-12.
  • To have a united and consistent approach towards curriculum development R-12.
  • Ensure Educational leadership is shared.
  •  Develop and follow agreed directions – common purpose, priorities and directions.
  •  Strategically alignment of school resources.
  • Engage in successful Partnerships through respectful dialogue with parents and wider community.

 

 

We will achieve this by:

    ·           High expectations for all learners

    ·           Intentional Design – including explicit teaching and scaffolding

    ·           Targeted and tailored learning – supportive and informed by AC and SACE

    ·           Quality learning environment – safe, engaging and challenging learning environment

    ·           Collaborative culture – supports staff to share, develop and review curriculum, pedagogy, etc

    ·           Consistency and coherence– agreed R-12 approaches are documented and consistently implemented

    ·           Continuous improvement – effective processes exist

    ·           Challenging and engaging learners – purposeful and innovative learning

    ·           Systematic monitoring – inform teaching, evaluate and refine programs and practice

    ·           Intervention and Support – all learners can progress towards or exceed agreed standards

    ·           Improved outcomes – whole school and individual

       

 

 Summery of Strategic Directions:

Summary of HCS Strategic Directions

Specific Goals

Strategic Direction 1: Literacy

         a)    Improve Literacy achievement in SACE, NAPLAN and PAT R.

         b)    Improve Literacy through a whole school approach.

Strategic Direction 2: Numeracy

a)    Improve Numeracy achievement in SACE, NAPLAN and PAT R.

b)    Improve Numeracy through a whole school approach.

Strategic Direction 3: Growth Mindset

a)    Higher Order Thinking opportunities are embedded in the learning process.

b)    Development of The Intellectual Stretch and Growth Mindset are common practice.

Strategic Direction 4: Improve Attendance

a)    The partnership between he school and home are such that attendance is improved and supported by intervention from both.

b)    Informing the community on the effects on learning if attendance is not regular.

          

 

Strategic Direction 1: Improve Literacy

a.    Improve Literacy achievement in SACE, NAPLAN and PAT R.

b.    Improve Literacy through a whole school approach.

                                                                   OBJECTIVES                                                          STRATEGIES                                                             TARGETS

 

Improve Literacy Achievement


         ·         Literacy is ever subject teachers’    responsibility.

·         The Literacy Capability is embedded in the planning process.

·         Literacy improvement forms part of the AOS Operational Plans.

·         Literacy data R-12 informs literacy improvement in all subjects.

·         Students are conversant with their own NAPLAN results

   

NAPLAN Proficiency Bands

Year 3: Band 3 and above

Year 5: Band 5 and above

Year 7: Band 6 and above

Year 9: Band 7 and above

PAT – R

Y 3: SEA scale score 95

Y 4: SEA scale score 106

Y 5: SEA scale score 112

Y 6: SEA scale score118

Y 7: SEA scale score 120

Y 8 SEA scale score 121

Y 9: SEA scale score 126

Y 10: SEA scale score131

 

Running Records

Year 1: 15 or above

        Year 2: 21 or above        

 

 

 

             ·       All teachers will identify the Literacy demands of their subject through the unit planners using the AC Literacy Capability. 

·       Targeted professional learning in literacy forms part of the whole school literacy improvement agenda.

·       Reception - Year 3 students are undertaking the Jolly Phonics reading program.

·       ​Jolly Grammar used consistently (R - 6)

·       Running records data measured for all students R - 6 (until students achieve independent reading status)

·       R-12 presentation of NAPLAN data to all staff. NAPLAN Literacy Strategies are identified in individual PDPs. Teachers will identify targets against strategies.

·       Establishing R-12 literacy site agreements to form part of the performance and development planning: 1. Vocabulary focus, 2. Reading for meaning focus and 3. Explicitly teaching the genre 4. Use of meta language for genre and parts of speech. Use the correct terms for ‘parts of speech (T Drive)’ (adverb. pronoun, foregrounding, genre types, modality, adverbial clause).

·       Intervention programs are implemented: Heather Harvey Reading program (Middle School), Reading Doctor (R-6).

·       Teachers using data sets to differentiate curriculum and support literacy improvement (AC, NAPLAN, PAT R, EALD, NEP, Running Records, LD, ATSI).

·       All students are guided through a self-reflection process, using individual NAPLAN results.

  • The ‘Reading Eggs’ Program is implemented across the JS.

 

 

 

 

 

 

 

           

 

 

SACE        

          ·         Increase in students     achieving Bs at Stage 2, while  maintaining % of As.

·         SACE completion meets or exceeds state average (93%).

·         Stage 1 Literacy results state average (95%) or above pass rate.

 

NAPLAN Growth in Reading

·         Increase numbers of students in higher bands at Year 3, 5, 7 and 9 in reading

·         80% Aboriginal students meet the national benchmark

PAT R Growth

·         The school reaches the national average in the PAT R scaled score in individual cohorts

Running Records

·         Year 1 – increased % of students reaching level 15 or above

  • Year 2 – increased % of students reaching level 21 or above

 

 

           

 

 

 

Strategic Direction 2: Improve Numeracy

a. Improve Numeracy achievement in SACE, NAPLAN and PAT M.

b. Improve Numeracy through a whole school approach.

OBJECTIVES                                                STRATEGIES                                                              TARGETS

 

Improve Numeracy

Achievement

Explicit teaching of numeracy in all curriculum areas.

Teachers being conversant with the numeracy demands in their teaching areas.

Numeracy skill development is identified for each year level in each Area of Study and Professional Development provided at a school level to build staff capacity.

NAPLAN Proficiency Bands

Year 3: Band 3 and above

Year 5: Band 5 and above

Year 7: Band 6 and above

Year 9: Band 7 and above

100% Aboriginal students meet the national benchmark

 

PAT-M

Y 3: SEA scale score 101

Y 4: SEA scale score 110

Y 5: SEA scale score 112

Y 6: SEA scale score 120

Y 7: SEA scale score 121

Y 8: SEA scale score 122

Y 9: SEA scale score 123

Y10: SEA scale score 127

 

NAPLAN Growth in numeracy

Growth comparison data shows increased % of students at minimum standard and above.          
           

 

 

 

 

 

 

 

 

 

 

 

 

 

             ·         Numeracy Team drives the development of the Whole School Numeracy improvement agenda and has documented a Numeracy Improvement Plan.

·         Numeracy improvement forms part of the Operational AOS Plans and AoS strategies are documented

·         Numeracy is a focus area in all teaching staff Performance and Development plans

·         Targeted PD is provided at a whole school level to build staff capacity in teaching the Numeracy demands in their subject and to map Numeracy across the curriculum

·         Mathematics AoS - Unit planners document and outline the strategies for the numeracy demands and these are explicitly taught in maths.

·         Once staff capacity is increased through PD Numeracy demands and strategies will be included in all Unit Plans across all AoS

·         Mathematics AoS – a range of strategies are introduced from 2017: analysis of PAT-M and NAPLAN data, focus assessment of prior learning to inform teaching, focus on problem solving, focus on interpretation of questions and Multiplicative Thinking Intervention for all students Year 7-9

·         Maths and primary teachers are analysing NAPLAN / ACER  / Mathletics data and planning intervention and considering pedagogy / differentiation in maths classes

·         Students in year 2 - 6 are targeted for numeracy intervention (Pat-M passport)

·         Students in year R - 3 focus on numeracy through the use of Osmo numbers and coding apps

·         Use a range of concrete materials including maths equipment to support conceptual understanding

·         Year 9 and 10 numeracy class for students who are identified as needing support

  • Year 10 Construction Skills program provides opportunity for Stage 1 Numeracy at Year 10

 

SACE

·         Increase in students achieving Bs at Stage 2, while maintaining % of As.

·         SACE completion meets or exceeds state average (93%).

·         Stage 1 Numeracy results meet state average (95%) or above pass rate.

 

NAPLAN Growth in Numeracy

·         Increase numbers of students in higher bands at Year 3, 5, 7 and 9 in numeracy

·         80% (2017) Aboriginal students meet the national benchmark

 

PAT M Growth

·         The school reaches the national average in the PAT M scaled score in individual cohorts

                        

 

 

 

Strategic Direction 3: Growth Mindset

a. High Order Thinking opportunities are embedded in the learning process.

b. Tools are used for students to track their progress and learning.

                                                                OBJECTIVES                                                        STRATEGIES                                                             TARGETS

 

Improve Growth Mindset

           

 

   

Pedagogy improves/changes through effective task design and backwards design concept.

Students are aware of their progress in all subjects and have opportunities for self-assessment, peer assessment as described in TfEL and the National Teacher Standards.

STEM and Problem Based Learning enhance the focus on Growth Mindset and the intellectual stretch.

Site agreements support the consistent use of Growth Mindset strategies and language to support the school community in developing effective learners with a growth mindset.

     

 

 

           

·         Task design will focus on Transforming Assessment tasks to allow for intellectual stretch and growth mindset

·         The Critical and Creative Thinking Capability are embedded in teaching and learning.

·         Teachers use a range of thinking tools to allow students to think at higher levels.

·         The Growth Mindset strategies are adopted by teachers and explored and used by students to improve self confidence.

·         There are whole site agreements in place to support consistent use of growth mindset strategies and language

·         Rubric development is explored by considering the general capabilities – particularly the Critical and Creative Thinking capability.

·         AOS meetings are focused on moderation and transforming tasks to enable critical and creative thinking.

·         R-10 STEM Week introduced from 2017 which provides all R-10 students with an opportunity to engage in authentic Problem Based Learning

 

           

·         All teachers are incorporating Critical and Creative Thinking Capability in assessment tasks.

 

·         Assessment tasks improve/change pedagogy. Track GPA data year R – 12 to gauge improvement in higher grades.

 

·         Teachers are using the quality tools as a normal part of their lessons eg gantt charts, flow charts, capacity matrices, rubrics, lotus diagram, consensogram.

 

 

Strategic Direction 4: Improve Attendance

a. Improve attendance.       

b. Systems for monitoring and tracking attendance are effective.

                                                          OBJECTIVES                                               STRATEGIES                                                                           TARGETS

 


Improve attendance

 
 The partnership between the school and home are such that attendance is improved and supported by intervention from both.

 

Informing the community on the affects on learning if attendance is regular.

 

Key leaders meet regularly with the attendance officer for home intervention.

         

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

·         Clearly documented Attendance Policy and flowchart so all staff are aware of processes and responsibilities

·         Homegroup teacher ring home if a student is absent ASAP

 

·         Attendance counsellor meets with all leaders to discuss regional support and systemic processes (SRT meetings)

·         An attendance card is managed by the student where attendance is identified as unsatisfactory. The student gives the card to all their teachers for sign off on attendance to classes. The student takes it home for a signature from the parent. Student then returns the card to the year level leader

·         JS, MS and SS leadership teams monitor attendance in their weekly meetings and take action where necessary eg phone home, report to regional office, email home.

·         Early Intervention is the focus for improving attendance.

·         SMS messages are issued daily

·         Alert letters for truancy are issued by the subject teacher.

·         Rolls are marked lesson by lesson through Daymap. This creates an alert if there is absence.

·         Parent is receiving clear communication from the school before the situation escalates.

Parents are encouraged to complete an exemption form for long term absence.

           

  ·         Attendance improves for individual students who have been identified at risk.

 

·         Reception attendance data increase from 92% to 95%.

 

·         The year 9, 10 & 11 data is 88% and needs to improve and move into 90% and above.