Template - School Review Report - June 2018 · Web viewClassroom observations demonstrated that a consistent instructional model which incorporated best practice teaching was not

School Review Report 2018North Western Victoria RegionThornbury Primary School 3889Strategic Plan 2015–18

School Principal Name: Leon Bell

School Council President Name: Findlay Francois

Senior Education Improvement Leader

Name: Graham Stevenson

Accredited School Reviewer Name: Joan Sibley

Review Company Name: Valad solutions Pty Ltd

CONTENTS 1. Public section............................................................................................................................................................3

1.1 SCHOOL CONTEXT.............................................................................................................................................3

1.2 SCHOOL highlights.............................................................................................................................................4

1.3 Summary of key review findings........................................................................................................................5

1.4 SUMMARY OF KEY DIRECTIONS FOR THE NEXT SSP...................................................................................6

2. Confidential section..................................................................................................................................................7

2.1 SUMMARY OF PERFORMANCE AGAINST THE SSP.......................................................................................7

2.2 KEY ACHIEVEMENTS AGAINST SSP and AIP TARGETS................................................................................9

2.3 KEY CHALLENGES AGAINST SSP and AIP TARGETS..................................................................................10

2.4 FIELDWORK FINDINGS.....................................................................................................................................11

2.5 OTHER SIGNIFICANT FINDINGS......................................................................................................................12

2.6 ASSESSMENT AGAINST THE FISO CONTINUA OF PRACTICE FOR SCHOOL IMPROVEMENT...............13

2.7 KEY DIRECTIONS FOR THE NEXT SSP – GOALS, TARGETS AND KIS ...........................................14

Appendix 1: Terms of Reference and Mtheodology................................................................................................17

2.8 VRQA Minimum Standards CHECK.................................................................................................................24

Melbourne May-23©State of Victoria (Department of Education and Training) 2016The copyright in this document is owned by the State of Victoria (Department of Education and Training), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission.An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution may copy and communicate the materials, other than third party materials, for the educational purposes of the institution.Authorised by the Department of Education and Training,2 Treasury Place, East Melbourne, Victoria, 3002

1.1 SCHOOL CONTEXT

Location and history Thornbury Primary School is located within the local government area of the City of Darebin. It is approximately seven kilometres from Melbourne’s Central Business District. The school was founded in 1915.

School facilities The school is comprised of a double story brick building which includes a multipurpose room, classrooms and an administration area. A separate building with flexible learning spaces accommodates the senior students. The grounds include a kitchen garden, separate covered playgrounds and hard surfaced basketball and netball courts. The school has access to an oval which is adjacent to the school for all recess and sport times.

Enrolments Enrolments at the time of the review were approximately 360 students. Over the past four years enrolments have increased slightly.

SFO and SFOE The Student Family Occupation Education (SFOE) index was 0.2412 in 2017–18. Staff profile The staffing profile of Thornbury Primary School includes a Principal, Assistant Principal,

18 full time and nine part time teachers. There are 11 Education Support (ES) staff including office administration staff.

Curriculum The school provides an approved curriculum framework based on the Victorian Curriculum and the Australian Steiner Curriculum Framework. The school’s language program is based on the language of the Wurendjerri people, the Woiwurrung language.

Additional information The school offers a Steiner stream and also hosts students with special needs through its partnership with a local special school. The school has an instrumental music and arts program. An Out of School Hours Care Program operates before and after school. A kitchen garden project is supported by an external provider and volunteer parents.

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1. Public section

1.2 SCHOOL HIGHLIGHTSOver the period of the School Strategic Plan (SSP) the school had built community engagement and inclusion with several annual whole school events. The panel heard positive endorsements from parents, students and staff related to these events. They agreed that the following had supported this inclusive community engagement initiative:

- Students, parents and the broader community mixed socially at the annual arts festival which showcased music, performing arts and arts and crafts from all students. Students told the panel how much they enjoyed performing on the three stages which ran simultaneously during the festival. Most students said it was the highlight of the school year. Parents told the panel that they organised and ran arts activities and catered for the large crowds during the festival.

- All students and their families were invited to participate in the winter arts festival which celebrated the shortest day of the year. The panel heard positive comments from students and families related to this annual event. Students described how they had a “twinkling lantern procession” around the surrounding streets. The whole community engaged with storytellers and songs before sharing a meal together. Parents, students and staff agreed that this was an inclusive and community building experience.

- The whole community was involved in National Aborigines and Islanders Observance Committee (NAIDOC) week celebrations. Students were involved in multi age activities to celebrate the indigenous culture, history and traditions. Parents were very supportive of this event and helped to run activities.

The panel agreed that adult, students partnerships had been enhanced by school events that were predicated on an inclusive and whole of community culture.


1.3 SUMMARY OF KEY REVIEW FINDINGS

Performance against the SSP goals

SSP Goal 1: The 2013–16 School Strategic Plan (SSP) for Thornbury Primary School set a goal to develop a community of literate, numerate, curious and critical learners. The Panel found that the school partially met this goal, with two of the three targets partially met.SSP Goal 2: The second SSP goal was to deepen student engagement, curiosity, motivation, critical thinking and collaboration. The panel found that this goal and targets had not been met.SSP Goal 3: A goal and associated targets were set to foster a safe, supportive learning environment that equipped children with the strategies, social competencies and resilience required to negotiate life’s challenges and opportunities. The two targets were not reached and the goal was not met.

Findings against the Terms of Reference Focus Questions

Terms of Reference Focus Question 1: 1: To what extent do the school’ structures and processes support a whole school approach to health, wellbeing, inclusion and engagement?

- The schools commitment to whole school events such as festivals, plays and productions engaged students and was inclusive of all community members.

- The school’s commitment to an indigenous language and culture program promoted inclusion and was highly valued.

- The panel agreed that a consistent approach to the provision of a safe and orderly classroom and school environment was not evident during the review fieldwork. The application of the school’s documented behavioural expectations processes varied.

- Structures to support a predictable and productive learning environment were not consistently implemented.The panel noted that student engagement was affected by a lack of engaging and differentiated learning tasks, particularly in literacy and numeracy.

Terms of Reference Focus Question 2: - A consistent approach to team planning was valued by staff and was emerging at the time of the review.

The use of evidence to establish challenging and appropriate learning tasks was not yet evident in the school’s documented curriculum or observed during classroom review fieldwork. The panel highlighted that an agreed approach to teaching and learning, particularly literacy and numeracy was not yet evident.

- Document analysis, teacher interviews and classroom observations indicated to the panel that a clearly defined curriculum which articulated how learning would be organised, taught and assessed was not yet in place


1.4 SUMMARY OF KEY DIRECTIONS FOR THE NEXT SSP

The School Review Panel recommends the following key directions for the next School Strategic Plan: Literacy, particularly increasing outcomes for all students in writing to be at or above similar schools. Wellbeing particularly increasing student opinion of safety. Student engagement particularly increasing student involvement in their own learning.


Student voice, agency and leadership; curriculum content; and teacher practice are critical areas of focus when gathering evidence to support performance and practice outcomes. This symbol denotes areas in the report where specific focus on gathering evidence to support performance and practice outcomes for the instructional core should be made. This includes when identifying enablers and barriers to the achievement of goals and targets in the school strategic plan (SSP), and when providing evidence that supports the school’s self-evaluation against the 16 dimensions in the FISO Continua of Practice for School Improvement (FISO Continua). The Evidence of the Instructional Core section of the School Review Guidelines provides further information on the importance of a student – content – teacher focus.

2.1 SUMMARY OF PERFORMANCE AGAINST THE SSP

Performance group: Renew

Goals and evidenceStatus (as agreed by Panel)

Goal 1 To develop a community of literate, numerate, curious and critical learners. Partially met

Targets

Target 1: All students to achieve at least 12 months growth according to teacher judgement.

Partially met

Target 2: Relative learning growth in NAPLAN writing, reading and number to be at or above the state level.

Partially met

Target 3:To increase the guaranteed an viable curriculum per cent endorsement in the Staff opinion survey from 58 per cent to 80 per cent

Not met

Evidence The Panel found that targets 1 and 2 of this goal were partially met and target 3 was not met. Analysis of teacher judgment data 2016–17 indicated that there was an increase in the percentage of students who had achieved above the expected level for Number and algebra and Reading and viewing. There was a decline in the percentage of students attaining above expected level for writing. The panel noted that there was an increasing trend for below level achievement in Reading and viewing and writing and concluded that not all students had made 12 months growth. The table below compares students achievement data from 2016–17.

Teacher judgements Reading and viewing

Writing Number and algebra

% students above expected level

2016 37% 13% 27%2017 38% 9% 40%

% students above below level

2016 18% 25% 19%2017 20% 31% 19%

The school’s National Assessment Program – Literacy and Numeracy (NAPLAN) relative growth data was considered and the panel agreed that high growth for reading and number was above the state. In writing, it was noted that the school had 17 per cent high growth which was lower than the state at 24 per cent high growth. Analysis of low growth data indicated that the school had lesser levels of low growth as compared to the state in reading, writing and number. The panel also considered the school’s performance against similar schools. It was noted that for all Year 3 and 5 domains except Year 5 reading, the school was below similar schools when compared to the percentage of students attaining the top two bands. A comparison of the school’s performance against similar schools related to growth Year 3–5 indicated that the school was above similar schools in numeracy and reading. Staff Opinion Survey (SOS) data was considered as it related to a guaranteed and viable curriculum. It was noted that there had been a decline from 73 per cent positive response in 2015 to 40 per cent positive in 2017.Overall the panel considered that the goal had been partially met.


2. Confidential section

Goals and evidence- continuedStatus (as agreed by Panel)

Goal 2To deepen student engagement, curiosity, motivation, critical thinking and collaboration.

Not met

Targets

Target 1: Student attendance to be at or above the state mean by 2018. Not met

Target 2: Domains on Student Attitudes to School (AToS) survey related to engagement to increase to be at or above the state mean.

Not met

Evidence

The panel agreed that targets 1 and 2 for this goal had not been reached.It was noted that days absent had increased from 18.94 days in 2015 to 19.97 days in 2017. The number of days absent per student in 2017 was higher than the state at 15.60 days.The panel considered student responses to engagement questions from the 2017 AToS report. It noted that in six of the nine questions, the school was at or below the 15th percentile. The table below indicates student responses to engagement questions.

AToS question Positive

Neutral Not positive Percentile

Differentiated learning challenge 70% 22% 6% 3Effective teaching time 61% 27% 11% 3Effort 77% 16% 6% 22High expectations for success 89% 7% 4% 10Motivation and interest 83% 15% 2% 38Self regulation and goal setting 83% 13% 4% 18Sense of confidence 78% 17% 10% 34Sense of connectedness 72% 20% 8% 15Stimulated learning 73% 23% 4% 22

The panel considered the School Performance Report which indicated that in the areas of Stimulating learning and Learning confidence the school was at the Transform level. The panel agreed that this evidence supported the panel view that the student engagement goal had not been met.

Goal 3To foster a safe, supportive learning environment that equips children with the strategies, social competencies and resilience required to negotiate life’s challenges and opportunities.

Not met

Targets Target 1: Wellbeing data to be at or above 6.0 Not met

Target 2: Safety on Student opinion survey to be at or above 4.5 Not met

Evidence

The panel agreed that the targets related to this goal had not been reached. Wellbeing factors reported in the School summary report for 2015–16 were below the state and network. The 2017 Student Attitudes to School Survey (AToS) data indicated that factors related to Social engagement and School safety were in all in the first quartile. The table below illustrates 2017 percentile ratings for these safety and wellbeing factors.

Parent factor name Factor name Percentile

Social engagementSense of connectedness 14.8Sense of inclusion 13.9Student voice and agency 6.3

School safetyAdvocate at school 6.4Managing bullying 10.2Respect for diversity 21.8

The panel considered that Parent Opinion Survey (POS) data which indicated 72 per cent positive rate for Managing bullying and 51 per cent positive for Experience of bullying supported their view that the goal had not been met.


2.2 KEY ACHIEVEMENTS AGAINST SSP AND AIP TARGETS

Key achievements (max 3)Enablers

Goal 2: To deepen student engagement, curiosity, motivation, critical thinking and collaboration.Target 2: Domains on Student Attitudes to School (AToS) survey related to engagement to increase to be at or above the state mean.

Parent teacher and staff forums informed the panel that a strong sense of community, inclusion and engagement at Thornbury Primary School was strengthened by the many school instigated community events. Parents commented that events such as an arts festivals, winter festival, regular plays, NAIDOC week celebrations and music events had enabled the teachers and leadership to develop positive relationships with them. Students in their forums told the panel that they enjoyed participating in the wide variety of activities and felt like they were part of a team. It was the panel view that despite the school not achieving the engagement goal these actions had enabled the school to get closer to the target by providing stimulating learning opportunities and promoting collaboration and inclusion.

Differentiated School Review Model Report 2018


2.3 KEY CHALLENGES AGAINST SSP AND AIP TARGETS

Key challenges (max 3)Barriers

Goal 1: To develop a community of literate, numerate, curious and critical learners.Target 3: To increase the guaranteed an viable curriculum per cent endorsement in the Staff opinion survey from 58 per cent to 80 per cent

The panel was informed by leadership that the school had begun to focus on the development of a consistent and best practice approach to the delivery of literacy and numeracy. Teacher interviews, classroom observations and document analysis informed the panel that, at the time of the review, this focus had not been effective and was a barrier to the achievement of the goal and target. Classroom observations demonstrated that a consistent instructional model which incorporated best practice teaching was not embedded across the school. In interviews, teachers informed the panel that they were uncertain of what to teach and how to teach it. Students in their forums reported that teaching and learning related to literacy and numeracy varied from class to class. The panel found that the school did not have adequate support and professional learning processes in place to enable teachers to deliver consistent high impact teaching and learning strategies and this was a barrier to increased collective efficacy amongst staff.

Goal 3: To foster a safe, supportive learning environment that equips children with the strategies, social competencies and resilience required to negotiate life’s challenges and opportunities.

The panel found that strategies the school had put in place to ensure a safe and orderly environment had not been successful. Teachers informed the panel that the school had not consistently adhered to documented processes and procedures to enable a safe, respectful and welcoming environment. Students in their forums articulated a concern that bullying regularly occurred and some students said they sometimes did not want to come to school as a result. The panel concurred that the school had not sufficiently addressed student and teacher concerns related to processes and strategies for behavior management, wellbeing and engagement. This was a barrier to the creation of a safe and orderly environment.



2.4 FIELDWORK FINDINGS

Terms of Reference Focus Questions

Focus question 1: To what extent do the school’ structures and processes support a whole school approach to health, wellbeing, inclusion and engagement?

Evidence-based findings

Parents staff and students informed the panel of the school’s commitment to and pride in the school’s indigenous program. The panel agreed that this program supported inclusion and engagement at the school. Whole community involvement in events related to NAIDOC week was acknowledged by the panel and they also noted the visibility of this involvement through many indigenous art installations in the school grounds. Student involvement in a variety of whole school festivals was high and the panel heard from students and parents that these events were highly valued. The school’s commitment to Steiner education and also its inclusion of special needs children from a local special school was also considered evidence of an inclusive school community. The panel reviewed the school’s practices and processes related to wellbeing and engagement. A documented behavioural management system was evident in the school’s student engagement policy of 2014. The school had also recently added a bullying prevention policy and behavioral expectations document to their wellbeing policies and practices. In their forums, staff and students informed the panel that there were inconsistencies related to the application of behavioral expectations. Students told the panel that breaches of the school’s behavioral expectations were common and not consistently managed. They expressed a desire for poor behaviour to be dealt with in a more serious manner. All students interviewed said that bullying occurred at the school. They stated that behaviour was unlikely to change unless more serious consequences were consistently applied. In fieldwork undertaken by the panel they noted there was a lack of consistently calm and orderly classrooms. Teacher interviews informed the panel view that staff were not confident to deal with behavioural challenges. Several teachers said during interviews, focus groups and incidental conversations during the review, that they did not have the skills to manage the daily challenges they faced. They told reviewers that professional learning opportunities for all teachers to learn how to manage challenging behaviours and support student wellbeing were not a feature of the school. Classroom observations and discussions with teachers supported the panel view that consistent expectations related to learning and social behaviour were not applied.The panel examined the range of processes and strategies used to engage students in their learning. Classroom observations informed the panel view that generally, students were not highly engaged. The panel saw instances of whole class activities with students all working from the same from photocopied sheet. Students commented that this was common practice. Higher achieving students informed the panel that teachers spent most of their time with struggling students and they felt they were often left to fend for themselves.During classroom observations the panel observed a variance in the richness and rigor of learning tasks. Students commented in focus group discussions that tasks were often too easy or a repeat of work already undertaken. The panel commented on what they saw on Validation Day classroom observations as a lack of high expectations related to presentation of written work. Classroom observations and students forums conducted during the review fieldwork informed the panel about structures which supported students to be active in their learning. Students’ learning goals were evident in some classes; however they were of a general nature and did not consistently support students to reflect on their learning and plan for future learning. Structures and strategies to provide students with feedback on their learning were not an observed feature of most classrooms. Students in their forum informed the panel of a lack of consistency related to predictable lesson structures, feedback, scaffolding of learning and class organisation. Focus question 2: To what extent does Thornbury Primary School have agreed and documented curriculum plans, assessment practices and pedagogical approaches?

Evidence-based findings

The panel analysed assessment documents and noted that an assessment schedule was in place; however the panel agreed that most items on the schedule related to summative reporting and did not provide teachers with information to plan for differentiated learning or learning tasks with multiple entry points. Planning documents and fieldwork revealed that student assessment and the curriculum continua was not consistently used as the basis for team or individual planning. Leadership and staff agreed that data literacy had not been feature of professional learning and was yet to be embedded across all teaching teams.Interviews with staff informed the panel view that teachers felt unsure of what to teach or how to teach it. Document



analysis undertaken by the panel confirmed that a clearly defined curriculum which articulated how learning would be organised, taught and assessed was not in place. The panel considered that the lack of a clearly documented whole school curriculum plan which articulated both Steiner and mainstream learning did not support teachers to plan effectively.Classroom observations informed the panel view that an agreed instructional model, particularly in literacy and numeracy was not consistently implemented across the school. Learning intentions and success criteria were on display in most classrooms; however they were inconsistently referred to. In their forums students were unable to articulate what a reading session at Thornbury Primary School would look like. The panel agreed that the structure of a reading session varied from classroom to classroom.In their forums, teachers expressed a desire to know more about the professional practice related to the two streams operating within the school. Mainstream teachers in particular articulated a lack of knowledge related to Steiner practices. The sharing of high impact teaching strategies which supported all teachers to respond to learner needs was not a feature of professional learning. All teachers agreed that they would value more sharing of reliable pedagogical approaches.

2.5 OTHER SIGNIFICANT FINDINGS

No significant findings



2.6 ASSESSMENT AGAINST THE FISO CONTINUA OF PRACTICE FOR SCHOOL IMPROVEMENT FISO priority/dimension PRSE Report

assessmentValidation Day Panel assessment

Review Panel assessment

Exce

llenc

e in

te

achi

ng a

nd

lear

ning

Curriculum planning and assessment Emerging EmergingEmerging

EmergingEmerging

Building practice excellence Emerging EmergingEmerging

EmergingEmerging

Evaluating impact on learning Evolving EmergingEvolving EmergingEvolving

Evidence-based high impact teaching strategies

Emerging EmergingEmerging

EmergingEmerging

Prof

essi

onal

le

ader

ship

Building leadership teams Emerging EmergingEmerging

EmergingEmerging

Instructional and shared leadership Emerging EmergingEmerging

EmergingEmerging

Strategic resource management Emerging EmergingEmerging

EmergingEmerging

Vision values and culture Emerging EmergingEmerging

EmergingEmerging

Posi

tive

clim

ate

for

lear

ning

Empowering students and building school pride


EmergingEmerging

Setting expectations and promoting inclusion


EmergingEmerging

Health and wellbeing Emerging EmergingEmerging

EmergingEmerging

Intellectual engagement and self awareness Emerging EmergingEmerging

EmergingEmerging

Com

mun

ity

enga

gem

ent i

n le

arni

ng

Building communities Evolving EmergingEvolving EmergingEvolving

Parents and carers as partners Emerging EmergingEvolving EmergingEvolving

Global citizenship Emerging EmergingEvolving EmergingEvolving

Networks with schools, services and agencies Emerging EmergingEvolving EmergingEvolving



2.7 KEY DIRECTIONS FOR THE NEXT SSP – GOALS, TARGETS AND KIS

PROPOSED GOALS, TARGETS AND KEY IMPROVEMENT STRATEGIES (KIS) FOR NEXT SSP

Goal 1Improve all student outcomes in literacy.

Suggested FISO high-impact improvement initiatives for this goal (in order of priority)1.Curriculum planning and assessment2.Building practice excellence

Goal 1 rationaleClassroom observations informed the panel of inconsistencies in classroom and assessment practices particularly related to the teaching of literacy. An analysis of teacher judgement data compared to NAPLAN indicated variances. Teacher interviews supported the view that the teaching of literacy, particularly writing should be a priority.

Targets 1.1 NAPLAN

Increase top two bands in writing in Year 3 and 5 to be at or above similar schools.Decrease bottom two bands in writing to at or below similar schools.

1.2 Staff Opinion Survey Guaranteed and viable curriculum to be above 80 per cent positive.

1.3 Teacher judgement compared to NAPLANClose alignment between teacher judgement and NAPLAN for writing.

Key Improvement Strategies (KIS)1. Document and embed a detailed and viable curriculum.2. Develop and document a shared understanding of assessment to inform teaching and learning. 3. Develop and implement an agreed understanding of pedagogy and high impact teaching strategies.

Goal 2Develop a culture to support the safety and wellbeing of all studentsSuggested FISO high-impact improvement initiatives for this goal (in order of priority)1.Setting expectations and promoting inclusion2.Empowering students and building school prideGoal 2 rationaleFieldwork undertaken during the review informed the panel view that classrooms were not consistently calm, orderly and supportive. Students and teachers indicated concerns related to safety and wellbeing. The panel considered safety and wellbeing should be a future focus. Targets 2.1 Student Attitudes to School Survey Improve Not experiencing bullying factor from 43 percent positive to at or above 80 per cent positive. Improve Teacher concern from 56 per cent positive to above 70 per cent positive. Improve Effective classroom behavior from 61 per cent positive to above 70 per cent positive. 2.2 Parent Opinion survey Improve Experience of bullying from 51 per cent positive to above 70 per cent positive. Improve Managing bullying from 71 per cent positive to above 75 per cent positive.Key Improvement Strategies (KIS)1. Develop, document and embed structures and processes to support student safety and wellbeing.2. Support staff with Professional learning related to wellbeing.

Goal 3Empower students to be curious, engaged and active agents in their own learning.

Suggested FISO high-impact improvement initiatives for this goal (in order of priority)1. Empowering students and building school pride2.Intellectual engagement and self awarenessGoal 3 rationaleClassroom observations, student focus groups and AToS data identified a lack of student agency in their learning. The panel considered this should be an area for future focus. Targets



3.1 Student Attitudes to School Survey Student voice and agency to be above 70 per cent positive. Stimulating learning to be above 80 per cent positive. 3.2 Staff Opinion Survey Collective efficacy to be above 80 per cent positive.Key Improvement Strategies (KIS)1. Develop and embed agreed structures which support student agency and voice2. Develop staff capacity to engage students in the learning process3. Develop and embed an agreed Instructional model

Appendix 1: Terms of Reference and MethodologyIntroductionThe School Review - Terms of Reference Focus Questions and Methodology is an integral part of the school review process to ensure a thorough examination of the school’s practices and processes are undertaken as a means of building deeper knowledge of the school’s performance outcomes.

Following the Review Panel’s testing and validation of the school’s performance against its four-year goals and targets, the review Panel develops focus questions that will guide and scope the review process. The focus questions will capture those areas of the school’s practice and performance that require a more detailed investigation.

The methodology outlines how the review will be undertaken and determines how the focus questions will be tested through fieldwork activities such as classroom observations, surveys, focus group work etc. Each review’s focus questions and methodology will therefore be unique to that school’s particular context.

A bank of possible questions that the Review Panel may ask school community members as part of the fieldwork activities is provided on the reviewer portal for consideration.

1. TERMS OF REFERENCE

Terms of Reference Focus Questions Rationale

1.

To what extent do the school’s structures and processes support a whole school approach to health, wellbeing inclusion and engagement?

This question focuses on the school’s structures and processes as they relate to student engagement safety and agency in learning. This was a result of observations on the first day of the review and the school’s rating on the FISO continuum for a Positive climate for learning.

2.

To what extent does Thornbury Primary School have agreed and documented curriculum plans, assessment practices and pedagogical approaches?

This question was the result of observations, student perceptions and panel discussions on the first day of the review. They related to the consistency of teaching and learning and assessment observed at Thornbury Primary School.

2. METHODOLOGYThe methodology outlines how the review will be undertaken and how the focus questions will be tested. It should include:

• timelines for each component of the review, activity descriptions and required resources• an agenda for the Validation Day and an outline of classroom observations and focus groups• a detailed plan for the review days and the purpose of any fieldwork activities, defining what will be undertaken,

who will be involved and a timeline for the activities• who will be responsible for managing various aspects of the review• how the school community (including staff, students, school council and parents) will be engaged

The methodology should clearly indicate the range of data and other information to be analysed, and the extent of school community consultation. Opportunities to engage with school staff, parents and students are central in the development



of any methodology.

2.1 Timeline for the review

Timeline for the Review

Date Activity and Resources Action Officer (title only)

15 May Briefing to staff on upcoming review. Principal

21 May School Community focus group, related to perceptions of schools performance over the last four years.

Principal

22 May Community online survey. Principal

4 June Student focus group, related to perceptions of schools performance over the last four years.

Principal

7 June School Community focus group, related to perceptions of schools performance over the last four years.

Principal

14 June Staff focus groups, to examine data. Principal

15 June School Improvement Team, to examine data. Principal

23 July Preparation meeting Reviewer and principal

6 August Validation Day Reviewer and principal

16 August Review day 1 Reviewer and principal

21 August Review day 2 Reviewer and principal

September Submission of report Reviewer

September Presentation to staff Principal

September Presentation to school council Principal



2.2 Validation Day agenda and class observation schedule.

VALIDATION DAY AGENDA

Time Activity Lead In attendance

8:30 Welcome

- Welcome the School Review Panel- Facilitate introductions

Principal School Review Panel – core members and challenge partners

8:35 Purpose of review

- Outline purpose of the review - Discuss roles and responsibilities of core panel (school

council president, principal, SEIL, reviewer)

Reviewer School Review Panel – core members and challenge partners

8:45 Performance against previous School Strategic Plan

- Short overview of PRSE process- Reviewer facilitation:

o performance against the goals and targets of its School Strategic Plan (SSP)

o enablers and barriers to successo key achievements and challenges

-

Principal

Reviewer

School Review Panel – core members

challenge partners

School Improvement Team

10:15 Parameters of classroom observations/ focus groups:

- Use resources (checklists/questions) to determine the parameters for the classroom observations/focus groups; what is being observed and why; what questions will be asked. Ensure focus is on student voice, agency and leadership; curriculum content; and teacher practice: knowledge and skills of teachers

- Who will be observing/leading what- Introduce resources (checklists/questions)


10:30 Morning tea

10:45 Classroom observations/student focus groups

- According to methodology developed in the preparation meeting

- Core members of the School Review Panel likely to each lead a classroom observation/focus group

Core School Review Panel members and challenge partners

School Review Panel – core members and challenge partners

students to be involved as part of a focus group

11:45 Report back

- Share and synthesise observations and findings from the classroom observations/ focus groups


12:30 Lunch

1:00 Continua and additional review days

- Validate school’s proficiency status against FISO Continua for School Improvement, focusing on the six High-impact Improvement Initiatives

- Determine any additional fieldwork days for the review based on validation

- Ensure there is a rationale for why the additional fieldwork days will or will not be utilised

Core School Review Panel members

School Review Panel – core members and challenge partners

2:30 Terms of reference for the review

Develop focus questions and methodology for the review


4:30 Close





Thornbury Primary School -Observation Schedule Validation Day

Duration Activity Lead and Observers Participants

30-40 minutes11:00 am

Observations of classroom practice, with a focus on

a) Student voice, agency and leadership

b) Curriculum contentc) Teacher practice:

knowledge and skills

SEIL with Challenge partner and SC president

Teacher /classes as follows:School to insert names of teachers /classes to be visited (6-8 in all). Each observation group will visit 3 or 4 classrooms

Reviewer to facilitate one group the SEIL the other

30-40 minutes11:00 am

Observations of classroom practice, with a focus on


b) Curriculum contentTeacher practice: knowledge and skills

Reviewer with Challenge partner and Principal

20-30 minutes11.30am

2 Student focus groups, with a focus on


b) Curriculum contentc) Teacher practice:

knowledge and skills

Reviewer with Challenge partner and school representative Reviewer with Challenge partner and School representative

2.3 Review work plan

REVIEW DAY 1

( two reviewers present)

Purpose, including Terms of Reference that are being addressed

Activity Participants

8:30 VRQA Check processes related to VRQA, including first aid room, CSS checks, sign in procedures and school displays

Reviewer 1and 2, Principal

9:00 Student forum will give students an opportunity to provide their voice to the review.

Relevant to both ToR questions

2 groups of 10-12 students

Students will be asked to comment on their wellbeing and learning with lead questions such as:

- Comment on how challenging and appropriate learning is for you

- What are the expectations for you as a learner

- Tell us about assessment and feedback

- Do you enjoy learning? Why/why not?- Tell us about classroom and yard

behaviour and expectations?- Tell us how your teacher ensures you

have a calm learning environment

Reviewer 1 with one groupReviewer 2 with one group

10:00 Teacher interviews

Teachers in pairs or threes

Interviews with staff will inform the panel on their opinions of curriculum assessment planning and student engagement and agency.

Staff will be asked to comment on student wellbeing and learning and processes which support them with lead questions such as:

- Comment on the opportunities and challenges related to curriculum knowledge and its consistent application

- Tell me about assessment and the use of data to inform learning

- Comment on the processes used to build staff capacity

- Comment on AToS data showing

Reviewer 1

School Review Terms of Reference and Methodology - 2018


student concerns related to safety and classroom behavior

- What suggestions have you for improvement?

10:00 Classroom observations will inform the review on both ToR. There will be particular focus on teacher( doing and saying) students ( doing and saying) and the learning activity

Observations will include:

- Student engagement with their learning

- Evidence of meaningful learning tasks which are linked to the curriculum

- Time on task by students- Evidence of differentiation and high

expectations of learners- Evidence of processes and artefacts to

support student learning- Approaches to instructional practice

Reviewer 2

Break 11:00-11:15

11:15 Continue teacher interviews



Staff will be asked to comment on student wellbeing and learning and processes which support them with lead questions such as:

- Comment on the opportunities and challenges related to curriculum knowledge and its consistent application

- Talk about assessment and the use of data to inform learning

- Comment on the processes used to build staff capacity

- Comment on AToS data showing student concerns related to safety and classroom behavior

- What suggestions have you for improvement?

Reviewer 1



11:15 Continue teacher interviews



As above Reviewer 2

11:45 Continue classroom observations to inform the review on both ToR. There will be particular focus on teacher( doing and saying) students ( doing and saying) and the learning activity


- Student engagement with their learning

- Evidence of meaningful learning tasks which are linked to the curriculum

- Time on task by students- Evidence of differentiation and high

expectations of learners- Evidence of processes and artefacts to

support student learning

Approaches to instructional practice

Reviewer 1

11:45 Observation of team meetings to inform the panel of team planning and assessment processes. Relates to ToR 2


- Use of the curriculum continuum for planning

- Shared assessment and tracking of students

- Professional support for pedagogy

Reviewer 2

12:30 Continue Teacher interviews See above Reviewer1

Continue Teacher interviews See above Reviewer 2

Lunch Break1:10-1:30

1:30 A document analysis will inform the panel of planning assessment and pedagogical

An analysis of whole school, team and individual planning and assessment will be

Reviewer 1 Reviewer 2



approaches employed at the school. undertaken. The review will consider:

- The depth and quality of planning- The consistency of planning- The consistency of assessment- The evidence of assessment informed

planning

Challenge partner

3:30 Note taking The reviewers will notate finding thus far Reviewer1 and 2

4:00 Debrief with principal The reviewers will provide the principal with the findings so far from the fieldwork

Reviewer1 and 2 Principal



2.4 Review Panel Members

.

Name Title Email address

Leon Bell Principal [email protected]

Graham Stevenson SEIL [email protected]

Joan Sibley Reviewer [email protected]

Findlay Francois School Council President [email protected]

Tammie Meehan Challenge Partner [email protected]

Sam Luck Challenge Partner [email protected]

Signatures Please complete

School Principal:

Name (print): ______________________________________ Date: ___________

Signature: ________________________________________

SEIL:

Name (print): ______________________________________ Date: ___________

Signature: ________________________________________

School Council President:

Name (print): ______________________________________ Date: ___________

Signature: ________________________________________

School Reviewer:

Name (print): Joan Sibley Date: 21 August 2018

Company: Valad Solutions Pty Ltd

Signature:


2.8 VRQA MINIMUM STANDARDS CHECK

School name: Thornbury Primary School Date:21 August 2018

Name of Reviewer: Joan Sibley

Signature of Reviewer:

Part 1: Minimum standards to be met by all government schools

Are the registration requirement

s met?

Comments

1. School governance1.1 Democratic principles* The school affirms democratic principles through a statement in the school’s vision and values, prospectus, handbook or local school policy.

Yes

1.2 Philosophy* The school has a statement (e.g. School Philosophy Policy, School Strategic Plan, Annual Implementation Plan) that includes:

the school’s vision, values and objectives how the philosophy is promoted and articulated

throughout the school and school community.

Yes

SPECIALIST AND SPECIFIC PURPOSE SCHOOLS ONLY1.3 Enrolment policy* The school has an enrolment policy that is consistent with all legal requirements.* The school can demonstrate how their school policies are implemented.

N/A

2. Effective curriculum2.1 Curriculum framework* The school has:

a language program an explanation of how appropriate time is allocated

across the 8 learning areas (e.g. timetable, time allocation per learning area)

an explanation of how and when curriculum and teaching practice is reviewed (e.g. School Strategic Plan, Annual Implementation Plan, Curriculum Statement, Staff Professional Development Statement, Curriculum Framework policy

an outline of how the school delivers its curriculum, whether through Australian Curriculum, Victorian Curriculum, other approved curriculum programs, integrated programs or online learning (e.g. Curriculum Framework –policy or statement)

a whole-school curriculum plan showing how curriculum is organised (e.g. Curriculum Framework policy, scope and sequence, whole-school Curriculum Plan)

No A whole school plan showing how curriculum was organised was not available

2.2 Student learning outcomes * The school has a documented strategy to plan for and improve student learning outcomes including:

what data the school collects to monitor outcomes how the school analyses and uses this data to set goals

and targets for outcomes, including for students at risk how the data will be analysed, used and reported (e.g.

Curriculum Framework Policy, School Strategic Plan, Annual Implementation Plan, Student Learning Outcomes Statement)

Yes


3. Student welfare3.1(a)(i)Student Welfare* The school has:

a policy which sets out the duty of care (e.g. Duty of Care Policy):- owed to students to take reasonable measures to

protect them from risks of injury that should have been reasonably foreseen

- to take reasonable care any student (and other person) on the school premises will not be injured or damaged by reason of the state of the premises or of things done or should have been done to the premises

- that greater measures may need to be taken for younger students or students with a disability

Student Welfare policies and procedures (e.g. Student Engagement and Inclusion policy)

a Bullying and Harassment policy and procedures, which includes cyber bullying (e.g. Anti-bullying policy & procedures)

a Complaints and Grievances policy and procedures.

Yes

3.2(a)(ii) Student CareThe school has:

a policy and procedure for managing care arrangements for students with medical conditions (e.g. Care arrangements for ill students policy and procedure)

a current record of students with medical conditions and how those conditions are managed

policy and procedures for distributing medicine a current register of staff trained in first aid an anaphylaxis management policy which covers the

matters required by Ministerial Order 706 and the DET Anaphylaxis Guidelines

No

Anaphylaxis policy is non compliant, it does not state what type of training the school will undertakeIt is a generic and needs to be personalised for Thornbury

3.3(a)(iii) Student Safety* The school has:

an on-site supervision of students policy and procedures (e.g. Supervision and Duty of Care policies, Visitors policy)

a policy which ensures the safety and welfare of students learning with an external provider (when the school contracts with another school, a registered training organisation or an organisation not registered as an education and training provider (e.g. External provider policy, Excursion and camps policies)

a policy which addresses the supervision of students when engaged in off-site activities, and includes the risk of bushfire in the activity location (e.g. Excursion and Camps policies)n

No Incursions policy does reference Child safe standards

A Visitors Policy is not evident

3.4(a)(v) Child Safe Standards See Part 3 Child Safe Standards below.

3.5(a)(iv) Additional Evidence* The school has:

a mandatory reporting policy and procedures, in addition to the Child Safe Standards mandatory reporting policy

a register for accidents and incidents a policy and procedures for first aid a policy and procedures for the Internet (e.g. ICT

Acceptable Use policy and procedures) a critical incident plan an emergency plan that has been reviewed at least

annually and immediately after any significant incident. The plan uses the current DET template, is specific to the school and includes guidelines for emergency bushfire management

documented how they communicate policies and procedures on the care, safety and welfare of students to the school community (e.g. Communication Procedures and Schedule).

Yes


3.6(b)(i) Emergency bushfire management*The school has:

a schedule for monitoring and removing highly flammable materials including branches overhanging buildings, debris and rubbish around and under buildings, including gutters, and dry grass and vegetation.

The school safely stores flammable materials. The building exits at the school are continuously monitored and kept clear of obstructions.

No No evidence of a schedule for rubbish removal and safely of stored materials

3.7(b)(vi) Emergency bushfire management (for BARR schools only)

The school’s Emergency Management Plan details the school’s:

- response to managing bushfire risk- closure arrangements for Code Red days. The school maintains records of:- providing information on bushfire preparedness policy

and procedures to all staff (including relief staff) and parents

- staff training for specific roles and responsibilities associated with preparing for, monitoring and executive emergency bushfire procedures, including the effective operating of relevant emergency equipment

- practising evacuation procedures and drills at least once per term

- annual visits or consultation with relevant agencies. The school maintains a current register of bushfire

emergency equipment in working order. Bushfire evacuation procedures and emergency contact

numbers are located on notice in appropriate locations around the school.

N/A

3.8 Discipline The school has a policy statement that explicitly

prohibits corporal punishment. The school has a behaviour management policy and

procedures, which includes how they address procedural fairness (e.g. Student Engagement and Inclusion policy, Behaviour Management policy).

The school has documented how discipline related policies and procedures are communicated to the school community (e.g. Communication Procedures and Schedule policy).

Yes

4. Effective teachers4.1 Teachers requirements* The school maintains a register of teachers which includes:

each teacher’s name their Victorian Institute of Teaching (VIT) registration

number their VIT category of registration (i.e. provisional

registration, full registration, permission to teach) the expiry and renewal of their registration.

Yes

4.2 Compliance with Working with Children Act 2005* The school has:

a register of staff with a Working with Children Check procedures for maintaining the register.

Yes

5. Other requirements5.1 Information about school performance

The school documentation addresses how the Annual Report is distributed and promoted (e.g. school website).

Yes


Part 2: Minimum standards to be met by Senior Secondary providers only

Are the registration requirement

s met?6. Effective curriculum

6.1 Student learning outcomes The school has current student and staff handbooks and

course outlines for accredited qualifications (e.g. Student VCE/VCAL Handbooks).

The school has sample student learning sequences of plans for accredited qualifications (e.g. Student VCE/VCAL handbooks, Staff Handbooks).

The school has policies and procedures to indicate staff and students have been provided with current and accurate information about the awarding body’s requirements (e.g. Student VCE/VCAL handbooks, Staff Handbook).

If the school shares responsibility for a senior secondary course with another provider, the school has a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.

N/A

6.2 Student records and results The school has policies and procedures to maintain

accurate student records (e.g. Student VCE/VCAL handbooks, Staff handbook, Student Records and Results policy).

The school has policies and procedures to undertake an annual analysis of records and results (e.g. Staff Handbook).

The school has policies and procedures to monitor patterns of student participation and completion rates (e.g. Student VCE/VCAL handbooks, Staff Handbook).

If the school shares responsibility for a senior secondary course with another provider, there is a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.

N/A

7. Effective teachers7.1 Teaching and learning The school has a register of teachers’ qualifications. The school has a plan of the school site that

demonstrates how the facilities are suitable for the educational programs provided and the ages of the students.

The school has an overview of teaching resources that meet the current requirements of the owner of the course (e.g. Teaching Resources Statement).

The school policies and procedures ensure the consistent application of assessment criteria (e.g. Student VCE/VCAL handbooks, Staff handbook, Senior Secondary Assessment policy).

The school has processes to oversee conduct of assessment including processes to conduct investigations and hearings, and if necessary, amend or cancel assessments (e.g. Student VCE/VCAL handbooks, Staff Handbook).

N/A

8. Student welfare8.1 Student welfare The school has an outline of how students with special

needs are provided opportunities to access courses (e.g. Student VCE/VCAL handbooks, Staff Handbook).

If the school shares responsibility for a senior secondary course with another provider, there is a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.

N/A

Part 3: Child Safe Standards Are the requirement

s met?


Child Safe Standard 1Strategies to embed an organisation culture of child safetyMin Order ref 7.1(d): The school governing authority has put strategies into practices, and informed the school community about these practices. Evidence:- Meeting agendas for school council/staff meetings have CSS

as a standing item - Minutes of above meetings show discussion of CSS

implementation- School website and newsletters- Environmental and physical evidence

No Child safe not mentioned on websiteNo evidence of CSS in minutes of staff and School Council meetings

Child Safe Standard 2A child safety policy or statement of commitment to child safetyMin Order ref 7.1(d): The school governing authority has ensured the school has a child safety policy or statement of commitment to child safety that details the actions the school proposes to take to support or assist children who disclose child abuse, or are otherwise linked to suspected child abuse.

Evidence:- Child Safety Policy or statement of commitment

No As above

Child Safe Standard 3A child safety code of conductMin Order ref 9.1(b): The school governing authority has developed, endorsed, and made public available a code of conduct that sets standards about the ways in which school staff are expected to behave with children.Evidence:- Child Safety Code of Conduct

No No evidence of a code of conduct and made publically available on website and newsletters

Child Safe Standard 5Procedures for responding to and reporting allegations of suspected child abuseMin Order ref 11.1: The school governing authority has a clear procedure or set of procedures for responding to allegations of suspected child abuse in accordance with this clause and other legal obligations.

Evidence:- Publicly available procedures for responding to allegations of

suspected child abuse

No No evidence of parent information made publically available

Child Safe Standard 6Strategies to identify and reduce or remove risks of child abuseMin Order ref 12.4: As part of its risk management strategy and practices, the school governing authority monitors and evaluates the effectiveness of the implementation of its risk controls.

Evidence:- Risk assessment and strategies to reduce the identified risks- School council meeting minutes and agendas- School leadership meeting minutes and agendas- Clear dates and timeframes for review of policies

No No evidence of Risk Assessment -needs to be personalised for TPS eg when students are on camp, at swimming

Min Order ref 12.5(a): At least annually, the school council must ensure that appropriate guidance and training is provided to the individual members of the school council and school staff about individual and collective obligations and responsibilities for managing the risk of child abuse

Evidence: - Staff professional development day schedules- Staff meeting minutes- School council meeting minutes- New staff induction material and schedules- Staff handbook-

No No evidence of annual training for staff and School Council

Min Order ref 12.5(b): At least annually, the school governing authority ensures appropriate guidance and training is provided to the individual members of the school governing authority and

No As above


school staff about child abuse risks in the school environment.

Evidence:- Staff professional development day schedules- Staff meeting minutes- School council meeting minutes- New staff induction material and schedules- Staff handbookChild Safe Standard 7Strategies to promote child participation and empowermentMin Order Ref 13.1(d): The school governing authority has developed strategies to deliver appropriate education about child abuse awareness and prevention.

Evidence:- Display posters- Wellbeing programs- Work programs- Curriculum- ‘Child friendly’ wording of policies

No No evidence of program in curriculum or poster/ information displayed

Min Order ref 13.2: The school governing authority promotes the child safety standards required by Ministerial Order 870 in ways that are readily accessible, easy to understand, and user-friendly to children.

Evidence:- Reporting procedures are written in child-friendly language- Information sessions that will help parents explain child

safety to their children - Age appropriate information/programs about child abuse

No As above


Documents

Template - School Review Report - June 2018 · Web viewClassroom observations demonstrated that a consistent instructional model which incorporated best practice teaching was not