Widgee State School

Review Findings and Recommendations

1. Contents1. Introduction..................................................................................................................3

1.1 Background................................................................................................................3

1.2 Context......................................................................................................................3

1.3 Review methodology.................................................................................................4

1.4 Review team..............................................................................................................4

2. Summary of improvement strategies...........................................................................5

3. Findings, supporting data and improvement strategies...............................................6

3.1 An explicit improvement agenda................................................................................6

3.2 Analysis and discussion of data.................................................................................8

3.3 A culture that promotes learning................................................................................9

3.4 Targeted use of school resources...........................................................................11

3.5 An expert teaching team..........................................................................................12

3.6 Systematic curriculum delivery................................................................................13

3.7 Differentiated teaching and learning........................................................................14

3.8 Effective pedagogical practices...............................................................................15

3.9 School and community partnerships.......................................................................16

4. Follow up timelines.....................................................................................................17

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1. Introduction

1.1 BackgroundThis report is a product of a review carried out at Widgee State School from 3-4 November 2014. It provides an overview of the school’s performance against nine domains and identifies improvement strategies.

The review and report were completed by a review team from the School Improvement Unit (SIU). For more information about the SIU please visit the department’s website.

1.2 ContextICSEA value: 924

Location: Widgee State School is located within the Gympie Regional Shire, approximately 25 km west of Gympie.

The school opened in: 1892 (at current site since 1938)

Year levels: P - 7

Current school enrolment: 42

Aboriginal and Torres Strait Islander enrolment: Five percent

Students with a disability enrolments: Nil

Principal appointed: July 2014

Teachers: Two (including teaching principal)

Local schools: Gympie Central State School, Gympie South State School, James Nash State High School, Jones Hill State School, Victory College, Cooloola Christian College

Significant partnerships: None evident

Unique programs: Self-sufficient in water - harvesting rainwater for all potable use, solar panels that contribute to reduction in energy needs. The grounds have a strong focus on sustainable development with minimal adverse environmental impact.

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1.3 Review methodologyThe methodology employed by the SIU was a Priority School Review.

The review consisted of:

A thorough and rigorous desktop audit utilising agreed headline indicators, the school’s nine-page data profile and school context.

A discussion with the assistant regional director

A school visit of two days

Interviews with key members of the school staff and community, including:

o Principal and classroom teacher

o Three teacher aides, administration officer

o P&C president and four parent representatives

o Eight senior students

o Class discussion with P-2 students and 3-7 students

1.4 Review teamExternal Reviewer – Mr Rod Mason

Internal Reviewer (chair) – Mrs Suzanne Currin

Peer Reviewer – Mr Michael Allan

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2. Summary of improvement strategies

Develop a whole school research-based approach to pedagogical practice aligned to regional priorities.

Develop an explicit, sequenced, multi-age plan for curriculum delivery which makes clear what and when teachers should teach and students should learn.

Review the assessment and reporting plan and align to the curriculum plan and school priorities.

Implement developing performance plans for all staff linked to school priorities.

Develop a documented professional learning plan linked to school priorities.

Promote and embed an environment of high expectations that every student will learn and achieve positive outcomes.

Develop a plan for the systematic collection of a range of student outcome data linked to school and regional priorities.

Develop a website in consultation with school community. Use the website to promote excellence and celebrate student improvement.

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3. Findings, supporting data and improvement strategies

3.1 An explicit improvement agenda

Findings

The school principal is clearly committed to improving student outcomes and has identified reading, specifically comprehension, as the school’s improvement agenda. There is a shared commitment to improvement in reading by staff and parents.

The school has made an effort to identify current student achievement levels in reading. There are a variety of classroom data used by all teachers to inform grouping (e.g. PM, sight words, letter-sound and Multi-lit). PM Benchmark targets have been set for each year level. These targets have not been communicated to staff, parents or students.

There is no strategic plan linking the elements of reading for improving student achievement levels.

Strategies that have been implemented have been initiated by the newly appointed principal.

Student improvement in reading is beginning to be shared with parents and the community via P&C meetings.

Supporting data

Current strategic plan 2006, reading data wall, NAPLAN reading data 2014, school newsletters, P&C minutes; students interviewed identified pride and responsibility; class job roster, parade, organisation of sport.

Reading data wall Reading

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Improvement strategies

Develop an explicit literacy program aligned to the school’s pedagogical framework and regional priorities.

Set explicit targets and timelines for improvement in reading. Communicate these targets to students, parents, staff and the community.

Publish targets and timelines on the school website and in school newsletter.

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3.2 Analysis and discussion of data

Findings

There is no whole school data plan.

The school uses multi-lit data to inform school-level decisions, interventions and initiatives.

The school monitors school attendance data and has a process to address absenteeism.

Progress in reading has been shared with the parent body.

The school has begun to use data to identify starting points for improvement in reading and there is evidence.

Supporting data

No evidence of a whole school plan to collect agreed data to track student improvement.Teachers do not use OneSchool to record student data. Data is not centrally stored.

Improvement strategies

Develop a plan for the systematic collection of a range of student outcome data linked to school and regional priorities.

Use OneSchool to centrally store data linked to school priorities. Use OneSchool dashboard data to identify priorities, take action and monitor progress.

Schedule regular data discussions with teachers to inform future teaching and learning.

Assign responsibility for implementing the annual data plan, analysing the full range of school data, and summarising, displaying and communicating student outcome data for the school.

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3.3 A culture that promotes learning

Findings

Staff of the school are trusted by the school community to support the well-being of students. Interactions between staff, students, parents and families are focused on the well-being of students and are caring, polite and inclusive.

All staff, students and parents speak highly of the school. Staff morale is generally high. There is a strong sense of belonging and pride in the school. Parents who were interviewed feel confident about approaching their child’s teacher.

Non-attendance has been an issue for a small minority of students, however the principal has addressed this issue.

Respectful processes have been introduced during assembly and this is a positive experience for teachers, parents and students. There is an emerging emphasis on recognition of student engagement and learning.

The Student of the Week process is a positive way of celebrating student achievement and improvement.

There is an emerging collegial staff culture.

Supporting data

Attendance improvement provided by school principal. High levels of trust are apparent across the school community.

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Improvement strategies

Promote and embed an environment of high expectations that every student will learn and achieve positive outcomes.

Identify strategies to promote partnerships with parents and families that focus on student learning and well-being. Place a high priority on student and staff wellbeing and develop processes to provide both academic and non-academic support to address individual student needs.

Continue to develop a system of mutual collegial support and development throughout the staff.

Centrally document and store positive and incidental behaviour data. Use data to inform decision making. Share high expectations for learning and school policies by developing a school website.

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3.4 Targeted use of school resources

Findings

The school is using multi-lit to address the learning needs of particular students in reading. There are few school-wide policies to address individual student needs.

Great Results Guarantee has a plan and funds have been expended.

Physical learning spaces and the external environment are expansive, well-maintained and utilised to meet the needs of learners. Technology is accessible to the majority of staff and students.

PM and multi-lit diagnostic testing is applied to all students.

The school is using its human resources (teacher aides and volunteers) to address the needs of students in reading.

Supporting data

Attendance data. High levels of trust are apparent across the school community. Great Results Guarantee actioned.

Improvement strategies

Introduce a centralised data collection process for student achievement progress and behaviour.

Develop systems for teachers to routinely administer tests to better understand specific student learning strengths and difficulties.

Develop a school policy to identify and meet the specific learning needs of students.Introduce programs to meet the specific learning needs of students (e.g. gifted and talented, more able students, students with a disability)

Review Great Results Guarantee plan to align expenditure with school priorities.

Ensure teacher aides and volunteers working with students receive adequate training to deliver school wide programs.

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3.5 An expert teaching team

Findings

The school is using a ‘watching others work’ process to develop collective capability in the delivery of multi-lit. There is a provision for training teachers and teacher aides in multi-lit.

Teachers visit each other’s classrooms and welcome opportunities to have the principal observe and discuss their work with them.

The principal has initiated peer visits for teachers to observe quality pedagogical practices in line with school priorities.

Supporting data

Attendance data. High levels of trust apparent across the school community.No Developing Performance Plans in place for classroom teachers; however, evidence of plans for teacher aides. No documented professional learning plan.

Improvement strategies

Implement annual performance plans for all staff linked to school priorities. Develop a professional learning plan informed by staff performance plans and school priorities.

Implement systems to conduct formal observations and feedback to all staff.

Develop systems for collegiate mentoring and coaching.

Schedule classroom visits for specific purposes aligned to performance plans and school priorities.

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Identify areas of interest and expertise that staff may take on as leadership roles.

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3.6 Systematic curriculum delivery

Findings

A school-wide approach to the teaching of reading (e.g. weekly comprehension focus) is being developed.

There is no evidence of a documented school curriculum plan or a school assessment plan.

Report cards are developed on OneSchool and are aligned to A to E standards.

Supporting data

Attendance data. High levels of trust apparent across the school community.

Improvement strategies

Develop an explicit, sequenced, multi-age plan for curriculum delivery, which makes clear what and when teachers should teach and students should learn. Embed literacy, numeracy and higher order thinking skills in the school’s curriculum plan.

Ensure the curriculum plan is used as the basis for staff discussions and planning.

Review the assessment plan and align to curriculum plan and school priorities. Use the assessment plan to identify where individual students are at and what they need to learn.

Monitor the enactment of the curriculum and assessment plan in all classrooms.

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3.7 Differentiated teaching and learning

Findings

Report cards to parents indicate individual student achievement; however, comments do not reflect strengths or focus areas for future learning.

There is an expectation that teachers teach to the high end of the class.

Multi-lit and PM benchmark levels are used to establish starting points for the teaching of reading.

There is a whole school approach to the teaching and learning of reading based on student ability levels.

The principal and teaching staff are committed to success for all students and are beginning to identify ways of tailoring teaching to individual student needs.

Supporting data

Discussions with students about writing task feedback in their books. Reading groups wall in the staff room.

Improvement strategies

Use assessment instruments to identify individual student strengths and skill gaps to inform starting points for teaching.

Ensure planning shows how student needs are addressed and opportunities to learn are provided.

Ensure feedback to students indicates their current level of achievement in relation to year level expectations and provides specific focus areas for future learning.

Implement a school-wide system for class/individual learning goals in relation to school priorities.

Build on the positive relationships with parents to facilitate their work as partners in their child’s academic learning. Implement a consistent approach of reporting to parents/carers about their child’s academic improvement and individual goals.

Introduce case management processes for individual students where appropriate.

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3.8 Effective pedagogical practices

Findings

The principal has accepted personal responsibility for driving improvements in teaching throughout the school. (e.g. explicit Instruction, use of data to inform teaching, gradual release model in the teaching of reading).

The principal demonstrates a strong conviction that improved teaching is the key to improved student learning.

The principal has modelled effective teaching practices to teaching staff. There is a particular focus on improved teaching methods in reading.

Routines and transitions are well established.

There is some evidence that bookwork is being marked and qualitative feedback is provided.

Supporting data

Discussions with students about writing task feedback in their books. Discussions with Years 3 to 7 class about reading with a focus on comprehension, decoding and goals. Observation of a Years 3 to 7 guided reading session with a focus on a Year 2 student who participates in the planned learning. Bennie Babies strategies shared with community.

Improvement strategies

Develop a whole school research-based approach to pedagogical practice aligned to regional priorities.

Implement and monitor the school’s pedagogical approach in each classroom.

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3.9 School and community partnerships

Findings

There is no evidence of planned, deliberate partnerships with other institutions or community organisations.

Contacts with families, local businesses and community organisations are limited to isolated events.

Partnerships are not based on collaboratively planned programs of activities with clear goals, roles and responsibilities.

Supporting data

Community perception that if enrolments increase and a third teacher is allocated confidence and engagement in the school will improve.

Improvement strategies

Establish partnerships with families, local businesses and/or community organisations with the purpose of improving outcomes for students linked to school priorities.

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4. Follow up timelines

School to publish this report to their website within two weeks.

School to meet with assistant regional director to discuss plan for improvement strategy.

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