Updated 25/08/2015

Peer Review Report Goonawarra Primary School North Western Victoria Region

School number: 5248

Principal: Alan Fairweather

School Council President: Gwenda Griggs

Review Company: National Curriculum Services

Accredited School Reviewer: Peter Gannon

Peers: Kaye Mills

Josh Bull

Date of Review Meeting: 8/9/2015

Contents

1. Peer Review Report (Confidential to School Council, Staff and DET) ............................... 1

1.1 Evaluation of the School’s Performance against the Strategic Plan ...................................... 1

1.2 Panel Day Discussions and Recommendations .................................................................... 6

2. Peer Review Report Summary (to be published on school’s website) ................................ 11

Executive Summary ..................................................................................................................... 11

2. 1 School Context ...................................................................................................................... 11

2.2 Summary of the School’s Peformance ................................................................................. 12 2.2.2 Summary of the considerations for the next Strategic Plan ................................................................. 12 2.2.3 Next steps ............................................................................................................................................. 14

Appendix 1: Focus of the Review: Terms of Reference and Methodology .............................. 15

Aim / purpose .............................................................................................................................. 15

Methodology ............................................................................................................................... 15

Accredited school reviewer .......................................................................................................... 17

Signatures ................................................................................................................................... 17

Appendix 2: Registration Requirements: Summary Statement ............................................. 18

1

1. Peer Review Report (Confidential to School Council, Staff and DET)

1.1 Evaluation of the School’s Performance against the Strategic Plan

Goals and targets from

previous Strategic Plan

Panel view of school performance Considerations for Next Steps

Achievement:

Achievement is best reported against like schools and learning growth.

While recognising that literacy and numeracy are essential foundations for students’ success, achievement outcomes encompass a broader view of learning, spanning the full

range of curriculum domains, as well as students’ co-

curricular achievements. It should include a range of performance measures.

Goal To improve student outcomes in

English, Mathematics and the broader curriculum

Targets End Year 2014 English and Mathematics (all dimensions) NAPLAN targets: Year 3

• 85% above Band 3 • 50% above Band 4

Year 5 • 85% above Band 5 • 50% above Band 6

Matched cohort growth to be 100% of state mean growth. EOI

• End Year 2014 English EOI dimensions: Prep – Yr 2

• 85% at or above Group 3 AusVELS

• Achieve a yearly increase in the proportion of

students assessed as being at or above the

VELS Thinking Processes domain standards/ progression points appropriate to their year level from a base identified

during 2011.

NAPLAN The panel noted that Year 3 learning outcomes

over the past four years have been better than expected and in excess of most strategic plan

targets. In most years the school matched or exceeded the state mean and high percentages of students performed above the expected level. The panel noted that while scores for writing and numeracy placed the school at the expected state mean, there were fewer students in the top two bands than the other

dimensions. In 2014, Year 5 scores placed the school above the state mean on all dimensions and well

above the level of schools with students from a similar background. As with Year 3, Numeracy and Writing had fewer students in the top two

NAPLAN bands. Learning gain, which compares individual students’ scores from Year 3 with Year 5 shows better than average gains in all dimensions except spelling. AusVELS results When compared to like schools results were higher than expected in English and at the

expected level in Mathematics. These results were roughly consistent with the schools

NAPLAN results. Enablers The school’s most comprehensive School Self Evaluation outlined a number of significant changes made in the past four years. These

included extensive work on HRLTPs, the adoption of Maths Plus as the basis for

The Key Improvement Strategies from the

previous School Strategic Plan are shown in italics. The School Self Evaluation shows

clearly that the school has used these as the basis for its work over the past four years. Continue to build the capacity of all leaders and teachers in effective Literacy and Numeracy teaching. The school-wide use of Munro’s HRLTP and

the recent move to use Maths Plus across the school are examples of the school building teacher capacity in Literacy and

Numeracy. In response to NAPLAN outcomes and internal assessments, the School Self Evaluation suggested and the

panel endorsed the use of spelling assessments to identify areas for improvement in the current spelling program and exposing students to a wide variety of genres in both reading and writing. Establish collective accountability for the

assessment and monitoring of progress of individual students, cohorts of students, and the school as a whole.

The Terms of Reference lists “investigating

the degree to which the use of common assessment strategies across the school is an effective tool in supporting and promoting improved student outcomes through purposeful analysis of data, the

Goals and targets from

previous Strategic Plan

Panel view of school performance Considerations for Next Steps

teaching mathematics across the school, attention to differentiation, in particular through the Maths clinics in the upper years

and development of an agreed school wide language for Maths teaching. The school makes good use of Mathletics to help extend students and provide point of need tuition and reinforcement. Critical to the school’s success has been the work of the level-based professional learning

teams. These teams are well led and ensure high levels of planning, lessons based on data, usually from pre and post tests, make use of technology where appropriate and they share resources and effective techniques. The excellent results on the School Staff

Survey indicate a high degree of professional satisfaction as well as a strong attention to effective and relevant PD. The student Attitudes to School Survey reinforces the view that students enjoy highly effective teaching at this school.

identification of student learning needs and student and teacher reflection”. Much of the discussion reflected how much of the

teachers planning relied on pre tests and post tests to help design tasks appropriate to the range abilities in any class. The panel heard that the school has just this year begun using PAT testing instead of the DET On Demand testing system. Already teachers have identified that this system

provides detailed information about student knowledge and ability and provides an excellent starting point for differentiated lesson preparation.

Provide intervention and extension programs to support and extend student learning.

The Perceptual Motor Program and Rainbow Reading are well established and effective

intervention and support programs and the Maths Clinic structure at Years 5&6 provides an example of effective extension. There

was considerable discussion about the effort the school had made to improve teacher capacity to provide a differentiated

curriculum, in line with the SSP.

Engagement:

Engagement refers to the extent to which students feel connected to and engaged in

their learning and with the broader school community. Engagement spans students’ motivation to learn, as well

as their active involvement in learning. Engagement also refers to

students’ engagement as they make critical transitions through school and beyond into further education and work.

Goal Improve Student Attitude to School Survey scores for the following measures by 2015:

School Connectedness: score at or above 4.40 for both girls and boys. Student Motivation: score at or

above 4.57 for both girls and boys Parent Opinion Survey: Student Motivation: score at

5.73 School Connectedness: score at 5.8 Transitions: score at 5.23 Attendance

On each of the student Attitudes to School Survey factors for 2014, the school was placed well above the 50th percentile and certainly well ahead of where it was four years ago. The

scores for Year 5 and 6 students on the 2014 survey significantly exceeded the targets set four years ago. The reviewer’s tour of the school revealed

hardworking and engaged students who seemed focused on doing their best. The parent survey scores reveal an

improvement in the years since the targets were set. The optimistic attendance target was not met with the average absence rate of 14.6 days absence remaining just above the state mean and above the mean of like schools.

The School Strategic Plan lists the following Key Improvement Strategies relevant to student engagement Develop, implement, review and regularly

promote a school-wide student engagement policy.

The panel endorsed the findings of the SSE,

believing that the consistently improving

results of the past years indicate successful practice. The focus on building an ethos of success and positivity which underpins the school’s overall approach to student engagement has clearly been effective. The

panel endorsed the need to regularly revisit successful professional development programs like Positive Psychology and to

Goals and targets from

previous Strategic Plan

Panel view of school performance Considerations for Next Steps

Achieve average student absences at 12.00 days per year.

The ToR asks the panel to: Reflect upon the importance of encouraging and supporting student engagement through further

developing and extending a positive learning environment and to explore various engagement strategies linked directly to achievement and growth of the individual student”. The panel was informed of the extensive work undertaken by the school to help build its

engagement levels and improve motivation and connectedness. The positive start program over four days at the start of the year sets high expectations and the overall tone for the year. The school has invested in PD related to

Positive Psychology and this has had an impact over the last four years. The development of a set of school values with the acronym GREAT has provided a common language when discussing classroom and playground behaviour with students. The reviewer noted a most positive feel about the school and a sense

of high expectation in the language and classroom materials he observed. Students have responded well to the school’s explicit, data driven and differentiated curriculum

review and revise the student engagement and wellbeing policy with staff, parents and students on a regular basis. With a

relatively high number of new teachers now in the school, revisiting such documents regularly will ensure consistency of practice and a common language of engagement. The School Self Evaluation notes the importance of building on the current positivity within the school community and

ensuring that students feel they have a voice. It notes the importance of maintaining high expectations and ensuring that all staff members understand the school’s approach to this. Using data to ensure improved achievement is honoured

and rewarded is another suggestion. A program to introduce new students who arrive during the year to the Goonawarra approach was also suggested as part of the discussion.

Continue to build the student leadership program.

The student leadership program aims to include as many of the senior students as possible and seems to have provided a strong sense of connection for many students. The Principal for a Day program seemed most popular with the students

Monitor trends in student attendance. The panel heard of the extensive work undertaken to help some students get to school and to maintain consistent attendance patterns.

Goals and targets from

previous Strategic Plan

Panel view of school performance Considerations for Next Steps

Wellbeing:

Students’ health, safety and wellbeing are essential to

learning and development. An inclusive, safe, orderly and stimulating environment for learning is critical to achieving and sustaining students’ positive learning experiences.

Goal Improve Student Attitude to School Survey scores for the

following measures by 2015: Student Wellbeing: score at 5.77 Classroom Behaviour: score at 3.37 Student Safety: score at 4.4 Parent Opinion Survey:

Student Safety: score at 5.26 Staff Survey Achieve scores on:

• Student Motivation at 75 • Student Misbehaviour at 30 • Student Decision making at

60

On the 2014 student Attitudes to School Survey scores for students in Years 5&6 show results close to or above the targets set four

years ago. Relative to the state, all are above the 50th percentile with the exception of Classroom Behaviour and Student Safety. These two factor scores were checked and retested by the Principal and reveal possible issues with Year 5 boys being part of a 5/6 composite. Feedback from students and the

observations of the reviewer suggest that classes at this school are generally calm and productive and that students are caring and respectful. The SSE examines the many ways the school links to its community and creates

opportunities for meaningful engagement. The range of strategies employed by the school to lift student wellbeing include whole school strategies for managing student behaviour, processes for using the student voice to establish class rules and expectation , little tolerance for poor behaviour, and emphasis on

the role of observers in helping reduce bullying. The buddy program has helped youngsters settle in and older students to understand their place as significant role models. The welfare coordinator and chaplain provide high level, detailed support to some very

needy students and their value is endorsed by the rest of the staff. The greatly improved parent survey results and the increased enrolments and much improved student behaviour data including

yard duty incident records, suggest, in the

terms of the ToR, that the school’s collaborative approach to its community to promote skills and behaviours which reflect the values of the school has positively impacted on classroom and playground behaviour

The previous SSP lists this all embracing Key Improvement Strategy for Wellbeing: Continue to provide a safe, secure and

nurturing environment for students. The importance of the development of a set of school values in helping set a tone for the school was discussed as well the impact of the Positive Start Program in the first week of each year. Continuing with the welfare and chaplaincy

programs was seen as a priority. Staff members emphasized the importance of a very visible and hands on Principal class team in ensuring that the values and expectations of the schools are modeled to all members of the school community.

Review and enhance the transition strategies across the three stages of transition.

Review data and materials passed on as part of internal transition.

There was considerable discussion about the extensive steps the school now takes to ensure students make a happy and successful transition from level to level.

Goals and targets from

previous Strategic Plan

Panel view of school performance Considerations for Next Steps

Productivity:

Productivity refers to the effective allocation and use of

resources, supported by evidence and adapted to the unique contexts of each school. Successful productivity outcomes exist when a school uses its resources – people,

time, space, funding, facilities, community expertise, professional learning, class structures, timetables, individual learning plans and facilities –

to the best possible effect and in the best possible combination to support improved student outcomes and achieve its goals and targets.

The previous School Strategic Planning document did not require the development of goals and

targets related to Productivity. The terms of reference ask the panel to consider the extent to which the school: Monitors allocation and use of resources to ensure successful productivity outcomes in the use of resources

to support improved student outcomes and achieve our goals and targets. Based on the panel discussion and from the reviewers tour of the

school, there is ample evidence to support the view that the school monitors allocation and use of its resources well and that strong processes are in place to ensure that resources are directed towards the learning needs of

students.

The 2014 School Staff Survey provides evidence of a most productive work environment. The data shows that in the

School Climate section of the report, Goonawarra PS performed well above the state mean and well above the 67th percentile on nearly every factor indicating a staff that feels well supported and valued and which works well as a cooperative and supportive team for the benefit of the students and community.

On the Staff Professional Development section of the report, the school was again among the higher performing schools in the state with most factor scores well above the 67th percentile. This suggests a school which pays attention to the professional growth of its staff

and bodes well for continued improvement in teaching and learning outcomes The School Self Evaluation and panel discussion highlighted strategic use of meeting times, attention paid to improved communication between staff members and parents, valuable input from parents and

increased support for graduates as contributing to the high levels of productivity evident in the school. The school is most fortunate in the level of support it receives from its parent community. The SSE lists a large number of ways the school is made to function better due to the

input of its dedicated school council and parent helpers.

Productivity was not part of the previous School Strategic Plan. However this Key Improvement Strategy is relevant:

Strengthen and broaden community partnerships

The Panel acknowledged the extensive work that has been done in recent years to build

links between the school and its community. The school’s much improved Parent Opinion Survey results and increased

enrolments are a strong endorsement of the work already done and reinforce the need to continue providing multiple ways for parents and the school to interact.

The work of the Parent and Friends group in raising funds and organizing working bees to support landscaping work was noted. The panel acknowledged the excellent staff survey outcomes and discussed the schools PLT structure in some detail and identified

issues which may arise as the school grows

and employs new staff. The panel suggested that the planned review of ICT and its place in the school’s curriculum should be completed as soon as

possible to help inform future classroom practices and resource purchases.

1.2 Panel Day Discussions and Recommendations

Topics/Areas of Interest discussed by the panel and panel recommendations for

improvement Rationale or Theory of Action Next Steps

Student Achievement Plateauing of results from Year 3 to Year 5 The school’s data for Year 3 and Year 5 shows outcomes for both levels at or above the state average level. Overall learning gain figures for the 2012- 2014 cohort are generally better

than the state means and this too is a positive

result. However when comparing the percentage of students in the upper two bands in Year in 2012 with the percentage of students in the top two bands in Year 5. The drop is most noticeable in writing where the

percentage drops from nearly 50% to about 13%.

Teaching of Numeracy The teaching of Numeracy was identified as an area where results did not reflect the levels of achievement obtained in other dimensions. The recent move to adopt Maths Plus as the underlying program was seen by the panel as

a positive in helping to give the staff a common language and approach and a varied structure which ensures topics are covered and that students are generally engaged. Teaching of Writing The panel discussed how a team of teachers

had researched the Seven Steps approach to

the teaching of writing and that the school has recently adopted this as its overall approach. Discussion then moved to the processes needed for its effective implementation including modeling of effective teaching of components or adopting the Japanese lesson

plan approach as a way of encouraging

The panel identified this issue as an example of the need to ensure differentiation within the teaching program to ensure that high achieving students are given the extension activities

they need to take them to higher levels of

achievement. The panel saw that using available data to track student performance would also help ensure that all students make progress in accordance with their ability.

Carefully selecting an agreed approach to the teaching of fundamental areas of the curriculum and then ensuring that

teachers are equipped to use it effectively ensures high standards of teaching and a more complete coverage of the relevant AusVELS components.

The panel would offer the following goal and targets as a suggestion for the next School Strategic Plan:

Goal To improve student outcomes in Literacy and Numeracy Targets

For each student to achieve at least one year’s growth in

learning (as measured by AusVELS) during each school year. That NAPLAN Relative Growth scores measuring learning gain

from Year 3 to Year 5 will be at or above the state means for the medium and high growth categories on each dimension.

That when comparing matched cohorts of students from Year 3 to Year 5, the percentage of students in the top two

NAPLAN bands in Year 5 will match or exceed the percentage of students in the top two NAPLAN bands when the same cohort of students was in Year 3.

That when comparing matched cohorts of students from Year 3 to Year 5, the percentage of students in the lower two bands will not increase.

That there will be an improved correlation between teacher

and NAPLAN assessments. Key Improvement Strategies

The following Key Improvement Strategies are suggested by the Peer Review Panel.

Maintain high expectations and a structured approach to learning. Build teacher capacity through purposeful PD and build the

expectation that teachers will engage in continually

improving their classroom effectiveness. Use explicit teaching as per HRLTPs currently in place. Use sequential, scaffolded lessons

Numeracy.

Continue using Maths Plus as the basis of the Maths Teaching program at the school

Investigate a variety of Maths programs for depth and range of open ended activities.

Use consistent protocols for each maths session as per Maths

Plus. Maintain and enhance the maths clinics structure in Years

Topics/Areas of Interest discussed by the

panel and panel recommendations for

improvement

Rationale or Theory of Action Next Steps

professional conversations and a focus on self improvement for teachers . ICT in the curriculum

The school is undertaking a review of ICT and how best to use it in classrooms as an adjunct to learning. The panel discussed more recent moves in other schools to “Bring Your Own Device” policies as well as the use of the trolleys of laptops the school currently owns.

Introducing preps to ICT via a class set of computers was also seen as beneficial. Professional Learning Team size and structure Panel discussion centred on the heavy role of the level leaders who take on the

administrative functions needed to help the level run smoothly as well as a curriculum leadership staff development role for the members of their particular team. Concern was expressed that their capacity to influence

improvement and change was limited by the wide ranging nature of the job and its

competing priorities. A concern was also expressed about the size of the junior PLT which includes the Prep grades. This is a growing area of the school and may be becoming too large for one person to coordinate effectively.

Making best use of this expensive resource is fundamentally important to the continued improvement of any school. A planned approach which includes a series of non-negotiables regarding usage of ICT in classrooms will help ensure that the

school achieves a full return on its investment. Strong schools maintain their strength by investing in the professional growth of staff. They ensure that they are au fait

with recent innovations and choose carefully before introducing changes. They plan changes carefully and ensure that highly effective processes are in place to see that changes have the improvement

outcomes desired. Often this work is undertaken by a curriculum committee or

literacy or numeracy team led by a senior member of staff.

5&6 Discuss Maths teaching with destination schools to help ease

transition Reading

Use PAT test data to analyse student performance and to develop strategies to ensure consistent growth in comprehension skills.

Apply consistency in expectations of continued growth to Year 3-6 reading.

Writing

Continue to develop the school-wide use of the Seven Steps approach to developing writing skills.

Ensure all teachers are given sufficient PD and coaching support to ensure this program has maximum effect.

Embed Seven Steps into the school’s protocols for teaching English

ICT

Continue with plans to review ICT provision and use within the school.

Develop an eLearning Plan to help establish future directions, protocols and policies

Other Consider establishing a Curriculum committee to

­ ensure the school stays in touch with current

developments in pedagogy,

­ Provide cross- level scaffolding of learning

­ Research and introducing new and effective school

wide programs.

Review the PLT Leadership to ensure that the workload is

reasonable and that sufficient priority can be given to the

P&D leadership role inherent in the current job description. .

Student Engagement Attendance The school has tried to make inroads into improving student attendance. Discussion centred on a core of families which are responsible for a significant number of the days' absence at some levels. When these

outliers are removed the school’s attendance

The correlation between regular attendance and improved learning outcomes is well documented.

The Peer Review Panel offers these suggestions for inclusion in the

new School Strategic Plan. Goal

To improve student engagement both within the classroom and at a whole school level.

To improve whole school student attendance rates. Targets

Topics/Areas of Interest discussed by the

panel and panel recommendations for

improvement

Rationale or Theory of Action Next Steps

patterns seem better. The school admin team and the welfare officer make a significant effort to help some needy students attend regularly.

School Values The panel heard of significant efforts made to develop an overall ethos in the school based around the GREAT values acronym. Evidence of the school values was visible in many places and teachers and students knew the school

values and used them to daily in their interactions. The excellent and greatly improved Student Attitude to School Survey results coupled with very positive Parent Survey results suggest a very positive and engaging learning environment. Positive Psychology

The school has invested in having staff members trained in Positive Psychology. Feedback to the panel suggested that this approach had been most successful in changing student attitudes and behaviours.

The importance of the leadership team displaying a consistently positive approach was

highlighted. Transitions The panel heard of the extensive work now being done to help preschoolers transition to the prep grades and the work being done to ensure that students move from Year level to

Year Level and class to class in as smooth a way as possible. The school has developed level to level booklets as a way of ensuring that all elements of transition are attended to

regardless of the Year level of the student.

There is significant research to show that developing an ethos of success in a school is crucial to engaging students. Students and staff need to believe that the students can learn, that they can achieve to the

highest levels and that making an effort is worthwhile and valued.

To maintain levels of student satisfaction at or above the state

mean on the Student Attitude to School Survey as measured by each of the mean factor scores related to Teaching and

Learning. Key Improvement Strategies

The School Self Evaluation provides a number of suggestions for future action which the panel endorsed. These include:

Revisit the concepts of the positive psychology PD to remind

staff, particularly those new to the school, of the importance

of positivity.

Provide more opportunities for sharing of ideas within staff to

improve practice.

Continue to build a united and positive school community

where students have a voice.

Continue to use tracking data to improve outcomes and

celebrate successes.

Continue with high expectations and ensure that all staff and

students have a real understanding of these.

Further develop strategies to cater for those students who are

not achieving.

Ensure that our school website is kept current.

Continue to encourage parental involvement through

information sessions, special days, open classrooms etc.

Continue to celebrate student success.

Continue to focus on student welfare and concerns for the

next year.

Explore the need to have an additional transition session at

the end of the year.

Tighten up the mechanisms whereby teachers pass on

information relating to students.

Continue to build on current practices which best afford strong

and supportive transition programs.

The review panel would encourage the school to build a number of these ideas into a planned series of professional development activities.

Topics/Areas of Interest discussed by the

panel and panel recommendations for

improvement

Rationale or Theory of Action Next Steps

Student Wellbeing Role of the Welfare Officer and Chaplain

The panel was impressed by the presentation made by the student welfare officer and by the written submission made by the school chaplain. Having a welfare officer and chaplain means the school can link effectively with DHS and to provide targeted programs like Bright Futures and Seasons of Growth as well as

individual and group counseling sessions. Discussion revealed that the school was prepared to put the necessary resources into supporting these positions because they allowed the school to provide the high level and detailed care that some students require.

Positive Start Program The Positive Start Program has been a feature of Goonawarra PS for some years. It is the time when students are taken through the school’s values and expectations and engage in a range of activities designed to build

cooperation and a sense of shared enterprise. The school’s anti bullying program, Bully Stoppers is revisited during this time as is Bounce Back the school’s resilience program. The program is strongly supported by staff and parents and contributes greatly to the positive and respectful atmosphere so noticeable in

this school. Student Leaders The panel met with a group of students in leadership positions. There were three house captains and one Junior School Council leader.

The students spoke enthusiastically about their

roles and about their school and the many opportunities it offered. The school gives every Grade 6 student the opportunity to undertake a leadership role.

The school’s clientele is quite mixed with some students and their families needing

extra support. There is ample research which shows that students cannot learn if they are distressed, poorly nourished or overly tired. In some schools it is necessary to provide specialized support to some students via experienced and

committed staff.

The Peer Review Panel offers the following suggestion for inclusion in the new School Strategic Plan. Goal: To improve student wellbeing in social competencies, resilience,

self- esteem, and mutual respect. Targets To maintain levels of student satisfaction at or above the state

mean ranking on the Student Attitude to School Survey as measured by each of the mean factor scores related to Student

Relationships and Wellbeing.

Key Improvement Strategies

The School Self Evaluation provides a number of suggestions for future action which the panel considered and endorsed. These include: Find resources which are proven to build resilience and conflict

resolution strategies within students. Find or develop a program which will teach children to take

responsibility for their own behaviour and the need for them to self-regulate their emotions in order to successfully deal with times of stress and conflict.

Use information programs for parents which build knowledge

and understanding of the school’s expectations re behaviour and anti-bullying.

Build the skills of staff to deal with the emotional needs of

students through PD opportunities. Examine the range of social skills programs currently available

with a view to introducing it across the school–one example is 101 Ways to Teach Children Social Skills.

Continue to build on Positive Start to school program and revisit this consistently throughout the year.

Review the use of the Yard duty books and emphasis with staff the need to display a consistent approach to yard behaviour.

Case Notes was suggested as a good way of managing a Yard

behaviour data base.

Topics/Areas of Interest discussed by the

panel and panel recommendations for

improvement

Rationale or Theory of Action Next Steps

Productivity School Staff Survey Discussion was centred on the very positive

results achieved on the 2014 School Staff Survey. Both in the School Climate section and the Professional Development section, the school achieved results well above the 67th percentile. The results suggest that teachers feel well supported and are given ample

opportunities for relevant professional growth.

The task for the administration will be to retain such positive figures. Middle Level Leadership Structure In recent years the school has incorporated a curriculum development and staff P&D role into the job description of the three sub school

team leaders. Panel discussion revealed that the role is now quite onerous and that some elements are necessarily required to be given a low priority in the face of more immediate issues. It was suggested that processes for making improvements to the curriculum and

P&D opportunities are perhaps hindered by the

absence of a curriculum or literacy/ numeracy committee. Parental and Community Involvement The panel discussed the work that has been done to create a sense of welcoming to parents and to build the school into a social hub for the community. The Principal has

done considerable work in linking with the local community and in providing ways for the community to be informed about happenings at the school.

Provision of ICT This topic is covered in earlier sections.

Essentially, the provision of ICT is expensive and therefore it is important to ensure that students are making a measurable advancement as a result of having ICT equipment and software available.

The Peer Review Panel endorsed the following for inclusion in the new School Strategic Plan. Goal To use multiple sources of evidence to make effective decisions and

allocate resources that result in sustained improvement to student

learning and wellbeing.

Key Improvement Strategies The Peer review Panel makes the following suggestions:

As the school begins to grow again it may be time to:

Review the middle level leadership structure given the wide ranging responsibilities in the roles.

Consider a specific group to oversee curriculum and PD Extend the induction program to provide additional and ongoing

P&D support to the graduate teachers Formalise processes aimed at building and revitalising the

classroom teaching skills of all teachers particularly in Maths

and Writing. Formalise processes for reviewing and introducing new school

wide programs may also help ensure that the current progress

continues

Develop an eLearning Plan to help establish future directions, protocols and policies. Regularly assess its value for money.

The Peer Review Panel endorsed the following from the SSE for inclusion in the new School Strategic Plan. The school should aim to provide:

Greater curriculum access for all students.

Consistent approach / language.

Learning experiences which are designed to meet the needs

of individual students.

More variety in the types of learning experiences offered and

teaching methods used.

Opportunities to build student awareness of community

resources.

Opportunities to build home–school–community partnerships.

11

2. Peer Review Report Summary (to be published on school’s website)

Executive Summary

2. 1 School Context

Goonawarra Primary School is located on the southern approach to the satellite city of Sunbury,

north of Melbourne. It was established in 1987 to serve the Goonawarra and Rolling Meadows

housing estates. Demography

The school draws upon the Goonawarra and Rolling Meadows estates for the majority of its students

but has, of late, drawn students from other parts of Sunbury. In 2015 the school’s enrolment is 320 having grown from 289 in 2013. There were 57 preps in 2015

and a similar if not higher number is predicted for 2016. The school’s Student Family Occupation

Index (SFO) is .50 which places the school at the state mean in terms of expected levels of performance. The school’s SFO has decreased in recent years indicating a higher level of

educational advantage. The school has 12 students in its Program for Students with a Disability and

employs a number of integration aides to support its students. Physical Environment

The school is well equipped with large well landscaped grounds, an architect designed central core

of classrooms, administration wing, art space, library, computer lab and gymnasium. The classrooms have flexible wall arrangements and withdrawal spaces. The more recently constructed

BER building provides attractive and flexible learning spaces which teachers use to great effect.

Teaching Program The curriculum is based on AUSVels and the VRQA check of documentation shows a highly detailed

scope and sequence for all subjects across all levels. Collaborative teaching team based processes

ensure lessons are well planned, based on recent and relevant data and provide differentiation for a

range of abilities. The teachers use the following recognised frameworks to underpin their teaching: The Principles of Learning and Teaching, The Early Years Strategies, the 𝑒5 instructional model and

Inquiry Learning. The school has adopted the High Reliability Literacy Teaching Practices and Maths

Plus to give consistency and reliability to the teaching of literacy and maths across the levels. In addition the school offers the specialist and support areas of LOTE, Visual and Performing Arts,

Physical Education, Perceptual Motor Program and Rainbow Reading. ICT is taught as a skill based

subject to the junior classes and provides research, differentiation and extension opportunities for middle and senior classes.

Staffing and Leadership Profile

Principal Class: Principal and one Assistant Principal Teaching Profile: Classroom Teachers 17.7 EFT

Education Support Staff (including Integration Aides): 5.3 EFT.

Middle Level Management: Teachers work in one of three level teams which are managed by three highly experienced team leaders.

Welfare Support: The school employs a .4EFT Welfare Coordinator and a .4 EFT School Chaplain

who is shared with a nearby school.

Values and Student Leadership

The school has adopted the acronym GREAT (Generous, Responsible, Enthusiastic, Ambitious and

Trustworthy) to underpin its values and displays and promotes these widely and enthusiastically. A feature of the school is its commitment to student leadership and many opportunities are provided

for students to assume leadership roles. The SSE lists Junior School Council, House Captains and

Choir Captains and gives every student in Year 6 an opportunity to be a leader. Parent Involvement

The school provides many opportunities for parents to be involved in the school. Parent helpers are evident in many classrooms and accompany classes on excursions and activities. Their input is most

valued. In recent years, the school has made very deliberate efforts to become a welcoming hub for

its community and includes itself in a range of local projects.

2.2 Summary of the School’s Performance

Student Achievement

A review of NAPLAN data shows that Year 3 learning outcomes over the past four years have been

better than expected and in excess of most strategic plan targets. In most years the school matched or exceeded the state mean and high percentages of students performed above and well

above the expected level. The panel noted that, while scores for Writing and Numeracy placed the

school at the expected state mean, there were fewer students in the top two bands than on the other dimensions.

In 2014, Year 5 scores placed the school above the state mean on all dimensions and well above the level of schools with students from a similar background. As with Year 3, Numeracy and Writing

had fewer students in the top two NAPLAN bands. Learning gain, which compares individual

students’ scores from Year 3 with Year 5, shows better than average gains in all dimensions except spelling.

AusVELS results

When compared to like schools results were higher than expected in English and at the expected

level in Mathematics. These results were roughly consistent with the schools NAPLAN results.

Student Engagement

On each of the Student Attitude to School Survey factors for 2014, the school was placed well above the 50th percentile and certainly well ahead of where it was four years ago. The scores for

Year 5 and 6 students on the 2014 survey significantly exceeded the targets set four years ago.

The reviewer’s tour of the school revealed hardworking and engaged students who seemed focused

on doing their best.

The parent survey scores reveal an improvement in the years since the targets were set.

The optimistic attendance target was not met with the average absence rate of 14.6 days absence

remaining just above the state mean and above the mean of like schools.

Student Wellbeing

On the 2014 Student Attitude to School Survey scores for students in Years 5&6 show results close

to or above the targets set four years ago. Relative to the state, all are above the 50th percentile

with the exception of Classroom Behaviour and Student Safety. Feedback from students and the

observations of the reviewer suggest that classes at this school are generally calm and productive

and that students are caring and respectful. The student leaders felt that bullying was not an issue

and that the school had clear and decisive processes in place to deal with it should it arise.

Productivity

The 2014 School Staff Survey provides evidence of a most productive work environment. The data

shows that in the School Climate section of the report, Goonawarra PS performed well above the

state mean and well above the 67th percentile on nearly every factor indicating a staff that feels well supported and valued and which works well as a cooperative and supportive team for the benefit of

the students and community.

On the Staff Professional Development section of the report, the school was again among the higher

performing schools in the state with most factor scores well above the 67th percentile. This suggests

a school which pays attention to the professional growth of its staff and bodes well for continued improvement in teaching and learning outcomes.

The School Self Evaluation and panel discussion highlighted strategic use of meeting times;

attention paid to improved communication between staff members and parents, valuable input from

parents and increased support for graduate teachers as contributing to the high levels of productivity evident in the school.

The school is most fortunate in the level of support it receives from its parent community. The School Self Evaluation lists a large number of ways the school is made to function better due to the

input of its dedicated School Council, Parents and Friends Committee and parent helpers.

2.2.2 Summary of the considerations for the next Strategic Plan

Student Achievement

The following Key Improvement Strategies were suggested by the Peer Review Panel.

Maintain high expectations and a structured approach to learning.

Build teacher capacity through purposeful PD and build the expectation that teachers will engage in continually improving their classroom effectiveness.

Use explicit teaching as per HRLTPs currently in place.

Use sequential, scaffolded lessons

Numeracy.

Continue using Maths Plus as the basis of the Maths Teaching program at the school

Consider the Booker Maths program for its depth and range of open ended activities. Use consistent protocols for each Maths session as per Maths Plus.

Maintain and enhance the Maths clinics structure in Years5&6

Discuss Maths teaching methods and content with destination schools to help ease transition

Reading

Use PAT test data to analyse student performance and to develop strategies to ensure consistent growth in comprehension skills.

Apply consistency in expectations of continued growth to Year 3-6 reading.

Writing Continue to develop the school-wide use of the Seven Steps approach to developing writing

skills.

Ensure all teachers are given sufficient PD and coaching support to ensure this program has maximum effect.

Embed Seven Steps into the school’s protocols for teaching English

ICT

Continue with plans to review ICT provision and use within the school.

Develop an eLearning Plan to help establish future directions, protocols and policies

Other Consider establishing a Curriculum committee to

­ ensure the school stays in touch with current developments in pedagogy,

­ Provide cross- level scaffolding of learning

­ Research and introducing new and effective school wide programs.

Review the PLT Leadership to ensure that the workload is reasonable and that sufficient

priority can be given to the P&D leadership role inherent in the current job description.

Student Engagement

Revisit the concepts of the positive psychology PD to remind staff, particularly those new to

the school, of the importance of positivity.

Provide more opportunities for sharing of ideas within staff to improve practice.

Continue to build a united and positive school community where students have a voice.

Continue to use tracking data to improve outcomes and celebrate successes.

Continue with high expectations and ensure that all staff and students have a real

understanding of these.

Further develop strategies to cater for those students who are not achieving.

Student Wellbeing

Find resources which are proven to build resilience and conflict resolution strategies within students.

Find or develop a program which will teach children to take responsibility for their own behaviour and the need for them to self-regulate their emotions in order to successfully deal

with times of stress and conflict. Use information programs for parents which build knowledge and understanding of the school’s

expectations regarding behaviour and anti-bullying.

Productivity

As the school begins to grow again it may be time to:

Review the middle level leadership structure given the wide ranging responsibilities in the

roles.

Consider a specific group to oversee curriculum and PD

Extend the induction program to provide additional and ongoing P&D support to the graduate

teachers

Formalise processes aimed at building and revitalising the classroom teaching skills of all

teachers particularly in Maths and Writing.

Formalise processes for reviewing and introducing new school wide programs may also help ensure that the current progress continues.

2.2.3 Next steps

The school’s outstanding Staff Survey results would indicate a high level of professional satisfaction

and commitment to improved learning outcomes for students. The reviewer, who also reviewed the school in 2011, and the Peer Review Panel, have been most impressed by the rigorous way the

school approaches its work, by the carefully considered changes that have been made on many

fronts and by the tangible lift in energy and enthusiasm evident in all levels of school life. The

foundations are in place for a most positive future.

Appendix 1: Focus of the Review: Terms of Reference and Methodology

Aim / purpose Throughout the course of the Strategic Plan there have been many opportunities to collect and collate data from across the school community. This information has been obtained from students, parents and staff. Results from the Student Attitudes to School Survey, the Parent Opinion Survey and the School Staff Survey have all provided valuable data to be analysed. This information has been used each year to identify the school’s strengths, achievements, areas for improvement and future needs. Each year the Annual Implementation Plan was developed based on progress throughout the previous year

as measured against the original goals developed in the Strategic Plan. The Annual Reports to the School Community over recent years have also outlined achievements across a broad range of areas. Student performance data, especially NAPLAN results and teacher judgement assessments against the AusVELS are continually used as strong measurable indicators of the effectiveness of what is being taught in comparison to what is being learned. All of the above information has been presented to the school community – especially staff and parents,

through various avenues such as Leadership meetings, staff meetings, Pupil Free Days agendas and

discussions, School Council meetings, Parents & Friends meetings and weekly newsletters. Feedback and consultation, both of a formal and informal nature, has always been sought in an attempt to identify the current position, perceptions and recommendations for improvements. The Review process this year has been undertaken by the school Leadership Team who have consulted widely with all sectors of the school community – students, staff, parents and the local community.

The following Terms of Reference have been developed following the writing of the School Self Evaluation Document. Much input from many sources has been sought in the formation of these statements. They are designed to provide a guide to the scope and focus of the school Review. Terms of Reference - ACHIEVEMENT: Investigate the degree to which the use of common assessment strategies across the school is an effective

tool in supporting and promoting improved student outcomes through purposeful analysis of data, the identification of student learning needs and student and teacher reflection. ENGAGEMENT: Reflect upon the importance of encouraging and supporting student engagement through further developing and extending our positive learning environment and to explore various engagement strategies linked

directly to achievement and growth of the individual student. WELLBEING:

Explore the effectiveness of a collaborative approach from our school community to ensure we promote in our students skills and behaviours which reflect the values of our school and which positively impact on classroom and playground behaviour. PRODUCTIVITY: Monitor allocation and use of resources to ensure successful productivity outcomes in the use of resources to support improved student outcomes and achieve our goals and targets.

Methodology Throughout this year there have been many opportunities for consultation, discussion, feedback, evaluation, analysis, Professional Development and the collection of data through surveys involving the whole school community – students, staff and parents. All discussions have been engaging, thoughtful and meaningful and have led to constructive analysis of the past data and to developing a clear direction for the future.

Timeline for the review

Date Activity Resources Action officer

27th Jan Overview of Review process on Planning Day

Alan & Karen

9th Feb Overview of Review to School Council Alan & Karen

10th Feb Overview of Review to Parents & Friends.

Alan & Karen

Professional Development Day - ‘Leading a School Review’ attended by Leadership Team.

Leadership Meetings Alan & Karen

Staff Meetings Alan & Karen

Surveys distributed to staff, parents and Grade 5 & 6 students.

Alan & Karen

Pupil Free Day Term Two – content Analysis of survey data. Sections of Self Evaluation Document What we teach?

How we teach?

Leadership Team

Pupil Free Day Term Three – content Focus for the future in the four

performance areas. Approve Self Evaluation Document.

Leadership Team

VRQA Registration requirements. Policies being reviewed and procedures documented by relevant staff

members.

All staff

Briefing to staff on upcoming review

8/9/2015 Panel day Room, projector, screen Peter Gannon

Accredited Reviewer

Presentation to staff

Presentation to school council

16/9/2015 Submission of report Peter Gannon Accredited Reviewer

Panel day plan – Tuesday 8th September

Time Activity and purpose Who Expected outcomes (i.e. what we expect this activity will achieve)

9.00 – 11.00

Student Achievement Introduction and outline of the day.

Brief review of student achievement performance data in relation to previous Strategic Plan and discussion of improvement practices and processes already in place at the school. Development of suggestions for future improvement

in the context of the terms of reference.

Alan Fairweather, Karen Reilly,

Gwenda Griggs Area Leaders Sue Conn, Joanne Sullivan and Marita Ryan.

Kaye Mills Josh Bull Peter Gannon

Clear knowledge of whether

targets have been met. How the Goonawarra PS has performed relative to similar schools. Understanding of improvement

processes currently in place Understanding of what has contributed to successes Areas for further improvement - particularly those related to the terms of reference for the review

11.00 – 11.20

Morning tea

11.20 – 1.00

Student Engagement and Wellbeing Review Student Attitude to School

Survey data, staff survey data, parent data, student attendance data. What are our successes Processes and practices currently in place Areas needing improvement

Alan Fairweather,

Karen Reilly,

Gwenda Griggs Student Welfare Leader Michelle Pinti, Kaye Mills, Josh Bull,

Area Leaders: Sue Conn, Joanne Sullivan and Marita Ryan

Peter Gannon

Members of the student leadership team for about 20 minutes before

Clear knowledge of whether

targets have been met.

How the Goonawarra PS has performed relative to similar schools Understanding of improvement processes currently in place Understanding of what has

contributed to successes Areas for further improvement

lunch

1.00 – 1.40

Lunch

1.40 – 2.30

Productivity – review of use of resources as they relate to improved student outcomes

Alan Fairweather, Karen Reilly, Gwenda Griggs Kaye Mills Josh Bull Area

Leaders: Sue Conn, Joanne Sullivan and Marita Ryan

Peter Gannon

Clear understanding of current resource decision making processes. Recommendations for the future

2.30 – 3.00

Consolidation of recommendations

Kaye Mills Josh Bull, Area Leaders Sue Conn, Joanne Sullivan and

Marita Ryan

Peter Gannon Alan Fairweather

3.10 – 4.30

Review of documentation for VRQA audit

Peter Gannon Alan Fairweather

Accredited school reviewer Peter Gannon -

Signatures School Principal: Alan Fairweather Name: _________________________ Date: ___________

School Council President: Gwenda Griggs Name: _________________________ Date: ___________

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Appendix 2: Registration Requirements: Summary Statement Goonawarra Primary School

Signature of Reviewer: Date: 8/9/2015___ Name of Reviewer: Peter Gannon

Registration requirements to be met by all Government schools Is the registration requirement met?

SCHOOL GOVERNANCE

Democratic principles Evidence provided to VRQA by the Department

Structure Evidence provided to VRQA by the Department

Philosophy (e.g. - SSP, AIP)

Statement of school philosophy

Explanation of how philosophy is enacted

Yes No

Not-for-profit status Evidence provided to VRQA by the Department ENROLMENT

Student enrolment policy (Specialist and Specific Purpose*[see below] schools

ONLY)

Yes No

N/A

Student enrolment numbers Evidence provided to VRQA by the Department

Register of enrolments Evidence provided to VRQA by the Department CURRICULUM AND STUDENT LEARNING

Time allocation per learning area (e.g. Timetable) Explanation of how and when curriculum and teaching practice will be reviewed

(e.g. - SSP, AIP, Curriculum Committee minutes, staff Professional Development)

Outline of how the school will deliver its curriculum (e.g. Scope and sequence)

A whole school curriculum plan (e.g. Scope and sequence)

Documented strategy to improve student learning outcomes (e.g. - SSP, AIP)

Yes No

Monitoring and reporting on students’ performance Evidence provided to VRQA by the Department STUDENT WELFARE

Student welfare

Student Welfare policy and procedures

Bullying and Harassment policy and procedures Yes No

Student safety

On-site supervision policy and procedures

Excursion policy and procedures

Camps policy and procedures

Ensuring safety and welfare of students with external providers policy and procedures

Yes No

Student care

Care arrangements for ill students

Distribution of medication policy and procedures

Anaphylaxis management policy and procedures

Register of staff trained in first aid

Record of student medical condition and management

Yes No

Additional evidence

Mandatory reporting policy and procedures

Accidents and incidents register

First aid policy and procedures

Internet policy and procedures

Critical incident plan

Emergency management plan

An outline on how the school communicates policies and procedures on the care, safety and welfare of students to the school community

Emergency bushfire management

Yes No

DISCIPLINE

Behaviour management policy and procedures (including procedural fairness and Yes No

19

an explicit statement prohibiting corporal punishment)

An outline of how the school communicates these policies and procedures to the school community

ATTENDANCE MONITORING

Attendance monitoring Evidence provided to VRQA by the Department

Attendance register Evidence provided to VRQA by the Department STAFF EMPLOYMENT

Teachers’ requirements

Register of all teachers with name, VIT registration number and category Yes No

Compliance with Working with Children Act 2005

Procedures to ensure that all required staff have Working with children check

A Working with children check register

Procedures to maintain the Working with children check register

Yes No

SCHOOL INFRASTRUCTURE

Buildings, facilities and grounds Evidence provided to VRQA by the Department

Educational facilities Evidence provided to VRQA by the Department OTHER REQUIREMENTS

Information about school performance Evidence provided to VRQA by the Department

Registration of an additional year level or campus Applicable only when required

Changing a school type or location Applicable only when required

Additional registration requirements to be met by schools offering a senior secondary course or qualification (VCE / VCAL / IB)

Student learning outcomes

Current student and staff handbooks

Sample student learning sequence

Procedures and documentation to indicate staff have been provided with current and accurate information

Policies and procedures to enable compliance with the awarding body

Yes No

Student records and results

Policies and procedures to maintain accurate student records

Policies and procedures to undertake an annual analysis of records and results

Policies and procedures to monitor patterns of student participation and completion rates

Yes No

Student welfare

Policies and procedures in place consistent with relevant legislation to ensure care, safety and welfare of students and provision of opportunities for students with special needs

Yes No

Teaching and learning

Qualified and competent staff to teach and assess the class

Suitable teaching resources and physical facilities to provide the course

Processes to ensure consistent application of assessment criteria

Processes to oversee conduct of assessment, including processes to conduct investigations and hearings, and if necessary amend or cancel assessments

Yes No

If you require support regarding the minimum standards:

email S, or

telephone the Department of Education and Early Childhood Development on 9947 1854, or

contact your Senior Advisor.

If you would like examples of further evidence to supply please see: VRQA registration requirements for Victorian Government Schools.

* The Victorian Registration and Qualifications Authority (VRQA) has registered the following schools as Specific Purpose schools:

Austin Hospital School

Avenues Education

Blackburn English Language School

Collingwood English Language School

Croydon Community School

Distance Education Centre Victoria

John Monash Science School

Kensington Community High School

Lynall Hall Community School

Noble Park English Language School

Sovereign Hill School

Sydney Road Community School

The Alpine School

Travancore School

Victorian School of Languages

Western English Language School