Jinibara State School Executive Summary
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1 Jinibara State Schl Executive Summary
2 1. Intrductin 1.1 Backgrund This reprt is a prduct f a review carried ut at Jinibara State Schl frm the 13 t 15 Octber 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: 50 Cttntree Drive, Narangba Nrth Cast The schl pened in: 1996 Year levels: Prep t Year 6 Current schl enrlment: 660 Indigenus enrlments: Students with disability enrlments: Index f Cmmunity Sci- Educatinal Advantage (ICSEA) value: 2.4 per cent 7.9 per cent 1001 Year principal appinted: 2007 Number f teachers: 40 Nearby schls: Significant cmmunity partnerships: Unique schl prgrams: Narangba Valley State Schl, Narangba Valley State High Schl, Burpengary State Schl Queensland Health Department, lcal early childhd prviders, Narangba/Burpengary Calitin f State Schls. Science and Maths Academy, Early Years Oral Language Prgram. 2
3 1.3 Review methdlgy The review was cnducted by a team f three reviewers. The review cnsisted f: a pre-review audit f the schl s perfrmance data and ther schl infrmatin cnsultatin with the schl s Reginal Directr a schl visit f three days interviews with staff, students, parents and cmmunity representatives, including: Principal, tw deputy principals Head f Special Educatin Services (HOSES), Head f Pedaggy 31 teachers Six teacher aides Guidance fficer, speech language pathlgist Business Services Manager (BSM), tw administratin fficers 11 parents 1.4 Review team Parents and Citizens Assciatin (P&C) Business Develpment Officer, Outside Schl Hurs Care (OSHC), canteen wrker Lcal State Member Narangba State High Schl principal, Creche and Kindergarten (C&K) directr Phillip Savill Judith Dale Bradley Francis Internal reviewer, SIU (review chair) Internal reviewer, SIU External reviewer 3
4 2. Executive summary 2.1 Key findings The schl has identified a range f pririty areas as central t its brader imprvement agenda fcused n the success f every student. The pririty areas include reading, number, attendance and upper tw bands achievement. There is a cmmitment by all staff t schl imprvement. Teachers and teacher aides value the pprtunities t engage in cllabrative planning and the schl s imprvement agenda thrugh participatin and inclusin in the three-weekly meeting cycle. The implementatin f the schl s dcumented reading imprvement strategy is develping in classrm prgramming and practices but is yet t be embedded. Student and staff wellbeing has been identified as ne f the schl s key pririties fr 2015 and beynd. The schl has develped a mental health and wellbeing framewrk and actin plan. Whilst Schl Opinin Survey (SOS) data 2015 indicates that 100 per cent f staff believe that student behaviur is well managed at the schl, a number f staff, parents and students express a frustratin with learning time lst due t disruptive behaviur. In 2015, SOS data indicates 75.8 per cent f staff expressed a belief that staff mrale was psitive. This cmpares with a State average f 82.4 per cent. A high pririty is given t the schl-wide analysis and discussin f data n student academic utcmes and behaviur and t identifying and meeting the needs fr the full range f learners within the schl. Tracking f student achievement data is used t mnitr students learning prgress and as a measure t reflect n the effectiveness f teaching and learning. Teaching practices acrss the schl reflect the belief that, althugh students are at different stages in their learning and may be prgressing at different rates, all students are capable f learning successfully. There is strng evidence f a culture f prfessinal cllabratin and teamwrk. The schl leaders see the develpment f staff int an expert and cherent schlwide teaching team as central t imprving utcmes fr all students. Teachers take persnal respnsibility fr changes in practice required t imprve student utcmes and value the cllegial pprtunities ffered by the schl t engage in reflective practice. There is an established feedback cycle within the schl that is based n the gradual release f respnsibility fr teachers. The schl leadership acknwledges the value f refining and extending this mdel t prvide timely, quality feedback fr teachers and teacher aides. 4
5 There is a range f whle-schl plans and prcesses in place which prvide staff with directin in regards t curriculum delivery and assessment prcesses. The schl s curriculum plan uses the Australian Curriculum and Curriculum int the Classrm (C2C) cmpnents t assist teachers with their planning. This enables teachers t be clear abut what they teach in the year levels in which they wrk. The schl has develped a pedaggical framewrk and sme elements f the framewrk appear in classrms. The schl has established deliberate and strategic partnerships with early childhd, primary and secndary schl prviders, gvernment and cmmunity rganisatins fr the purpse f imprving student utcmes, health and wellbeing. A range f partnerships with early childhd prviders have been established t supprt the schls early learning strategy including a fcus n ral language, playgrups, schl readiness and transitin prgrams. A calitin f schls has been established t prmte and supprt wrk in pririty areas. 5
6 2.2 Key imprvement strategies Embed the whle-schl reading imprvement strategy that defines hw t teach reading. Ensure this is scafflded by the schl s prfessinal learning mdel supprted with caching, mdelling and feedback fr all staff delivering the reading prgram. Implement the schl s mental health and wellbeing framewrk and actin plan with a fcus n student and staff wellbeing. Refine the feedback mdel fr teachers ensuring that all schl leaders are prviding teachers with nging, timely and detailed feedback n their classrm practice in schl pririty areas. Refine the schl s pedaggical framewrk t ensure it prvides clarity abut the specific pedaggical practices t be enacted in every classrm at Jinibara State Schl. Ensure the alignment f the schl prfessinal learning and caching mdel with the pedaggical framewrk and schl pririties. 6
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