Vincent State Schl Executive Summary
1. Intrductin 1.1 Backgrund This reprt is a prduct f a review carried ut at Vincent State Schl frm 10 t 12 June 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: 280 Palmerstn St, Vincent, Twnsville Nrth Queensland The schl pened in: 1968 Year levels: Current schl enrlment: Indigenus enrlments: Students with disability enrlments: Index f Cmmunity Sci- Educatinal Advantage (ICSEA) value: Year principal appinted: Number f teachers: Nearby schls: Significant cmmunity partnerships: Prep t Year 6 including an Early Childhd Develpment Prgram (ECDP) 111 full-time (Prep t Year 6) and 120 part-time (ECDP) 57 per cent (Prep t Year 6) and 15 per cent (ECDP) 9 per cent 836 2015 (acting) 24.31 FTE, including schl and ECDP staff Currajng State Schl, Heatley State Schl, Aitkenvale State Schl, Heatley Secndary Cllege Gd Beginnings, The Smith Family, Paluma Envirnmental Educatin Centre, Charters Twers Schl f Educatin (mini-campus), Vincent Cmmunity Hub, Queensland Plice Service, Vincent Cmmunity Health (Dr Nicle Mhajer s clinic n Thursdays n site),churches f Christ and SU Chaplaincy, Act fr kids (ACT) 2
Unique schl prgrams: Daily 2 hur Individual Curriculum Plan (ICP) classes fr Junirs and Senirs, Auslan, Signing chir, Art Club, Semi-prfessinal ftballer teacher aides 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: the principal, pedaggy cach, Head f Special Educatin Services (HOSES), HOSES (ECDP) and Cnnectedness fficer 18 teachers Guidance Officer 10 students 14 teacher-aides, five facilities staff and five administratin fficers Parents and Citizens (P&C) Assciatin president and fur parents Eight cmmunity partners, including staff frm lcal schls Lcal cuncillr 1.4 Review team Gary Austen Allan Mrgan Andrew Cummings Internal reviewer, SIU (review chair) External reviewer Peer reviewer 3
2. Executive summary 2.1 Key findings Schl leaders and staff are wrking effectively t build a psitive schl culture fr learning Staff, students, parents and cmmunity members speak favurably abut the way in which schl leaders are wrking t build a schl culture fr learning. High expectatins fr student behaviur and engagement in the academic prgram are evident in the daily rutine and generally characterise interactins between staff and students. Classrms are generally rderly and the schl is a safe place fr students and staff. Students speak very highly f their teachers. The schl is cntinuing t target imprved attendance. Student disciplinary absences remain high. The schl is cmmitted t imprved student achievement and has a brad range f imprvement initiatives being implemented cncurrently. A significant number f imprvement initiatives are being implemented. Whilst well intentined, the brad fcus has the ptential t hinder the success f the schl in driving imprvement in student achievement and teacher effectiveness. Sme teachers express cncern with their capacity t successfully embed a large number f initiatives int classrm practice at the ne time. Schl leaders have a well-develped appreciatin f the relatinship between teacher effectiveness and imprved student achievement. There is a wide ranging fcus fr bservatin f classrm practice and the prvisin f feedback t teachers. The fcus is brad and is nt tightly aligned with a narrw imprvement agenda. The schl is wrking t address issues f staff perfrmance. Staff turnver is identified by staff and parents as an issue impacting upn the successful peratin f the schl. While the schl has a curriculum plan in place, it is unclear hw the plan prvides clarity acrss the schl fr teachers and a chesive prgressin f learning experiences frm Prep t Year 6. Schl leaders meet regularly with individual teachers t supprt curriculum planning. Cllabrative planning invlving teams f teachers des nt ccur. The schl is giving cnsideratin t hw a mre lcally respnsive curriculum prgram can be develped. 4
Schl resurces are directed twards key imprvement initiatives; hwever, the systematic mnitring f the effectiveness in hw resurces are deplyed t drive enhanced learning is nt evident. The schl has significant funds available at its dispsal and uses its staff flexibly. Expenditure is nt mnitred clsely t ensure the schl budget is used as a key driver fr imprved learning. A significant number f valuable partnerships are evident between the schl and cmmunity. A brad number f cmmunity partners are fully cmmitted t wrking with the schl t address disadvantage. These partnerships are f significant supprt and deliver psitive utcmes fr student wellbeing. 5
2.2 Key imprvement strategies Narrw and sharpen the schl imprvement agenda t ensure clear strategies, targets, timelines and milestnes. Embed a range f drivers and prcesses within the agenda t ensure a measurable imprvement in student achievement. Cntinue t develp and rigrusly actin high expectatins fr a psitive learning culture thrugh the cmmunicatin f fcused expectatins fr student behaviur, safety and attendance. Develp, with reginal supprt, a wrkfrce plan t attract, retain and develp the best pssible teachers fr the schl. Create strnger cllabrative prcesses t engage all teachers in the sharing expertise t build teacher capacity, the delivery f quality curriculum and the mnitring f student achievement. Develp a cherent, whle-schl curriculum plan fr curriculum delivery that prvides clarity fr teachers in regards t what (and when) shuld be taught, aligns with the Australian Curriculum and prvides lcally respnsive learning experiences fr students. Regularly mnitr the deplyment f financial and human resurces t ensure their effectiveness in driving imprved student achievement and that they are targeted twards measurable imprvements fr specific students and chrts f students. 6