Planning and reporting help us meet the needs of our community, improve the quality of teaching and enhance outcomes for all of our students.
Strategic Improvement Plan
We have developed a Strategic Improvement Plan (SIP) in consultation with our community, identifying student outcomes and connected to a budget.
The School Excellence Framework (SEF) underpins our school planning and reporting approach. The framework provides a clear description of the key elements of high-quality practice across learning, teaching and leading.
The SIP is a working document that details the steps our school will take to improve learning outcomes, and the achievement and growth of all students. To ensure continuous improvement, the SIP reflects where our school is at and how it will further improve learning, teaching and leading.
It demonstrates our alignment and our commitment to excellence as part of public education in NSW to ensure a profound difference to the ongoing growth and development of our students.
As a preliminary step, the school designed and conducted evaluations and surveys of previous programs from the last planning cycle. This included a homework task for students to complete with their parents where they were asked to discuss the three most important things Revesby South Public School (RSPS) can teach them.
Then the staff gathered evidence from internal and external sources such as smart and plan data and from evidence based programs such as language, learning and literacy (L3), targeted early numeracy (TEN) and taking off with numeracy (TOWN) programs. Analysis of the data led to the investigation of other evidence based programs and high quality processes that have the greatest leverage.
Staff and the P&C collaboratively developed the school vision and aligned it with the three strategic priorities. Consultative decision making occurred in various forums such as professional learning meetings, stage meetings, Parents and Citizens Association (P&C) meetings and student representative council meetings.
Staff then began backward mapping from products and practices, to identify people and processes required to achieve the planned improvement measures. This included looking at building the capabilities of students, staff and the community to implement transformative practices.
Feedback from staff and the community occurred as part of the drafting process before being endorsed by the principal and director of public schools.