Wellbeing and Learning Culture Delivering Sustaining and Growing Excelling Learning achievement is celebrated. There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities. The aspirations of students and parents are known and inform learning plans. The school community shares high expectations of learning achievement for all students, and is committed to the pursuit of excellence. The school’s behaviour policy focuses on creating an optimum environment for learning. Expectations of behaviour in various school settings are explicitly communicated to students. Expectations of behaviour are co-developed with students and community and are designed to ensure good conditions for learning. They are consistently enforced across the school. Positive, respectful relationships are actively developed among students and staff, promoting student wellbeing and ensuring good conditions for student learning. School programs address the needs of identified student groups (eg. Aboriginal students, gifted students, students with disability and students for whom English is a second language). Well-developed and current policies, programs and processes identify, address and monitor individual student learning needs. There is school-wide, collective responsibility for student learning and success. Planning for learning is personalised and informed by sound holistic information about each student’s wellbeing and learning needs. Every student can identify their advocate among the staff.. Attendance rates are regularly monitored and action is taken promptly to address issues with individual students. Good attendance is celebrated/rewarded The school community shares an understanding about the importance of attendance. Attendance has improved for students identified as having attendance issues. Consistent and systematic processes are in place so that no student risks missing any learning because of absences. Students, staff and community recognise that student wellbeing and engagement are important conditions for learning. Students’ wellbeing and engagement are monitored. The school uses the results of student, parent and staff surveys/monitoring to refine a whole-school approach to wellbeing and engagement to improve learning. Changed practices in response to survey findings have delivered measurable improvement in wellbeing, engagement and/or learning. Curriculum and Learning Delivering Sustaining and Growing Excelling
performance. Individual student reports include personalised descriptions of the student’s strengths and growth. Student reports contain personalised information about individual student learning achievement and growth, and preview plans for improvement. Student reports are personalised and comprehensive, providing detailed, plain English information about student learning, growth and next steps, as well as relevant contextual or comparative data. There is a whole school assessment strategy in place that is designed to ensure that the learning of all students is systematically monitored. The school has analysed school performance data and a range of other contextual information and teachers are aware of trends in student achievement levels, at individual, group and whole school levels. Using systematic and reliable assessment information, the school evaluates student learning over time and implements changes that lead to measurable improvement. Parents are offered a variety of options for receiving updates on the learning progress of their children. Parents have an understanding of what their children are learning and receive regular information about how to support their child’s progression to the next level. The school directly engages parents in understanding the learning progress of their children and provides opportunities to demonstrate to parents how they can effectively supporttheir children’s learning at home. Assessment is undertaken regularly in all classes and data is systematically collected. Assessment data that monitors achievements and gaps in student learning is used extensively to inform planning for particular student groups and individual students. Assessment is a tool that supports learning. The school uses a suit of reliable assessment to capture information about ststudent learning. Teachers set transparent criteria for student assessment and the school has processes in place to support consistent teacher judgement and moderation. Student Performance Measures Delivering Sustaining and Growing Excelling The school has a positive The school’s value-add trend is positive. The school achieves excellent value-added results. At least 90% of students are at or above national minimum standards on NAPLAN reading, writing and numeracy. At least 35 per cent of students achieve top two band results for NAPLAN reading and numeracy. Most students achieve top two band performance on external measures (NAPLAN/HSC).
disseminate findings to the community. Collaborative Practice and Professional Standards Delivering Sustaining and Growing Excelling Executive, staff, faculty/stage, team and other meetings are used to review the curriculum and to revise teaching practices and learning programs. Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular student groups, including routine observations and reviews of classroom teaching practice. The school has embedded and explicit systems for collaboration, classroom observation, the modelling of effective practice and feedback to drive and sustain ongoing, school-wide improvement in teaching practice and student outcomes. Support is available to new and beginning teachers. Formal mentoring or coaching support to improve teaching and leadership practice is provided to staff who request or are identified as in need of support. School-wide and/or relationships provide mentoring and coaching support to ensure the ongoing development of all staff. Staff attainment of professional learning goals and teaching requirements are part of the school’s performance and development processes. The school monitors the accreditation status of all staff and actively encourages and supports pursuit of higher level accreditation. X% of the staff have attained and are maintaining accreditation at highly accomplished or lead teacher professional standards. Teachers demonstrate currency of content knowledge and teaching practice in all their teaching areas. The school identifies expertise within its staff and draws on this to further develop its professional community. Gaps in expertise are identified and addressed, including by professional development of existing staff. All teaching staff of the school demonstrate and share expertise, have expert contemporary content knowledge and effective teaching practices, and rely on evidence-based teaching strategies. Learning and Development Delivering Sustaining and Growing Excelling Teachers participate in professional learning targeted to school priorities and their Teachers actively share learning from targeted professional development with other staff. The school evaluates professional learning activities to identify and systemically
school. evidence, and local context. Administrative practices provide explicit information about the school’s functioning to promote ongoing improvement. All school staff are supported to develop skills for the successful operation of administrative systems. Streamlined, flexible processes exist to deliver services and information and strengthen parental engagement and satisfaction. The school measures customer (parent) satisfaction. Management practices and processes are responsive to school community feedback And there is a whole school approach to improving service delivery and customer (parent/student) experience.