Strategic Intent

Student Learning Outcomes

Student Engagement and Wellbeing

 Student Pathways and Transitions

Goals

To improve Literacy and Numeracy outcomes from P-6

To improve the attendance and punctuality rates of students from P-6.

To establish a framework to track and support all students as they progress through the school.

Targets

10% improvement annually in students achieving appropriate levels in all areas of number in the Early Years Numeracy Interview.

75% of students are expected to improve at least  two progression points each year in Literacy and Numeracy.  Individual learning plans that target their specific needs will be developed for students who don’t progress at the expected rate.

70% Year 5 matched cohort to have progressed a full VELS level in AIM Maths and English

Consistently have 95% of Year 2 students attaining 90-100% accuracy in Reading Text Level 20 by 2010

Reduce P-6mean absence to match the state mean by 2010.

30% improvement in the punctuality of students from P-6 by 2009.

To improve to Effective all variables relating to Student Engagement in the Parent Opinion Survey  by 2010

To improve to Effective the variables in the Attitudes to Schooling Survey relating to Student Engagement .

The Staff Opinion Survey relating to Student Engagement variables of Orientation and Environment to be consistently in the  Effective range..

The proportion of parents reporting satisfaction with the pre-school to school transition and orientation program to be greater than 90% by 2010.

The proportion of parents reporting satisfaction with the transition and orientation program of Year 6 students to be greater than 90% by 2009.

End of year Teacher Assessment Against VELS progression points to be recorded on a spreadsheet in each individual       student’s personal file to be available for teachers in each     successive year.

Key 

Improvement

Strategies

Establish a shared understanding within the school community relating to the vision and values

Using the  “Effectives Schools Framework model to audit the areas of: Focus on Teaching and Learning, Purposeful Teaching and Shared Vision and Goals.

· Implementation of VELS AND PoLT.

· Achieve Accreditation as a Performance and   Development Culture school.

· Review and re-structure the role and structure of Professional Learning Teams.

· Use Early Years Literacy & Numeracy Progression Points to plot student improvement and achievement.

· Reconvene Assessment and Reporting working groups to audit the assessment and reporting processes in the school aimed at developing whole school assessment and reporting structures, practises and expectations.

The development of a whole school plan to improve school attendance based on the program “It’s Not Okay to be Away.”

· Further analysis of student absence data to identify clear target groups and relevant courses of action.

· To develop a culture within the school community that values regular, punctual attendance as a crucial aspect of academic progress.

· Monitor, record and follow up late arrivals including initiatives such as a sign in book for late students and formal contact with parents whose students regularly arrive late.

· Include absence and punctuality records for individual       students on school parent reports.

Continue to implement “Artist in Schools” at Cambridge.

To implement the “Families Matter”  program at Cambridge

Investigate the concept of looping of staff and students for the Years 2 and 3 when appropriate.

Provide a comprehensive range of transition activities at each level of the school annually.

Consolidate the establishment of a Kindergarten Developmental Play Centre at Cambridge.

Enrich the range of extension programs offered to Year 6     students by local secondary colleges as part of their transition program.

Continue to loop students and teachers from year 5 to 6 annually.

Annually survey Yr 6 and Prep parents on satisfaction levels   regarding transition and orientation.

Individual, cumulative spreadsheet for each student to be developed for the recording of Progression Point assessments annually.

Further develop electronic portfolios as a representation of  student pathways within the school.