Stage 4 - consider all evidence

Implication 1

Targets addressed: Reading and Numeracy

SEF focus themes addressed: Curriculum provision, teaching and learning programs, Whole school monitoring of student learning, Explicit teaching, Feedback, Classroom management, Data literacy, data analysis, data use in teaching, Expertise and innovation, Instructional leadership, high expectations culture, Continuous improvement

Literature and research underpinning: What works best in practice and How schools can improve literacy and numeracy and why it (still) matters.

When analysis was conducted against the student outcome measures it was evident that expected growth in both Reading and Numeracy would be an area for explicit focus in the new school plan. Target areas in Reading and Numeracy have been identified using the NAPLAN gap analysis and will be a focus for professional learning and in class support in the Strategic Improvement Plan. The student performance results are consistent with the 2018 and 2019 SEF-SaS which identified six out of eight components (sections of the theme descriptors) within the elements of Effective Classroom Practice and Data Skills and Use. Interestingly Feedback was identified as a focus theme in the SEF-SaS but when teachers were surveyed >90% strongly agreed that they provide feedback to students.

To consider our options for addressing these needs in the school we considered the newly published ‘What Works Best: Evidence-based practices to help improve student performance’. This guide provides practical strategies for translating educational theory into classroom practice. In our SEF-SaS we identified 16 focus themes to address in the school plan, when we cross referenced the What Works Best literature we found a strong alignment for 15 out of 16 of our focus themes because WWB draws upon the same evidence bank that informed the creation of the SEF.

Reflecting on the WWB strategies it became apparent that there were many strategies and focuses that we could pursue and that there are many interdependencies between the themes. Having reflected on our inconsistent implementation of practices in the past we have prioritised establishing sustainable structures and processes for leading improvement, innovation and change as recommended by the literature. These activities will focus on developing and sustaining whole school processes for collecting and analysing data to ensure the implementation of contextually appropriate curriculum provision underpinned by evidence-informed strategies and embedded evaluative practice to improve student learning outcomes in Reading and Numeracy.

Strategic Direction 1: Student growth and attainment

  • Initiative 1: Reading
  • Initiative 2: Numeracy

Implication 2

Targets addressed: Wellbeing and attendance

SEF focus themes addressed: Attendance, A planned approach to wellbeing

Literature and research underpinning: CESE Student Wellbeing literature review and The role of student engagement in the transition from primary to secondary school

When conducting the analysis of the school Wellbeing metrics it was evident that student sense of belonging is an area of ongoing focus. This was consistent with 2018 and 2019 SEF-SaS data that referenced ‘a planned approach to wellbeing’ as a focus theme.

To address these needs in our school we consulted the CESE publications ‘Wellbeing literature review’ and ‘the role of student engagement in the transition from primary to secondary school. The literature consistently identified core elements of focus that aligned to our needs. And while PBL commenced in the last school plan, our reflection of progress is consistent with the literature that suggests that behaviour is only part of wellbeing and there is more work to be done that warrants inclusion of Wellbeing in the new school plan. Therefore our next school plan will be inclusive of activities that have been proven to work in other settings and are likely to work in ours. These activities drawn from the evidence base can be grouped broadly into ‘promoting social and emotional learning’, ‘strengthening transitions’ and 'creating a safe environment’.

Strategic Direction 2: Wellbeing, attendance and strengthened transitions

  • Initiative 1: Wellbeing
  • Initiative 2: Attendance and strengthened tranisitions

Implication 3

Targets addressed: Nil

SEF focus theme addressed: Community satisfaction, High Expectations

Literature and research underpinning: Creating a culture of excellence case studies

Community satisfaction is an area of focus we identified in our 2019 SEFSaS. This is an area we would like to address. To this end we have considered the case studies of what excellent parent, student teacher culture looks like and are going to have a 4 year focus engaging parents in student learning and school life.

Strategic Direction 3: Parents and careers; partners in learning

  • Initiative 1: Parent and carer partnerships
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