Note - in SPaRO, the 'Focus themes' column will already be prepopulated with data schools added to their SEF S-aS. Also, for this school sample, the external validation (EV) column is empty, as EV occurred before 2018 or will occur in coming months.
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 | WTD | D | NA | Transitions, Attendance, High expectations |
| Wellbeing | D | D | NA | Individual learning needs and Behaviour, A planned approach to wellbeing |
| Curriculum | D | S | NA | Differentiation |
| Assessment | WTD | D | NA | Formative Assessment, Summative Assessment, Whole School monitoring of learning |
| Reporting | D | S | NA | Parent engagement |
| Student performance measures | WTD | WTD | NA | Student Growth |
| TEACHING | ||||
| Effective classroom practice | D | D | NA | Explicit teaching |
| Data skills and use | WTD | D | NA | Data Analysis, Data use in Teaching, Data use in Planning |
| Professional standards | D | D | NA | Literacy and numeracy focus |
| Learning and development | D | D | NA | Collaborative Practice and Feedback |
| LEADING | ||||
| Educational leadership | S | S | NA | Community Engagement |
| School planning, implementation and monitoring | D | S | NA | Continuous Improvement |
| School resources | S | S | NA | Technology |
| Management practices | D | D | NA | Service delivery |
Reflections on SEF S-aS and EV
A wider range of internal data collection required to support student performance. Professional learning for teaching staff in use of data to support learning.
Literacy and numeracy require strong development with a greater understanding of supporting student growth. Both formative and summative assessment requires additional learning on the part of staff. While the new Sentral upgrades have assisted further work with staff in this area to ensure all data sources are held is required.
PLPs and transition plans need to be strengthened with a more effective use of both to inform learning. While parents are engaged with these two processes, further work needs to be done with parents on using them with PLAN2 to inform learning.