Greenmount Primary School · 2017-11-01 · Greenmount Primary School 2017/26679 Review Findings...

Greenmount Primary School

2017 Review Findings

Government of Western Australia Department of Education


2017/26679 Review Findings

Disclaimer

This document reports the findings of the review of Greenmount Primary School.

The Department of Education does not endorse any commercial organisation, product or service mentioned in this report.

The Department of Education can only guarantee the authenticity of original documents. This document is uncontrolled once printed.

To help people with disabilities obtain access to information, this document can be provided in alternative format on request. Please contact [email protected] with specific requests or telephone 08 9441 1900.

mailto:[email protected]


2017/26679 Review Findings 1

School and Review Details

Principal: Ms Lucy Webb

Board Chair: Ms Jane Miles

School Address: 50–68 Innamincka Road, Greenmount WA 6056

Number of Students: 368

ICSEA1 1012

Reviewers: Mr Graham Rixon (Lead)

Ms Audrey Jackson AM

Review Dates: 23 and 24 August 2017

Purpose of the Review

The purpose of this review is to provide assurance to the principal and school community, the board and the Director General of the Department of Education of the extent to which the school staff and board have met the commitments of the Delivery and Performance Agreement (DPA). The review verifies the degree to which there are effective processes in place bringing about improved student learning.

1 The Index of Community Socio-Educational Advantage (ICSEA) is a scale of socio-educational advantage that is computed for each school. It allows for comparisons to be made between schools that are matched according to their socio-educational advantage, allowing fair comparisons of NAPLAN results between schools with students who have a similar ICSEA. The median ICSEA value is 1000. http://www.acara.edu.au/_resources/Fact_Sheet_-_About_ICSEA.pdf

http://www.acara.edu.au/_resources/Fact_Sheet_-_About_ICSEA.pdf



Review Methodology

Underpinning the review methodology is the understanding that the principal is required to ensure the roles and responsibilities of the DPA are met; school performance and student improvement targets and priorities, as detailed in the school’s business plan, are assessed, reviewed annually and an annual report made publicly available. The review seeks to determine the extent to which these commitments have been met.

The principal provided the school self-review conclusions to the reviewers one month prior to the commencement of the review.

The reviewers supplemented the information provided by the principal with information on the school’s achievements, its processes and its student performance data from a number of sources which included:

• the My School® website

• School Performance Monitoring

• Schools Online reports

Reviewers analysed the evidence presented in the school self-review documentation to verify achievement of the DPA and business plan commitments, and developed lines of inquiry where further in-school verification was required.

An agenda for the site visit was negotiated with the principal to enable the gathering of evidence to verify claims made in the school self-review statements. During the review visit the reviewers sourced evidence to support the claims through observation and discussion with leaders, teaching and support staff, board members, parents and students where required. Where the school belongs to an Independent Public School (IPS) cluster of schools the review considers whether the purpose of the cluster has been met and the benefits to the school.

The evidence provided by the principal, along with information gathered by the reviewers prior to and during the review visit, was used as the basis for judgements made in verifying how well the school staff and board have met the commitments of the DPA and business plan.



Business Plan

How effective was the business plan in responding to the school’s context and improving student learning (progress, achievement and engagement)?

Greenmount Primary School, which commenced as an IPS in 2015, is located 20 km east of the Perth CBD on the Darling Escarpment. The school has an ICSEA of 1012 and at the time of the review an enrolment of 368 students with approximately 5% of Aboriginal descent.

Students come from 21 different cultural backgrounds including students in the care of the Department of Communities. The school also supports students in temporary crisis care.

The school’s overall attendance has been significantly higher than the averages of both like-schools and Western Australian public schools over an extended period. The attendance of the Aboriginal students is even more exemplary, with attendance rates consistently averaging 9% to 10% higher than the average of Western Australian public schools.

Findings

• The 2015–17 Business Plan was developed in consultation with the school board and complements the school’s motto of “learning side by side.” Since becoming an IPS in 2015, the school board held discussions around developing the first three-year business plan. This enabled the board to fulfil its adherence to the motto by working with the staff to establish common understandings about the vision for the direction of the school and agreement about the focus areas of school improvement. The 2015–17 Business Plan was developed reflecting the aspirations and needs of the community and is based on school data. The four focus areas are: visible learning, English, mathematics and a safe and caring environment. These focus areas are aimed at ensuring the school achieves its vision to “strive to empower our students to achieve their full potential.” It is the belief of the staff and the school board that these focus areas provide a connection to the context of this school and community and they also provide the basis on which the students will improve their learning.

• The business plan is more indicative of the strategies to be employed, complemented by regular updating of success criteria that enable improved outcomes for students. There are mathematics and English targets in the business plan along with some strategies in the other foci. Another more specific, measurable layer in English and mathematics targets is found in the operational plans of the curriculum and cells team planning documentation. Following discussions with the staff and school board the reviewers would encourage the



school to include in the next business plan more specific, quantifiable academic targets that reflect the good work that is taking place across all areas of the school. The new targets, as well as including like-school literacy and numeracy comparisons, could be extended to reflect the comprehensive range of specialist areas and the school’s priority on information communications technology (ICT).

• The school demonstrated a clear commitment to and detailed monitoring of how it is meeting the commitments of the DPA. The board is regularly informed and engaged in the process of meeting the commitments of the DPA and business plan. Minutes of meetings, a comprehensive update in the school’s self-review documentation and discussion with members confirm the information is interrogated and the school is held to account. The comprehensive annual report is the public document that indicates how well the school is doing against the targets set in the business plan. At the time of the review visit the 2015–17 Business Plan was not located on the school’s website; however, members of the school community receive a hard copy.

• In the formulation of targets in the 2015–17 Business Plan, comparisons were made against Western Australia public schools’ averages. Following discussions with the Department of Education School Performance Branch early in 2017, the staff and board have resolved that targets in the 2018–20 Business Plan will be set to ‘equal to’ or ‘better than’ like-schools.

Areas of strength

• The development of a business plan that reflects the school’s context, is precise and relevant.

• The annual report includes direct links to the business plan and the DPA and includes a commentary from the board chair.

• The inclusive process in the development of the 2015–17 Business Plan that engaged staff and the school board.

• The focus on ensuring the school has a very high attendance rate for all students.

Areas for improvement

• Include in the next iteration of the business plan specific, measurable targets that are based upon improving academic and non-academic outcomes for students with comparisons against like-schools.



• Consider developing targets that could include, but not necessarily limited to, ICT, science, art, languages other than English (LOTE), music and sport given their value to the students and school community.



Teaching and Learning

How has the quality of teaching improved and sustained student learning (progress, achievement and engagement)?

Findings

• The school is located on a spacious campus with well-maintained buildings and grounds. There are defined play areas for early childhood, middle and upper primary which are appropriately secured with each area supervised by a staff member during recess and lunch.

• Following an audit against the National Quality Standard (NQS) it was determined that improvement was required to meet Quality Area 3, physical environment, and this was incorporated into Focus Area 4 of the business plan of a “safe and caring environment.” The resulting redevelopment of the early years play area has provided an environment that promotes the school being able to meet the NQS.

• The concept of visible learning is Focus Area 1 of the business plan and provides the foundation for learning in all curriculum areas. It was evident during the visit that this concept is embedded in school practice at all levels. Discussion with the school leadership team and teachers confirmed that this concept was used to deliver all components of the Western Australian Curriculum and Assessment Outline.

• In 2017 Japanese was reintroduced into Year 3. Staff and board members have selected Japanese as the LOTE to be extended to all year levels as required by the Western Australian Curriculum and Assessment Outline from 2018. Students have also been introduced to Auslan using the skills of an education assistant who is an Auslan interpreter. The reviewers were able to observe the use of Auslan during classroom visits.

• Individual education plans (IEPs) are developed to support the needs of individual students. Parental engagement in the process is sought and there is a high rate of engagement. Conversations with parents reinforced the value they place on their engagement in the process, their appreciation of the programs that the school has established to support students in their learning and participation in the school community.

• The principal and associate principals are engaged in ensuring that the four focus areas of the business plan form the core of program planning and delivery. There are clear delegations to the cells linked to each phase of schooling and



committees that focus on key curriculum areas resulting in a coordinated approach to classroom management and curriculum delivery.

• School values and expected standards of behaviour are clearly articulated and classroom observation affirmed that there is consistency across the school in their implementation. A proactive approach is taken to the teaching of positive behaviours and social skills. The dispositions of effective learners are taught and reinforced in classrooms. Staying on Track is used throughout the school as are strategies such as BUMPS and Circle of Reflection. Additional programs including Mpower Girls, Keeping it Cool and the BRAVE program support the development of resiliency. The high rate of attendance of both Aboriginal and non-Aboriginal students and the low number of suspensions reflect the effectiveness of the whole-school approach.

• It was evident through classroom observation and confirmed by discussion with school staff, parents and students that there is a shared understanding of the school values and the standards of behaviour and their importance in the teaching and learning process.

• To better assess the effectiveness of these programs it has been decided to extend the satisfaction surveys to include students in Years 4–6.

• Discussions with the school leadership team and teachers confirmed that there is a shared commitment to the sustainability of programs that have been implemented to improve student learning.

Areas of strength

• The program of behaviour management through a proactive approach to the teaching of positive behaviours and social skills.

• Programs that address the needs of students and result in a high rate of attendance and low rate of suspensions.



Student Performance Monitoring

How well established are the school’s self-assessment practices in accounting for school improvement?

Findings

• The targets defined in the school’s business plan are reviewed annually by the school’s leadership team which comprise the principal, associate principals and the leaders of cells and committees. Targets that have been achieved are identified in the annual iteration of the business plan with targets yet to be achieved amended or restated as required.

• Collaborative planning is a key focus of both cells and committees. Meeting with the leaders of cells and committees confirmed that in-depth assessment of programs takes place. The focus of the assessment is impact on student achievement and their effectiveness in meeting the targets of the business plan. A comprehensive range of data from standardised testing at whole-of-cohort and individual student level is used in the assessment.

• Programming is based on a defined annual cycle of data analysis. All staff participate in the disaggregation and analysis of National Assessment Program – Literacy and Numeracy (NAPLAN) data to make informed judgements about the degree of achievement at both the classroom and individual student levels. Improvement plans are developed collaboratively and agreed strategies implemented.

• In Kindergarten, the Screen of Communication Skills is used to assess student progress. On-entry assessments are conducted at the beginning of each year in Pre-primary, Year 1 and Year 2 to inform the development of teaching and learning plans. This testing will be extended to Year 3 in 2018. Additional sources of data to inform programming for class groups and individual students include Soundwaves assessments and CARS and STARS reading and comprehension testing. Year 4 and Year 6 participate in the NAPLAN ‘off years’ assessments to provide information on their progress between testing years.

• In 2016 a system of tracking student progress via the school’s shared drive was implemented. Data which had previously been stored in teacher files, Management Information Systems files and students at educational risk files was aggregated into student files. These files provide information on each student’s academic progress, results of diagnostic testing IEPs if appropriate and any notes of specific support or interventions required by the student. In addition,



work samples which reflect key areas of progress are collated and provided to the class teacher at the start of each year.

• Cells and committees conduct in-depth assessment of programs focusing on their impact on student achievement and their effectiveness in meeting the targets of the business plan using the full range of data sources available to them.

• The annual report contains data on student attendance and performance in NAPLAN testing linked to the business plan targets in Focus Area 2, English, and in Focus Area 3, mathematics. Reports on progress in Focus Area 1, visible learning, and the targets in Focus Area 4, safe and caring environment, identify progress and goals for the coming year. In addition, reports on the specialist programs of physical education, music and art are included. The 2016 Annual Report included a report from the chair on the engagement of the school board with the review of the business plan.

• Central to the delivery of the curriculum at the school is the implementation of visible learning. It was evident in discussions with teachers and education assistants that classroom practice is based on the principles of the program. Discussions with students from Years 4–6 confirmed that they understood the fundamental concepts of visible learning, namely learning intentions and success criteria which are used for lesson planning and found them effective in developing their own learning skills.

• Based on observation and discussion the reviewers consider that the school has established processes to sustain effective monitoring of student achievement.

Area of strength

• The rigorous assessment of school achievements through cells and curriculum committees which focus on student achievement as the measure of effectiveness.



Program Delivery

How well has the school performed in providing education programs that promote learning and wellbeing for all students?

Findings

• The principal and associate principals have been proactive in implementing visible learning as the basis for curriculum delivery. A leadership team has been established which includes leaders of cells and curriculum committees, all of whom are classroom teachers. The role of the team is to support the sharing of knowledge and expertise throughout the school. Members are engaged in professional learning alongside staff.

• Cells are aggregations of class groupings which provide the basis for planning and moderation to promote consistency in program delivery and teacher judgement. All teachers in a cell have common duties other than teaching time to facilitate the process. Committees are aligned to learning areas and to the phases of schooling namely early years, middle primary and upper primary. A culture of collaboration has been established at the school which has enhanced the quality of teaching and learning.

• Teacher and leadership team development and professional review have been aligned to the Australian Professional Standards for Teachers to promote a strong leadership base and develop teacher capabilities. Classroom observations form the basis of performance management and include a review of the implementation of the concepts of visible learning. To support this program two teachers were trained in Level 2 Classroom Management and Instructional Strategies during 2016. To further develop professional growth, teachers are encouraged to take on leadership roles in the Swan Valley Network.

• Focus 1 of the business plan is the implementation of visible learning. It was determined that to equip students with skills for lifelong learning that the school should adopt the principles of visible learning. Following participation in the Visible Learning Plus program in 2016 by two members of the leadership team and two classroom teachers, a school-based audit of teacher practice involving teachers and group surveys of students was conducted. The aim of the survey was to determine the students’ level of understanding about effective learning. Evidence collected resulted in the incorporation of four key aspects as Focus Area 1 of the business plan: learning dispositions, feedback, learning processes and assessment capabilities. To support the implementation process an additional two teachers were allocated a time allowance.



• An outcome of the implementation of this model of pedagogy is that students are gaining an understanding of how to learn and strategies that enhance learning. Students both receive and provide feedback on their learning and develop the understandings required to explain their progress.

• To ensure consistency in the monitoring of student learning, internal moderation is embedded in school practice. Cells provide a structure for cooperative planning and moderation which further promotes consistency in program delivery and the assessment of student learning. The School Performance Monitoring data provided to the reviewers showed a high degree of correlation between teacher judgements and NAPLAN results with the latter being analysed annually to determine the degree of achievement of the targets of the business plan. Results in NAPLAN 2017 show an improvement in student achievement in both Year 3 and Year 5. In the longitudinal comparison of student progress and achievement against like-schools all components of NAPLAN testing showed higher progress and both reading and spelling demonstrated both higher progress and higher achievement. At the time of the visit individual results had been received by parents and carers. However, there had been insufficient time for a detailed analysis of the data.

• Annual analysis of NAPLAN data influences the allocation of resources. Support mechanisms have been implemented to enhance student achievement in Focus Area 2, English, and Focus Area 3, mathematics. A literacy leader has been appointed to develop teacher expertise. In mathematics, time has been allocated to provide teachers with an opportunity for shoulder-to-shoulder planning and to establish performance profiles to identify key teaching points.

• The majority of classes in the school are mixed year levels with groupings formed after an analysis of student achievement data. This data then forms the basis for planning teaching and learning programs to meet the needs of all students. Standardised testing is used to monitor student performance with results used to inform the development and monitoring of IEPs as required.

• Within each class students are allocated to groups which vary with the subject of the lesson. The reviewers were impressed by the engagement of students with their learning and the purposeful atmosphere in classrooms. Expected behaviours are clearly defined and are monitored in classrooms. The replacement of the ‘traffic lights’ model of behaviour management with Staying on Track has had positive outcomes in the classroom and has greater compatibility with the school’s expectations of students accepting responsibility for their learning.



Areas of strength

• Embedding the principles of visible learning in the teaching and learning program and establishing shared understandings among teachers, education assistants and students.

• Linking performance management based on classroom observation to the Australian Professional Standards for Teachers and the principles of visible learning.

• Developing a coordinated approach to curriculum planning and review through the establishment of cells and curriculum committees.

• The leadership’s support of teacher professional learning and leadership in the Swan Valley Network.



Resourcing and Support

How well has the school established systems to monitor and review the allocation of resources to meet strategic and operational priorities?

Findings

• The school has undertaken a self-review of its own performance against the obligations and commitments outlined in its DPA and the 2015–17 Business Plan. The school conducts a cycle of analysis of On-entry and NAPLAN data by individual staff, cell teams, curriculum teams and whole-staff meetings. The board also plays an important role in fulfilling its duties and providing excellent support and guidance to the school. It is clear from the detailed documentary evidence and discussions with staff and board members that an analysis of data informs planning for the diverse range of students and this supports the conclusion of the reviewers.

• The detailed workforce planning identifies several challenges in the next cycle – an aging staff profile with some imminent retirements; Aboriginal and special needs students, including those identified with disabilities and special health needs; and increasing the proportion of male teachers. The principal recognises the importance of developing significant opportunities for staff members that dovetails with their professional learning and performance review.

• The principal and two associate principals have provided the school with the processes and structure to make a significant difference to student learning and wellbeing. The interaction between the principal and associate principals as leaders is pivotal to the success of the school. The reviewers engaged with the leadership team throughout the review and were able to observe its effective leadership. The school operates with a deliberate and structured shared leadership model that engages all staff in the improvement of student learning. This was evident to reviewers through documentation and discussion with curriculum leaders, cell leaders, specialist teachers, educational assistants and pastoral care staff – chaplain, nurse and psychologist. A significant number of teachers have leadership opportunities. Staff are acknowledged for their leadership and have opportunities to share their expertise.

• There is very good use of educational assistants and an Aboriginal and Islander education officer (AIEO). The particular skills and experience of education assistants is used highly effectively in maximising student achievement. To this end, education assistants were trained to deliver the MiniLit and MacqLit programs providing intensive short-term reading support for identified students in Years 1–2 and Years 4–6. Students requiring additional intensive support are



identified through On-entry assessment and NAPLAN data. Parents are informed of the program and intent, with a summary of progress provided when a student completes the program. Where progress is not made, data informs case management meetings to discuss further assessments or interventions required.

• The AIEO role is focused on developing cultural awareness throughout the school following the staff self-audit of the implementation of the Aboriginal Cultural Standards Framework. Teachers respect the knowledge and expertise that the AIEO brings to the school. To deepen students’ understanding of Aboriginal culture, history and language the AIEO is engaged in history lessons and Noongar language lessons in various classes. Time is also allocated to review progress of Aboriginal students, participate in case management meetings and support families as needed.

• The school is well resourced to maintain its current programs including specialist subjects into the future. Staff movements have been relatively stable with a good mix of experienced and graduate teachers. Workforce plans have been developed to give more staff leadership opportunities. The manager corporate services and the principal show due diligence in the management of the school’s finances and planning is already in place to ensure that current levels of resourcing can be maintained for the next business plan cycle. Future planning is also considering the reassignment of a literacy coordinator, LOTE and the upskilling of educational assistants. Specialist subjects, including art, health and physical education, science and music along with a strong technology focus, are highly valued by the school community.

• Following discussions with parents, students, board members and staff the reviewers could verify that a very strong community focus exists in the school. Parents are encouraged by the leadership team to form a cohesive partnership with the school and to focus on the very best educational outcomes for their children. The school continues to be well regarded in the community and helps maintain the historical links to the Blackboy Commemorative Site and the Anzacs.

• The reviewers were able to verify that the principal, with the support of a proactive school board, is well placed to enable the school to sustain progress and achievement of all students enabling them to achieve the vision of the school.



Areas of strength

• The development of a shared collaborative leadership model involving regular curriculum and cell team meetings that enables all staff to actively participate in the planning for improvement in student learning.

• The development of a student focused school where the culture is putting students at the ‘front and centre’.

• The development of a cohesive and effective partnership with the parents and the community.

Area for improvement

• Develop, in conjunction with the school board, an annual school and board operational/planning/reporting schedule to support and enhance the self-review focus.



School Board

How effective has the board been in carrying out its functions, roles and responsibilities?

Findings

• The school board consists of 12 members, seven of whom were involved in the development of the first business plan. With meetings held regularly, the board has continued to build its insight into the school’s educational programs, monitor school performance and support the principal in the strategic leadership of the school. Reports and updates linked to the focus areas of the business plan have been made available, and several board members also worked alongside staff critically reflecting on NAPLAN 2016 data. Due to the success of this approach the school is continuing a similar approach for the analysis of the 2017 data. The board members are aware of their role and function and have a clear understanding of the separation of governance and management of the school.

• Following discussions with the board chair and board members, and the examination of minutes of meetings held throughout the life of the DPA and business plan, the reviewers confirm that the board is engaged, well informed and robust in its analysis of student performance data. It has played a major part in the development of the current business plan and is already planning for how it can be improved into the next triennium. A diverse skill set of members ensures expert input to the strategic planning and the forensic analysis of data. Many members have accessed training opportunities provided by the Department of Education but a number also have corporate board experience. Succession planning is in place to transition from the current board chair (who will remain on the board during a period of transition) to a new chair.

• Discussions with the community representatives on the board indicated there was a need to review the board’s own performance on a more regular basis and consider succession planning more broadly. Consideration should be given to board members sustainability and an appropriate mix of members for the board that reflect the school’s cohort of families. Sustainability of the school is related to the board developing sound processes for succession planning, ensuring accountability and oversight of the school’s performance, endorsing budgets and determining the satisfaction levels of parents, students and staff. The board receives a wealth of information from the principal on school performance data, workforce planning, appropriate financial reports and events in the school.

• The board has an important influence on the direction of the school with board members bringing ideas and lending expertise to strategic planning, developing



community partnerships, evaluating the school’s performance in achieving objectives and prioritising and overseeing the financial and educational objectives of the school. Professional skills in areas such as management, finance, procurement, marketing, and cultural knowledge support the principal and strengthen the school’s capacity to meet the needs of the students.

• The reviewers endorse the board’s endeavours to continually promote itself and to raise its profile in the school community. The reviewers have a high degree of confidence in the board’s ongoing contribution to the life of the school.

Areas of strength

• The board’s effective engagement with fulfilling its duties and providing excellent support and guidance to the school.

• The board’s proactive role in the development of the current business plan, the ongoing rigorous analysis of school performance data and its support of the school’s leadership and the teachers.

• The board chair’s constructive contribution to the school’s annual report outlining the activities and functions the board has engaged in during the year.

Areas for improvement

• The board develop a self-review process to assess its own effectiveness.

• Ensure the school conducts parent, staff and student satisfaction surveys and the data and its interpretation is included in future annual reports as required by the current DPA.



Conclusion

Greenmount Primary School provides a range of programs and opportunities that enables students at the school to reach their potential both academically and behaviourally in a positive, caring and supportive learning environment.

The parent community acknowledges the extent the school is managing the curriculum and learning environment to best meet the diverse needs of their children. There is clearly a student focus and a culture of putting students at the ‘front and centre’.

Staff reflection and review of their own teaching practice, complemented by the professional review process, ensures improving student learning remains a school focus.

The commitment to whole-school planning and constant review of student learning outcomes by all staff is a tribute to the shared leadership across all areas at the school.

The school’s attendance and behaviour data are at least equal to or better than like-schools. The school provides additional support for students with special needs and has a monitoring program for all students. Consistency in teaching practice and the encouragement of staff to be innovative is a key feature of the school.

The principal, with significant support from the school board, associate principals, cell teams, curriculum committees and collaborative team meetings ensures the sustainability of the structures and processes that are aimed at school improvement.

With the support and oversight of an informed and proactive school board, committed and competent staff, a focus on targets that are measurable and achievable and an active community the school is in a strong position to enhance the quality of the learning for all students.



3 October 2017

3 October 2017

4 October 2017

Declaration

We confirm the information in this document is, to the best of our knowledge and based on the verification of the evidence provided by Greenmount Primary School, true and correct.

The principal and board chair have had an opportunity to comment on any matters of fact contained within this document.

......................................................................................... .................................................................

Mr Graham Rixon, Lead Reviewer Date

......................................................................................... .................................................................

Mrs Audrey Jackson AM, Reviewer Date

......................................................................................... .................................................................

Mr Ken Perris, Director Date Independent Public School Review

Greenmount Primary School · 2017-11-01 · Greenmount Primary School 2017/26679 Review Findings...

Documents

Transcript of Greenmount Primary School · 2017-11-01 · Greenmount Primary School 2017/26679 Review Findings...