1. Peer Review Report (Confidential to School Council, Staff and DET) 1.1 Evaluation of the School’s Performance against the Strategic Plan Goals and targets from previous Strategic Plan Panel view of school performance Considerations for Next Steps Achievement: Achievement is best reported against like schools and learning growth. While recognising that literacy and numeracy are essential foundations for students’ success, achievement outcomes encompass a broader view of learning, spanning the full range of curriculum domains, as well as students’ co-curricular achievements. It should include a range of performance measures. Goal: To improve student learning achievement particularly in Literacy and Numeracy, from Prep–Year 6. Targets related to the National Assessment Program – Literacy and Numeracy (NAPLAN) data. End Year 2015 English (all dimensions) and Mathematics NAPLAN targets: • Year 3 • 90% above Band 3 • 60% above Band 4 • Year 5 • 90% at / above Band 5 • 60% above Band 6 Goal: To further develop students’ higher thinking and capacities The target related to an increase in the proportion of students assessed as at or above the VELS Thinking Processes domain In 2015 all year 3 targets were met. The year 5 targets were not met for the percentage of students at Band five in Spelling and Band six in Reading, Writing and, Grammar and Punctuation. The panel discussed the changes in NAPLAN absolute scores between 2012 and 2015 which indicated a general trend upwards at year 3 but was not matched at year 5. The relative growth rate between years 3 and 5 was also discussed by the panel with the observation that while the percentage of year 5 students experiencing low growth has fallen significantly in most cases, the proportion of students achieving high growth is still a work-in-progress that applies to the full range of student ability. The panel considered Literacy and Numeracy separately and noted that the use of pre and post testing to guide teaching practice had assisted in improving the rate of relative growth as has changes The panel noted the significant progress made by the school in improving the educational outcomes of its students and the considered way in which the school uses data to improve classroom practice. The panel offered possible strategies to improve the proportion of students achieving high growth which included: Reviewing classroom practice including developing an aspirational whole school instructional model across the curriculum. Providing related professional learning opportunities for staff. Improving the effectiveness of professional learning teams. Reviewing the school’s education program and its relationship with the Victorian Curriculum.
Student Decision Making scores at 4.3. Student Absences to be reduced to 2009 levels particularly at Year 6. pleasant learning environment, committed teachers including a range of specialist teachers and a differentiated curriculum based on evidence of students’ learning progress. that involve higher order thinking. Developing detailed rubrics that assist in guiding students in setting goals for their next stage of learning. Designing more authentic tasks with practical outcomes. Explicitly teaching skills in how to research and how to present findings. Better planning of integrated programs. Clarifying those skills that should be explicitly taught. Clarifying the role of information technology, particularly in relation to coding. Clearly identifying specific areas that are to be reported on and ‘backwards mapping’ to ensure coherence in the program. Clarity in reporting to parents was seen as an additional outcome of these initiatives, with some concern being expressed about the available instruction time to implement them. Wellbeing: Students’ health, safety and wellbeing are essential to learning and development. An inclusive, Goal: To improve transition at all levels Target: To maintain better than 85% This target has been met and exceeded. The panel again commended the school on reaching its strategic target in this area. The panel focussed on the Wellbeing factors in the Attitudes to School Survey that had not shown improvement from 2013 data and did not exceed State
safe, orderly and stimulating environment for learning is critical to achieving and sustaining students’ positive learning experiences. parent approval on items related to transitions on the Parent Opinion Survey The housing of the pre-school as a part of the primary school was seen as beneficial to the transition program as it facilitated regular and detailed contact between and Prep teachers. The school’s transition day and the standard of information being communicated between teachers at different levels were also seen as enablers to an effective transition program. The current once-a-week welfare program that was not integrated fully into classroom activities was seen as an area for improvement. mean scores. In this context the panel discussed possible next steps in terms of a more coherent wellbeing program in the school that clearly articulated to the school’s values and is explicitly treated as an ongoing part of students’ normal day-to-day learning in their classroom. The identified some frameworks that the school could investigate and implement to achieve the above ideas. Additional ideas for the development of a wellbeing program include ensuring the use of common language across the school, relating wellbeing to students as learners as well as their social skills, and enhancing the partnership with the pre-school with a common wellbeing framework. Productivity: Productivity refers to the effective allocation and use of resources, supported by evidence and adapted to the unique contexts of each school. Successful productivity outcomes exist when a school uses its resources – people, time, space, funding, facilities, community No or targets were required in the previous strategic plan. The panel discussed in general terms the financial position of the school, the provision of information technology resources, the trend of increasing enrolments, and the availability of teaching spaces in terms of benefits and risks in the near future. Further improving the articulation of the pre-school and primary Consideration for next steps in sequence: Consult further with staff in developing the strategic direction of the school including the identification of goals and targets for the next four years. Develop an implementation strategy for areas that may include; an instructional
Engagement Enhancing the Science component of the school’s education program. Improving the strategies for promoting higher order thinking. Further developing the school’s Community Program. To improve the level of engagement in the school’s integrated studies program. By improving the quality of the content, instruction and assessment in the integrated studies program the of students’ engagement and subsequent learning outcomes will also improve. Ensure that the various components of the integrated studies program are consistent with the requirements of the Victorian Curriculum. Investigate resourcing for the school’s Science program such as Primary Connections and Science Connect. Further integrate learning activities into the school’s Community Program with the aim of improving clarity of purpose and relevance for students. Incorporate higher order thinking in the design, delivery and assessment of open ended tasks. Develop clear and detailed rubrics to assist students in setting goals and improving their rate of progress. Wellbeing Current welfare related programs in the school could be better integrated into the day-to-day classroom activities. Investigate and implement a whole school approach to promoting wellbeing and positive behaviour that is related to the school’s newly developed values. By integrating strategies to promote wellbeing and positive behaviour into every classroom learning program, students’ wellbeing and behaviour will improve. Evaluate the current wellbeing related programs operating in the school. Investigate possible alternative frameworks for promoting wellbeing and positive behaviour. Ensure that a revised approach will use a common language in every classroom. Promote the explicit teaching of positive behaviour in every classroom. Monitor effectiveness through metrics such as Student Morale, Learning Confidence, Classroom Behaviour, and Connectedness to Peers (Attitudes to School Survey). Partnering with the Pre-school in developing and implementing behaviour management frameworks.
Filippa Kimmorley 12/06/2015 Self Assessment Day Curriculum Day Toolamba Heather Kennedy 15/06/15 School Council meeting reviewed VRQA policies School Council members Heather Kennedy 25/06/2015 Toolamba Parent Survey sent out. Newsletter Heather Kennedy Jenny Davey 29/06/15 Vendor Process Heather Kennedy School Holidays Edugate Heather Kennedy 4/08/15 P/L School Review VRQA policies & documentation Davey Heather Kennedy 18/08/15 P/L School Review VRQA policies & documentation Toolamba PS parent survey results Staff meeting Heather Kennedy 21/09/15-29/09/15 Collation of Feedback, surveys Draft of Self Evaluation School Holidays Heather Kennedy 21/09/15-29/09/15 Compilation of VRQA Registration Requirements Folder School Holidays Heather Kennedy 26/10/2015 Draft of self-evaluation distributed to school staff School leaders meeting Heather Kennedy 4/11/2015 Final edition of self-evaluation completed and sent to reviewer, peer principals, SARRP. School Councillors School staff Leon Kildea Judy Park, Janet Gill Kirkman Jennifer Small Heather Kennedy 4/11/15 Self-Evaluation and terms of reference phone conversation with reviewer. Heather Kennedy Leon Kildea 4/11/15 Planning for panel day CRTs to release teachers Heather Kennedy Tracey Ritchie 10/11/2015 Panel day School Reviewer 2 peer principals School Council president Principal School staff attending different sessions Heather Kennedy Leon Kildea November 2015 Completion of report Leon Kildea November 2015 Presentation to staff Professional Learning meeting November/December 2015 Presentation to school council School Council Meeting Leon Kildea November/December 2015 Submission of report Panel Agenda.
opportunities that promote student voice? Sarah Maskell Bob Boyer 12.40 Reflection 12.45 to 1.25 Student Wellbeing How effectively did we develop partnerships and processes to promote student wellbeing? How can we provide a balanced positive behaviours Program to cater for all students equally? Classroom teacher- Shane Lewis Jenny Bathman Recommendations for Improvement 1.25 to 1.30 Reflection 1.30 lunch 2.00 to 2.30 Productivity Resource discussion Staff Funds Time Space Facilities ICT How can school resources best be utilised to support productivity and improved student learning? Panel members Business manager Jenny Davey Juanita Lardner School Council president-Fiona Boyer Recommendations for Improvement 2.30 to 3.30 Recommendations for improvement Student achievement Engagement Wellbeing Productivity Panel members 3.30 to 3.40 Thank Panel Afternoon tea 3.40 to 5.40 VRQA Registration Requirement check Leon Kildea Jenny Davey Filippa Kimmorley Craig Thompson Patrice Anset Heather Kennedy