Annual Implementation Plan (AIP)

12. Annual Implementation Planning for new schools

When developing an Annual Implementation Plan (AIP), established schools draw on their 4-year goals, targets and key improvement strategies (KIS) as outlined in their School Strategic Plan (SSP). As schools in their first year of operation, as well as newly merged schools, will not yet have completed school review and developed an SSP through the process, they take a modified approach to school improvement planning.

During this initial year, a stand-alone AIP guides the school improvement cycle in lieu of a SSP. This stand-alone AIP is automatically generated in the Strategic Planning Online Tool for new schools and contains an additional tab where new schools can write their goals, targets and KIS. This AIP articulates the school community’s broad goals and targets and identifies KIS that will guide the first 12 months of operation.

A new school will focus on establishing the core elements of the Framework for Improving Student Outcomes (FISO 2.0).

To support this, the first AIP should establish broad goals and targets relating to student learning and wellbeing outcomes. These goals and targets consider the school vision and establish a clear direction for improving student outcomes.

Endorsement of the school’s first AIP by the principal, senior education improvement leader (SEIL) and school council should be obtained within the first term of the school’s operation.

New schools can expect to take part in their first school review at the conclusion of their inaugural year of operation, and following review will create their next SSP. Depending on the timing of their review, some new schools will need to develop a stand-alone AIP for their second year of operation, to be used until the school’s first SSP has been developed following their first school review. For further detail on how the timing of review affects AIP planning, see Advice and timelines for schools in review.

Data available to new schools

As it is their first year of operations, new schools will not have access to the same data sources as established schools to inform their planning. However, there are a variety of data sources available that can inform initial annual planning efforts and provide insight into incoming student cohorts.

Census data from profile.id.com.au can provide local government area demographic information about student cohorts. A comprehensive community profile can be downloaded from the site.

Useful data sets include:

• population summary
• culturally diverse population statistics
• Aboriginal and Torres Strait Islander population
• proficiency in English
• disability statistics
• household type
• Socio-Economic Indexes for Areas (SEIFA) index of disadvantage.

Schools will collect data on their incoming students via the School Entrant Health Questionnaire (Primary only) and Student Family Occupation Education (SFOE) information during enrolment.

Secondary schools can collect transition data from feeder schools to gain information about incoming student cohorts. This data is available in CASES21.

Further student, teacher and parent data will become available as it is collected throughout the year. Newly established schools can also use the FISO 2.0 illustrations of practice and continua of practice to identify areas of focus for the coming year.

School planning timelines for new schools

• Year 1 of operation: Schools complete a stand-alone AIP
• Year 2 of operation: Schools complete a stand-alone AIP for the period up to their first review, undergo school review, and develop their first SSP
• Year 3 of operation: Schools develop an AIP as informed by their SSP, using the standard approach