Birkdale State Schl Executive Summary
1. Intrductin 1.1 Backgrund This reprt is a prduct f a review carried ut at Birkdale State Schl frm 8 t 10 March 2016. 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. Lcatin: Educatin regin: 74 Agnes St, Birkdale Suth East Regin The schl pened in: 1916 Year levels: Prep t Year 6 Current schl enrlment: 650 Indigenus enrlments: Students with disability enrlments: Index f Cmmunity Sci- Educatinal Advantage (ICSEA) value: 7 per cent 8.2 per cent 1006 Year principal appinted: 2016 Number f teachers: Nearby schls: Significant cmmunity partnerships: Unique schl prgrams: 32.5 (full-time equivalent) Birkdale Suth State Schl, Wellingtn Pint State High Schl Capalaba Bunnings, Birkdale Gardens/ Birkdale Fair Shpping Centres, Yulu-Burri-Ba Cmmunity Health, Perfect Beginnings Early Learning Centre, Mary St early Learning Centre Gazetted Music Prgram f Excellence, Peacekeepers, Guaranteed Viable Curriculum in Mathematics 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, deputy principal Head f Special Educatin Services (HOSES) Head f Curriculum (HOC) Supprt Teacher Literacy and Numeracy (STLaN) Special Educatin Prgram (SEP) teacher, guidance fficer Upper Tw Bands (U2B) teacher Business Services Manager (BSM) Three administratin fficers Principal Wellingtn Pint State High Schl Indigenus Cmmunity Representative Deadly Chices 28 classrm teachers Language Other Than English (LOTE) teacher Music teacher Physical educatin teacher 11 teacher aides Canteen cnvenr and a canteen vlunteer Three Parents and Citizens Assciatin (P&C) representatives 25 parents, 16 students Lcal cuncillr Mr Paul Bishp Directrs f tw lcal early childhd prviders. 3
1.4 Review team Lee Gerchw Alisn Welch Graeme Hall Internal reviewer, SIU (review chair) Peer reviewer External reviewer 4
2. Executive summary 2.1 Key findings The schl is driven by a deep belief that every child can learn and make prgress. There is a culture f high expectatins acrss the schl. Classrms are calm, rderly and fcused n learning and there are few disruptins t learning. The leadership team are united and cmmitted t driving an explicit and detailed lcal schl imprvement agenda. The schl leadership team are in the prcess f building the team and rles and respnsibilities are evlving accrding t strengths, interests and areas f expertise. The principal and ther schl leaders clearly articulate a high pririty t schl-wide analysis and discussin f student achievement, well-being and behaviur data. Teachers indicated a wide-spread view that year level teams are cnfident in cllecting, cllating and analysing data and mderating relevant assessment t ensure cnsistent teacher-judgement. There is evidence that appraches t data analysis vary acrss the schl. The principal and ther schl leaders have given a high pririty t understanding and addressing the learning needs f all students. The schl has a rigrus cnsultative apprach t inclusive practices. This prcess includes the systematic testing and cllectin f data t establish learning gaps and special needs and t infrm resurce allcatins. The schl has a team f dedicated and prfessinal teachers and teacher-aides wh are fcussed n imprving utcmes fr students. Many teachers express an interest in having clleagues visit their classrms t build their teaching repertire. Sme teachers indicate that they wuld be pen t fcussed bservatin and feedback frm schl leaders and ther staff members. The schl s curriculum delivery plan identifies curriculum, teaching and learning pririties and requirements. Cnsistent appraches t the teaching f reading and mathematics have been dcumented. Cnsistency f the implementatin f curriculum acrss and between year levels and the explicit cnnectin t the schl s dcumented pedaggical framewrk is yet t be established. It is recgnised thrughut the schl that sme students require significant adjustments t their learning prgrams in rder t be engaged and challenged. 5
The schl is yet t dcument its schl plicy n differentiatin and an agreed-upn apprach t curriculum adjustments. Schl leaders recgnise that highly effective teaching is the key t imprving learning There are plans t review the pedaggical framewrk t include reference t the schl s signature pedaggies fr reading and mathematics. The schl is held in high regard by parents and the wider cmmunity Classrms are calm, rderly and fcussed n learning and there are few evident behaviur prblems r disruptins t learning. Schl expectatins with regard t behaviur and cnduct are n prminent display as are expectatins and targets fr regular attendance. Recently a system f recgnising psitive student behaviur has been intrduced and this has been psitively received by the schl cmmunity. Schl leaders are beginning t develp a schl cmmunity engagement strategy. 6
2.2 Key imprvement strategies Cllabratively develp and dcument the instructinal rles and respnsibilities f the schl leadership team and cmmunicate these t all stakehlders. Review the diagnstic assessment schedule t ensure that all assessment measures are relevant and that teachers understand the link between evidence cllected and respnsive pedaggy. Establish an agreed apprach t prfessinal caching and mentring including cllegial bservatin and feedback. Develp a whle-schl differentiatin plicy t ensure cnsistency in dcumenting adjustments t the curriculum. Cllabratively review the existing pedaggical framewrk t align with the schl s desired signature pedaggies fr reading, mathematics and emerging pririty areas. 7