Pozieres State School · 2020. 4. 17. · Improvement Unit (SIU) at Pozieres State School from 5 to...
Transcript of Pozieres State School · 2020. 4. 17. · Improvement Unit (SIU) at Pozieres State School from 5 to...
Pozieres State School
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Acknowledgment of Country
The Department of Education acknowledges the Traditional Owners of the lands from across
Queensland. We pay our respects to the Elders past, present and emerging, for they hold
the memories, the traditions, the culture and hopes of Aboriginal and Torres Strait Islander
peoples across the state.
A better understanding and respect for Aboriginal and Torres Strait Islander cultures
develops an enriched appreciation of Australia’s cultural heritage and can lead to
reconciliation. This is essential to the maturity of Australia as a nation and fundamental to
the development of an Australian identity.
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Contents
1. Introduction ....................................................................................................................... 4
1.1 Review team ................................................................................................................ 4
1.2 School context ............................................................................................................. 5
1.3 Contributing stakeholders ............................................................................................ 6
1.4 Supporting documentary evidence............................................................................... 6
2. Executive summary ........................................................................................................... 7
2.1 Key findings ................................................................................................................. 7
2.2 Key improvement strategies ........................................................................................ 9
3. Snapshot of previous school review ................................................................................ 10
4. Findings and improvement strategies against the domains ............................................. 11
4.1 An explicit improvement agenda ................................................................................ 11
4.2 Analysis and discussion of data ................................................................................. 13
4.3 A culture that promotes learning ................................................................................ 15
4.4 Targeted use of school resources .............................................................................. 17
4.5 An expert teaching team ............................................................................................ 19
4.6 Systematic curriculum delivery .................................................................................. 21
4.7 Differentiated teaching and learning .......................................................................... 23
4.8 Effective pedagogical practices ................................................................................. 25
4.9 School-community partnerships ................................................................................. 27
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1. Introduction
This report is a product of a review carried out by a review team from the School
Improvement Unit (SIU) at Pozieres State School from 5 to 6 November 2019.
The report presents an evaluation of the school’s performance against the nine domains of
the National School Improvement Tool. It also recommends improvement strategies for the
school to implement in consultation with its regional office and school community.
The report’s executive summary outlines key findings from the review and key improvement
strategies that prioritise future directions for improvement.
Schools will publish the executive summary on the school website within two weeks of
receiving the report.
The principal will meet with their Assistant Regional Director (ARD) to discuss the review
findings and improvement strategies.
For more information regarding the SIU and reviews for Queensland state schools please
visit the SIU website.
1.1 Review team
Lesley Vogan Internal reviewer, SIU (review chair)
Christopher Riggs Peer reviewer
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1.2 School context
Location: Pozieres School Road, Pozieres
Education region: Darling Downs South West Region
Year opened: 1921
Year levels: Prep to Year 6
Enrolment: 14
Indigenous enrolment
percentage: nil
Students with disability
enrolment percentage: nil
Index of Community Socio-
Educational Advantage
(ICSEA) value:
1020
Year principal appointed: 2001
Day 8 staffing teacher full-
time equivalent (FTE): 1
Significant partner
schools: Granite Belt Community of State Schools (GBCoSS)
Significant school
programs:
Data portfolios, reporting to parents through the use of
portfolios, technology
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1.3 Contributing stakeholders
The following stakeholders contributed to the review:
School community:
Principal, classroom teacher, Business Manager (BM), volunteer teacher aide, six
parents, 14 students, cleaner and languages teacher.
Partner schools and other educational providers:
Principal of Stanthorpe State High School.
Government and departmental representatives:
State Member for Southern Downs and ARD.
1.4 Supporting documentary evidence
Annual Implementation Plan 2019 Explicit Improvement Agenda 2019
Investing for Success 2019 Strategic Plan 2016-2019
Headline Indicators (April 2019 release) School Data Profile (Semester 2, 2019)
OneSchool School budget overview
Professional learning plan 2019 Curriculum planning documents
School improvement targets School differentiation plan or flowchart
School pedagogical framework Professional development plans
School data plan School newsletters and website
School Opinion Survey Responsible Behaviour Plan for Students
School based curriculum, assessment and reporting framework
Whole school organisational and curriculum framework- web based
Report card and NAPLAN update Semester 1 2019
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2. Executive summary
2.1 Key findings
The school has high expectations for student engagement, learning and wellbeing.
These expectations are clearly understood by staff members, students and parents. Many
parents speak positively of the values modelled by staff members, and expected of students.
All stakeholders agree there is a ‘Pozieres Way’ of doing business and behaving. Staff
members, students and parents express pride in their school and the family atmosphere
available for students to learn and play in. The school has a long association with the
community and is now welcoming a third generation of local families into the school.
The principal has established a school data culture whereby data informs teacher
practice and differentiation for students.
The principal is implementing a comprehensive collection of longitudinal data accessed
through a school-developed digital data wall and student digital portfolios that are able to be
retrieved by teachers at the school. This data incorporates all learning areas and includes
details of strategies to inform next steps of learning for students.
The school has a small dedicated team of staff members that have a shared
responsibility for student learning and wellbeing.
There is a collaborative school culture with a shared staff member commitment to continually
improve practice and explore ways to further student learning outcomes. Teachers are
committed to their work and many hours are spent outside of school collecting and analysing
data, building student portfolios, preparing personalised learning opportunities for students,
and sourcing enhancements for school curriculum.
Staff members continually assess student wellbeing and learning needs and make
adjustments to curriculum programs and teaching practices.
A systematic process to develop and implement an Explicit Improvement Agenda (EIA) that
is informed by current research, aligned to the unique school context, and student learning
and wellbeing needs, and includes timelines for implementation is yet to be fully developed.
There is a collaborative school culture with a shared staff member commitment to
continually improve practice and explore ways to further student learning outcomes.
The school has a Professional Development (PD) plan that includes opportunities for all
members of the school team to participate in learning aligned to their area of responsibility.
The PD plan is yet to directly align with the school EIA and enable staff members to network
outside of the school. The principal articulates a preference for professional learning that is
centred on online learning and research. This method of professional learning currently in
practice is in preference to networking and attending conferences.
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The school has developed a curriculum framework that is aligned to the Australian
Curriculum (AC) and resourced by aspects of the Curriculum into the Classroom
(C2C) materials and commercial texts.
A school process to quality assure the implementation of the school’s curriculum plans to
ensure that all students are consistently and effectively provided with opportunities to
demonstrate their learning against the AC achievement standards is yet to develop. The
principal identifies aligning the assessment tasks and Guides to Making Judgements (GTMJ)
of the C2C materials to determine student Level of Achievement (LOA) as a next step.
The school participates in the annual cluster moderation each year.
Teachers discuss ongoing informal moderation of student work and when possible the
principal attends cluster moderation. The principal is aware of the need to develop further
opportunities to formally moderate student work within and outside the school.
Staff members have a consistent belief that the sense of community and student-
centred focus is a priority and this is articulated as the Pozieres Way.
The principal describes the Pozieres Way as developing positive relationships through a
sense of humour, caring and kind attitudes, respectful communication and high expectations
of achievement. The Pozieres Way message is understood by staff members and parents.
The school is yet to develop a vision statement or school values that outline the community
understanding of the Pozieres Way.
Staff members of the school place a high-priority on building relationships with
students to support their learning and engagement.
The school individualises the curriculum for all students and there is a strong belief that with
the right support and opportunity all students are capable of learning successfully. The multi-
age one classroom setting necessitates a differentiated approach to curriculum delivery and
the development of independent learning skills. Teachers are highly competent in working in
this environment and provide students with appropriate support and enhancement across
the learning areas.
Parents report high levels of satisfaction with the clear communication provided
regarding their child’s learning, wellbeing and behaviour.
The principal is cognisant of the continuing impact long-term drought and bush fires have on
families and positions the school as a place to refocus on the positives of family and
community life. School events and communication including the School Christmas Concert,
Pozieres Gift 100m race and weekly school newsletter take a light-hearted and humorous
approach to school life and are well appreciated in the community.
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2.2 Key improvement strategies
Develop a systematic process to develop an EIA that is informed by current research,
aligned to the unique school context and student learning and wellbeing needs, and includes
timelines for implementation and targets for student improvement.
Include a range of PD opportunities in the school and individual PD plans that align to the
EIA and enable staff members to engage in research, coaching and mentoring, and
networking with schools on similar education journeys.
Align assessment tasks and GTMJs to determine student LOAs against the standard of the
AC.
Develop school processes to enable teachers to regularly moderate student work within and
outside the school including pre-moderation, moderation during a unit of work, and
moderation following summative assessment.
Collaboratively build a common understanding of the essential elements of the Pozieres
Way to clarify school values to new families, staff members and the local and wider
community.
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3. Snapshot of previous school review
The last review carried out at the school was conducted on the 14 October 2015. The
school’s Index of Community Socio-Educational Advantage (ICSEA) at the time of the 2015
review was identified as 969 and the school enrolment was 9 with a nil Indigenous enrolment
and a nil student with disability enrolment.
The improvement strategies recommended in the review are listed below.
- Provide regular training for parents on the use of the online app of ClassDojo reports.
- Establish a schedule of visits to other high performing schools to provide the
opportunity to broaden the range of teaching approaches.
- Participate in regular cluster moderation activities.
- Implement further stages for linking digital learning outcome evidence to the data
portfolios, for example art work photos, Language Other Than English (LOTE)
demonstration and Health and Physical Education (HPE) skills.
- Collaboratively review processes for the PD for members of the teaching team.
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4. Findings and improvement strategies against the domains
4.1 An explicit improvement agenda
Findings
The school principal is developing an improvement agenda for the school that is data-driven
and contextualised to the individual needs of students in the single classroom multi-age
setting. All staff members are committed to improving the learning and wellbeing outcomes
for students and supporting their school community as a whole. Emphasis is placed on a
learning culture that expects all students to be successful learners.
In developing the EIA the principal draws on an extensive range of individual student data
gathered through diagnostic, summative and systemic data sets including the National
Assessment Program – Literacy and Numeracy (NAPLAN).
Digital student portfolios provide a snapshot of student achievement over short and long-
term periods and directly influence curriculum decisions and differentiation for student
learning and wellbeing. Data gathered and analysed informs specific student and whole-
school targets for improvement.
The school EIA includes three priority areas of writing, reading with a particular emphasis on
reading comprehension, and Science, Technology, Engineering, Arts and Mathematics
(STEAM).
Staff members and students are able to discuss the school emphasis on writing. Teachers
are using the content descriptors and standards of the AC to identify the teaching focus for
each student and using the quick write strategy to encourage writing fluency and stamina.
The Crazy Talk program is supporting students, with a specific emphasis on boys, to engage
in the writing process.
The school continues to investigate how STEAM can be integrated throughout the
curriculum. Students are growing their expertise in the use of a 3D scanner, drones, coding
and robotics.
The principal articulates the reading/comprehension priority agenda is continuing to develop
and identifies that strategies originally considered in the Annual Implementation Plan (AIP)
are now identified as ‘not right’ for the school context. Reading is identified as an ongoing
priority.
Staff members continually assess student wellbeing and learning needs and make
adjustments to curriculum programs. A systematic process to develop and implement an EIA
that is informed by current research, aligned to the unique school context, and student
learning and wellbeing needs, and that includes timelines for implementation is yet to be fully
developed.
The principal has developed extensive documentation including frameworks to support
curriculum delivery and operational aspects of the school that are hyperlinked to a whole-
school operational and curriculum framework.
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The school has a PD plan for all staff members. This plan is yet to align with the EIA and
enable the building of teacher capacity to deliver on the actions outlined in the AIP.
The school has high expectations for student engagement, learning and wellbeing. These
expectations are clearly understood by staff members, students and parents. Many parents
speak positively of the values modelled by staff members and expected of students. All
stakeholders agree there is a Pozieres Way of doing business and behaving. Staff members,
students and parents express a pride in their school and the family atmosphere available for
students to learn and play in.
Improvement strategies
Develop a systematic process to develop an EIA that is informed by current research,
aligned to the unique school context and student learning and wellbeing needs, and includes
timelines for implementation and targets for student improvement.
Align the school’s PD plan with the EIA to enable teachers to develop their capacity to
deliver the actions determined in the priority areas.
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4.2 Analysis and discussion of data
Findings
The principal is implementing a comprehensive collection of longitudinal data accessed
through a school-developed digital data wall and student digital portfolios that can be
retrieved by teachers at the school. This data incorporates all learning areas including details
of strategies to inform next steps of learning for students.
The digital collection of this data is a school-based process whereby the specific data is
accessible by the school. The school is working with the region to transfer some of this data
into OneSchool to enable access for regional personnel and schools that students may
transition to.
Teachers collect a range of assessment data including formative, diagnostic and summative.
A broad range of diagnostic data tools is used including PM Benchmark, PROBE,
Waddington, Maths Plus, PAT-R, PAT-M and PAT-SPG. The school systematically monitors
student attendance performance data in addition to direct contact with parents regarding any
absences.
The principal values the information on transition statements provided for students moving
into the Prep year. To further support transition, the school utilises the Bracken School
Readiness Assessment (BSRA) to determine readiness for learning. The principal has
developed a transition to school recording instrument to gain information from parents
regarding their child’s needs and developmental milestones.
Student achievement data is shared during comprehensive parent teacher interviews held
over an extended period of time of up to two hours per student, each semester. During the
interview time the principal shares student learning portfolios that include videos of student
performance and samples of work. Parents positively acknowledge the transparency and
high level of detail of this data. To enable all parents to participate in the parent teacher
interview process, the principal will offer the opportunity for these to be conducted at the
school or a location that suits parents including home visits.
Student wellbeing data is gathered through anecdotal observations and interactions with
students each day. The open communication between parents and teachers enables the
regular sharing of student success and any wellbeing concerns.
Due to the small numbers of staff members, students and families at the school, the School
Opinion Survey (SOS) is not viewed as a relevant data source by the principal. Feedback is
gathered through ongoing informal conversations within classrooms and with parents.
The principal communicates data collected to the class teacher to support differentiation and
next step teaching. Data conversations are informal and ongoing throughout a teaching day
and school term. Data is regularly reviewed, updated and monitored to ensure relevancy is
maintained, enabling timely communication and feedback to staff members, students and
parents. The digital data wall is accessible to staff members at school and outside of school
hours. The communication of this data engages staff members in relation to the next step for
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student learning by outlining the strategies or content descriptors relevant to the readiness of
each student.
The principal has established a school data culture whereby data informs teacher practice
and differentiation for students and monitors student progress over long periods of time. The
tracking of achievement of students once they have graduated high school is monitored to
confirm that the foundation of the learning established in primary school continues to benefit
students into adulthood and employment opportunities. The principal is yet to work with the
local feeder high schools to obtain data on student progress in the secondary schooling
system to identify any areas for further consideration in the primary setting.
Due to the small numbers of students sitting the NAPLAN this data is viewed by the principal
as not a useful tool for measuring whole of school progress. It is viewed as more useful for
triangulating student LOA and diagnostic data sets. NAPLAN results over time indicate the
school’s performance is in the top quadrant for sustained improvement and achievement.
There are no students with disability currently enrolled at the school.
Improvement strategies
Continue to develop a strategy to support the transfer of some of the school’s extensive data
sets onto OneSchool to support the transition of students to secondary school and other
state primary schools.
Work with the local feeder secondary schools to obtain data on student progress in the
secondary schooling system to identify any areas for further consideration in the primary
setting.
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4.3 A culture that promotes learning
Findings
Staff members value positive relationships, quality behaviour, safe environments and
student wellbeing. High expectations for behaviour and academic learning are a priority.
Staff members have a consistent belief that the sense of community and student-centred
focus is a priority, and this is articulated as the Pozieres Way. The principal describes the
Pozieres Way as developing positive relationships through a sense of humour, caring and
kind attitudes, respectful communication and high expectations for achievement. The
Pozieres Way message is understood by staff members and parents. The school is yet to
develop a vision statement or school values that outline to the community an understanding
of the Pozieres Way.
Feedback from parents consistently acknowledges the positive, polite and caring
relationships that exist between staff members and students, and within the school
community.
Parents express they are integral members of the school community and are supportive of
the teaching team and their practices. Parents acknowledge that there are positive ongoing
levels of communication with the school. These include a daily message sent home to every
parent through ClassDojo that focuses on student behaviour and work covered throughout
the day.
Parents commend the comprehensive data sharing delivered through the parent teacher
interview process that enables them to engage in the learning of their child. This process
provides advice to parents on how to further support their child’s learning in addition to
providing an insight into their child’s learning progress.
The school has a Responsible Behaviour Plan for Students (RBPS) that clearly outlines
agreed consequences for appropriate and inappropriate behaviour at the school. Students
report they enjoy the company of the different aged students in the class and feel strongly
they are ‘like a family’. There are very few disruptions to learning or disagreements in the
playground and class.
A focus on positive behaviour is supported through the Magic 500 points whereby students
earn points in recognition of appropriate behaviours in alignment with the school’s RPBS.
Points can be removed as a consequence for inappropriate behaviours. The points allow
students to achieve an award directly aligned to the school’s STEAM program. It is apparent
this positive behaviour focus is maintaining student engagement in their learning with no
School Disciplinary Absences (SDAs) recorded in the past five years.
Parents are invited to school celebrations and events including athletics carnival, ANZAC
Day, Remembrance Day and end of year Christmas Concert. Parents articulate a close
connection to the school and appreciate the readiness and openness of staff members to
discuss their child’s day, successes and any disappointments.
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The school has developed a wellbeing framework that outlines school strategies to support
students including quality teaching and building positive relationships.
The regular monitoring of the level of attendance and the engagement of learning at the
school has led to a 96.9 per cent overall student attendance in 2018 with no students
attending less than 85 per cent, as indicated by the 2019 Semester 1 School Data Profile.
Year-to-date student attendance is 93.3 per cent with no students attending less than 85 per
cent of school days. The encouragement of high levels of attendance by parents and staff
members further supports the culture of learning.
Staff members encourage a culture of innovation, inquiry and creative exploration whereby
independent learning is valued. Students regularly engage with digital technologies and the
Arts within their curriculum program.
There is a strong sense of belonging by parents and students and they feel welcomed within
the school environment. The school has a long association with the community and is now
welcoming a third generation of local families into the school.
Improvement strategies
Collaboratively build a common understanding of the essential elements of the Pozieres
Way to clarify school values to new families, staff members and the local and wider
community.
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4.4 Targeted use of school resources
Findings
School resources are aligned to student learning and wellbeing needs with funds allocated to
provide additional teacher and teacher aide resources. Students report high levels of
satisfaction with the resources available to them within and outside the classroom.
The budget directly aligns with the EIA where staff members are employed to support
differentiation and individual learning needs. The principal regularly meets with the Business
Manager (BM) to discuss the school budget and expenditure. The advantage of having a
teacher-trained teacher aide and the enhancement of the Non-Contact Time (NCT)
allocation are enabling flexibility of curriculum delivery including the specialist delivery of
science.
Additional staffing allocations enable students to receive individual or small group targeted
support. The school has a PD plan and a budget allocation to support the plan. Staff
members indicate their preferred method of PD is research and online learning; networking
with other schools and attending external PD sessions is not a regular practice.
The purchase of technology resources is a priority of the school. Purchases include a one-
to-one iPad program from Year 1 to Year 6, laptop access for all students, 3D printer, drone
and robotic and coding programs. These resources are engaging students in their learning
and providing an opportunity for students to apply technology across multiple learning areas.
Students are able to take the iPads home each day with the intention of supporting reading
and review of their work. The principal reports the use of iPads in classrooms requires
review regarding their relevance and impact on student learning outcomes.
Collected data is analysed and actively used to identify students requiring additional support
or extension. Resources for targeted intervention include individual teacher and teacher aide
support, practice through selected text books and online learning opportunities.
The current cash at bank is $69 325. The school’s Investing for Success (I4S) funds of $5
362 are directed at lifting student performance in reading and writing through the support of
regional personnel and the PD of teachers. Funds are directed towards purchasing
additional teacher hours to support students.
School grounds are attractive and where possible well maintained. Prolonged drought
conditions are impacting on the school’s ability to upkeep ovals and green play spaces. A
playground, tennis courts, age-appropriate basketball areas, oval and handball courts all
enable students to participate in a wide range of sporting activities. Parents are ready
volunteers in the school and assist in the maintenance of playgrounds and school buildings.
The school’s learning spaces comprise three buildings including a classroom for whole-
school activities and teaching, a library and a multi-purpose space. The library and multi-
purpose space are used on various levels for withdrawal of groups of students and to
provide a space for playgroup. A review of how spaces are used to support student
engagement in technology and support collaborative learning is yet to be considered.
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The principal coordinates the cluster Extended Learning Camp for Year 6 students and
utilises cluster Rural Education Activities Program (REAP) funds to support this program.
Improvement strategies
Review the purpose and relevance of the school iPad program for its impact on improving
student learning outcomes.
Review the purpose and function of school learning spaces in maximising student
engagement with the digital technologies and opportunity for collaborative learning.
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4.5 An expert teaching team
Findings
The school has a small dedicated team of staff members that have a shared responsibility
for student learning and wellbeing. There is a collaborative school culture with a shared staff
member commitment to continually improve practice and explore ways to further student
learning outcomes.
Teachers are committed to their work and many hours are spent outside of school collecting
and analysing data, building student portfolios, preparing personalised learning opportunities
for students, and sourcing enhancements for school curriculum.
Staff members speak of ongoing informal conversations regarding student learning and
wellbeing needs. The digital student portfolios and data walls generate discussions on next
steps for teaching and reflection on current teaching practices.
The single classroom enables staff members to watch each other work and share individual
subject expertise. Staff members discuss utilising the strengths of each other to engage and
challenge students in their learning. A formal process for mentoring, coaching and watching
each other work is yet to be implemented within the school.
The principal takes the lead role in data analysis and supporting other staff members to
identify areas in which students require additional support or extension.
The school has a PD plan that includes opportunities for all members of the school team to
participate in learning aligned to their area of responsibility. The PD plan is yet to directly
align with the school EIA and enable staff members to network outside of the school. The
BM attends finance workshops and is a member of the local administrative officers’ network.
The teacher of languages – Italian, reports strong collegiality amongst specialist languages
teachers and attends cluster moderation sessions.
The school is a member of the Granite Belt Cluster of State Schools (GBCoSS) and the
principal takes on the responsibility for organising the cluster STEAM competition, C schools
sports competition and the Extended Learning Camp for Year 6 students. The school
participates in the annual cluster moderation each year.
Over time, staff members have participated in regionally organised professional learning
opportunities including cluster meetings, principal meetings and work with Anita Archer1 and
external experts in literacy teaching. The principal has participated in peer review training but
is yet to take up the opportunity to participate as a peer reviewer.
The principal and staff members support the Take the Lead program and open the school to
visiting aspiring principals. The principal reports participation in this program enables
1 Anita L. Archer, PhD. (2018). Retrieved from https://explicitinstruction.org/anita-l-archer-phd/
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reflection on personal teaching practice and school programs, initiatives and daily
operations.
The principal has a strong and trusting relationship with the Assistant Regional Director
(ARD) and values their input into school strategic direction and operations. The principal
reports a preference for professional learning that is centred on online learning and
research. This method of professional learning currently in practice is in preference to
networking and attending conferences.
Improvement strategies
Align the school PD plan with the school EIA.
Include a range of PD opportunities in the school and individual PD plans that align with the
EIA and enable staff members to engage in research, coaching and mentoring and
networking with schools on similar education journeys.
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4.6 Systematic curriculum delivery
Findings
The school has developed a curriculum framework that is aligned to the AC and resourced
by aspects of the C2C materials and commercial texts. The whole-school curriculum plan is
explicitly mapped for each student in English, mathematics, history and geography to ensure
they are working at the appropriate standard of the AC and covering the associated content
descriptors.
The curriculum framework includes three levels of planning and includes a whole-school
overview, year level overviews and a combination of individual student maps of content
descriptors covered or C2C unit plans. Within the multi-age classroom, students work on
their age appropriate curriculum for English, mathematics, history and geography and a two-
year cycle for science. The principal indicates the school is reviewing the digital and design
technologies, Humanities and Social Sciences (HASS) and Arts curriculum to support their
implementation across the appropriate bands of schooling.
The principal reports a future curriculum focus will be to align content descriptors across
year levels to enable further flexibility of teaching including revision, consolidation and
extension for students across all ages within the class.
C2C units are adopted and adapted for science, history, geography and languages.
Curriculum resources are hyperlinked to a school-developed web-based platform enabling
staff member access to required resources at home and school.
Visiting specialist teachers deliver the music and languages program and one teacher
delivers the science curriculum for all students.
Attention is focused on the basics of literacy and numeracy development. Student progress
in spelling, reading, writing and number facts is regularly tested and reviewed against
content descriptors to identify targeted intervention or extension. The general capabilities of
the AC including Information and Communication Technology (ICT) capability, critical and
creative thinking and personal and social capability are apparent in classroom curriculum
delivery and planning.
Teachers use pre-assessment and concept mapping to determine students’ prior knowledge
of content and starting points for teaching in some learning areas.
A school process to quality assure the implementation of the school’s curriculum plans to
ensure that all students are consistently and effectively provided with opportunities to
demonstrate their learning against the AC achievement standards is yet to develop. The
principal identifies aligning the assessment tasks and GTMJs of the C2C materials to
determine student LOAs as a next step.
Teachers discuss ongoing informal moderation of student work and when possible the
principal attends cluster moderation. The principal is aware of the need to develop further
opportunities to formally moderate student work within and outside the school.
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An emphasis is placed on making the curriculum locally relevant. Students participate in
local and cluster events including Under 8’s Day, book week celebrations, ANZAC Day and
Remembrance Day commemorations. Excursions are planned to enhance curriculum
understanding and immerse students in their learning. Digital technology is used to explore
the local area, record events and advertise achievement of students.
The school curriculum, what students are learning and how they are progressing are widely
shared with parents. The principal communicates with parents each day by posting a
learning update on ClassDojo. Parents are provided with extensive information regarding
their child’s learning through parent teacher interviews that are centred on digital portfolios
which include videos of students’ reading and work samples. Interviews can take up to two
hours and the principal, when necessary, will meet parents in their homes. Parents express
high levels of satisfaction with the interview process and the frequent informal conversations
with teachers focused on their child’s learning and wellbeing. School reporting processes
meet Department of Education (DoE) requirements.
Improvement strategies
Align assessment tasks and GTMJs to determine student LOAs against the standard of the
AC.
Develop school processes to enable teachers to regularly moderate student work within and
outside the school including pre-moderation, moderation during a unit of work, and
moderation following summative assessment.
Continue to review and refine the school curriculum framework to include how all learning
areas of the AC will be delivered to students.
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4.7 Differentiated teaching and learning
Findings
Staff members place a high priority on building relationships with students to support their
learning and engagement. The school individualises the curriculum for all students and there
is a strong belief that with the right support and opportunity all students are capable of
learning successfully.
The multi-age one classroom setting necessitates a differentiated approach to curriculum
delivery and the development of independent learning skills. Teachers are highly competent
in working in this environment and provide students with appropriate support and
enhancement across the learning areas.
The school has a documented differentiation and gifted and talented plan.
The principal has an in-depth process for gathering extensive data across all areas of the
curriculum. This data is stored in individual digital student portfolios that monitor student
learning progress across their years of schooling. Teachers and parents are able to reflect
on student videos and work samples to gain an understanding of student progress over time.
The comprehensive data sets are constantly reviewed to inform differentiation processes
and next step teaching for individual students.
The principal shares data with other teachers in the school and student long-term goals are
established. Teachers are adept at aligning teaching to areas identified by student data as
requiring further consolidation. All staff members have a clear understanding of where
students are at with their understanding across different curriculum areas. Teacher ability to
share goal setting with students, and support them to monitor their own learning by setting
short-term goals with strategies on how to achieve these goals, is developing.
Teachers spend time in developing learning experiences that engage and challenge
students. Students report that they enjoy learning with particular engagement in
mathematics and science.
The school provides a rounded curriculum to support student interests and talents including
sporting activities, STEAM and the Arts. The annual Christmas concert provides an
opportunity for students to showcase their musical and drama talents.
Students articulate that teachers are catering for their learning needs and make learning fun.
School data sets indicate students are demonstrating improvement over time and meeting
regional benchmarks in reading.
There are currently no students with disability enrolled at the school or students requiring an
Individual Curriculum Plan (ICP). All students have a personalised curriculum that is
informed by the data collected.
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Improvement strategies
Develop teacher ability to assist students to monitor their own learning and to set goals for
future learning.
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4.8 Effective pedagogical practices
Findings
The principal and staff members demonstrate a range of evidence-based teaching strategies
and recognise that highly effective teaching is the key to improving student learning. There is
a desire to see explicit and effective teaching occurring throughout the school and a focus on
students being accountable for their own learning.
The principal exhibits a growing knowledge of current and relevant educational research.
The school has a documented pedagogical framework that is informed by the Dimensions of
Teaching and Learning (DoTL) and includes reference to the use of Explicit Instruction2 (EI),
‘I do, We do, You do’ strategy, and establishing learning intentions – ‘We are learning to’
(WALT) and success criteria – ‘What I’m looking for’ (WILF). Opportunities to further a
consistent approach regarding the use of these strategies across the school are yet to be
included in the school’s PD plan.
The classroom is a place where students are engaged, feel safe to take risks, and are
supported to learn. Students report they are satisfied with the support provided to them by
staff members.
The school framework for the teaching of reading is developed and includes guided, shared,
independent and modelled reading opportunities. It is acknowledged this framework will
need to be reviewed and implemented in line with the development of the school EIA of
reading.
Staff members are accomplished in delivering the AC in a multi-age classroom. Curriculum
is focused on individual needs and levels of learning and staff members are beginning to
match content and concepts across the year levels. The use of ‘I do, We do, You do’
enables explicit teaching followed by small group and independent exploration and practice
at the appropriate skill and text complexity level.
The school uses a number of commercial texts and programs to support the delivery of the
English and mathematics curriculum. All students express a preference for the learning they
undertake in mathematics and the improvements they are making in this area. They believe
teachers make learning fun and provide the appropriate challenge for them.
Staff members work alongside each other in a multi-age classroom and are able to observe
each other’s practices. Staff members speak of ongoing informal conversations regarding
their work and performance. Opportunities for formal observation and feedback to staff
members on expected pedagogical practices are yet to be apparent.
The school has an iPad program that was introduced to support reading homework and
enhance curriculum delivery. The principal reports this program is in review and there is a
need to evaluate how iPads are enhancing or transforming learning for students within the
2 Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York,
NY: Guilford Press.
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school. Students have multiple exposure to exploring digital technologies within the
classroom curriculum. STEAM activities include the integration of drone technologies to
support the curriculum, robotics, coding, creating through web-based programs, and 3D
printing.
The curriculum planning process is yet to include identifying and developing learning
intentions and success criteria that will enable students to understand what they need to
know and do in a unit of work. Long-term goals that align to diagnostic testing are developed
for students. Teachers provide extensive one-on-one support for students aligned to their
identified learning gaps. Feedback to students is yet to focus on the actions they can take to
achieve explicit learning goals.
Improvement strategies
Develop strategies and opportunities for staff members to build a consistent approach and
understanding of the school-expected pedagogical practices.
Develop staff member skill in identifying clear learning intentions and success criteria that
will support students to develop learning goals and enable staff members to provide
feedback to students that informs them of the steps they can take to further their learning
progress.
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4.9 School-community partnerships
Findings
The principal understands the importance of partnering with parents to support students in
their educational journey. Parents are recognised as an integral part of the school
community. Students, parents and staff members describe the school culture as respectful,
supportive and caring. Students and parents articulate ‘We are one big family’. There are
high levels of trust between all stakeholders and a collective efficacy for improving student
wellbeing and learning.
Parents report high levels of satisfaction with the clear communication provided regarding
student LOAs and next steps and opportunities for learning. The principal is cognisant of the
continuing impact long-term drought and bush fires have on families and positions the school
as a place to refocus on the positives of family and community life. School events and
communication including the School Christmas Concert, Pozieres Gift 100m race and
weekly school newsletter take a light-hearted and humorous approach to school life and are
well appreciated in the community.
The principal is active in promoting education within the wider community and organises
cluster events including the STEAM competition, Extended Learning Camp for Year 6
students, C schools sports carnivals and the local Crisps Art Show. Apart from organising
significant events for the local cluster of schools, the principal is not currently a regular
participant in cluster PD or meetings.
Students have the opportunity to meet with peers of similar age through cluster activities
including Under 8’s Day, sports carnivals, book week activities and an Extended Learning
Camp.
The Parents and Citizens’ Association (P&C) is supportive of the principal, staff members
and the school. All parents work together to enhance school resources with volunteers
contributing to the maintenance of playgrounds and school facilities. P&C members provide
morning tea and lunches for school visitors and most families attended and supported the
P&C barbecue fundraiser held in Stanthorpe.
The school provides a space and resources for a local playgroup. The playgroup may have
up to 15 children attend on a Thursday morning and is supportive of transitioning children
into the Prep year at the school. The school transition to Prep program includes an extensive
interview with parents and opportunity for children to spend time in the classroom in Term 4.
Most students will transition to Stanthorpe State High School and students attend transition
days in Term 4. The principal and deputy principal visit the school to meet students and
provide enrolment packs. Students have the opportunity to meet their peers from other small
schools prior to starting high school through a camp conducted in Term 4.
The soldier settler history of the school is an important legacy upheld by the school. A
monument in front of the school is a scale replica of the monument in Pozieres, France. The
school receives regular visitors from overseas visiting the monument, and maintains a
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relationship with a sister school in Pozieres, France. The school has commenced planning
for the centenary celebrations.
The principal takes great pride in the academic, social and emotional growth of students and
continues to follow their educational journey through high school and into their working life.
Improvement strategies
Develop partnerships with local cluster schools and schools on similar educational journeys
to support staff members’ PD and networking opportunities.