Executive summary

The executive summary provides a brief narrative of the school's point-in-time judgements against the three School Excellence Framework domains: learning, teaching and leading. It is a synthesis of the school's self-assessment.

The executive summary is entered in the external validation section of the SPaRO software under the relevant headings. This information can also be used to inform the self-assessment and school achievement section of the school's annual report. The recommended length for an executive summary is one to two pages.

The default statement provides an introduction to this section:

‘On <date> our school will participate in external validation. In preparation for this meeting, the required body of evidence has been prepared, reviewed and annotated. The Executive Summary synthesises the annotated information provided in the body of evidence.’

Other information may include:

  • a brief description of your school (remembering that the panel has the context statement   from the school plan and the annual report)
  • any significant events that have had an impact on the context of the school or self-assessment processes and evidence. For example, rapid growth/decline, change of key staff, etc
  • the school’s approach to self-assessment including the roles and responsibilities of staff in the evaluation process
  • benefits of the process and how barriers to the process were addressed
  • a description of how the school prepared for external validation

processes for reporting to the school community.

Briefly outline the self-assessment journey your school has undertaken to arrive at the on-balance judgements in the domain of learning.

You may include elements:

  • where an on-balance judgement was more obvious
  • that required further detailed analysis. For example, where practices may be found in pockets/sections of the school as opposed to across the breadth of the school.
  • where judgements were amended during the analysis process.

Consider your self-assessment processes, evidence gathering and professional discussions when arriving at the on-balance judgements in the domain of learning.

This is not a list of the on-balance judgements of each of the elements. The panel can access this information from the completed external validation School Excellence Framework Self-assessment Survey (SEF S-aS).

Briefly outline the self-assessment journey your school has undertaken to arrive at the on-balance judgements in the domain of teaching.

You may include elements:

  • where an on-balance judgement was more obvious
  • that required further detailed analysis. For example, where practices may be found in pockets/sections of the school as opposed to across the breadth of the school.
  • where adjustments in judgements were made during the analysis process.

Consider your self- assessment processes, evidence gathering and professional discussions when arriving at the on-balance judgements in the domain of teaching.

This is not a list of the on-balance judgements of each of the elements. The panel can access this information from the completed external validation SEF S-aS .

Briefly outline the self-assessment journey your school has undertaken to arrive at the on-balance judgements in the domain of leading.

You may include elements:

  • where an on-balance judgement was more obvious
  • that required further detailed analysis. For example where practices may be found in pockets/sections of the school as opposed to across the breadth of the school.
  • where adjustments in judgements were made during the analysis process.

Consider your self-assessment processes, evidence gathering and professional discussions when arriving at the on-balance judgements in the domain of leading.

This is not a list of the on-balance judgements of each of the elements. The panel can access this information from the completed external validation SEF S-aS.

Executive summary school samples

Burraneer Bay Public School

School context

Burraneer Bay Public School is a large school located in the Sutherland Shire. It has a welcoming and friendly community with a dedicated and caring staff. It has a reputation for excellence across a relevant and balanced curriculum. The school is committed to providing a caring and quality learning environment where all students are encouraged to strive to achieve their personal best. The school has a strong emphasis on learning, as well as extra-curricular activities, especially in the performing arts and sport.

The school has a proud and supportive community. It is well supported by the Parents and Citizens Association, who contribute funding to many learning programs that operate within the school. The Parents and Citizens Association works together with the staff to ensure a supportive learning environment for all students. The school provides a caring environment that emphasises a strong set of values that are integrated into all aspects of school life and the wider community.

Positive wellbeing programs are a feature of the school with students, staff and community working together to promote relationships that are based on collaboration and mutual respect.

Areas of strength

This executive summary:

  • clearly demonstrates the process undertaken in the development of the school's submission;
  • provides a succinct summary for each domain with clear alignment to the school context;
  • demonstrates a reflective self-assessment process to substantiate the school's identified future directions;
  • provides on-balance judgments which are well-supported.
  • highlights focus elements only, and
  • details areas for further development.

Link

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Cook School (SSP)

School context

Cook School is a NSW DoE facility established in 2002 providing support for students who have previously found mainstream education to be educationally and socially challenging.

Cook School runs three distinct specialist programs. There are three classes for students in Years K-6 that present with a diagnosed mental health support need, two K-6 Autism Support classes, and three classes for students in Years 7-10 who typically demonstrate challenging behaviours in the classroom.

Student enrolment takes place via an operational directorate placement panel. The school aims to deliver a program designed to help students learn to better manage their approach to learning and successfully integrate back into their referring schools.

Cook School sets challenging, yet attainable goals for all students. The emphasis is to provide students with a safe and caring environment in which they can access quality teaching and learning and be supported in building their capacity to self-regulate. Cook School operates on an integration model, with students initially attending four days and integrating into home schools or work placements one day per week.

Areas of strength

The executive summary demonstrates that the school has undertaken an authentic situational analysis to support school improvement. It outlines:

  • the school's embedded evaluative practices and clearly articulates this across the three domains, and
  • provides pertinent school context which supports the self-assessment process undertaken.

Link

Download sample (PDF 116KB)

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Executive summary example

On 29/10/2019 our school will participate in external validation. In preparation for this meeting, the required body of evidence has been prepared, reviewed and annotated. The Executive Summary synthesises the annotated information provided in the body of evidence. Sample School values continuous improvement through the synthesis of data and feedback derived from a variety of sources. The Sample School community recognised external validation as an opportunity to reflect and refine our practices using the School Excellence Framework (SEF). Sample School has 70 staff, which includes full-time, part-time, temporary and casual staff. There is a mixture of experienced and early career teachers who have varied experiences. It was imperative to ensure all staff had an understanding of the SEF and professional learning supported opportunities to examine and analyse the themes within the elements of each domain.

At whole school meetings, staff collaborated to identify evidence sets. Initially, 12 evidence sets were proposed but following discussion, the executive team narrowed this down and presented these to the staff for endorsement. Staff then collaboratively identified evidence which could support each set. Both executive and staff teams then linked the SEF to the sets of evidence they had chosen. All staff provided evidence to support the chosen sets. During the compilation, annotation and analysis of evidence sets, it was noticed that some overlapped and a decision was made to combine these into six evidence sets.

The external validation team annotated the pieces of evidence, analysed and made on-balance judgements using the SEF. Following the analysis of each set, impact of practices was identified and this was used to guide decisions regarding future directions. Throughout this process, regular opportunities were provided to all staff to reflect on and contribute feedback which informed the on-balance judgements for the external validation process.

Learning

The results of this process indicated that in the School Excellence Framework domain of Learning. Sample School is continually striving to develop foundation skills in literacy and numeracy, strong content knowledge and the ability to learn, adapt and be responsible citizens.

When analysing evidence, it was clear that the school culture is one which fosters educational aspiration. The school is responsive to the needs of all students, ensuring that they can connect, succeed and thrive. Our analysis demonstrates that Sample School is sustaining and growing through the delivery of transition programs, differentiation and formative assessment.

In the theme of Differentiation within the element of Curriculum, a judgement was not easily agreed upon. Through deeper reflection of the evidence, it was clear that there is quality differentiation to meet the needs of children but there is work to be done to address the needs of students requiring extension and challenge. In the theme of Caring for Students within the element of Wellbeing, evidence shows that Sample School has strong systems in place to support every student but the school was unable to find evidence which clearly demonstrated that there were regular opportunities for students to meet with an identified staff member.

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