Consultation, preparation and developing the school plan
Information on consultation, preparation and developing the school plan.
Who should we consult when developing the school plan?
Consultation needs to occur with the school community including students, parents/carers teaching and non-teaching staff, parents/carers and community partners.
Where appropriate, this consultation also includes local Aboriginal elders and the Aboriginal Education Consultative Group Inc. (AECG) or local land council representatives.
Why is community consultation important to school planning?
The school planning approach offers opportunities for schools to develop planning processes that facilitate authentic, inclusive, whole school community consultation.
Research indicates that strong partnerships between a school, parents/carers, its teachers, and community make a positive contribution to student learning.
Broad community involvement in developing the school plan will lead to increased engagement by the school community.
What strategies should we use to engage our staff and community in consultation?
Ensuring that staff and community are involved in ongoing and summative self-assessment, together with reviewing the previous school plan will provide a basis for the whole school community to actively contribute in the planning process. Involvement in the development of the school’s vision and strategic directions of the plan will assist in developing a shared understanding of the importance of teacher’s role in improving student learning in the local context and the community’s contribution to the success of the plan.
Resources to develop consultative decision-making with the whole school community, including the Family-School Partnerships Framework and the Equity Funding Support package, are available on the Local Schools, Local Decisions pages of the intranet.
Is there scope to work with other schools in developing plans?
Yes. Schools may consider working in partnership to develop one or more common strategic directions. School settings where this approach has proved valuable include communities of schools, multi-campus colleges, Environmental Education Centres, Schools for Specific Purposes, hospital schools and others.
What are the NSW government’s state priorities and Premier’s priorities for education?
The Government has published 30 State priorities, two of which relate to education. These priorities aim to improve education outcomes across NSW. Fourteen of these are the Premier’s priorities.
One of the Premier’s priorities is to increase the percentage of all students in the top two NAPLAN bands for literacy and numeracy by 15% by 2023. Premier's priorities: Bumping up education results for children.
The second priority related to education, is to increase the proportion of Aboriginal students attaining Year 12 by 50% by 2023, while maintaining their cultural identity. Premier's priorities: Lifting education standards: Increasing the number of Aboriginal young people reaching their learning potential.
NSW public schools have always had a core focus on literacy and numeracy development. It is a requirement for all schools to make explicit reference to improving literacy and numeracy (see the Premier’s priorities: Bumping up education results for children and Increasing the number of Aboriginal young people reaching their learning potential) in their school plan. To assist schools to plan and report on these priorities, new measures have been included in the Scout data reports to show the proportion of all students in the top two NAPLAN bands for reading and numeracy.
How does the school plan link to the annual report?
All schools develop a comprehensive school plan and annual report connecting student outcomes, budget and a rigorous self-assessment process.
The school plan documents the strategic directions and associated improvement measures that have been developed by the school community to bring about sustained change and deliver quality education for all students.
As part of the school planning cycle, schools conduct annual self-assessments of their progress towards achieving the improvement measures set out in the school plan using the School Excellence Framework, and report on them in their annual report.
Each school develops an annual report which flows from elements of the school plan and the self-assessment process. The annual report also accounts for funding, including equity loading funding.
What support is available for school planning?
The following support is available for schools to undertake school planning and reporting:
- School Planning Implementation Guidelines
- Self-assessment Implementation Guidelines
- The School Excellence Framework
- Scout (BI)
- Help text within the SPaRO software
- advice, guidance and support from Directors, Educational Leadership and Principals, School Leadership.
- For further information: School excellence and accountability.
How can we ensure that evaluation and self-assessment are embedded in the plan?
By following the school planning approach outlined in the implementation guidelines schools will use SPaRO to:
- develop a plan for evaluating their processes
- action the planned strategies for evaluation when monitoring progress
- record findings of ongoing self-assessment at regular intervals determined by the school
- complete summative assessments of progress annually.