Strategic Plan 2016-2018

Our Vision

Successful learners, confident and creative individuals and active informed citizens.


Boddington District High School expects all students to be successful: successful learners who strive to achieve; successful community members who are considerate and successful people who are responsible.

Our Priorities

High quality teaching and learning.

Belief: Although students are at different stages in their learning and progressing at different rates all students are capable of learning successfully if motivated and given appropriate learning opportunities and support.

  • Develop consistency in programs and practice across the school.
    • Whole school approaches to Literacy and Numeracy are developed and implemented.
    • Teachers contribute to the development of operational plans, their implementation and review.
    • Implement the Western Australian Curriculum.
  • Teachers collaborate to build agreement on the effective instructional practice expected in every class.
    • Teachers observe each other, reflect on their practice and provide feedback.
  • Professional learning to build instructional expertise in:
    • Literacy
      • Spelling, synthetic phonics
      • Writing
      • Reading
    • Numeracy
    • Play based learning in the early years
  • Ensure assessments are valid, reliable and timely.
    • Teachers use BrightPath and Maths Tracker to validate and moderate judgements.
    • The school uses Progressive Achievement Tests to validate judgements and measure progress in numeracy and reading comprehension.
    • Teachers moderate assessments.
    • On Entry Testing in the early years.
  • Teachers analyse and use data to inform their teaching.
  • Use the AITSL standards in Performance Management to recognise teachers current and developing capabilities, and to plan for improvement.
  • Increasing average progress in PAT numeracy and reading comprehension.
  • Year 3 average NAPLAN scores improve.
  • The sharing of best practice is common.
  • Teachers visit each other’s classroom and welcome the opportunity to be observed and to discuss their work.
  • Teachers regularly use data on the achievement, progress, strengths and weaknesses of individual students to personalise teaching and learning activities.
A safe and supportive environment that challenges students to achieve their best.

Belief: Students will achieve their best with a friendly, welcoming and inclusive environment with a strong curriculum focus and high expectations for student learning and achievement .

  • Use Positive Behaviour Support to identify key values and explicitly teach the associated behaviours.
  • All teachers and educational assistants to complete the CMIS Behaviour Management Foundation Course.
  • Improving staff expertise in meeting the learning needs of SAER students.
  • Provide support for groups of students facing potential disadvantage, due to social background, Aboriginality or disability.
  • Implement the National Quality Standards in the early years.
  • SAER students make a years progress each year in PAT numeracy and reading.
  • Improvement in the Positive Behaviour Schools team implementation checklist results.
  • Improvement in the percentage of parents, students and staff agreeing or strongly agreeing in the National School Opinion Survey that
    • My Teachers expect me to do my best.
    • Student behaviour is well managed.
    • I feel safe at my school.
    • I can talk to my teachers about my concerns.
  • Percentage of students regularly attending increases.
Strong partnership with parents and the community with a focus on student learning.

Belief: Parents are recognised as integral members of the school community and partners in their child’s education. Local businesses and organisations can provide access to experiences, support and intellectual and or physical resources, not available within the school, to enhance student learning.

  • Encourage local community based learning experiences for students.
  • Use community expertise to support and enhance student learning.
  • Communicate effectively with parents, providing timely information on student achievement, progress and engagement.
  • Encourage parent involvement in students learning through:
    • Coordinating family friendly events, encouraging the participation of parents, community members and students such as Harmony Day, Literacy and Science Week.
    • Promoting the role of and participation in the P&C and School Council.
  • Parents, students and staff agree or strongly agree in the National School Opinion Survey that
  • this school takes parents opinions seriously.
  • this school has a strong relationships with the community.
Well managed school resources and operations.

Belief: The efficient and effective management of resources and operations supports teaching and learning.

Operational Guidelines:
  • Supporting teachers to improve student learning is the primary focus of administrative and support staff.
  • Resources are prioritised and allocated on the basis of students’ learning needs.
  • Operations are appropriately resourced, effectively communicated and reviewed.
  • Parents, students and staff increasingly agree or strongly agree in the National School Opinion Survey that:
    • The school is well led.
    • The school is well maintained.



Improvement in student learning:
  • All students to achieve above the National Minimum Standard in NAPLAN testing of Reading, Numeracy, Writing, Spelling, Punctuation and Grammar.
  • All students to achieve moderate or better progress in NAPLAN Reading, Numeracy and Writing.
  • All students attend regularly.
  • Students are engaged in sporting and cultural activities.
  • Students consistently cooperate productively and build positive relationships with others.
  • A focus on improving student achievement, progress and engagement.
  • Whole school approaches to teaching and learning.
  • Explicit teaching.
  • Continual development of instructional expertise through collaboration and professional learning.

School Review and Accountability

School Report Requirements
  • Report on the progress made against the school priorities and targets, and the specific out-comes attached to funding for targeted initiatives, with contextualised information about stu-dent achievement for those student groups experiencing potential educational disadvantage.
School Self Assessment Cycle
  • On Entry Testing and analysis for Pre Primary, Year 1 and Year 2 students.
  • Grade distribution, Semester 1 and 2.
  • Analysis of attitude, behaviour and effort attributes, Semester 1 and 2.
  • NAPLAN achievement and progress, Term 3.
  • Progressive Achievement Test results for mathematics and reading comprehension, Term 4.
  • Attendance figures for Semester 1 and 2.
  • National School Opinion Survey, Term 4.
Performance Management
Term 1 Self Reflection, Planning and goal setting meetings.
Term 2 & 3 Professional learning completed. Classroom Observations.
Term 4 Review meeting.

School Times

First Bell 8.45am
Lunch 12.15pm
Final Bell 3.05pm
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