The School Strategic Plan (SSP) for 2014–17 included a number of goals that addressed the improvement of the learning outcomes for all students.
The School aimed to improve student learning in literacy, numeracy and inquiry studies.
The School followed a consistent plan of strategies for teaching literacy and numeracy throughout the period of the SSP.
The School achieved some success in meeting its student achievement targets. The National Assessment Program–Literacy and Numeracy (NAPLAN) data indicated that the number of students achieving in the top two bands was comparable with similar schools in literacy, and above similar schools in numeracy. In terms of student growth, the data showed that students achieved similar or higher growth than similar schools in Writing, lower growth in Reading, and higher growth in numeracy.
In inquiry learning, students were able to undertake studies in line with their interests and explore the topics in various ways.
The SSP also included engagement goals around the levels of student attendance and promotion of positive attitudes to learning through e–learning.
The Student Attitudes to School Survey (ATS Survey) showed that students rated the School well above the State average on all measures of student relationships and teaching and learning. The School provided extracurricular programs in Music and Performing Arts to engage students on a broader basis. In terms of attendance, the School did not meet its attendance targets mainly due to the extended vacations that families choose to take during school terms.
In the wellbeing area in the 2014–17 SSP, there were goals around improvement in student wellbeing and strengthening home–school partnerships. The School established a whole school program around wellbeing called the SWPBS program that was used successfully to address wellbeing and student behaviour.
The data showed that student behaviour was well above the State average as was student confidence and motivation.
The panel identified that the School had, during the past SSP period, established a whole school curriculum plan. Professional Learning Teams (PLTs) were used for staff to work together across the School to develop their understanding of teaching strategies and sharing of their practice. The School had developed a system of assessment and goal setting for students in Mathematics, and had a common approach to the teaching of Mathematics. The School had introduced a number of approaches to literacy. There were programs in place for students who required further assistance with their learning.
The panel also identified that the School worked with the students to develop them as independent confident learners through programs such as the SWPBS Program that encouraged student participation and understanding of themselves and their classmates, which was evidenced through student interviews.
The panel identified that the School had reviewed its leadership structure and appointed leaders of PLTs who led the work of teachers in developing curriculum and teaching strategies.
The panel, following discussions and using self–evaluation evidence, identified a suggested goal for the next SSP that every child achieves their optimal learning growth in literacy and numeracy. They will approach this through a number of avenues.
By developing a whole school instructional model that incorporates the High Impact Teaching Strategies (HITS), the School will develop consistent practice that enables improved student outcomes.
By further aligning the School curriculum with the Victorian Curriculum, the School will develop a guaranteed and viable curriculum that enables the tracking of progress on each student accurately throughout their primary years.
By developing a whole school approach to structures for learning that enable point of need teaching, the School will be able to use fluid groupings of students to extend and consolidate their learning.
The panel also suggested a goal that students are cognitively engaged and empowered in their learning.
The panel was of the view that if the School develops appropriate school wide feedback strategies that enable student agency in their learning, then students will be active partners in their learning.
In order to maintain the wellbeing of the students, the panel recommended that the School embed aspects of the SWPBS program including the restorative practices on a consistent school wide basis.
Another goal that the panel believed would further progress the School was to further develop an effective and cohesive school leadership team that drives school improvement aligned with the SSP.
The panel recommended that this be addressed through building the capacity and effectiveness of school leaders by means of coaching, mentoring and professional learning.