Frest Lake State Schl Executive Summary
1.1 Backgrund This reprt is a prduct f a review carried ut at Frest Lake State Schl frm 15, 18 and 19 May 2015. 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: Kauri Place, Frest Lake Metrplitan The schl pened in: 1994 Year levels: Prep t Year 6 Current schl enrlment: 886 Indigenus enrlments: Students with disability enrlments: Index f Cmmunity Sci- Educatinal Advantage (ICSEA) value: 1.8 per cent 11.6 per cent 1025 Year principal appinted: 2006 Number f teachers: 73 Nearby schls: Significant cmmunity partnerships: Unique schl prgrams: Richlands East State Schl, Grand Avenue State Schl, Carle Park State Schl, St Jhns Anglican Cllege Frest Lake Baptist Church-Pastral Supprt, Frest Lake Cmmunity f State Schls, Mater Hspital Child Mental Health Unit FLiP BYO Technlgy/iPad Prgram, Autism Spectrum Disrder Centre f Specialisatin, Prep t Year 6 Dance Prgram with 2016 TAFE Student Certificatin prgram, Campus clcatin with St Jhns Anglican Cllege 2
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 Assistant Reginal Directr a schl visit f three days interviews with staff, students, parents and cmmunity representatives, including: Principal, three Deputy Principals, Head f Curriculum (HOC), and Head f Special Educatin Services (HOSES) Guidance Officer, Supprt Teacher Literacy and Numeracy (STLaN) Pedaggical cach, English as an Additinal Language/Dialect (EAL/D) teacher, dance teacher, speech pathlgist, external data review advisr 29 teachers Seven teacher-aides 21 students Parent supprt and defence frce liaisn fficer, schl enrlments fficer, Outside Schl Hurs Care (OHSC) crdinatr Business Service Manager (BSM) and tw ffice staff Principal f Frest Lake State High Schl, Pastr Mark Mackay Parent and Citizen (P&C) president, past parent representative and ten parents 1.4 Review team Jhn Enright Bernadette Hanna Angela Duglas Internal reviewer, SIU (review chair) External reviewer Peer reviewer 3
1. Executive summary 2.1 Key findings The tne f the schl reflects a schl-wide cmmitment t purpseful, successful learning. Schl leaders are cmmitted t imprving learning and wellbeing utcmes fr students in the schl. Planning dcuments which supprt nging schl imprvement are evident in many areas. The schl prmtes a supprtive learning envirnment, particularly fr students with special needs r belw year level expectatins. Staff are psitive abut the schl and student perfrmance, hwever a strng cnvictin t imprve student utcmes t an aspiratinal level is nt evident at this time. The intrductin f Schl Wide Psitive Behaviur Supprt (SWPBS) prgram has had a psitive impact n the schl as indicated by staff. Presently standards f unifrm and behaviur expectatins are incnsistently applied acrss the schl. The schl has a dcumented schl imprvement agenda that is visible thrughut the schl. The schl s imprvement agenda fcuses n fur key platfrms that include high quality teaching practice, innvative curriculum, staff perfrmance and develpment, and student engagement and attendance. Overarching targets, key strategies and utcmes underpin the agenda. Nt all staff are clear abut the utcmes and assciated standards and targets fr imprvement. A structured and distributive leadership team is in place t drive the schl s imprvement agenda. The schl has recently established a new tiered leadership and middle management structure which is fcused n imprving student utcmes. The accuntability f individual members f the leadership team t drive specific aspects f the imprvement agenda and key learning areas was nt clear. The schl applies its resurces in a targeted manner t meet the learning and wellbeing needs f students. The leadership team has develped prcesses fr the cllectin and analysis f data t supprt the allcatin f resurces. Resurces are allcated t supprt the needs f students and specific grups f students. The effectiveness f the allcated resurces is mnitred and regularly reviewed. The intrductin f ipads int the schl has been a key driver f pedaggical refrm. The majrity f classes are nw using ipads n a ne-t-ne basis, with the remaining classes having class sets f devices. Staff and students were verwhelmingly psitive abut the impact n student engagement and learning frm this initiative. 4
Systematic cllectin, analysis and mnitring f student achievement data by schl leaders and teachers is an emerging practice. The schl uses student achievement data t infrm schl level decisins and initiatives Shrt-term data cycles are evident in all classrms and a cnsistent use f pre and pst assessment tasks are apparent. This infrmatin is used by teachers t differentiate their teaching. A culture f data analysis is develping. The schl is implementing a number f ways fr teachers t gain feedback t imprve their practice. Teachers express willingness fr cnstructive feedback in regards t their teaching practice. Members f the schl leadership team regularly cnduct classrm walkthrughs t undertake bservatins and prvide feedback t staff n their teaching practice, hwever this practice is nt cnsistent acrss the schl. Frmal caching psitins have been established and a peer caching prgram is in the early stages f implementatin. Staff value the recently intrduced caching prgram, hwever sme staff identified the need fr a clearer fcus. The schl is yet t develp a systematic apprach t the prvisin f caching, mentring and feedback fr staff. The schl has a large Special Educatin Prgram (SEP) which supprts apprximately 100 students. The SEP is a significant cmpnent f the schls cntext and prvides a cmplex verarching dimensin t an already large setting. The inclusive apprach and educatinal supprt led by the SEP is valued by staff acrss the schl cmmunity. 5
2.2 Key imprvement strategies Sharpen the fcus f the schl s imprvement agenda t highlight aspiratinal targets aligned with cre learning pririties. Build an eths f high expectatins and cmmitment t excellence where every student is bth supprted and challenged t maximise their learning. Clarify and embed cnsistent schl-wide expectatins acrss all areas f academic, schl attendance, behaviur and unifrm t fster a culture f excellence. Develp prgram management structures t enhance the alignment and accuntability fr resurce allcatin with the schl imprvement agenda t ensure effective implementatin. Strengthen the prcesses fr reviewing and evaluating the use f human and financial resurces t track and mnitr the impact n student learning utcmes. Cntinue t expand instructinal leadership capacity f the schl leadership team thrugh further prfessinal develpment pprtunities. Clarify the rles and accuntabilities f leaders and align their psitin t individually and cllectively drive the schl s imprvement agenda. Refine the caching and mentring prgram t prvide a structured, systematic and explicit fcus n enhancing teacher practice linked t the schl imprvement agenda and key learning areas. 6