Note - in SPaRO, the 'Focus themes' column will already be prepopulated with data schools added to their SEF S-aS.
Legend:
- WTD = working towards delivering
- D = delivering
- S&G = sustaining and growing
- E = excelling
- NA = not applicable.
| Element | 2018 | 2019 | EV panel report | Focus themes |
|---|---|---|---|---|
| LEARNING | ||||
| Learning culture | D | S&G | S&G | Attendance High expectations |
| Wellbeing | D | D | D | A planned approach to wellbeing |
| Curriculum | D | D | D | Curriculum provision, teaching and learning programs |
| Assessment | S&G | D | D | Whole school monitoring of student learning |
| Reporting | D | S&G | S&G | |
| Student performance measures | D | S&G | S&G | |
| Effective classroom practice | D | D | D | Explicit teaching Feedback Classroom management |
| TEACHING | ||||
| Data skills and use | D | D | D | Data literacy, data analysis, data use in teaching |
| Professional standards | S&G | S&G | S&G | |
| Learning and development | S&G | S&G | S&G | Expertise and innovation |
| LEADING | ||||
| Educational leadership | D | D | D | Instructional leadership, high expectations culture |
| School planning, implementation and monitoring | D | D | D | Continuous improvement |
| School resources | S&G | S&G | S&G | |
| Management practices | D | D | D | Community satisfaction |
Reflections on SEF S-aS and EV
We completed EV in 2019. We found that in some areas of our self-assessment we had been overly critical and determined our on balance judgments to be lower than the panel, and in others we had overestimated where we sat against the School Excellence Framework. As a result of the learning we took from the EV process and a change in school leadership we have evolved the way we complete our self-assessment against the SEF and can be confident that the focus themes identified are reflective of our school needs and therefore should be addressed in our Strategic Improvement Plan.