Byfield State School Executive Summary

Transcription

1 Byfield State Schl Executive Summary

2 1. Intrductin 1.1 Backgrund This reprt is a prduct f a review carried ut at Byfield State Schl frm 3 t 4 August, It prvides an evaluatin f the schl s perfrmance against the nine dmains f the Natinal Schl Imprvement Tl. It als recmmends imprvement strategies fr the schl t cnsider in cnsultatin with its reginal ffice and schl cmmunity. The review and reprt were cmpleted by a review team frm the Schl Imprvement Unit (SIU). Fr mre infrmatin abut the SIU and the new reviews fr Queensland state schls please visit the Department f Educatin and Training (DET) website. 1.2 Schl cntext Lcatin: Educatin regin: 2233 Byfield Rad, Byfield Central Queensland The schl pened in: 1948 Year levels: Prep t Year 6 Current schl enrlment: 35 Indigenus enrlments: Students with disability enrlments: Index f Cmmunity Sci- Educatinal Advantage (ICSEA) value: 3 per cent Nil 1009 Year principal appinted: 2009 Number f teachers: 2 Nearby schls: Significant cmmunity partnerships: Unique schl prgrams: Capricrn cluster - Farnbrugh State Schl, Cawarral State Schl, Keppel Sands State Schl, Cwnga State Schl, Emu Park State Schl, Taranganba State Schl, Yeppn State Schl, Yeppn State High Schl Byfield General Stre, Byfield and District Histrical Sciety, Byfield Hall Assciatin Inc. Reading Rcketeers, Recycling and Sustainability Prgram, Year 6 beach activities with Capricrn Schls 2

3 1.3 Review methdlgy The review was cnducted by a team f tw reviewers. The review cnsisted f: a pre-review audit f the schl s perfrmance data and ther schl infrmatin cnsultatin with the schl s Assistant Reginal Directr a schl visit f tw days interviews with staff, students, parents and cmmunity representatives, including: Principal Classrm teacher Tw relief teachers Tw teacher aides, administratin fficer and cleaner 23 students Seven parents Feeder high schl principal Chaplain Parents and Citizens (P&C) president and vice-president 1.4 Review team Sevil Aldas Warren Greinke Internal reviewer, SIU (review chair) Peer reviewer 3

4 2. Executive summary 2.1 Key findings The schl places a significant emphasis n building a supprtive schl envirnment by develping and maintaining psitive relatinships between staff, students and parents. The schl has cllabratively develped and embraced a set f cre values t embed a psitive learning climate. Student engagement levels are high and parents indicated an appreciatin f the readiness f the schl t supprt families and students. An explicit imprvement agenda identifies the key pririties f writing, reading and numeracy fr schl imprvement in The schl has made gains in student utcmes in the areas f reading and writing. The key strategies and measures f success in the area f numeracy are nt yet clear. Staff are cmmitted t imprving the utcmes fr students and are cntinuing t refine ways t mnitr student prgress in classrms and acrss the schl. The schl demnstrates a strng culture f analysing data t identify starting pints fr imprvement in student learning and t mnitr prgress ver time. Teaching staff have cllabratively develped and use a range f schl generated data sets. These are accmpanied by a cllectin f attendance and behaviur indicatrs that supprt and infrm teaching, learning and the schl s imprvement agenda. The schl is develping a culture f prfessinal cllabratin. There is emerging practice f bservatin and feedback prcesses and the develpment f a whle-schl apprach t building cllective capacity fr teaching and supprt staff. Staff agreed that they value these pprtunities and are wrking tward allcating time t further develp and refine this initiative. The schl has a dcumented whle-schl plan fr curriculum delivery. The curriculum plan is cllabratively adapted t prvide directin t teachers and meet the needs f students in multi-age classes in the schl. Staff have recgnised the need t ensure vertical alignment f curriculum delivery acrss the schl t safeguard cntinuity and prgressin f learning acrss the years f schling. 4

5 Shared appraches t differentiatin are evident thrugh ability grupings in reading and spelling. The investment in teacher aides t enable the implementatin f differentiated teaching grups and targeted prgrams is significant and valued within the schl. There is limited evidence n hw the learning needs f high achieving students are currently met. The schl seeks ways t enhance student learning and wellbeing by partnering with parents and the wider cmmunity. The schl s partnerships with lcal businesses and cmmunity rganisatins are sustainable and have becme an accepted part f the culture f the schl cmmunity. Cmmunicatin with parents is predminately infrmal. Active engagement with parents as partners in their child s learning is develping. 5

6 2.2 Key imprvement strategies Sharpen the schl s explicit imprvement agenda and ensure that there is clarity arund the strategies fr imprvement. Strengthen the schl s cmmunicatin strategies t ensure that parents have a clear understanding f the strategic directin f the schl. Build the capacity and cnfidence f teachers t utilise data in tracking student prgress acrss the key junctures f the schl and t infrm teaching and learning. Further develp a strategic apprach t the develpment f a feedback culture acrss the schl. Align the prvisin f frmalised bservatin, feedback, caching and mentring t the schl imprvement agenda. Refine the whle-schl curriculum plan t ensure vertical alignment and prgressin f learning acrss all year levels. Establish prcesses t quality assure and mnitr nging implementatin f the whle-schl curriculum plan. Build upn teachers understanding and skills in differentiating learning fr the full range f students, especially high achieving students, and ensure strategies are aligned t the curriculum and units f wrk. Develp a deliberate strategy t engage, infrm and empwer parents t be partners in learning t develp a culture f mutual shared respnsibility fr student achievement. 6