school review report 2018 - frankston-sds.vic.edu.au · location and history frankston special...

School Review Report 2018 South Eastern Victoria Region

School No. 5143

Frankston Special Developmental School

Review Dates - 23, 24 and 30 July and 6 August 2018

Strategic Plan 2015-18

School Principal Name: Scott Tucker

School Council President

Name: Marita Hayes-Brown

Senior Education Improvement Leader

Name: Stan Szuty

Accredited School Reviewer

Name: Heather Norbury

Review Company Name: Valad Solutions Pty Ltd

Melbourne Sep-18Sep-18Aug-18

©State of Victoria (Department of Education and Training) 2016

The copyright in this document is owned by the State of Victoria (Department of Education and Training), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access L icence for Schools (NEALS) (see below) or with permission.

An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering s uch an institution may copy and communicate the materials, other than

third party materials, for the educational purposes of the institution.

Authorised by the Department of Education and Training,

2 Treasury Place, East Melbourne, Victoria, 3002

CONTENTS

1. Public section ............................................................................................................................................................................. 3

1.1 SCHOOL CONTEXT............................................................................................................................................................. 3

1.2 SCHOOL highlights ............................................................................................................................................................. 4

1.3 Summary of key review findings ..................................................................................................................................... 5

1.4 SUMMARY OF KEY DIRECTIONS FOR THE NEXT SSP ..........................................................................................76

2. Confidential section ................................................................................................................................................................87

2.1 SUMMARY OF PERFORMANCE AGAINST THE SSP...............................................................................................87

2.2 KEY ACHIEVEMENTS AGAINST SSP and AIP TARGETS ................................................................................... 109

2.3 KEY CHALLENGES AGAINST SSP and AIP TARGETS...................................................................................... 1110

2.4 FIELDWORK FINDINGS............................................................................................................................................... 1211

2.5 OTHER SIGNIFICANT FINDINGS .............................................................................................................................. 1312

2.6 ASSESSMENT AGAINST THE FISO CONTINUA OF PRACTICE FOR SCHOOL IMPROVEMENT............ 1413

2.7 KEY DIRECTIONS FOR THE NEXT SSP – GOALS, TARGETS AND KIS ........................................... 1514

Appendix 1: Terms of Reference and Methodology ...................................................................................................... 1617

2.8 VRQA Minimum Standards CHECK..............................................................................................................................24

Page Template - School Review Report - June 2018 3

1.1 SCHOOL CONTEXT

Location and history Frankston Special Developmental School (FSDS) is located in Karingal in the outer

southern suburbs of Melbourne, about 54 kilometres from the City of Melbourne. The

school was founded in 1961.

School facilities The school grounds include seventeen classrooms with adjoining bathrooms, a

gymnasium, three multi purpose areas, a homecrafts room, an art and craft room, two

adventure playgrounds, a library, an Information Communication and Technology (ICT)

laboratory, two therapy rooms, an outdoor basketball court and a large grassed playing

field.

Enrolments Enrolments at the time of the review were approximately 119.8 students. Over the past

few years, enrolments have decreased by about ten students. There are six Junior

classes, six Middle classes and five Senior classes, based on ability and age.

SFO and SFOE The current Student Family Occupation (SFO) index is 0.6623 and the Student Family

Occupation Education (SFOE) index is 0.5349.

Staff profile The staffing profile of Frankston SDS includes a Principal, Assistant Principal, a teaching

and learning specialist, the equivalent of 3.8 full time (FTE) leading teachers, 17.2 FTE

classroom teachers, a business manager, administrative assistant, facilities manager, 3.2

FTE speech therapists, two occupational therapists, a physiotherapist one day per week,

and 20 Education Support staff. The Blackwood campus has one leading teacher and one

classroom teacher.

Curriculum The FSDS curriculum has been adapted from the Victorian Curriculum to cater for the

educational needs of all students. The school’s Individualised Learning Programs (ILP)

aim to develop social competencies, communication and personal independence.

Students are assessed twice a year using the ABLES (Abilities Based Learning

Educational Support) assessment tool. The Pathways school based curriculum is a

framework used to teach students in their last three years of school and includes work

experience oportunities. Pathways focusses on teaching students the functional skills

required to operate successfully in post school settings. All senior students have a

Managed Individual Pathway (MIPs) plan that outlines the skills required by the students

to successfully transition to their preferred post school option.

Additional information The Blackwood Special Schools Outdoor Education Centre (BSSOEC) is located 80 kms

north west of Melbourne and is a registered campus of FSDS. Blackwood SSOEC

provides outdoor education programs to students with disabilities across the state.

FSDS also provides an Early Education Program for students aged between 3.8 and 4.8

years who exhibit significant global developmental delay. The Early Education Program

operates out of the East Karingal Kindergarten with staff from FSDS assisting with the

program.

In 2018, two middle school classes from FSDS operate at Karingal Heights Primary

School (KHPS). The students attending KHPS have acces to a fully equipped computer

lab, indoor gynasium and commercial kitchen.

Me-TV, a television show written, directed and starring FSDS students has been used to

teach and reinforce important aspects of the I Can be Safe program. Me-TV is

broadcasted across the school weekly each Friday.

1. Public section


1.2 SCHOOL HIGHLIGHTS

Highlight 1:

Professional Learning Communities

With the introduction of a revised Victorian Curriculum, created to meet the needs of the diverse range of students at

Frankston SDS, the school examined the most effective mode of delivery to empower both the staff and students in the

new materials. With increasing evidence that distributed leadership made a positive difference to organisational

outcomes and student learning, the leadership team decided to place an emphasis on the design and implementation of

Professional Learning Communities (PLCs) as a catalyst for collaboration as well as the opportunity for shared

leadership. Collaborative planning days and professional development enabled teachers to work collaboratively to plan

and implement the new curriculum. Feedback from teachers indicated increased confidence and capacity, which

allowed classrooms to work more collaboratively, and to implement a number of differentiated learning programs over

multiple subject areas.

Highlight 2:

MeTV

MeTV is a weekly school-produced television program that had been developed as a way to deliver and address

behavioural, social and academic skills to the school community. MeTV is based on the principles of Video Self

Modelling (VSM) and Video Peer Modelling (VPM) and is underpinned by the School Wide Positive Behaviour Support

framework. MeTV is hosted by students and staff and consists of regular segments including ‘I Can Be Safe’, ‘School

Expectations’, ‘Cybersafety’, ‘Jolly Phonics’ and ‘SRC Reporting’ as well as other segments focusing on healthy eating,

environmental sustainability, science, welfare, social skills, communication, and independence. Reflection segments

highlighted students’ work as well as whole school special events. Students highlighted the importance of MeTV to their

education, identifying with various characters and articulating the learning presented each week.

Highlight 3:

Student Voice

During the Strategic Plan period, Frankston SDS had focused on increasing student voice across the school. The

expansion of the speech therapy team had seen communication increase across the school, particularly through the

increased use of Augmentative and Alternative Communication (AAC) systems. Students now had the ability to make

comments, give opinions and make requests through their AAC devices, as was evidenced in student focus groups, with

students using their devices to respond to questions about their learning. The introduction of school leaders had also

helped to create role models for the younger students and they also ran assemblies. House captains supported the

junior students in sports days and whole school events. The Student Representative Council organised whole school

events and fundraised for worthy causes. Senior school students were encouraged to be more involved in planning for

their future. Managed Individual Pathways (MIPs) plans were created in consultation with students and parents through a

MIPs survey and Student Support Group (SSG) meetings. Students were encouraged to be involved by attending

planning meetings and expressing their ideas. Frankston SDS had also encouraged critical thinking across the school

and constantly challenged the students to be reflective learners. Clearer expectations within the classrooms had

empowered students to have more voice in their learning and to reflect on what was being taught.


1.3 SUMMARY OF KEY REVIEW FINDINGS

Performance against the SSP goals

SSP Goal 1:

The 2015–18 School Strategic Plan for Frankston SDS set a goal to improve the communication skills of all students.

The target set as a measure against the goal was to ensure all Individual Learning Plans included a communication goal,

taken from the English Speaking and Listening goal bank, which had been developed from the Victorian Curriculum.

Each student’s entry level was also to be included and a uniform and expanded range of assessments were to be

developed for Communication ILP goals. The Panel found that the school had met this goal, with the three targets being

achieved.

SSP Goal 2:

The strategic plan set a goal to improve the social competencies of all students. The targets set as measures against the

goal were for all students to achieve three or four on the point scale for Interpersonal Development goals and for all

students to show progress in their ‘I Can Be Safe’ checklists. The Panel found that the school met this goal, with the

targets achieved.

SSP Goal 3:

The Strategic Plan set a goal to develop the independence of all students. The targets set as measures against the goal

were to improve the percentage of students obtaining ‘achieved’ on the School-Wide Positive Behaviour Support

(SWPBS) implementation checklist and to show a reduction of tier two and tier three behaviours for students on a

Positive Behaviour Plan (PBP). A transition program was to be introduced for students across the school. The Panel

found that the school partially met this goal, with two out of three targets being achieved.

SSP Goal 4:

The Strategic Plan set a goal to increase the opportunities of students with a range of abilities to access Outdoor

Education. The targets set were in relation to a separate Student Resource Package (SRP), and Workforce and

Business Plan for Blackwood Special Schools Outdoor Education Centre (BSSOEC). A further target stated that the

Education Centre would become a fully self-catering operation for all students visiting the school. Reports indicated that

the goal and targets had not been achieved.

Findings against the Terms of Reference Focus Questions

Terms of Reference Focus Question 1: To what extent does Frankston SDS have an agreed instructional model to

drive student learning?

• the junior and middle classroom environments displayed daily and lesson routines. Senior classrooms displayed

individual daily routines. The majority of classrooms used visual aids for routines and behavioural expectations

to support student needs

• there was a consistent instructional model in place for Jolly Phonics and SWPBS; the school was moving

towards the implementation of a consistent maths model

• all classrooms displayed student goals for independence, social competencies and communication. Students in

focus group sessions were able to articulate at least one of their goals

• use of Information, Communication and Technology (ICT) was evident in all classrooms and many students were

using electronic devices to support their learning and communication capability

• whole school planning documents were detailed and demonstrated differentiation, but catering for individual

needs was not consistently evident in individual weekly planners

• whole school and unit planners were consistently used throughout the school. Weekly planners varied in format

and amount of detail to demonstrate differentiation.

• What Are we Learning Today (WALT) was evident in most classrooms and in some classrooms Learning

Intentions were being introduced – mainly in literacy sessions

• some classes were using visual aids to support the steps in lessons, for example read aloud, comprehension,

sequencing, writing.


Terms of Reference Focus Question 2: To what extent are current assessment practices informing differentiated

learning programs and measuring learning growth to improve student outcomes?

• a range of checklists had been developed to enable teachers to accurately record student progress against the

Victorian Curriculum. A variety of other assessment tools were consistently used by teachers to gather data to

inform planning and appropriate selection of learning tasks

• goal banks had been developed to enable consistency in goal setting for students in communication,

independence and social competencies

• leadership team members highlighted the lack of tools available for special schools to accurately track student

growth, as ABLES did not allow for the breaking down of steps for each level. A Community of Practice was

being established to develop assessment tools for Special schools and the literacy team were working on

several areas to share with the Community of Practice team

• there was not at present any platform available to house evidence of students’ ongoing growth. There was no

avenue to show a student’s growth from their first year of school to their final year. Some students may remain in

an ABLES level for several years because the incremental growth within that level could not be shown.

• teacher understanding of the Victorian Curriculum and ABLES was much more in-depth and more evident in

planning for individual needs

• ABLES and checklists were used to plan for the following term and to determine student groups.


1.4 SUMMARY OF KEY DIRECTIONS FOR THE NEXT SSP

The School Review Panel recommended the following key directions for the next School Strategic Plan:

embed consistent implementation of the instructional model for literacy

develop planning documentation that demonstrates differentiation to meet the individual needs of all students

embed the high impact teaching strategies that support structuring lessons and differentiated teaching

ensure classroom environments are consistent in the level of support for student learning

investigate, evaluate and modify assessment tools to meet the needs of students

investigate ways to track, report and record student progress throughout their years of schooling

participate in a Community of Practice investigating assessment in Special Schools.


Student voice, agency and leadership; curriculum content; and teacher

practice are critical areas of focus when gathering evidence to support performance and practice outcomes. This symbol denotes areas in the report where specific focus on gathering

evidence to support performance and practice outcomes for the instructional core should be made. This includes when identifying enablers and barriers to the achievement of goals and targets in the school strategic plan (SSP), and

when providing evidence that supports the school’s self-evaluation against the 16 dimensions in the FISO Continua of Practice for School Improvement (FISO Continua). The Evidence of the Instructional Core section of the School

Review Guidelines provides further information on the importance of a student – content – teacher focus.

Goals and evidence - continued Status (as agreed by

Panel)

Goal 2 To improve the social competencies of all students Partially met

Targets

Target 1: 75 per cent increase across the school of 'achieved' on S-WPBS

implementation checklist

Met

Target 2: All students on Positive Behaviour Plans (PBP) will show a reduction of tier

two and tier three behaviours.

Partially met

Target 3: A transition program will be introduced for students across the school. Met

2.1 SUMMARY OF PERFORMANCE AGAINST THE SSP

Performance group: RENEW

Goals and evidence Status (as agreed by

Panel)

Goal 1 To improve the communication skills of all students Met

Targets

Target 1: 100 per cent of Individual Learning Plans will include SMART goals for

English Speaking and Listening taken from the Victorian Curriculum FSDS goal bank.

Met

Target 2: All students will achieve 3 or 4 on the 5 point scale for English, Speaking

and Listening

Met

Target 3: Accurate recording of assessments for English, Speaking and Listening Met

Evidence

The Panel found that all three targets for this goal were met.

Analysis of all Individual Learning Plans (ILPs) demonstrated that they all included a communication

goal, with the entry level of the student also recorded. The panel agreed that a revised curriculum, goal

bank and checklists, based on the Victorian Curriculum for English Speaking and Listening, had been

developed and were used consistently by all staff. ILP observations were conducted each term to

assess achievement against each student’s communication goal. The ABLES (Abilities Based Learning

Educational Support) assessment tool data was collated biannually and speech therapists conducted a

range of assessments based on individual needs.

2. Confidential section


Evidence

The Panel found that two out of three targets for this goal were met.

Analysis of all Individual Learning Plans (ILPs) demonstrated that they all included a social competency goal. A goal bank and checklists, based on the Victorian Curriculum for Personal, Social and Community Health Curriculum, had been developed and were used consistently by all staff. The panel noted that ILP

observations were conducted each term to assess achievement against each student’s social competency goal.

Panel analysis of data for students on a PBP is demonstrated below for 2018 and 2017.

In 2017, there were eight students with PBPs and 75 per cent had a reduction of reported incidents after the

implementation of their PBP.

There was a similar result in 2018, with four students having a PBP and 75 per cent of them demonstrating a reduction of reported incidents after the implementation of their PBP.

The panel agreed that continued development of the SWPBS model across the school had ensured behavioural expectations were clear and explicit across the school. Regular professional development was conducted to review SWPBS modules and code of practice. A transition program for Foundation

students enabled teachers to conduct student assessments, interview parents and create social stories for all students. Students moving departments were involved in transition a few weeks prior to moving classes and transition packs were developed for all new students or students moving to new

departments.

Goal 3 To develop the independence of all students Met

Targets

Target 1: All students will achieve three or four on the point scale for Interpersonal Development goals.

Met

Target 2: Students will have shown progress in their ‘I Can Be Safe’ checklists.

Met

Evidence

The Panel found that both targets for this goal were met.

Every student at Frankston SDS had an independence goal in their ILP. The Independence goal bank had been created using the Victorian Curriculum for Personal, Social and Community Health Curriculum. ILP observations were conducted each term to assess achievement against each student’s

independence goal. The panel agreed that students were able to clearly articulate their independence goal during student focus group sessions. ‘I Can Be Safe’ checklists had been moderated, expanded and aligned to the Victorian Curriculum. Each

department had the same focus each term for ‘I Can Be Safe’ as was outlined in the unit planners. The panel observed that student goals were clearly displayed in all classes. MeTV regularly produced ‘I Can Be Safe’ video modelling segments to support learning. The Pathways Independence curriculum

had been expanded, to include daily living skills.

Goal 4 To increase the opportunities of students with a range of abilities to access Outdoor Education.

Partially met

Targets

Target 1: Blackwood SSOEC will have a separate Student Resource Package (SRP)

in the Frankston SDS budget.

Partially met

Target 2: Blackwood SSOEC will become a fully self-catering operation for all students visiting the school.

Not met

Target 3: SSOEC Work force plan and Business Plan. Not met

Evidence

The Panel found that two out of three targets for this goal were not met.

Funding had been provided to support the two staff at the centre, but the site was yet to become a fully

self-catering operation for all students visiting the school. Funding for any issues relating to the centre were currently covered by the Frankston SDS SRP.

Other school accessing the camp were encouraged to set goals for their students when they attended

the centre, and a program was developed to meet the goals where possible.

The panel noted that a review of the Blackwood campus was currently being undertaken by DET Central, with consideration of separation of the SRP,Workforce and Business Plans.

Differentiated School Review Model Report 2018


2.2 KEY ACHIEVEMENTS AGAINST SSP AND AIP TARGETS Key achievements (max 3)

Enablers

Goal 1: To improve the

communication skills of all students Target 1:

100 per cent of Individual Learning Plans will include SMART goals for English Speaking and Listening

taken from the Victorian Curriculum FSDS goal bank.

ABLES, English Speaking and Listening assessment was completed by staff

biannually and ILP observations were completed termly. The school gathered information on other assessment methods, appropriate for the student cohort, and then developed an English Speaking and Listening Checklist and goal bank based

on the Victorian Curriculum. The panel concurred that moderation of achievement levels was an issue and the school joined a Community of Practice focusing on robust assessment that

removed teacher bias. Speech therapists consulted with teachers to develop student goals, supported a significant increase of AAC use across the school, and conducted AAC parent

workshops and other professional learning for staff.

Goal 2: To improve the social competencies of all students

Target 1: 75 per cent increase across the school of 'achieved' on S-WPBS

implementation checklist (90 per cent achieved)

School-Wide Positive Behaviour Support (SWPBS) was introduced as a priority framework for all special schools. A SWPBS committee was developed, new school wide expectations were

introduced and visuals to support school wide expectations were implemented. The panel agreed that a continuum of behavior pyramid had been developed and displayed throughout the school and a school wide reward system was introduced.

School songs and a mascot were introduced as well as a formalised staged response to critical incidents. Expectations were clear and explicit across the school and expectations of behavior were reinforced through MeTV. SWPBS was

also highlighted in newsletters.

Goal 2: To develop the independence of all students

Target 1:

All students will achieve 3 or 4 on the point scale for Interpersonal Development goals.

The Independence goal bank and checklists had been created using the Victorian Curriculum (Personal, Social and Community Health Curriculum). Goals were now more targeted and specific for each student.

ES staff were trained to assist with the moderation and development of the goals and the Pathways Independence curriculum had been expanded. Travel checklists had been completed for all senior students and the daily living

skills curriculum had been expanded. The occupational therapy team ran regular professional learning sessions on independence skills such as toileting, sensory regulation and independent transferring. MeTV produced ‘I Can Be Safe’ video

modelling segments to support independence.



2.3 KEY CHALLENGES AGAINST SSP AND AIP TARGETS Key challenges (max 3)

Barriers

Goal 2: To improve the social

competencies of all students Target 2:

All students on Positive Behaviour Plans (PBP) will show a reduction of tier 2 and tier 3 behaviours.

The original target was a Reduction of incident reporting of tier three

behaviours. The school felt that without a positive behaviour plan, there were no proactive strategies to prevent extreme challenging behaviours from occurring and tier three behaviours would not reduce. Panel discussion highlighted that the

positive behaviour plans gave teachers strategies they could implement to support a change in behaviour. Teachers could then measure the effectiveness of the interventions on the reduction of specific behaviours. Positive Behaviour Plans

detailed specific proactive strategies and improved consistency of recording of behaviours, but there not yet current lesson plans implemented for consistent teaching of SWPBS in all classrooms.



2.4 FIELDWORK FINDINGS

Terms of Reference Focus Questions

Focus question 1: To what extent does Frankston SDS have an agreed instructional model to drive student learning?

Evidence-based findings

The Panel reviewed the school’s practices and processes related to the implementation of the instructional model. The panel agreed that the school had a consistent instructional model in place for the school phonics program and SWPBS and was moving towards the implementation of a consistent maths model. The school had also introduced several non-

negotiables for classrooms to support student learning and panel observations noted that the junior and middle classroom environments displayed daily and lesson routines, whilst the senior classrooms displayed individual daily routines. The majority of classrooms used visual aids for routines and behavioural expectations to support student

needs. All classrooms displayed student goals for independence, social competencies and communication and students in focus group sessions were able to articulate at least one of their goals. The use of Information, Communication and Technology (ICT) was evident in all classrooms and many students were using electronic devices to support their

learning and communication capability. A fieldwork audit of whole school planning documents indicated detail and differentiation in whole school documents and unit planners, but catering for individual needs was not consistently evident in individual weekly planners . Discussions

with teachers indicated that while whole school and unit planners were consistently used throughout the school, weekly planners varied in format and the amount of detail to demonstrate differentiation. What Are we Learning Today (WALT) was evident in most classrooms and in some classrooms Learning Intentions were

being introduced, and the panel confirmed that this was mainly in literacy sessions. Some classes were using visual aids to support the steps in lessons e.g. read aloud, comprehension, sequencing, writing and the panel noted that this was also only during literacy sessions. The literacy team were also currently developing teaching models for handwriting and

reading and they were being trialled in the classes of the literacy team members. The panel noted that the school had also recently implemented a communication program to enable students to communicate their needs and to participate in appropriate social communication with friends, family members and the

local community. The program included Alternative and Augmentative Communication (AAC), Picture Exchange Communication System (PECS), Auslan signing, iPad apps and communication devices. The program encouraged the use of consistent language across the school for how and what was taught in English, Speaking and Listening and

developed teachers’ knowledge and capacity to implement effective and high impact learning strategies to improve and develop students' literacy skills. Student focus groups highlighted the impact of this program with students responding to questions about their learning

using the devices suited to their needs. The use of devices also enabled students to work towards achieving their communication goal and participate more actively in the speaking and listening component of the literacy program. Many teachers were observed using AAC more consistently during the fieldwork days.

The panel agreed that the school expected to begin to see improvement in consistent and sequential approaches to teaching literacy programs in the juniors, middles and seniors, the development of new term-by-term communication planners and for teachers to be able to demonstrate knowledge of each student’s communication goal in their daily

practice.

Focus question 2: To what extent are current assessment practices informing differentiated learning programs and measuring learning growth to improve student outcomes?

Evidence-based findings

During the period of the current Strategic Plan, the panel agreed that there had been significant progress in the development of appropriate assessment records to demonstrate student growth. The school used ABLES to report on student progress but the school had identified that this method did not reflect the individual growth of many students,

particularly those in Level A or B. Some of these students could remain in the level for several years and the teachers wanted to be able to show parents that student progress had been made even though it was in very small steps. The staff began by unpacking the Victorian Curriculum and identifying all the progression points that were applicable to

Frankston SDS students. They then developed many checklists to enable teachers to accurately record student progress against the Victorian Curriculum in Speaking and Listening, Reading and Writing, Social Capability, Personal Capability



and Numeracy. This process also increased teacher understanding of the Victorian Curriculum and assessment using

ABLES. A variety of other assessment tools were also consistently used by teachers to gather data to inform planning and the panel noted that appropriate selection of learning tasks was also meeting the needs of students more consistently.

As part of the process, goal banks had also been developed to enable consistency in goal setting for students in communication, independence and social competencies. This ensured consistency of language in the setting of goals for students as well as aligning them more accurately with the Victorian Curriculum and ABLES.

Teachers used ABLES and checklists to plan for the following term and to determine student groups, if applicable, although the majority of students worked on an individual program. Teachers in the Senior classes used their assessments to determine the progress of students in their independence goal and the specific life skills being taught in

preparation for when they finish their education at Frankston SDS. During discussions with teachers on fieldwork days, the leadership team members highlighted the lack of tools available for special schools to accurately track student growth as ABLES did not allow for the breaking down of steps for each

level. The panel noted that there was not at present any platform available to house evidence of students’ ongoing growth and there was no avenue to show a student’s growth from their first year of school to their final year. Some students could remain in an ABLES level for several years because the incremental growth within that level could not be

shown, even with the use of checklists, as mentioned earlier. A Community of Practice was being established to develop assessment tools for Special Schools and the literacy team were working on several areas to share with the Community of Practice team, to support a more accurate assessment of

growth for students with special needs.

2.5 OTHER SIGNIFICANT FINDINGS

Finding Evidence

Limited policies developed for the Blackwood Special School Outdoor Education

Centre (BSSOEC), which is registered as a campus of Frankston Special

Developmental School.

In 2012, BSSOEC was registered as a campus of Frankston Special Developmental

School (SDS).

The review found that there were limited policies written or referenced by Frankston

SDS for BSSOEC. There was an Emergency Management Plan for BSSOEC and the

campus was compliant as a Bushfire at Risk Register site.

Following the review, areas of non-compliance were highlighted in the review report

as a separate VRQA compliance checklist and these were verbally discussed with

the Principal, SEIL and School Council President.

A review of the Blackwood campus is currently being undertaken by DET personnel

in Central Office. The review team flagged as part of this review the potential issues

in regard to Occupational Health and Safety, Bushfire Risk, Duty of Care, Risk

Management and Child Safety.



2.6 ASSESSMENT AGAINST THE FISO CONTINUA OF PRACTICE FOR SCHOOL IMPROVEMENT

FISO priority/dimension PRSE Report assessment

Validation Day

Panel assessment

Review Panel assessment

Excell

en

ce i

n

teach

ing

an

d

learn

ing

Curriculum planning and assessment

Evolving Evolving Evolving

Building practice excellence


Evaluating impact on learning


Evidence-based high impact teaching strategies


Pro

fessio

nal

lead

ers

hip

Building leadership teams

Embedding Embedding Embedding

Instructional and shared leadership

Evolving Embedding Embedding

Strategic resource management


Vision values and culture


Po

sit

ive c

lim

ate

fo

r

learn

ing

Empowering students and building school pride


Setting expectations and promoting inclusion


Health and wellbeing


Intellectual engagement and self awareness


Co

mm

un

ity

en

gag

em

en

t in

learn

ing

Building communities


Parents and carers as partners


Global citizenship


Networks with schools, services and agencies




2.7 KEY DIRECTIONS FOR THE NEXT SSP – GOALS, TARGETS AND KIS

PROPOSED GOALS, TARGETS AND KEY IMPROVEMENT STRATEGIES (KIS) FOR NEXT SSP

Goal 1

To develop targeted teaching strategies to improve the learning outcomes for all students in the areas of communication

and social competencies.

Suggested FISO high-impact improvement initiatives for this goal (in order of priority)

1. Building practice excellence

2. Curriculum planning and assessment

Goal 1 rationale

An analysis of the school’s curriculum and planning documentation and classroom observations identified an

inconsistency in the implementation of the instructional models for Literacy. There was limited evidence of the link to

unit planners and differentiation to meet the needs of students in weekly planning documents. Classroom environments

also varied in the level of support for student learning. The High Impact Teaching Strategies (HITS) were identified as

an area requiring focus for the next SSP, particularly in the areas of structuring lessons and differentiated teaching.

Targets

1.1 Staff opinion survey data (2017)

Improve the positive reinforcement for school climate (72%) teacher collaboration (77%),

Maintain or improve the positive reinforcement for collective responsibility (87%)

1.2

Improve the school assessment for Excellence in teaching and learning, using the FISO continuum, currently at Evolving for all dimensions

1.3

Improve the school assessment for Positive climate for learning, using the FISO continuum - Setting

expectations and promoting inclusion at Embedding, other dimensions at Evolving

Key Improvement Strategies (KIS)

1. Embed the use of consistent planning documents (CPA) 2. Evaluate current practice against the High Impact Teaching Strategies (HITS) to improve teacher capacity (BPE) 3. Develop instructional models in literacy and social competencies and define classroom non-negotiables (BPE)

Goal 2

To develop and implement effective assessment practices to improve student learning outcomes

Suggested FISO high-impact improvement initiatives for this goal (in order of priority)

1. Curriculum planning and assessment

2. Evaluating impact on learning

Goal 2 rationale

An analysis of the school’s current assessment tools and recording of progress for students with special needs

identified assessment as an area requiring focus for the next SSP, particularly in the areas of assessment tools and

tasks that accurately measured, tracked and recorded progress of FSDS students.

Targets

2.1 Staff opinion survey data (2017)

Improve the positive reinforcement for teacher collaboration (77%)

Maintain or improve the positive reinforcement for collective responsibility (87%)

2.2

Improve the school assessment for Evaluating impact on learning using the FISO continuum, currently at Evolving for all dimensions

Key Improvement Strategies (KIS)

1. Investigate, evaluate and modify assessment tools to meet the needs of students at FSDS (CPE) 2. Investigate ways to track, report and record student progress (CPE)

3. Participate in a community of practice investigating assessment in Special Schools (BPE)



Appendix 1: Terms of Reference and Methodology Introduction

The School Review - Terms of Reference Focus Questions and Methodology is an integral part of the school

review process to ensure a thorough examination of the school’s practices and processes are undertaken as a

means of building deeper knowledge of the school’s performance outcomes.

Following the Review Panel’s testing and validation of the school’s performance against its four-year goals and

targets, the review Panel develops focus questions that will guide and scope the review process. The focus

questions will capture those areas of the school’s practice and performance that require a more detailed

investigation.

The methodology outlines how the review will be undertaken and determines how the focus questions will be tested

through fieldwork activities such as classroom observations, surveys, focus group work etc. Each review’s focus

questions and methodology will therefore be unique to that school’s particular context.

1. TERMS OF REFERENCE

Terms of Reference Focus Questions Rationale

1. To what extent does Frankston

SDS have an agreed instructional

model to drive student learning.

Even though the school had an agreed instructional

model implemented in some areas of the curriculum,

such as Phonics, and School Wide Positive Behaviour

Support, the panel determined that there was limited

evidence of the model being used consistently

throughout the school in all areas of the curriculum.

The selected focus will consider the extent to which the

school has implemented an effective teaching model

through fieldwork activities, to explore curriculum

planning, from whole school to daily planners as well as

teaching practices throughout the school.

2. To what extent are current

assessment practices informing

differentiated learning programs

and measuring learning growth to

improve student outcomes?

Even though the school used a diverse range of

assessment practices, adapted to meet the needs of

students with special needs, the panel agreed that

there were gaps in the processes, including the tracking

of student growth and the storage of ongoing growth

data. Fieldwork activities will focus on a document audit

of assessment practices and data collection and the use

of assessment data in planning.

2. METHODOLOGY

The methodology was co-constructed by the Principal and Reviewer, in consultation with the SEIL,

Challenge Partners and the School Council President.



2.1 Timeline for the review

Timeline for the Review

Date Activity and Resources Action Officer (title only)

6/6/18 Briefing to staff on upcoming review Principal

21/5/18 Briefing to School Council on upcoming review Principal

20/6/18 Staff survey/discussions/focus groups Leading Teacher

20/6/18 Parent survey/forums/focus groups Leading Teacher

22/6/18 Student survey/discussions/focus groups Leading Teacher

28/6/18 Preparation meeting

Principal,

Reviewer, 23/7/18 Validation Day Panel members

24/7/18 Review Day 1 Reviewer

30/7/18 Review Day 2 Reviewers

6/8/18 Final Panel Day Panel members

3/9/18 Submission of report Reviewer

After

3/9/18 Presentation to staff

Principal

After

3/9/18 Presentation to school council

Principal



2.2 Validation Day agenda and class observation schedule

VALIDATION DAY AGENDA

Time Activity Lead In attendance

8:30 Welcome

- Welcome the School Review Panel - Facilitate introductions

Principal School Review Panel – core

members and challenge

partners

8:35 Purpose of review

- Outline purpose of the review - Discuss roles and responsibilities of core panel (school

council president, principal, SEIL, reviewer)

Reviewer School Review Panel – core


partners

8:45 Performance against previous School Strategic Plan

- Short overview of PRSE process - Reviewer facilitation:

o performance against the goals and targets of its School Strategic Plan (SSP)

o enablers and barriers to success o key achievements and challenges

- Students present on their experience of and relationship with the PRSE

Principal

Reviewer

Student/s

School Review Panel – core

members

challenge partners

School Improvement Team

and students (for relevant

sections)

10:15 Parameters of classroom observations/ focus groups:

- Use resources (checklists/questions) to determine the parameters for the classroom observations/focus groups; what is being observed and why; what questions will be asked. Ensure focus is on student voice, agency and leadership; curriculum content; and teacher practice: knowledge and skills of teachers

- Who will be observing/leading what - Introduce resources (checklists/questions)



partners

10:45 Morning tea

11:15 Classroom observations/student focus groups

- According to methodology developed in the preparation meeting

- Core members of the School Review Panel likely to each lead a classroom observation/focus group

Core School

Review Panel

members and

challenge

partners



partners

*students likely to be

involved as part of a focus

group

11:45 Report back

- Share and synthesise observations and findings from the classroom observations/ focus groups



partners

12:45 Lunch

1:15 Continua and additional review days

- Validate school’s proficiency status against FISO Continua for School Improvement, focusing on the six High-impact Improvement Initiatives

- Determine any additional fieldwork days for the review based on validation

- Ensure there is a rationale for why the additional fieldwork days will or will not be utilised

Core School

Review Panel

members



partners

2:00 Terms of reference for the review

Develop focus questions and methodology for the review

Reviewer



partners

4:30 Close



CLASSROOM OBSERVATION SCHEDULE

Duration Activity Lead Participants

30 minutes x 2

10:15-10:45

11:15 –11:45

Focus groups, with a focus on

a) Student voice, agency and leadership b) Curriculum content c) Teacher practice: knowledge and

skills

Reviewer with Principal Two focus groups with 4-6 students – one with Middle students and one with Senior students

60 minutes for 6 classes

10:15-10:45

11:15 –11:45

Observations of classroom practice, with a focus on


skills

SEIL with Assistant Principal Teachers and classes in Juniors and Seniors


10:15-10:45

11:15 –11:45



skills

Challenge Partner with Leading Teacher

Teachers and classes in Middles and Juniors


10:15-10:45

11:15 –11:45



skills

Challenge Partner with Leading teacher

Teachers and classes in Seniors


10:15-10:45

11:15 –11:45



skills

Staff members Early Education and Karingal Heights classes x2

School Review Terms of Reference and Methodology - 2018


2.3 Review work plan REVIEW DAY 1 Purpose, including Terms of Reference that

are being addressed

Activity

Participants

Tuesday 24 July 8:30 – 4:30

9:15 – 10:00

Observation of Middle classes at Karingal

Heights PS with a focus on student

engagement in their learning, meaningful

learning tasks, linked to documented

curriculum, approaches to teacher

instructional practice, learning environment

and evidence of differentiation. ToR 1 and 2.

Classroom Observations: Reviewer will

roam classes for observations.

Reviewer and Leading Teacher

10:15 – 10:45 Observation of Early Education Centre and

will focus on student engagement in their

learning, meaningful learning tasks, linked to

documented curriculum, time spent by

students on task, approaches to teacher



Early Education Centre Observations:

Reviewer will roam EE Centre.

Reviewer and Leading Teacher

11:15 – 12:00 Classroom observations will include a focus

on student engagement with their learning,

meaningful learning tasks, linked to the





Three Junior Classes to observe Numeracy

Rotations

Reviewer

12:00 – 12:45 Classroom observations will include a focus







Four Middle classes to observe Literacy and

ICT classes

Reviewer



1:55-2:40 Leadership team interviews will occur with a

focus on instructional model, curriculum,

assessment, planning processes and use of

data. Teachers will bring artefacts such as

assessment and planning documents. ToR 1

and 2

Interviews/conversations with teachers will

be prompted by set questions relating to

planning and delivery of assessment and

curriculum and use of instructional model.

Reviewer and leadership team

2:40-4:30 Curriculum and assessment documentation

will be explored, with a focus on evidence of

use and implementation of instructional

model in whole school, assessment practices,

team and individual planners and use of data

analysis in planning.

Documentation audit, particularly in

relation to weekly and daily planning

documents and processes.

Reviewer

REVIEW DAY 2 Purpose, including Terms of Reference that

are being addressed

Activity

Participants

Monday 30 July 8:30 – 4:30

2 Reviewers

9:30-10:00

Classroom observations will include a focus







Senior Classes to observe Literacy Rotations Reviewers 1 and 2

10:00 – 11:00 VRQA audit of Secondary School section of

VRQA checklist

VRQA documentation Reviewers 1 and 2

11:30-12:30 Classroom observations will include a focus







Three Junior Classes to observe Literacy

Rotations

Reviewer 2



11:30-12:30 Literacy planning team interview will occur

with a focus on use of instructional model,

curriculum, assessment, planning processes

and use of data, in relation to Literacy. ToR 1

and 2

Interviews/conversations with teachers will

be prompted by set questions relating to

planning and delivery of assessment and

curriculum and use of instructional model in

Literacy.

Reviewer 1 and Literacy team

1:55 - 3:40 Curriculum and assessment documentation

will be explored, with a focus on evidence of

use and implementation of instructional

model in whole school, assessment practices,

team and individual planners and use of data

analysis in planning.

Documentation audit, particularly in

relation to assessment tools currently in

use.

Reviewer 1 and 2


2.4 Review Panel Members

Name Title Email address

Scott Tucker Principal [email protected]

Stan Szuty SEIL [email protected]

Heather Norbury Reviewer [email protected]

Marita Hayes-Brown School Council President [email protected]

Jenny Hamilton Challenge Partner [email protected]

Tania Castro Millas Challenge Partner [email protected]

Signatures

School Principal:

Name (print): Scott Tucker Date: 23/7/18

Signature:

SEIL:

Name (print): Stan Szuty Date: 23/7/18

Signature: Electronic Agreement obtained

School Council President:

Name (print): Marita Hayes-Brown Date: 23/7/18

Signature:

School Reviewer:

Name (print): Heather Norbury Date: 23/7/18

Company: Valad Solutions Pty Ltd

Signature:


2.8 VRQA MINIMUM STANDARDS CHECK

School name: Frankston Special Developmental School

– Frankston Campus

Date: 28/06/18

Name of Reviewer(s): Heather Norbury Signature of Reviewer:

Part 1: Minimum standards to be met by all government schools

Are the registration

requirements met?

Comments

1. School governance

1.1 Democratic principles * The school affirms democratic principles through a statement in the school’s vision and values, prospectus, handbook or local school policy.

Yes ☒

No ☐ If no please specify

1.2 Philosophy * The school has a statement (e.g. School Philosophy Policy, School Strategic Plan, Annual Implementation Plan) that includes:

the school’s vision, values and objectives how the philosophy is promoted and articulated

throughout the school and school community.

Yes ☒


SPECIALIST AND SPECIFIC PURPOSE SCHOOLS ONLY 1.3 Enrolment policy * The school has an enrolment policy that is consistent with all legal requirements. * The school can demonstrate how their school policies are implemented.

Yes ☒

No ☐

N/A ☐ If no please specify

2. Effective curriculum 2.1 Curriculum framework * The school has:

a language program an explanation of how appropriate time is allocated

across the 8 learning areas (e.g. timetable, time allocation per learning area)

an explanation of how and when curriculum and teaching practice is reviewed (e.g. School Strategic Plan, Annual Implementation Plan, Curriculum Statement, Staff Professional Development Statement, Curriculum Framework policy

an outline of how the school delivers its curriculum, whether through Australian Curriculum, Victorian Curriculum, other approved curriculum programs, integrated programs or online learning (e.g. Curriculum Framework –policy or statement)

a whole-school curriculum plan showing how curriculum is organised (e.g. Curriculum Framework policy, scope and sequence, whole-school Curriculum Plan)

Yes ☒


2.2 Student learning outcomes * The school has a documented strategy to plan for and improve student learning outcomes including:

what data the school collects to monitor outcomes

how the school analyses and uses this data to set goals and targets for outcomes, including for students at risk

how the data will be analysed, used and reported (e.g. Curriculum Framework Policy, School Strategic Plan, Annual Implementation Plan, Student Learning Outcomes Statement)

Yes ☒


3. Student welfare

3.1(a)(i)Student Welfare * The school has:

a policy which sets out the duty of care (e.g. Duty of Care Policy):

Yes ☐ No ☒

If no please specify


- owed to students to take reasonable measures to protect them from risks of injury that should have been reasonably foreseen

- to take reasonable care any student (and other person) on the school premises will not be injured or damaged by reason of the state of the premises or of things done or should have been done to the premises

- that greater measures may need to be taken for younger students or students with a disability

Student Welfare policies and procedures (e.g. Student Engagement and Inclusion policy)

a Bullying and Harassment policy and procedures, which includes cyber bullying (e.g. Anti-bullying policy & procedures)

a Complaints and Grievances policy and procedures.

The Student Engagement and Inclusion policy does not reference Child Safe standards, policy or code of conduct.

3.2(a)(ii) Student Care The school has:

a policy and procedure for managing care arrangements for students with medical conditions (e.g. Care arrangements for ill students policy and procedure)

a current record of students with medical conditions and how those conditions are managed

policy and procedures for distributing medicine

a current register of staff trained in first aid an anaphylaxis management policy which covers the

matters required by Ministerial Order 706 and the DET Anaphylaxis Guidelines

Yes ☒


3.3(a)(iii) Student Safety

* The school has:

an on-site supervision of students policy and procedures (e.g. Supervision and Duty of Care policies, Visitors policy)

a policy which ensures the safety and welfare of students learning with an external provider (when the school contracts with another school, a registered training organisation or an organisation not registered as an education and training provider (e.g. External provider policy, Excursion and camps policies)

a policy which addresses the supervision of students when engaged in off-site activities, and includes the risk of bushfire in the activity location (e.g. Excursion and Camps policies)

Yes ☐

No ☒

If No please specify

No School Council endorsement

3.4(a)(v) Child Safe Standards

See Part 3 Child Safe Standards below.

3.5(a)(iv) Additional Evidence * The school has:

a mandatory reporting policy and procedures, in addition to the Child Safe Standards mandatory reporting policy

a register for accidents and incidents a policy and procedures for first aid

a policy and procedures for the Internet (e.g. ICT Acceptable Use policy and procedures)

a critical incident plan

an emergency plan that has been reviewed at least annually and immediately after any significant incident. The plan uses the current DET template, is specific to the school and includes guidelines for emergency bushfire management

documented how they communicate policies and procedures on the care, safety and welfare of students to the school community (e.g. Communication Procedures and Schedule).

Yes ☒


3.6(b)(i) Emergency bushfire management *The school has:

a schedule for monitoring and removing highly flammable materials including branches overhanging

Yes ☒



buildings, debris and rubbish around and under buildings, including gutters, and dry grass and vegetation.

The school safely stores flammable materials. The building exits at the school are continuously monitored and kept clear of obstructions.

The school has designated assembly points and appropriate access to emergency equipment.

Emergency vehicles can easily access the facilities and grounds at our school.

3.7(b)(vi) Emergency bushfire management (for BARR schools only)

The school’s Emergency Management Plan details the school’s:

- response to managing bushfire risk - closure arrangements for Code Red days.

The school maintains records of: - providing information on bushfire preparedness policy

and procedures to all staff (including relief staff) and parents

- staff training for specific roles and responsibilities associated with preparing for, monitoring and executive emergency bushfire procedures, including the effective operating of relevant emergency equipment

- practising evacuation procedures and drills at least once per term

- annual visits or consultation with relevant agencies.

The school maintains a current register of bushfire emergency equipment in working order.

Bushfire evacuation procedures and emergency contact numbers are located on notice in appropriate locations around the school.

Yes ☐


Not applicable

3.8 Discipline

The school has a policy statement that explicitly prohibits corporal punishment.

The school has a behaviour management policy and procedures, which includes how they address procedural fairness (e.g. Student Engagement and Inclusion policy, Behaviour Management policy).

The school has documented how discipline related policies and procedures are communicated to the school community (e.g. Communication Procedures and Schedule policy).

Yes ☐ No ☒

If no please

specify

The Student Engagement and Inclusion policy does not reference Child Safe standards, policy or code of conduct. No School Council endorsement.

4. Effective teachers

4.1 Teachers requirements * The school maintains a register of teachers which includes:

each teacher’s name

their Victorian Institute of Teaching (VIT) registration number

their VIT category of registration (i.e. provisional registration, full registration, permission to teach)

the expiry and renewal of their registration.

Yes ☒

No ☐ If no please

specify

4.2 Compliance with Working with Children Act 2005 * The school has:

a register of staff with a Working with Children Check

procedures for maintaining the register.

Yes ☒


5. Other requirements 5.1 Information about school performance

The school documentation addresses how the Annual Report is distributed and promoted (e.g. school website).

Yes ☒

No ☐


Part 2: Minimum standards to be met by Senior Secondary providers only



requirements met?

6. Effective curriculum

6.1 Student learning outcomes The school has current student and staff handbooks and

course outlines for accredited qualifications (e.g. Student VCE/VCAL Handbooks).

The school has sample student learning sequences of plans for accredited qualifications (e.g. Student VCE/VCAL handbooks, Staff Handbooks).

The school has policies and procedures to indicate staff and students have been provided with current and accurate information about the awarding body’s requirements (e.g. Student VCE/VCAL handbooks, Staff Handbook).

If the school shares responsibility for a senior secondary course with another provider, the school has a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.

Yes ☐


Not applicable - Not registered for VCE or VCAL

6.2 Student records and results

The school has policies and procedures to maintain accurate student records (e.g. Student VCE/VCAL handbooks, Staff handbook, Student Records and Results policy).

The school has policies and procedures to undertake an annual analysis of records and results (e.g. Staff

Handbook).

The school has policies and procedures to monitor patterns of student participation and completion rates (e.g. Student VCE/VCAL handbooks, Staff Handbook).

If the school shares responsibility for a senior secondary course with another provider, there is a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.

Yes ☐



7. Effective teachers 7.1 Teaching and learning

The school has a register of teachers’ qualifications. The school has a plan of the school site that

demonstrates how the facilities are suitable for the educational programs provided and the ages of the students.

The school has an overview of teaching resources that meet the current requirements of the owner of the course (e.g. Teaching Resources Statement).

The school policies and procedures ensure the consistent application of assessment criteria (e.g. Student VCE/VCAL handbooks, Staff handbook, Senior Secondary Assessment policy).

The school has processes to oversee conduct of assessment including processes to conduct investigations and hearings, and if necessary, amend or cancel assessments (e.g. Student VCE/VCAL handbooks, Staff Handbook).

Yes ☐



8. Student welfare

8.1 Student welfare The school has an outline of how students with special

needs are provided opportunities to access courses (e.g. Student VCE/VCAL handbooks, Staff Handbook).


Yes ☐



Part 3: Child Safe Standards Are the requirements

met?

Child Safe Standard 1


Strategies to embed an organisation culture of child safety Min Order ref 7.1(d): The school governing authority has put strategies into practices and informed the school community about these practices. Evidence: - Meeting agendas for school council/staff meetings have CSS

as a standing item - Minutes of above meetings show discussion of CSS

implementation - School website and newsletters

- Environmental and physical evidence

Yes ☐

No ☒


Roles and responsibilities have been allocated for achieving the strategies but these have not been ratified by School Council. Will be addressed at next School Council meeting in August 2018

Child Safe Standard 2 A child safety policy or statement of commitment to child safety

Min Order ref 7.1(d): The school governing authority has ensured the school has a child safety policy or statement of commitment to child safety that details the actions the school proposes to take to support or assist children who disclose child abuse, or are otherwise linked to suspected child abuse.

Evidence: - Child Safety Policy or statement of commitment

- Child Safety Policy or statement of

Yes ☒


Child Safe Standard 3 A child safety code of conduct

Min Order ref 9.1(b): The school governing authority has developed, endorsed, and made public available a code of conduct that sets standards about the ways in which school staff are expected to behave with children. Evidence: - Child Safety Code of Conduct

Yes ☒


Child Safe Standard 5 Procedures for responding to and reporting allegations of suspected child abuse

Min Order ref 11.1: The school governing authority has a clear procedure or set of procedures for responding to allegations of suspected child abuse in accordance with this clause and other legal obligations. Evidence:

- Publicly available procedures for responding to allegations of suspected child abuse

Yes ☐

No ☒


The Parent Handbook does not reference Child Safe standards, policy or code of conduct. Roles and responsibilities have been allocated for responding to and reporting allegations of suspected child abuse but these have not been ratified by School Council. Will be addressed at next School Council meeting in August 2018.

Child Safe Standard 6 Strategies to identify and reduce or remove risks of child abuse

Min Order ref 12.4: As part of its risk management strategy and practices, the school governing authority monitors and evaluates the effectiveness of the implementation of its risk controls. Evidence: - Risk assessment and strategies to reduce the identified risks - School council meeting minutes and agendas - School leadership meeting minutes and agendas - Clear dates and timeframes for review of policies

Yes ☒


Min Order ref 12.5(a): At least annually, the school council must ensure that appropriate guidance and training is provided to the individual members of the school council and school staff about individual and collective obligations and responsibilities for managing the risk of child abuse Evidence: - Staff professional development day schedules

- Staff meeting minutes - School council meeting minutes - New staff induction material and schedules - Staff handbook

Yes ☐

No ☒


Appropriate guidance and training has not been provided annually to individual school council members about individual and collective obligations and responsibilities for managing the risk of child abuse. Will be addressed at next School Council meeting in August 2018.

Min Order ref 12.5(b): At least annually, the school governing authority ensures appropriate guidance and training is provided to the individual members of the school governing authority and school staff about child abuse risks in the school environment.

Yes ☐ No ☒


Appropriate guidance and training has not been provided annually to individual school council members about child abuse risks in the school environment. Will be addressed at next School Council meeting in August 2018.


2.8 VRQA MINIMUM STANDARDS CHECK

School name: Frankston Special Developmental School – Blackwood Special Schools Outdoor Education Centre

Campus

Date: 28/06/18

Name of Reviewer(s): Heather Norbury Signature of Reviewer:

Evidence: - Staff professional development day schedules - Staff meeting minutes - School council meeting minutes - New staff induction material and schedules - Staff handbook Child Safe Standard 7 Strategies to promote child participation and empowerment

Min Order Ref 13.1(d): The school governing authority has developed strategies to deliver appropriate education about child abuse awareness and prevention. Evidence: - Display posters - Wellbeing programs - Work programs - Curriculum - ‘Child friendly’ wording of policies

Yes ☒


Min Order ref 13.2: The school governing authority promotes the child safety standards required by Ministerial Order 870 in ways that are readily accessible, easy to understand, and user-friendly to children. Evidence: - Reporting procedures are written in child-friendly language - Information sessions that will help parents explain child

safety to their children - Age appropriate information/programs about child abuse

Yes ☒


Part 1: Minimum standards to be met by all government schools


requirements met?

Comments

9. School governance 1.1 Democratic principles * The school affirms democratic principles through a statement in the school’s vision and values, prospectus, handbook or local school policy.

Yes ☐

No ☒ If no please specify

Not available for BSSOEC and not referenced in Frankston SDS policies

1.2 Philosophy * The school has a statement (e.g. School Philosophy Policy, School Strategic Plan, Annual Implementation Plan) that includes:

the school’s vision, values and objectives how the philosophy is promoted and articulated

throughout the school and school community.

Yes ☐

No ☒



SPECIALIST AND SPECIFIC PURPOSE SCHOOLS ONLY 1.3 Enrolment policy * The school has an enrolment policy that is consistent with all legal requirements. * The school can demonstrate how their school policies are implemented.

Yes ☒

No ☐

N/A ☐ If no please specify


10. Effective curriculum 2.1 Curriculum framework * The school has:

a language program – SDS schools are exempt

Yes ☐

No ☒




an explanation of how appropriate time is allocated across the 8 learning areas (e.g. timetable, time allocation per learning area)

an explanation of how and when curriculum and teaching practice is reviewed (e.g. School Strategic Plan, Annual Implementation Plan, Curriculum Statement, Staff Professional Development Statement, Curriculum Framework policy

an outline of how the school delivers its curriculum, whether through Australian Curriculum, Victorian Curriculum, other approved curriculum programs, integrated programs or online learning (e.g. Curriculum Framework –policy or statement)

a whole-school curriculum plan showing how curriculum is organised (e.g. Curriculum Framework policy, scope and sequence, whole-school Curriculum Plan)

2.2 Student learning outcomes * The school has a documented strategy to plan for and improve student learning outcomes including:

what data the school collects to monitor outcomes how the school analyses and uses this data to set goals

and targets for outcomes, including for students at risk

how the data will be analysed, used and reported (e.g. Curriculum Framework Policy, School Strategic Plan, Annual Implementation Plan, Student Learning Outcomes Statement)

Yes ☐

No ☒



11. Student welfare 3.1(a)(i)Student Welfare * The school has:

a policy which sets out the duty of care (e.g. Duty of Care Policy): - owed to students to take reasonable measures to

protect them from risks of injury that should have been reasonably foreseen

- to take reasonable care any student (and other person) on the school premises will not be injured or damaged by reason of the state of the premises or of things done or should have been done to the premises

- that greater measures may need to be taken for younger students or students with a disability

Student Welfare policies and procedures (e.g. Student Engagement and Inclusion policy)

a Bullying and Harassment policy and procedures, which includes cyber bullying (e.g. Anti-bullying policy & procedures)

a Complaints and Grievances policy and procedures.

Yes ☐

No ☒



3.2(a)(ii) Student Care The school has:

a policy and procedure for managing care arrangements for students with medical conditions (e.g. Care arrangements for ill students policy and procedure)

a current record of students with medical conditions and how those conditions are managed

policy and procedures for distributing medicine

a current register of staff trained in first aid

an anaphylaxis management policy which covers the matters required by Ministerial Order 706 and the DET Anaphylaxis Guidelines

Yes ☐

No ☒



3.3(a)(iii) Student Safety

* The school has:

an on-site supervision of students policy and procedures (e.g. Supervision and Duty of Care policies, Visitors policy)

a policy which ensures the safety and welfare of students learning with an external provider (when the school contracts with another school, a registered training organisation or an organisation not registered as

Yes ☐

No ☒

If No please specify



an education and training provider (e.g. External provider policy, Excursion and camps policies)

a policy which addresses the supervision of students when engaged in off-site activities, and includes the risk of bushfire in the activity location (e.g. Excursion and Camps policies)

3.4(a)(v) Child Safe Standards

See Part 3 Child Safe Standards below.


3.5(a)(iv) Additional Evidence * The school has:

a mandatory reporting policy and procedures, in addition to the Child Safe Standards mandatory reporting policy

a register for accidents and incidents

a policy and procedures for first aid a policy and procedures for the Internet (e.g. ICT

Acceptable Use policy and procedures)

a critical incident plan an emergency plan that has been reviewed at least

annually and immediately after any significant incident. The plan uses the current DET template, is specific to the school and includes guidelines for emergency bushfire management

documented how they communicate policies and procedures on the care, safety and welfare of students to the school community (e.g. Communication Procedures and Schedule).

Yes ☐

No ☒



3.6(b)(i) Emergency bushfire management *The school has:

a schedule for monitoring and removing highly flammable materials including branches overhanging buildings, debris and rubbish around and under buildings, including gutters, and dry grass and vegetation.

The school safely stores flammable materials. The building exits at the school are continuously monitored and kept clear of obstructions.

The school has designated assembly points and appropriate access to emergency equipment.

Emergency vehicles can easily access the facilities and grounds at our school.

Yes ☐

No ☒



3.7(b)(vi) Emergency bushfire management (for BARR schools only)

The school’s Emergency Management Plan details the school’s:

- response to managing bushfire risk - closure arrangements for Code Red days.

The school maintains records of: - providing information on bushfire preparedness policy

and procedures to all staff (including relief staff) and parents

- staff training for specific roles and responsibilities associated with preparing for, monitoring and executive emergency bushfire procedures, including the effective operating of relevant emergency equipment

- practising evacuation procedures and drills at least once per term

- annual visits or consultation with relevant agencies. The school maintains a current register of bushfire

emergency equipment in working order.

Bushfire evacuation procedures and emergency contact numbers are located on notice in appropriate locations around the school.

Yes ☒


3.8 Discipline The school has a policy statement that explicitly

prohibits corporal punishment.

The school has a behaviour management policy and procedures, which includes how they address

Yes ☐ No ☒




procedural fairness (e.g. Student Engagement and Inclusion policy, Behaviour Management policy).

The school has documented how discipline related policies and procedures are communicated to the school community (e.g. Communication Procedures and Schedule policy).


4.1 Teachers requirements * The school maintains a register of teachers which includes:

each teacher’s name

their Victorian Institute of Teaching (VIT) registration number

their VIT category of registration (i.e. provisional registration, full registration, permission to teach)

the expiry and renewal of their registration.

Yes ☒

No ☐ If no please

specify

4.2 Compliance with Working with Children Act 2005 * The school has:

a register of staff with a Working with Children Check

procedures for maintaining the register.

Yes ☐

No ☒

If no please

specify


13. Other requirements

5.1 Information about school performance The school documentation addresses how the Annual

Report is distributed and promoted (e.g. school website).

Yes ☒


Part 2: Minimum standards to be met by Senior Secondary providers only


requirements met?

14. Effective curriculum

6.1 Student learning outcomes The school has current student and staff handbooks and

course outlines for accredited qualifications (e.g. Student VCE/VCAL Handbooks).

The school has sample student learning sequences of plans for accredited qualifications (e.g. Student VCE/VCAL handbooks, Staff Handbooks).

The school has policies and procedures to indicate staff and students have been provided with current and accurate information about the awarding body’s requirements (e.g. Student VCE/VCAL handbooks, Staff Handbook).

If the school shares responsibility for a senior secondary course with another provider, the school has a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.

Yes ☐



6.2 Student records and results

The school has policies and procedures to maintain accurate student records (e.g. Student VCE/VCAL handbooks, Staff handbook, Student Records and Results policy).

The school has policies and procedures to undertake an annual analysis of records and results (e.g. Staff Handbook).

The school has policies and procedures to monitor patterns of student participation and completion rates (e.g. Student VCE/VCAL handbooks, Staff Handbook).


Yes ☐





7.1 Teaching and learning The school has a register of teachers’ qualifications.

The school has a plan of the school site that demonstrates how the facilities are suitable for the educational programs provided and the ages of the students.

The school has an overview of teaching resources that meet the current requirements of the owner of the course (e.g. Teaching Resources Statement).

The school policies and procedures ensure the consistent application of assessment criteria (e.g. Student VCE/VCAL handbooks, Staff handbook, Senior Secondary Assessment policy).

The school has processes to oversee conduct of assessment including processes to conduct investigations and hearings, and if necessary, amend or cancel assessments (e.g. Student VCE/VCAL handbooks, Staff Handbook).

Yes ☐



16. Student welfare 8.1 Student welfare

The school has an outline of how students with special needs are provided opportunities to access courses (e.g. Student VCE/VCAL handbooks, Staff Handbook).


Yes ☐



Part 3: Child Safe Standards Are the requirements

met?

Child Safe Standard 1 Strategies to embed an organisation culture of child safety

Min Order ref 7.1(d): The school governing authority has put strategies into practices, and informed the school community about these practices. Evidence: - Meeting agendas for school council/staff meetings have CSS

as a standing item

- Minutes of above meetings show discussion of CSS implementation

- School website and newsletters - Environmental and physical evidence

Yes ☐

No ☒



Child Safe Standard 2 A child safety policy or statement of commitment to child safety

Min Order ref 7.1(d): The school governing authority has ensured the school has a child safety policy or statement of commitment to child safety that details the actions the school proposes to take to support or assist children who disclose child abuse, or are otherwise linked to suspected child abuse. Evidence: - Child Safety Policy or statement of commitment

- Child Safety Policy or statement of

Yes ☐

No ☒



Child Safe Standard 3 A child safety code of conduct

Min Order ref 9.1(b ): The school governing authority has developed, endorsed, and made public available a code of conduct that sets standards about the ways in which school staff are expected to behave with children. Evidence: - Child Safety Code of Conduct

Yes ☐



Child Safe Standard 5 Procedures for responding to and reporting allegations of suspected child abuse

Min Order ref 11.1: The school governing authority has a clear procedure or set of procedures for responding to allegations of suspected child abuse in accordance with this clause and other legal obligations.

Yes ☐




Evidence: - Publicly available procedures for responding to allegations of

suspected child abuse

Child Safe Standard 6 Strategies to identify and reduce or remove risks of child abuse

Min Order ref 12.4: As part of its risk management strategy and practices, the school governing authority monitors and evaluates the effectiveness of the implementation of its risk controls .

Evidence: - Risk assessment and strategies to reduce the identified risks - School council meeting minutes and agendas - School leadership meeting minutes and agendas - Clear dates and timeframes for review of policies

Yes ☒

No ☒



Min Order ref 12.5(a): At least annually, the school council must ensure that appropriate guidance and training is provided to the individual members of the school council and school staff about individual and collective obligations and responsibilities for managing the risk of child abuse Evidence: - Staff professional development day schedules - Staff meeting minutes - School council meeting minutes - New staff induction material and schedules - Staff handbook

Yes ☐

No ☒ If no please

specify


Min Order ref 12.5(b): At least annually, the school governing authority ensures appropriate guidance and training is provided to the individual members of the school governing authority and school staff about child abuse risks in the school environment. Evidence: - Staff professional development day schedules - Staff meeting minutes - School council meeting minutes - New staff induction material and schedules - Staff handbook

Yes ☐

No ☒



Child Safe Standard 7 Strategies to promote child participation and empowerment

Min Order Ref 13.1(d): The school governing authority has developed strategies to deliver appropriate education about child abuse awareness and prevention. Evidence: - Display posters - Wellbeing programs - Work programs

- Curriculum - ‘Child friendly’ wording of policies

Yes ☐

No ☒



Min Order ref 13.2: The school governing authority promotes the child safety standards required by Ministerial Order 870 in ways that are readily accessible, easy to understand, and user-friendly to children. Evidence: - Reporting procedures are written in child-friendly language - Information sessions that will help parents explain child

safety to their children - Age appropriate information/programs about child abuse

Yes ☐

No ☒



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