Thornlie Primary School

THORNLIE PRIMARY SCHOOL BUSINESS PLAN 2021–2023 Growth Respect Opportunity Worth

Welcome TO THORNLIE PRIMARY SCHOOL Thornlie Primary School places a high emphasis on student success, and values the educational, social, emotional and physical development of our students. Thornlie students are taught the skills necessary to meet the challenges of the future and are given opportunities to practice these through a variety of learning experiences to develop the whole child. SCHOOL CONTEXT Thornlie Primary School was the first primary school to be established within the suburb of Thornlie in 1960. Currently, with an enrolment of over 350 students in years K-6, Thornlie Primary School is a Level 5 school with an Index of Community Socio-Educational Advantage (ICSEA) of 930 with the Australian average being 1000. Our school serves a culturally diverse population and has both a Mainstream and Intensive English Centre (IEC) on site. Currently 8% of our students are from an Indigenous background, 40% have English as an additional language and 25% of our current student population is enrolled in the Intensive English Centre program. OUR PLAN Our Business Plan 2021 - 2023, outlines the direction of Thornlie Primary School for the next three years. It describes in broad terms, our key focus areas of development which are intended to have maximum impact on the individual student and overall school performance. To ensure our school priorities align with the commitments outlined in the Classroom First strategy, our Business Plan is predicated on the Directions for Western Australian Public Schools 2020-2024, Building On Strength, Future Directions for the Western Australian Public School System. The plan guides all decisions, structures, profiles and resources at Thornlie Primary School, to ensure a strategic approach towards school improvement in both academic and non-academic contexts occurs. THORNLIE PRIMARY SCHOOL BUSINESS PLAN 2021–2023 PAGE 1

Growth Respect Opportunity Worth FEDERAL / STATE GOVERNMENT WESTERN AUSTRALIAN CURRICULUM COMMONWEALTH AND GOVERNMENT AGREEMENTS MINISTERIAL PRIORITIES DEPARTMENT OF EDUCATION WESTERN AUSTRALIA SCHOOL STRATEGIC CURRICULUM DIRECTIONS HIGH AND FOR PERFORMANCE STANDARDS WESTERN AND AUTHORITY AUSTRALIAN HIGH CARE / (SCASA) / PUBLIC CLASSROOM WESTERN SCHOOLS FIRST STRATEGY AUSTRALIA 2020-2024 ANNUAL FOCUS DOCUMENT SCHOOL IMPROVEMENT AND ACCOUNTABILITY EARLY YEARS OF SCHOOLING ABORIGINAL CUTURAL STANDARDS FRAMEWORK BUILDING ON STRENGTH FUTURE DIRECTONS FOR THE WESTERN AUSTRALIAN PUBLIC SCHOOL SYSTEM THORNLIE PRIMARY SCHOOL BUSINESS PLAN 2021 - 2023 TEACHING LEADERSHIP LEARNING RESOURCES PARTNERSHIPS ENVIRONMENT OPERATIONAL PLANNING ENGLISH MATHS SCIENCE HUMANITIES AND SOCIAL SCIENCES (HASS) HEALTH AND PHYSICAL EDUCATION LANGUAGES THE ARTS TECHNOLOGIES INTENSIVE ENGLISH CENTRE EAL/D STAGE 1 TECHNOLOGIES INTENSIVE ENGLISH CENTRE EAL/D STAGE 1 COLLABORATIVE TEAM PLANNING - CLASSROOM PLANNING ENGLISH MATHS SCIENCE HUMANITIES AND SOCIAL SCIENCES (HASS) HEALTH AND PHYSICAL EDUCATION LANGUAGES THE ARTS This business plan outlines the key areas identified to ensure ongoing educational, social, emotional and physical development of students within Thornlie Primary School. THORNLIE PRIMARY SCHOOL BUSINESS PLAN 2021–2023 PAGE 2

OUR SCHOOL - THORNLIE PRIMARY SCHOOL Our Vision Providing a high quality education to every student, every day. Our Values Growth Respect Opportunity Worth WHAT YOU WILL SEE Dedicated staff providing rich learning opportunities through differentiated and agreed teaching practices, in mainstream and IEC classrooms. Students enthusiastic about learning and engaged in varied and targeted learning programs. A culturally inclusive school environment reflecting the cultural, linguistic and religious diversity of our community. Students showing respect, co-operation, positive behaviour and pride in their school thus demonstrating our school’s GROW motto: Growth, Respect, Opportunity and Worth. WHAT YOU WILL HEAR Enthusiastic and engaged students immersed in rich differentiated learning environments across the school. Positive and respectful communication, and encouragement and productive learning conversations between staff and students. A welcoming and relaxed tone creating a sense of belonging for all members of the school community. WHAT YOU WILL FEEL A productive and enthusiastic learning atmosphere as students engage in learning opportunities. Student’s connection to their learning and ownership of their successes and attainment of learning goals. Student’s sense of self-worth, that they are valued, listened to, supported and feel safe at school. Parents and carers are supported and valued as an integral part of our school community. THORNLIE PRIMARY SCHOOL BUSINESS PLAN 2021–2023 PAGE 3

Growth Respect Opportunity Worth WHOLE SCHOOL PRIORITIES PRIORITY 1. TEACHING – High Quality Teaching PRIORITY 2. LEARNING RESOURCES LEADERSHIP HING & LEAR NI AC E N T STUDENT G – Success for All Students ENVIRONMENT NERSHIP PART S KEY SUPPORTS ENVIRONMENT – Safe and Supportive LEADERSHIP – Committed and Innovative PARTNERSHIPS – Meaningful and Inclusive RESOURCES – Targeted to Support Student Achievement “Providing a high quality education to every student, every day.” OUR SCHOOL ACHIEVES THIS THROUGH: committed, professional and innovative staff who embrace contemporary practices, articulating clear aspirations for students and staff, maintaining a safe and supportive learning environment for all students, use of assessment data to ensure learning needs are met through differentiated planning and pedagogy, a culture of respect for self, others and the environment within the school and the wider community. THORNLIE PRIMARY SCHOOL BUSINESS PLAN 2021–2023 PAGE 4

PRIORITY 1. TEACHING – High Quality Teaching PRIORITY 2. LEARNING – Success For All Students FOCUS AREA MAJOR STRATEGIES - WHAT WE DO EVIDENCE - HOW WE KNOW iSTAR Staff plan and deliver teaching and learning programs within the iSTAR pedagogical framework iSTAR evidenced in lesson observations. iSTAR evident in PM goals. HIGH IMPACT TEACHING STRATEGIES Staff implement the High Impact Teaching Strategies (HITS): High Impact Teaching Strategies are evident in: classroom pedagogy, collaborative planning, teacher planning: daily, short term and long term, improved student outcomes, ongoing student engagement, practice observed during classroom observation, targeted dialogue after classroom observation and during Performance Management. Setting Goals, Structuring Lessons, Explicit Teaching, Worked Examples, Collaborative Learning, Multiple Exposures, Questioning, Feedback, Metacognitive Strategies, Differentiated teaching. Staff provided with: targeted professional learning, collaborative planning time within phases of learning, peer support through modelling and coaching. DIFFERENTIATION Staff use The Eight Elements of Differentiation to provide a differentiated curriculum and pedagogy to meet the individual learning needs of students through appropriate teaching and learning adjustments. The Eight Elements of Effective Differentiation: Assessment to inform differentiation, Differentiation of content, Differentiation of pedagogy, Differentiation of purpose, Differentiation of outcomes, RESOURCES Differentiating the use of resources, Differentiation of assessment practices and tasks, Differentiation of the learning environment. Provision of human and financial resources are planned, targeted and allocated to support and improve student outcomes. Evidence of differentiation in: planning and pedagogy, improved student outcomes, improved student engagement, targeted dialogue during Performance Management meetings, classroom observations and targeted feedback. FTE is allocated to enable high quality teaching programs to support the learning success of all students. FTE is allocated to enable PLCs; targeted professional learning aligned to school priorities. EEA, SNEA and EA FTE is allocated to provide targeted support to students according to identified needs. Non-human resources allocated to support school priorities. USE OF DATA Staff use a range of appropriate assessment practices to: gather and analyse data, inform the planning of teaching and learning programs, inform differentiation, report on student achievement and progress. Appropriate assessment practices and use of data evident in: teacher’s planning, differentiated content and pedagogy, collaborative moderation, data analysis during PLC, targeted dialogue during PM meetings, classroom observations and targeted feedback, informal / formal assessment and reporting practices. PARTNERSHIPS The school encourages and supports involvement from the school and the wider community in actively supporting the school priorities. Inclusive practices, use of interpreters and translations, that enable full participation of the whole school community in school partnerships. School social events that are planned to target and be inclusive of the school community. School community, attendance, support and participation in school events. Regular ongoing volunteers who support learning programs in collaboration with staff. STUDENTS AT EDUCATIONAL RISK FOCUS AREA MAJOR STRATEGIES - WHAT WE DO EVIDENCE - HOW WE KNOW Students with Special Needs Students with Learning Difficulties Aboriginal Students EAL/D Students Utilise the SaER policy and procedures for identification of at risk students: emotional, academic, social, behavioural, health and attendance. Disability Resourcing allocated to support students with Special Needs. Use of Class Tier Pyramid strategy and SaER Overview notes. A targeted case management approach for students at risk: with special needs, with learning difficulties. Aboriginal students, identified EAL/D students (Stage 1 and Stage 2). Aboriginal student profiling. Aboriginal Cultural Standards Framework PL. Appointment of Aboriginal Education Coordinator. Assess EAL/D students on EAL/D Progress Map. EAL/D student profiling. THORNLIE PRIMARY SCHOOL BUSINESS PLAN 2021–2023 PAGE 5 Effective use of school SaER policy and procedures for identification and management of at risk students. Teacher identifies students, plans, implements and reviews appropriate documented plans: IEP / GEP / IBP / SSEN plans used to differentiate according to student needs. Improved outcomes for SaER. Complete, use and maintain Aboriginal student profiles to improve staff awareness of Aboriginal student needs and how to target support. Coordination of the implementation of a whole school approach to Aboriginal education. Differentiation of the learning program that addresses at risk EAL/D learners. Improved staff awareness of student background: HL, culture, religion, prior schooling, family dynamic, parent literacy, trauma, health etc.