Mudgeeraba State Schl Executive Summary
1. Intrductin 1.1 Backgrund This reprt is a prduct f a review carried ut at Mudgeeraba State Schl frm 16 t 20 July 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: Old Cach Rad, Mudgeeraba Suth East The schl pened in: 1891 Year levels: Prep t Year 6 Current schl enrlment: 896 Mudgeeraba Indigenus enrlments: Students with disability enrlments: Index f Cmmunity Sci- Educatinal Advantage (ICSEA) value: 4 per cent 4 per cent 1035 Year principal appinted: 2015 Number f teachers: 68 Nearby schls: Significant cmmunity partnerships: Unique schl prgrams: Mudgeeraba Creek State Schl, Mudgeeraba Special Schl, Clver Hill State Schl, Rbina State High Schl Gld Cast City Cuncil Heritage Unit, Mudgeeraba Crèche and Kindergarten Fcus Teaching Teams 2
1.3 Review methdlgy The review was cnducted by a team f fur reviewers. The review cnsisted f: a pre-review audit f the schl s perfrmance data and ther schl infrmatin cnsultatin with the schl s Principal Supervisr a schl visit f three days interviews with staff, students, parents and cmmunity representatives, including: Principal and leadership team Guidance fficer, chaplain, speech language pathlgist 25 teachers 67 students and 16 student leaders Business Services Manager (BSM) and three administratin fficers Seven teacher aides Parents and Citizens Assciatin (P&C) president and administratin supprt fficer 26 parents Gld Cast City Cuncillr 1.4 Review team Peter Tanzer Judy Dale Mark Blackshaw Paul Herschell Internal Reviewer, SIU (review chair) Internal Reviewer, SIU Peer Reviewer External Reviewer 3
2. Executive summary 2.1 Key findings The tne f the schl is caring, inclusive and happy. It reflects a schl-wide cmmitment t purpseful and successful learning fr all students. The schl prvides a calm, safe, respectful, caring and prductive learning envirnment. Psitive and prductive relatinships are central t the schl s eths and strng sense f cmmunity. The schl has a dcumented agenda fr imprvement fcusing n high yield teaching practices, explicit instructin and effective integratin f Infrmatin and cmmunicatins technlgy. Mst teaching staff identified the teaching f reading and the gradual release mdel f guided instructin as the imprvement strategies. Teachers expressed penness t cnstructive feedback. A whle-f-schl fcused prfessinal learning prgram regarding the stated imprvement strategies is yet t be develped. The Gradual Release f Respnsibility is enacted as a cnsistent pedaggical mdel acrss the schl. Artefacts t supprt the gradual release mdel are displayed in classrms and mst teachers and students can describe hw this supprts classrm learning. Evidence f a brader pedaggical framewrk being cnsistently applied t drive future imprvement is nt apparent at this time. Data is used by teachers t track individual student perfrmance and infrm teaching practice. Thrugh cllabrative year level planning and mderatin, teachers analyse classrm data and mdify teaching prgrams t respnd t identified learning needs. There is an pprtunity fr the schl t develp a mre planned apprach t systemic analysis f data t infrm schl imprvement pririties. The schl has a cherent, sequenced plan fr curriculum delivery that ensures cnsistent teaching and learning expectatins and a clear reference fr mnitring learning acrss the year levels. The curriculum plan is clearly aligned t the Australian Curriculum and references bth the required cntent descriptins and achievement standards in all subject areas. The schl als uses lcally develped indicatrs and cntinuity guides in English and maths t guide assessments in thse areas. 4
Differentiatin is a pririty f the schl and is a feature f every teacher s practice. The schl has utilised flexible staffing and staff expertise t establish a specialist teaching prgram fr students in The Arts, and Fcused Teaching Teams (FTT) teams t supprt differentiated classrm practice. The FTT mdel serves t supprt teachers in implementing imprved classrm practice. Systematic prcesses t review the effectiveness f schl practices in meeting the needs f the full range f learners are nt yet implemented. 5
2.2 Key imprvement strategies Cnduct a thrugh analysis f systematic data t identify key pririty areas. Ensure that this clearly articulates a whle schl imprvement agenda that is accmpanied by targets and timelines, apprpriate resurcing and prfessinal develpment fr all staff. Align schl data sets t the schl s explicit imprvement agenda, incrprating clear timelines and targets. Ensure that data sets are stred centrally and used t enable a mre efficient and sphisticated tracking and analysis f data. Develp and implement a whle schl mdel f mentring, mdelling, caching and feedback fr staff linked t the schl s explicit imprvement agenda. Establish a prcess t systematically mnitr hw the learning needs f students with significant special educatinal requirements, including gifted and talented students, are given the pprtunity t learn, t ptimise their individual ptential t achieve. Review the schl s pedaggical framewrk t enable clear and cnsistent appraches that drive effective teaching in all classrms, and align with the schl imprvement agenda. 6