Business Plan

Teaching and Learning in a High Care environment is the focus at Meadow Springs. Every child matters, every day. The shared vision of teachers, parents and students underpins the development of motivating teaching and learning programs that meet the individual needs of each child.

We understand that children are precious and must be nurtured to grow and develop. Our culture of high care acknowledgesour understanding of the influence we have in the lives of ourstudents. We aim to open doors of opportunity and guidestudents to discover their own passions, talents and gifts. Ourculture of high performance sees everyone working to achieve their best. Our culture of high performance will ensure that everyone works to achieve their best.

Our Business Plan will set the direction for the school over thenext three years. It details areas for growth and development that we value as a school and community.

Our focus will strengthen connections with families, teach students at their level of learning, nurture resilience and promote mental health, provide opportunities for students to explore the world and increase student engagement in all school activities.

Our Board will support the school in achieving the objectives of the Business Plan, with our annual planning documents providingdetailed targets and tracking our progress towards these.

Meadow Springs Primary School will continue to grow our school into a vibrant and distinctive learning environment to meet the needs of our community.

As a Cluster of Independent Public Schools, we work together with the Education Support Centre to create one community for our students and families. We share a School Board and align what we do in our schools to benefit all of our students.


A culture of positive professional collaboration exists between the two schools, for the good of the whole school community.

  • Positive welcome: A positive welcome is provided to all parents as they are greeted by our office staff
  • Communication: Effective communication between the two schools –email, face to face, social media
  • Shared Curriculum: Shared virtues and values programs
  • Shared expertise: All staff work collaboratively and provide support and expertise- office, admin teams, teachers, education assistants
  • Inclusive activities: All students in both schools are included in whole school incursions, activities and events
  • Shared finances: The shared financial agreement is developed through positive collaboration between schools and is completed by the end Term 4 the previous year.
Performance Indicator:
  • Annual staff integration survey data shows growth in cross site collaboration


A consistent approach to student engagement will exist across all classes in the school.

  • All staff will receive formal Classroom Management Strategies training, with school based coaches and teacher experts providing staff feedback and support.
  • Investigate and select a whole school approach to co-operative learning, and work to embed this across the whole school.
  • The school will engage to align behaviour expectations and approaches to management across the school.
  • The school will direct funding to build a bank of practical resources for hands on learning experiences.
  • Students will have opportunities to learn in a range of groupings including age and interest, allowing for peer mentoring and buddies.
Performance Indicators:
  • 100% of teaching staff will have received formal Classroom Management Strategies training and conferencing during the first semester of their work at our school.
  • By 2021, a consistent co-operative learning program will be in place across the school.
  • The school will have a functioning behaviour and engagement team, who facilitate consistent practice across the school,


We build and nurture resilience and mental wellbeing in a safe inclusive environment.

  • Whole school resilience program explored, introduced and embedded in school expectations.
  • Social interventions in place for students to develop resilience and friendship skills.
  • Continuation and embedding of the whole schools values program.
  • School Chaplain provides support to students and their families within the school.
  • School grounds are maintained and developed to be to Australian safety standards, as well as look inviting to adults and children.
  • A robust protective behaviours program is identified, implemented and then embedded in whole school practice.
  • A common language reinforcing being safe and understanding wellbeing is developed, used and understood by staff and students.
  • Health and resilience programs are integrated across all learning areas.
  • You Can Do It is consistently implemented across the school.
Performance Indicators:
  • Students report they feel safe at school most of the time in student surveys.
  • Students report they know what to do and where to get help when they feel unsafe at school.
  • School health survey data indicates staff have a shared understanding of Health and Wellbeing.


We will reach students and teach them at their level of learning in order for them to be successful.

  • Sprint Leaders will facilitate learning programs to address gaps in learning across cohorts within the school.
  • Teaching staff professional development in Learning Sprints with Agile Schools.
  • Whole school assessment is utilised to improve outcomes for students individually and as cohorts.
  • Whole school assessment schedule is refined and embedded in school practice.
  • Learning experiences cater for individual learning styles and learning needs.
  • Intervention programs in literacy and numeracy support struggling learners.
  • The further development and embedding of the Meadow Springs Lesson Design.
  • Staff are coached on implementation of the lesson design.
    Student handover and transition information completed annually.
Performance Indicators:
  • All year six students of the stable cohort who are not achieving the expected standard in Literacy and Numeracy will have received individual targeted intervention.
  • Embedding of learning sprints practices in the school expectations for all staff.
  • Whole school data tracks individuals and cohorts, and demonstrates academic progress.


We provide students with boundless opportunities to explore and learn in the real world.

  • Technology is embedded in all learning areas and is a tool for learning and creating.
  • The school has a dedicated technology assistant who manages the school network and equipment.
  • We encourage and nurture Critical and Creative Thinking across the school.
  • We will support children to explore and discover their natural gifts and talents through open ended tasks and varied and unique learning experiences.
  • We work with local secondary schools to enrich our learning programs in Science, Technology and The Arts.
  • Curriculum teams link with secondary school subject teams to share expertise and resources in formal ways.
  • Middle school students attend the secondary schools for programs during the year.
Performance Indicators:
  • 100% of staff develop their technology skills utilising an in school coach as shown in their personal goal setting.
  • By 2021 staff will have a good understanding of Critical and Creative Thinking and will deliver this as a part of their regular program and learning experiences.
  • Technology resources are continuously grown and funding directed for the introduction, maintenance and replacement of tools for learning and creating.
  • Students are offered experiences in all areas of the curriculum in particular the Arts, Science, Languages and Physical Education to explore their talents.


Families feel a sense of belonging in our school, where we work together to provide the best learning for every child.

  • Staff development in the Aboriginal Cultural Framework resulting in a school plan.
  • Support the school P&C to plan and facilitate events that allow for community connection and engagement.
  • Improve communication with families who have non- traditional living arrangements.
  • Increase and formalise opportunities for parents and grandparents to volunteer within the school.
  • Increase personal communications, eg phone calls, to parents throughout the year.
  • Offer a range of workshops for parents in curriculum and non-curriculum areas.
  • Provide opportunities for families to see students work and learning.
  • Every parent will receive individualised positive communication regarding their child.
  • Established parent events, four times per year in the school calendar.
Performance Indicators:
  • National School Opinion Survey data indicates that parents feel welcome in the school and consider themselves partners in learning.
  • Increasing parent attendance at P&C organised events.
  • Development and implementation of the school Aboriginal Cultural Awareness plan.