Norfolk Village State School Executive Summary

Transcription

1 Nrflk Village State Schl Executive Summary

2 1. Intrductin 1.1 Backgrund This reprt is a prduct f a review carried ut at Nrflk Village State Schl frm 9 t 11 June 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: 83 Halfway Drive, Ormeau Suth East The schl pened in: 2009 Year levels: Prep t Year 6 Current schl enrlment: 1042 Indigenus enrlments: Students with disability enrlments: Index f Cmmunity Sci- Educatinal Advantage (ICSEA) value: 2 per cent 5 per cent 1026 Year principal appinted: July 2008 Number f teachers: 42 Nearby schls: Significant cmmunity partnerships: Ormeau Wds State High Schl Highway Christian Church, Ormeau Christian Church Unique schl prgrams: 2

3 1.3 Review methdlgy The review was cnducted by a team f six 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 three days interviews with staff, students, parents and cmmunity representatives, including: Principal and three Deputy Principals Head f Curriculum (HOC) and Head f Special Educatin Services (HOSES) 43 classrm teachers Fur Special Educatin Prgram (SEP) teachers Business Services Manager (BSM) and 3 administratin fficers Fur student leaders and 80 students Writing and mathematics actin teams Parents and Citizens (P&C) assciatin representatives and 50 ther parents Lcal Gld Cast cuncillr - Dnna Gates Schl critical friend - Kerry Hlst Principal frm Ormeau Wds State High Schl Schl Wide Psitive Behaviur Supprt (SWPBS) cmmittee representatives Great Results Guarantee team members XLR8 writing and mathematics crdinatrs Step t Prep / Mntessri Play Grup crdinatr 18 teacher aides, tw tuckshp cnvenrs, parent vlunteers Leap Frg early childhd educatin prvider Chaplain, Guidance Officer, Cee cnsultant 3

4 1.4 Review team Liam Smith Judy Dale David Curran Ian Hall Val Faulks Peter Dyle Internal reviewer, SIU (review chair) Internal reviewer External reviewer External reviewer Peer reviewer Peer reviewer 4

5 2. Executive summary 2.1 Key findings The schl has established high expectatins which are evident fr student behaviur, unifrm and learning engagement. The schl is calm and psitive and classes are rderly and purpseful. Classrms are well presented with visual reminders fr teaching and learning displayed. Students speak f quality learning relatinships with teachers wh take the time t get t knw them. The Respnsible Behaviur Plan fr Students has been develped and mdelled arund the three schl rules f: I am Safe; I am a Learner and I am Respectful. They are knwn by students, staff and parents and are represented visually inside classrms and arund the campus and are identified and understd by all students and espused by staff and parents. These rules frm the basis fr student behaviur expectatins. Cnsistent pedaggical practices are yet t be fully agreed upn and enacted in all classrms. The schl has a pedaggical framewrk based n Dimensins f Teaching and Learning and the Gradual Release f Respnsibility mdel. The framewrk has been included as part f the recently develped Curriculum Statin, hwever this has nt yet impacted cnsistently acrss all classes in relatin t specific pedaggical practices. The schl has implemented gal setting fr students. There are a number f examples f this evidenced hwever there is nt a cnsistent sphisticated schl-wide apprach that develps a clear understanding f the reasn fr gal setting nr hw t effectively use gal setting linked t student perfrmance data t prmte student learning autnmy. The Linking Little Learners enterprise is valued and is cnsidered an utstanding initiative by stakehlders. This enterprise fcuses n the transitin frm early childhd centres t the Prep year and was recgnized as best practice thrugh the Reginal Winner in the Shwcase Awards fr Excellence in Schls. T further supprt the transitin t Prep the schl facilitates a weekly Step t Prep child and parent training and schl readiness sessins. A Mntessri playgrup is als facilitated by schl staff. 5

6 Feedback and caching fr staff is an emerging practice. Teachers speak psitively regarding the feedback prvided by schl leaders. There is hwever limited evidence f a systematic apprach t bserve and prvide detailed feedback t teachers that is fllwed up with a systematic caching mdel. Watching thers wrk is encuraged as a strategy t share practice. The tne f the schl is ne f psitivity, care and inclusivity. Students, staff and parents hld the view that the schl has an imprtant place at the centre f the cmmunity. Students articulated cnsiderable pride in the range f pprtunities and experiences ffered by the schl. Teachers and staff expressed a real sense f belnging and acknwledgement f the supprt the leadership team prvides. 6

7 2.2 Key imprvement strategies Embed the specific pedaggical practices that are agreed upn in every classrm at Nrflk Village State Schl. Further develp and embed a whle schl apprach t the prvisin f feedback, caching and mentring fr all staff t engage with pedaggy and curriculum delivery. Develp a cnsistent apprach t student learning gals which are infrmed by individual achievement data. Students need t be able t articulate their gals and what this means fr their learning. 7