Stage 4 - consider all evidence

The 2018-2020 School Plan had 3 strategic directions - learning, wellbeing and productive partnerships. The in-depth analysis of how successfully the targets were achieved indicates that there is still significant work to be undertaken by the school in each of these areas and will be taken into consideration when the 2021-2024 Strategic Improvement Plan is being constructed.

The limited TTFM (Tell Them From Me survey) and school-based parent surveys undertaken in 2019, indicated that the aspirations and expectations of parents and students is not readily available and does not play a significant role in informing planning for learning.

Student attendance data indicates that absenteeism is a school wide concern as the low rate of attendance impacts on students’ ability to learn and succeed.

Although the SEF S-aS assessed the school’s learning culture as sustaining and growing, a closer examination of school practices and attendance data indicated the need to further develop high expectations and a school wide and individualised approach to improving student attendance.

All current staff have undertaken professional learning with John Fleming on Explicit Instruction. Given the high rate of staff turnover, processes to ensure teachers newly appointed to the school are familiar with the expectations and practices around this specific initiative are to be considered if the whole school focus on this methodology is to be sustainable.

In response to the significant number of ‘days lost’ to student suspension, particularly in Years 7 and 8, the school has identified the strengthening of the Positive Behaviour for Learning structures and further professional learning to support teachers with their classroom and playground student management practices.

Staff require significant training and support in the area of data skills and use, particularly in data literacy and using data to inform planning. Professional learning in developing evidence based teaching strategies to support teachers to improve their practice will complement this learning.

Implication 1

A whole school approach, including with all members of the school community, is required to achieve improvement in student performance and meet the 2022 and 2023 system-negotiated targets. This approach will include:

  • evaluation, development and application of strong pedagogical practices K-12
  • development of a strong professional learning community, which includes evaluation of impact across teaching and non-teaching staff
  • development of staff evaluative practices, data skills and use.

Implication 2

Transparent, highly effective and sustainable school systems, practices and processes are needed to minimise the negative impact of the high mobility of teaching and executive staff. This approach will include:

  • development of comprehensive staff induction processes
  • development and implementation of systems that identify, record and manage the needs of every student
  • strategic collection of relevant data and the development of systems that support the tracking of individual student performance from K-12.

Implication 3

The strengthening of existing community partnerships to develop and support ownership, high expectations and student engagement and learning. This will include:

  • valuing culture and diversity as an acknowledged driver of students’ engagement and success
  • developing and embedding whole school and community practices to improve student attendance, meeting 2022 system-negotiated targets for attendance.
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