Shrncliffe State Schl Executive Summary
1. Intrductin 1.1 Backgrund This reprt is a prduct f a review carried ut at Shrncliffe State Schl frm 15 t 17 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: Yundah Street, Shrncliffe Metrplitan The schl pened in: 1919 Year levels: Prep t Year 6 Current schl enrlment: 328 Indigenus enrlments: Students with disability enrlments: Index f Cmmunity Sci- Educatinal Advantage (ICSEA) value: 2 per cent 1 per cent 1126 Year principal appinted: 2003 Number f teachers: Nearby schls: Significant cmmunity partnerships: Unique schl prgrams: 13 classrm teachers Sandgate State Schl, Sandgate District State High Schl, Saint Patrick s Cllege Nudgee Beach Envirnmental Centre, Queensland Cruising Yacht Club Writers Cperative 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 and Deputy Principal 18 teachers Business Services Manager (BSM) 8 teacher aides Parents and Citizens (P&C) Assciatin president and 12 parents Outside Schl Hurs Care and tuckshp staff Schl chaplain 36 student leaders and 20 students State Member f Parliament Principals f Sandgate District State High Schl and Nudgee Beach Envirnmental Educatin Centre 1.4 Review team Judy Dale Bernadette Hanna Peter Tanzer Internal Reviewer, SIU (review chair) External Reviewer Peer Reviewer 3
2. Executive summary 2.1 Key findings The schl is highly regarded fr its high expectatins fr student learning, behaviur and achievement. The schl is calm and psitive. Classes are rderly and purpseful. Students, staff and parents speak prudly f the schl. The schl has a clear framewrk t supprt psitive student behaviur and well-being based n the Yu Can D It - Keys t Success. This apprach has been embraced thrughut the schl. It is evident in cnversatins with students, staff and parents and used as a basis fr student recgnitin. Schl behaviur data als reflects the success f this apprach. The schl has a brad imprvement agenda. The schl s brad agenda priritises the areas f reading, numeracy, quality teaching practice, develping as a thinking schl and persnalised learning. Actin teams in reading and numeracy have been established. There is limited evidence f strategic planning and alignment f clear targets, actins, milestnes, resurcing and prfessinal develpment t enact the imprvement agenda. Student achievement data is used at a whle schl, chrt, class and individual student levels t infrm schl and classrm teaching practices There is a develping understanding f the imprtance f analysis and interpretatin f data acrss the schl. Teachers cllect and analyse data in reading t infrm their teaching practice. Anecdtal evidence frm students and staff indicates that the use f reading level data linked with student input int bk selectin has had a psitive impact n reading behaviurs. Cnsistent pedaggical practices are emerging. Planning framewrks utlining schl appraches and expectatins in pririty areas have been develped and dcumented hwever these lack detail and precisin regarding expected pedaggical appraches. The schl undertakes prfessinal learning activities althugh these are nt strategically linked t the schl s pedaggical framewrk. There are n whle schl frmal caching, mentring and feedback prcesses yet in place t supprt the imprvement agenda. A variety f differentiatin strategies are emplyed acrss the schl with cnsiderable effrt, resurcing and attentin paid t ensuring all students are prficient in the basics. Whilst there is sme evidence f differentiated teaching, schl curriculum planning and delivery is yet t reflect an apprach based n recgnising and drawing n students existing knwledge and skills. The systematic use f data cycles t infrm teaching and learning and establish individual student learning gals is nt yet 4
cnsistently enacted acrss the schl. There is an identified need fr a strnger fcus n differentiatin t extend higher ability students. The schl has a psitive and caring tne in which team wrk, student vice and shared leadership is valued and influential in schl life. A strng culture f student leadership has been established. A significant number f students have specific rles as schl and huse captains, library captains and mnitrs, media and perfrming arts captains, and student cuncillrs. These student leaders make a significant cntributin t the psitive schl eths. Teachers and teacher aides reflect psitively n the success f teams acrss the schl. 5
2.2 Key imprvement strategies Refine the current imprvement agenda t identify a sharp, narrw and deep fcus with achievable, measurable targets, timelines and resurcing. Review the pedaggical and curriculum framewrks t prvide greater precisin and clarity f expected teaching practices in pririty areas f reading and mathematics acrss the schl. Review and refine the schl s curriculum plan and mdel fr delivery t ensure it is challenging, engaging and respnsive t the needs f all students. Develp and implement a staff prfessinal learning mdel t deliver a strategic apprach t capability develpment. 6