yarrabah state school
TRANSCRIPT
Yarrabah State School
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Acknowledgment of Country
The Department of Education acknowledges the Traditional Owners of the lands from across
Queensland. We pay our respects to the Elders past, present and emerging, for they hold
the memories, the traditions, the culture and hopes of Aboriginal and Torres Strait Islander
peoples across the state.
A better understanding and respect for Aboriginal and Torres Strait Islander cultures
develops an enriched appreciation of Australia’s cultural heritage and can lead to
reconciliation. This is essential to the maturity of Australia as a nation and fundamental to
the development of an Australian identity.
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Contents
1. Introduction ....................................................................................................................... 4
1.1 Review team ................................................................................................................ 4
1.2 School context ............................................................................................................. 5
1.3 Contributing stakeholders ............................................................................................ 6
1.4 Supporting documentary evidence............................................................................... 6
2. Executive summary ........................................................................................................... 7
2.1 Key findings ................................................................................................................. 7
2.2 Key improvement strategies ........................................................................................ 9
3. Snapshot of previous school review ................................................................................ 10
4. Findings and improvement strategies against the domains ............................................. 11
4.1 An explicit improvement agenda ................................................................................ 11
4.2 Analysis and discussion of data ................................................................................. 14
4.3 A culture that promotes learning ................................................................................ 16
4.4 Targeted use of school resources .............................................................................. 19
4.5 An expert teaching team ............................................................................................ 21
4.6 Systematic curriculum delivery .................................................................................. 23
4.7 Differentiated teaching and learning .......................................................................... 26
4.8 Effective pedagogical practices ................................................................................. 28
4.9 School-community partnerships ................................................................................. 31
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1. Introduction
This report is a product of a review carried out by a review team from the Education
Improvement Branch (EIB) at Yarrabah State School from 14 to 16 October 2020.
The report presents an evaluation of the school’s performance against the nine domains of
the National School Improvement Tool. It also recommends improvement strategies for the
school to implement in consultation with its regional office and school community.
The report’s executive summary outlines key findings from the review and key improvement
strategies that prioritise future directions for improvement.
Schools will publish the executive summary on the school website within two weeks of
receiving the report.
The principal will meet with their Assistant Regional Director (ARD) to discuss the review
findings and improvement strategies.
An action plan will be developed and submitted to the EIB and region within six weeks of the
school receiving the report.
For more information regarding the EIB and reviews for Queensland state schools please
visit the EIB website.
1.1 Review team
Scott Curtis Internal reviewer, EIB (review chair)
Anthony Ryan Internal reviewer
Clare Grant External reviewer
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1.2 School context
Location: Gribble Street, Yarrabah
Education region: Far North Queensland Region
Year levels: Kindergarten to Year 10
Enrolment: 479.5
Indigenous enrolment
percentage:
99.5 per cent
Students with disability: Education Adjustment
Program (EAP)
percentage:
8 per cent
Nationally Consistent
Collection of Data
(NCCD) percentage:
13.8 per cent
Index of Community
Socio-Educational
Advantage (ICSEA) value:
687
Year principal appointed: 2016
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1.3 Contributing stakeholders
The following stakeholders contributed to the review:
School community:
Principal, two deputy principals, two Heads of Department Curriculum (HOD/C), HOD
Student Empowerment, two HODs Student Services, Head of Special Education
Services (HOSES), guidance officer, School Based Youth Health Nurse (SBYHN),
Business Manager (BM), two administration officers, 28 teachers, 22 Education
Assistants (EA), Principal Education Officer (PEO) Community Engagement,
groundsman, 20 students and 15 parents.
Community and business groups:
Five staff members Remote School Attendance Strategy (RSAS) and teacher
MiHaven.
Partner schools and other educational providers:
Principal Gordonvale State High School.
Government and departmental representatives:
Mayor of Yarrabah Aboriginal Shire Council, State Member for Mulgrave and ARD.
1.4 Supporting documentary evidence
Annual Implementation Plan 2020 Explicit Improvement Agenda 2020
Investing for Success 2020 Strategic Plan 2016-2019
Headline Indicators (May 2020 release) School Data Profile (Semester 1 2020)
OneSchool School budget overview
School improvement targets Teaching and Learning Handbook
School pedagogical framework Curriculum planning documents
School data capture plan School newsletters and website
School Opinion Survey Responsible Behaviour Plan for Students
Professional learning and Meeting Schedule 2020
Professional Learning & Capability Development Plan
Inquiry Cycle Planners
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2. Executive summary
2.1 Key findings
The school has worked together with the community to constantly reflect on and
refine its spiritual imagery so that it captures the essence of its current identity.
The school vision and motto of ‘One People, One Fire, One Journey – Aim High Like a
Seahawk’ are constantly referred to, together with the Yarrabah Respect Circle, going
beyond the school image to reflect the whole community’s aspiration to working together as
one. School rules, classroom expectations and whole-school initiatives including Positive
Behaviour for Learning (PBL) are framed within the circle concept that is proudly displayed
across school signage and in the school uniform design.
Staff members are united in their commitment to improve the quality of teaching and
learning, in conjunction with the provision of a supportive and nurturing environment.
The leadership team has established and is driving an improvement agenda for the school.
The Explicit Improvement Agenda (EIA) 2020 is represented through ‘C+B=A’. The school’s
Curriculum ‘Every student succeeding’, coupled with Behaviour ‘Respect yourself, respect
others and respect the environment’, equates to Attendance ‘Every day counts’. Staff
continually work to seek solutions to overcome obstacles to support engagement and
learning.
The school has a documented whole-school curriculum, assessment and reporting
plan.
School leaders and classroom practitioners share a conviction that systematic curriculum
delivery should be contextualised to the needs of student learners. Staff articulate an
understanding that energy and attention must be provided for students to attain the skills and
understanding in the priority areas of numeracy and literacy. Staff members identify an
opportunity to provide further assistance to the staff in the secondary sector to support the
development of literacy and numeracy for students. It is acknowledged by staff that some
students receive limited access to the rigour and full breadth of the Australian Curriculum
(AC).
The school is a multi-campus school providing education to the community for
children and students from Kindergarten age through to Year 10.
The leadership team is committed to the provision of ongoing professional learning
opportunities. A key strategy in the primary sector is the provision of collaboration sessions
to enable professional dialogue amongst staff teams. The sessions provide time for data
discussions, moderation, planning and professional learning. Staff members express that
they would welcome an opportunity to access a model of collaboration time provided to the
primary teachers to share expertise and further develop a learning community across the
sectors of the school.
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The school adheres to the philosophy underpinning the PBL framework.
There is a designated behaviour support team and this service is very highly regarded. The
team is called upon to assist with any escalating issues and uses highly relational methods
to resolve matters. The leadership team acknowledges that continuing to embed PBL across
the whole school will strengthen the strategy and provide a consistent approach for students.
Teaching staff acknowledge that effective teaching is the key to improving student
learning and engagement throughout the school.
The school has recently reviewed and updated the pedagogical framework and has
identified the signature pedagogies of explicit teaching and Age-appropriate pedagogies
(AAP). Teachers articulate using ‘soft starts’, learning intentions and success criteria to
assist in the delivery of curriculum. Some teachers identify AAP and explicit teaching as
consistently used pedagogies. Consistency and alignment regarding the pedagogical
framework are yet to be clearly apparent across the school.
The school has established a number of strategies to support improvement in
attendance.
Parents and community leaders are supportive of the school and acknowledge the need to
improve attendance rates. The school values input from the community and is proactive in
seeking solutions. The school is partnering with a range of outside agencies, including
Remote School Attendance Strategy (RSAS) and the Clontarf Foundation to assist in driving
improvement in attendance rates and to highlight the imperative of linking attendance to
learning engagement and positive learning outcomes. The leadership team additionally
acknowledges the complexity of the school community as a contributing factor in the work to
improve attendance.
Staff members display a highly positive regard for students, driving their efforts to
engage students in learning.
All staff members express that they encourage students to attend school and to make the
connection between attendance, effort and successful learning outcomes. A strong
emphasis is apparent within the school community that all children are welcome. All efforts
are made to ensure that students feel safe and have the basic necessities to allow them to
engage in learning. A breakfast club is offered daily and is operated by teaching staff
members. Parents express that they are highly appreciative of this service and of the caring
relationships it engenders within the school.
Members of the leadership team identify the importance of the systematic collection,
analysis and discussion of student data.
The school has recently developed a process whereby time is dedicated to the discussion of
student assessment data. The Heads of Department (HOD) work with teachers to review
data relating to identified students through a five-week data cycle. The use of regional
benchmarks and the literacy continuum to align reading achievement is beginning to be
implemented by the school to set student skill-based learning goals. The PBL team meets
regularly to analyse behaviour data and plan actions in response to the data.
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2.2 Key improvement strategies
Enact processes to quality assure the school’s planned and enacted curriculum aligns to the
rigour and intent of the AC across the years of schooling, Kindergarten to Year 10.
Strengthen the engagement across all campuses to continue to build a culture of
collaboration, shared understandings and exchange of expertise.
Build a whole-school approach to the effective management of student behaviour to ensure
consistent practice is embedded across the school, and further build the capability of all staff
members in PBL.
Consistently embed the school-wide pedagogical expectations across all teaching staff in all
learning areas.
Collaboratively work with the community to improve student attendance rates to impact on
learning outcomes.
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3. Snapshot of previous school review
The last review carried out at the school was conducted from 16 to 18 August 2016. The
school’s Index of Community Socio-Educational Advantage (ICSEA) at the time of the 2016
review was identified as 687 and the school enrolment was 497 with an Indigenous
enrolment of 100 per cent and a student with disability enrolment of 7 per cent.
The key improvement strategies recommended in the review are listed below.
- Narrow and sharpen the focus of the EIA, relating to curriculum, to include clear
targets with accompanying timelines which are rigorously actioned to support
classroom teachers to embed collaboratively agreed strategies into their teaching
practice.
- Further engage key stakeholders within the school community to develop and
implement a strategy to improve student attendance.
- Strengthen the whole-school approach to ensuring a safe, supportive and disciplined
learning environment is maintained.
- Develop processes to systematically monitor the effectiveness of the targeted human
resource allocation to ensure student outcomes are maximised.
- Ensure alignment of curriculum unit implementation, assessment processes, Level of
Achievement (LOA) outcomes and reporting for all students.
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4. Findings and improvement strategies against the domains
4.1 An explicit improvement agenda
Findings
The school is a multi-campus school providing education to the community for children and
students from Kindergarten age through to Year 10. The school was established in 1967 and
is committed to the school mission statement ‘to nurture and empower every student with the
core skills and values to become independent lifelong learners’. The school supports 307
primary students, 149 junior secondary students and 55 children through a State Delivered
Kindergarten (SDK). The principal articulates the SDK is one of the largest in Queensland.
99.5 per cent of students enrolled at the school identify as Aboriginal and Torres Strait
Islander students.
The school community’s ICSEA is ranked in the first percentile. Students present at the
school with a range of complex needs, including Indigenous English as an Additional
Language or Dialect (IEAL/D) and a range of social, emotional, behavioural, learning and
health needs. Multiple internal and external community organisations are linked with the
school across the three campuses to support the learning, social, emotional and health
needs of the children and students. The Minister for State Development, Tourism and
Innovation and the Director-General Department of Education (DoE) are designated
Community Champions.
The leadership team has established and is driving an improvement agenda for the school.
The EIA 2020 is represented through C+B=A. The school Curriculum ‘Every student
succeeding’, coupled with Behaviour ‘Respect yourself, respect others and respect the
environment’, equates to Attendance ‘Every day counts’. Targets aligned to C+B=A are
stated. All staff members are committed to and explicit about the importance of improving
learning outcomes for students through a safe environment whereby students regularly
attend. Across the school sites, staff members and multiple artefacts articulate the C+B=A
mantra. Some teaching staff outline the relationship between the EIA and their day-to-day
business.
The leadership team, supported by staff and community, identifies that student attendance is
a significant barrier to learning for a number of students. The school leadership has
established a number of strategies to support improvement in attendance. At the campus
levels, award and recognition systems are established, in conjunction with individual case
management approaches. The school is supported by the RSAS managed through Gurriny
Yealamucka Health Service Aboriginal Corporation. The school identifies a partnership with
the Clontarf Foundation and at the governance level, school attendance is identified as one
of the pillars within the Yarrabah Leadership Forum.
The School Strategic Plan (SSP) 2016–2019 identifies a range of strategies, success
indicators and a timeline associated with nine improvement priorities. The priorities align with
the National School Improvement Tool (NSIT) domains. Sample strategies include a focus
on curriculum timelines and actions, the use of data to track and inform interventions,
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strengthening approaches for managing behaviour, supporting staff coaching and reviewing
the work regarding reading and phonics. Discussion with staff members, school programs,
practices and artefacts indicate that the school leadership team has ‘stayed the course’ with
the strategic plan and that a number of the strategies aligned to priority areas are apparent.
School leaders work to understand current student achievement levels and how
achievement levels have changed over time. The use of National Assessment Program –
Literacy and Numeracy (NAPLAN) and LOA data, supported through a number of school
data sets form the focus of leadership team analysis, supporting the establishment of school
priorities.
The school Annual Implementation Plan (AIP) identifies 10 priority areas aligned to the nine
NSIT domains, with the additional priority area aligned to the National Quality Standard
(NQS) Framework for early childhood education. Multiple strategies and their subsequent
actions, timelines and the responsible officer are included for each improvement priority.
Alignment through the AIP to the EIA is apparent.
Detailed targets aligned to nine priority areas are specified in the AIP. Targets vary regarding
the determination of success in relation to achievement. Some stated targets include the
percentage of student attendance, the percentage of student LOA, increasing the National
Minimum Standards (NMS) achievement percentage in NAPLAN and the implementation of
curriculum units. AIP and EIA targets are aligned.
The Investing for Success (I4S) agreement supports the school’s EIA and AIP. Most targets
are aligned to the EIA, with detailed measurable percentages.
Staff members identify the majority of the priority areas within the 2020 EIA. Some staff
articulate whole-school aspirational targets aligned with the EIA. Some teaching staff are
able to identify school reading benchmark targets.
The school leadership team comprises the school principal, two deputy principals, one Head
of Special Education Services (HOSES) and four HODs. At the time of the review, the
principal has been engaged within the leadership position for four years. The principal
identifies that during this four-year period the school has had five deputy principals, eight
curriculum leaders and three Business Managers (BM).
The leadership team has developed a Leadership Organisational Chart that outlines the
leadership and line management responsibilities. Alignment between the Leadership
Organisational Chart and the EIA is yet to be clearly apparent. Most teachers identify that
they are aware of the appropriate staff member from whom to seek for support.
School staff are united in their commitment to improve the quality of teaching and learning, in
conjunction with the provision of a supportive and nurturing environment. Staff members
throughout the school identify a number of challenges to student improvement. Staff
continually work to seek solutions to overcome these to support engagement and learning.
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Improvement strategies
Detail and communicate across the school the required actions, strategies, milestones and
targets for all staff to deepen their understanding of how their practice contributes to the EIA.
Collaboratively detail stakeholder roles and responsibilities regarding strategic and
operational matters aligned to the EIA.
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4.2 Analysis and discussion of data
Findings
Members of the leadership team identify the importance of the systematic collection,
analysis and discussion of student academic, attendance and wellbeing data for driving
whole-school and individual student improvement. The school has developed a data plan
and assessment schedule that communicates the range of data collected, timelines for
collection and the staff members responsible for the analysis and sharing of data.
The data capture plan lists formative, diagnostic and summative assessment tools including
literacy continuum, PM Benchmark, PROBE, Queensland Kindergarten Learning Guideline
(QKLG), phonics, concepts about print, sight words, Elementary Maths Mastery (EMM),
attendance data and a range of school-developed and system behaviour and wellbeing data.
Members of the leadership team collect data to monitor school-wide progress over time and
identify priority areas for improvement. The establishment of the EIA is resultant of the
analysis of student performance in NAPLAN, student LOA data, behaviour and attendance.
The capacity of school teams and key staff to analyse whole-school and cohort data to
establish clear and precise strategies and targets to support the next lift in whole-school,
cohort and individual student improvement, and to measure progress towards targets in
identified priority areas, is continuing to develop consistently across the school.
Student achievement data is stored centrally in OneSchool. Student behaviour data is
collected and collated by the school PBL team and is used to inform ongoing development of
school practices. Some staff members are in the early stages of using the OneSchool
dashboard facility to access student data. Some teachers articulate that continued support in
the effective use and functionality of the OneSchool platform and the literacy continuum
would enhance data access and analysis processes to inform teaching.
The school has recently developed a process whereby time is dedicated to the discussion of
student assessment data. The HODs work with teachers to review data regarding identified
students. The five-week data cycle is utilised to identify the student’s strengths and areas for
growth. Teachers express that they value this opportunity and articulate that it is providing
clarity regarding how to use student data to inform teaching practice. This initiative continues
to develop within the school.
Two data walls in the HOD–Curriculum (HOD/C) office complement the school’s use of
digital data walls. These display student progress over time in reading. Staff identify this
emerging practice as supporting them visually during discussions at the school, year, class
and student level.
The use of regional benchmarks and the literacy continuum by the school to align reading
achievement is beginning to be implemented to set student skill-based learning goals. The
tracking and regular adjustment of these goals is led by the HOD/C and HOD–Student
Empowerment. The use of Early Start data is yet to occur. Members of the leadership team
identify this as an area to be consolidated.
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The PBL team meets regularly to analyse behaviour data and plan actions in response to the
data. The extensive data analysis at the whole-school, sector, class and student level
ensures a differentiated approach to support for students and staff. Support has included
class profiling, garden engagement projects and family support. Attendance in the primary
sector for Week 1 to Week 5 in 2020 was at 67.8 per cent, with 37 major behaviour incidents
recorded. Weeks 1 to Week 5 attendance in 2019 was 58 per cent with 92 major incidents
recorded by the school.
Student data is disaggregated for students with disability and those identified in the
Nationally Consistent Collection of Data on School Students with Disability (NCCD). The
HOSES leads members of the leadership team and teaching staff to support the analysis of
the full suite of the available data.
A deputy principal junior secondary tracks students’ Queensland Certificate of Education
(QCE) data.
2019 NAPLAN data indicates relative gain of students in Year 3 to Year 5 2017 to 2019 as
similar to Similar Queensland State Schools (SQSS) in writing and spelling, and below in
reading, grammar and punctuation, and numeracy. Relative gain 2017 to 2019 for the
junctures Year 5 to Year 7 and Year 7 to Year 9 is below SQSS in all strands, with the
exception of Year 7 to Year 9 grammar and punctuation which is similar to SQSS.
NAPLAN 2019 Year 3 Mean Scale Score (MSS) achievement is similar to SQSS in reading
and numeracy, and below SQSS in writing, spelling, and grammar and punctuation. Year 5
MSS achievement is similar to SQSS across all strands, with the exception of reading which
is below SQSS. Year 7 and Year 9 MSS performance is similar to SQSS in spelling and
below SQSS in the other strands.
Year 3 Upper Two Bands (U2B) achievement is similar to SQSS in numeracy. Year 5 U2B
performance is similar to SQSS in reading, writing, spelling and numeracy. Year 7 U2B
achievement is similar to SQSS in writing, with Year 9 U2B similar to SQSS in writing and
spelling.
2019 NAPLAN indicates Year 3 participation rates range from 68.0 per cent to 80.0 per cent.
Year 5 participation rates range from 69.6 per cent to 78.3 per cent. Year 7 participation
rates range from 52.5 per cent to 60.0 per cent, with Year 9 participation rates ranging from
28.6 per cent to 35.7 per cent.
Transition statements are completed by the onsite kindergarten. Few parents provide
permission to share the statements with the primary school. The school’s transition to Prep
program is embedded and supports the understanding of students’ abilities.
Improvement strategies
Build teacher knowledge of the use of the literacy continuum to inform teaching and next
steps in learning across all areas of the school.
Develop the intentional use of data walls to support clarity in student strengths and areas of
growth to inform teaching practice.
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4.3 A culture that promotes learning
Findings
The school is committed to promoting and maintaining an environment that reflects high
expectations for students. The mission of the school ‘to nurture and empower every student
with the core skills and values to become independent lifelong learners’ demonstrates a
commitment to this goal.
The school has worked together with the community to constantly reflect on and refine its
spiritual imagery so that it captures the essence of its current identity. The motto of ‘One
People, One Fire, One Journey – Aim High Like a Seahawk’ is constantly referred to,
together with the Yarrabah Respect Circle, going beyond the school image to reflect the
whole community’s aspiration to working together as one. School rules, classroom
expectations and whole-school initiatives including PBL are framed within the circle concept
that is proudly displayed across school signage and in the school uniform design.
Staff members display a highly positive regard for their students and this drives their efforts
to engage students in learning. All staff members express that they encourage students to
attend school and to make the connection between attendance, effort and successful
learning outcomes. A strong emphasis is apparent within the school community that all
children are welcome and all efforts are made to ensure that students feel safe and have the
basic necessities to allow them to engage in learning. A breakfast club is offered daily and is
operated by the teaching staff. Parents express that they are highly appreciative of this
service and of the caring relationships it engenders within the school.
Community members and staff of the SDK value the opportunities provided through their
family day each Wednesday to build relationships between families and school.
Understanding of expectations for student learning is discussed informally with parents
during this time.
It is acknowledged that the school predominantly adheres to the philosophy underpinning
the PBL framework that is emphasised, particularly in the primary sector. The positions of
HOD–Student Services drives this strategy. The HOD–Student Services Primary monitors
the data on a five-week cycle, and this is discussed at a team problem solving meeting. A
designated behaviour support team comprises three members and this service is very highly
regarded. The team is called upon to assist with any escalating issues and uses highly
relational methods to resolve matters. It is identified that students trust the team implicitly
and respond quickly to intervention. The team additionally assists classroom teachers to
conduct home visits that are contributing to the building of mutually respectful relationships
across the school community.
The leadership team acknowledges that continuing to extend PBL into the junior secondary
area will strengthen the strategy and provide a consistent approach for students. Junior
secondary staff members utilise a number of incentives to reward positive behaviour and its
connection to learning. Student of the week awards are presented on assembly with
teachers defining the student’s specific behaviours that prompted the award. Some students
in the secondary sector are reluctant to publicly receive these encouragements. The student
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body and teachers enthusiastically and publically acknowledge the achievements and reflect
the importance of positive and caring relationships within the school. Positive postcards are
sent to parents on a regular basis and are valued by students and parents.
2019 School Opinion Survey (SOS) data indicates that 89.2 per cent of parents agree with
the statement ‘Student behaviour is well managed at this school’. This compares with 80.0
per cent parent agreement in 2018. 90.3 per cent of students agree with the statement ‘I feel
safe at my school’, and this compares to 78.9 per cent in 2018. The leadership team and
staff members acknowledge that the building and maintaining of positive and caring
relationships and an emphasis on PBL in the primary school have assisted in addressing
bullying and physical misconduct issues. PBL primary triangle data additionally indicates a
significant improvement.
The Behaviour Action Summary data is used to monitor the representation of students with
disability in School Disciplinary Absences (SDAs) data and indicates 25 students with
disability received short-term SDAs from a total of 50 students in 2020, compared with 31
students in 2019. The student services team monitors these students using a case
management approach.
A number of initiatives are established to support the wellbeing of students including the
Gurriny Yealamucka Health Service Aboriginal Corporation early years mindfulness and
calming program, the specific teaching of health and wellbeing issues across the campuses,
the Dream Girls program offered by Mission Australia, the introduction of Zones of
Regulation in all learning spaces in the primary school, and the introduction of soft starts
through the Yarning Circle as a way to begin each day of learning. Staff members and
students articulate that they highly value these efforts to support the wellbeing of all
students.
Parents and community leaders are supportive of the school and acknowledge the need to
improve attendance rates. The school values input from the community and is proactive in
seeking solutions. The school is partnering with a range of outside agencies, including RSAS
and the Clontarf Foundation to assist them to drive improvement in attendance rates and to
highlight the imperative of linking attendance to learning engagement and positive learning
outcomes. The leadership team acknowledges the complexity of the school community as a
contributing factor in the work to improve attendance, and that this has been exacerbated
during the changed circumstances within this school year.
OneSchool indicates the current overall attendance rate is 48.5 per cent. The overall
percentage of students attending for less than 85 per cent of school days, year-to-date, is
91.8 per cent. School data indicates that attendance rates were improving over last year and
in the early part of the year prior to the interruption to face-to-face schooling.
Staff members are provided with Professional Development (PD) focused on cultural
awareness as part of the induction process, with an expectation that this knowledge is built
into curriculum decision making as unit plans are developed. Some staff members suggest
that the issue of cultural identity could receive greater emphasis and be provided to staff on
a more regular basis.
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Some staff members in the junior secondary campus express that they feel isolated in the
planning of curriculum. They express that they would welcome an opportunity to access a
model of collaboration time provided in the primary sector to share expertise and further
develop a learning community. Teachers in the primary sector and Education Assistants
(EA) across the school indicate a willingness to participate in joint professional sharing.
Improvement strategies
Strengthen the engagement across all campuses to continue to build a culture of
collaboration, shared understandings and exchange of expertise.
Build a whole-school approach to the effective management of student behaviour to ensure
consistent practice is embedded across the school, and further build the capability of all staff
members in PBL.
Collaboratively work with the community to improve student attendance rates to impact on
learning outcomes.
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4.4 Targeted use of school resources
Findings
The leadership team is committed to understanding and addressing the learning needs of all
students in the school. This is prioritised in the allocation and deployment of financial and
human resources to programs and strategies that are designed to address the EIA.
The school budget is developed by the principal and the BM. The budget is aligned with
system and identified school improvement priorities. Staff indicate they have the opportunity
to request funding for resources through the principal or the BM. The principal, in
consultation with the BM, considers the requests and makes allocations based on available
funds and alignment with the EIA. The principal meets regularly with the BM for ongoing
monitoring of the budget. At the time of the review the school’s bank balance is $754 059.
The school leadership team is committed to developing teacher capacity and the quality of
teaching. Teaching staff members have been allocated time to support their engagement in
observation, coaching and feedback. Teachers provided with the additional hour of allocated
time for them to collaborate with others on curriculum, planning and assessment strategies
are appreciative.
The school is spread across three distinct campuses of Kindergarten, Primary – Prep to
Year 6, and Secondary – Years 7 to 10. This provides additional complexity in ensuring
alignment across the school. To support this, the school leadership and organisational profile
have developed over time. The school identified a need for an additional deputy principal
role across the school. This additional role ensures there is a deputy principal aligned to both
the primary and secondary campuses. Staff identify a review of the distribution of the
leadership team across the school campus as essential to developing a planned, enacted
and aligned vertical curriculum.
A review of student data that was correlated with teacher observation and feedback has
identified a strategy to support the development of oral language across the school. To
support the strategy the school purchased additional Speech Language Pathologist (SLP)
time to work alongside teachers.
EAs play an important role in enhancing student learning and wellbeing and indicate that
they enjoy working in the school and feel valued in their work. They appreciate the
opportunities to meet as a team, and express that they would value the opportunity to be
included in professional learning activities with teachers. EAs are predominantly used in
classrooms to support the learning of students, including students identified as requiring
additional intervention and behaviour support.
The 2020 I4S funding is $467 328. These funds are used to provide an additional teacher for
collaborative planning, moderation, data analysis and PD. Additional EA time to support the
EIA, teacher release and resources to support the EIA and emerging curriculum initiatives
are additionally identified in the I4S agreement.
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Staff members are allocated $500 for discretionary classroom resources. Some year levels
combine these funds so as to maximise the benefit for all students. Staff identify that the
ability to obtain the range of resources they require to effectively teach students is valued.
The school is building a process to measure the effectiveness of external organisations that
work alongside the school to support students and their learning. A review of some
partnerships has identified that the impact on student learning did not align with the
investment. The review and the emerging process will outline the expectations of the school
prior to new partnerships being agreed to.
School funds are allocated in a strategic and responsible way with careful attention given to
maintaining the physical environment and classrooms and buildings so as to be conducive to
quality teaching and learning. The school has worked alongside the community and installed
security measures to minimise vandalism, and break and entering outside school hours. This
has raised the pride in the school environs, providing opportunities for additional facilities
and refurbishments to be installed throughout the school.
The school facilities are well utilised and strategically allocated to maximise student learning.
Teachers take pride in displaying student learning and providing a welcoming environment
from Kindergarten through to Year 10. The attractive learning environment offers learning
areas inside and outside the classroom including the dedicated art space, kitchen gardens,
multipurpose sports areas and covered spaces for play and learning. The school is adorned
with significant and poignant artworks.
Improvement strategies
Review the leadership organisational structure to support the implementation of the EIA
across the school campuses.
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4.5 An expert teaching team
Findings
The leadership team is committed to the provision of ongoing professional learning
opportunities designed to build an expert teaching team to meet the needs of students. A
key strategy in the primary sector is the provision of collaboration sessions to enable
professional dialogue amongst staff teams. These sessions are facilitated by a member of
the leadership team and provide time for data discussions, moderation, planning and
professional learning. Sessions are scheduled into teachers’ timetables for one hour a week
and are highly regarded by staff members. Staff at the secondary campus express a desire
to access a similar model to enrich their professional learning.
The leadership team has conceptualised three contexts for professional learning teams of ‘In
School’, ‘In Community’ and ‘Outside Community’. The In Community context lists a range of
opportunities including the Yarrabah Elders Group, Deadly Choices, the Yarrabah Arts and
Cultural Precinct and the emerging Yarrabah Early Childhood Community Network.
The leadership team has developed a suite of materials to record and support professional
learning initiatives. These include the Professional Learning and Capability Development
Alignment Plan (PlaCDAP), the Beginning Teacher Handbook, The Teaching and Learning
Handbook, a termly Professional Learning Schedule that outlines the range of activities on
offer, and a PD plan tracker system with relevant checklists. There is a current allocation of
$60 000 for professional learning.
The PlaCDAP details to some extent how the school is strengthening the knowledge, skills
and capability of all staff members to differentiate to meet the learning needs of all students.
The leadership team, in conjunction with the region, actively seeks to attract and recruit
potential applicants who may commit to a sustained period of employment. Leaders engage
in discussions with universities, regional forums, and the local employment agency, Wugu
Nyambil, to build their workforce.
A focus of professional learning is aligned to learning engagement. The school has
refocused the coaching model to that of capability development. Some teachers indicate that
they appreciate opportunities to have members of the leadership team model lessons and to
provide feedback regarding their lessons. Staff members identify a degree of inconsistency
in the provision of capability development across the campuses.
A history of deep knowledge of profiling and the development of Essential Skills for
Classroom Management (ESCM) is apparent at the school. There are five trained profilers
on staff and they are engaged in working with beginning and newly appointed teachers.
A key initiative to enable continuous improvement is the liaison with John Fleming1 who
visits the school and provides modelling of Explicit Instruction (EI) in the classroom, formal
1 Hawker Brownlow Education. (2012). John Fleming. Retrieved from http://www.hbe.com.au/john-
fleming.html
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observations of teacher practice, modelling of practice, feedback and whole-of-staff
professional learning opportunities.
Beginning teachers are provided with a mentor and engage in an intensive program of PD.
Some staff members have visited other schools in the area, and express that they have
highly valued the opportunity.
The leadership team acknowledges that there has been a significant drive to introduce a
range of key curriculum initiatives during a period of high staff turnover. A need to
continuously build the instructional leadership knowledge of the team to drive change
management and to enhance opportunities to access future leadership options is additionally
acknowledged.
A key initiative of systematic curriculum delivery centres around the Universals for
Classroom Teachers document to promote high-yield teaching and learning as part of the
explicit teaching agenda. The consistent understanding and utilisation of the Universals is
yet to be embedded across the school. The leadership team indicates a need to provide
concerted PD to support the C+B=A organiser within the EIA.
The Kindergarten and Prep teachers are part of the regional Early Years Network and
articulate the benefits of this network. All staff members engage in a PD planning process
and identify that they are supported to seek relevant PD. EAs indicate that they would like to
access more professional learning opportunities alongside their classroom teacher partners.
Improvement strategies
Enhance the culture of collaboration and continuity across the campuses aligned to the EIA
to further build a school-wide Community of Practice (CoP).
Prioritise the continued capability building of the leadership team to drive whole-school
improvement.
Build teacher capability across the school for the common understanding and
implementation of the curriculum universals.
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4.6 Systematic curriculum delivery
Findings
School leaders and classroom practitioners share a conviction that systematic curriculum
delivery based on the AC should be contextualised to the needs of student learners. They
articulate an understanding that energy and attention must be provided for students to attain
the skills and understanding in the priority areas of numeracy and literacy. Emphasis has
been placed upon developing processes, teacher capability and resources to support
curriculum programs in English and mathematics. Opportunities to upskill current members
of the teaching team and induct new teachers into the curriculum expectations of the school
are undertaken during staff development days and during regular support sessions from the
HODs.
The school has a documented whole-school curriculum, assessment and reporting plan. The
documentation is clearly linked to systemic expectations and priorities. School improvement
priorities listed within the document highlight reading and writing improvement,
implementation of the AC and social and emotional programs. The whole-school ‘curriculum
universals’ outlines expectations in learning area time allocations, levels and elements of
assessment, guides to creating marking guides for summative assessments, overview of
expectations for Individual Curriculum Plans (ICP) and moderation practices. An emerging
consistency regarding the use of the curriculum universal document throughout the school is
apparent.
The leadership team and SDK staff strive to ensure a planned and consistent approach to
planning, documenting, assessing and reflecting on each child’s learning and development.
The school has engaged with support personnel from the region to conduct PD and Quality
Assurance (QA) of curriculum planning processes and documentation. Members of the
leadership team identify the challenges of changes in staffing in ensuring a consistent
understanding of the curriculum expectations of the school. School leaders describe the
level of understanding of how to teach the AC as varied and improving.
The HOD/Cs work with all members of the teaching teams to assist in planning processes.
Most staff identify an opportunity to provide further assistance for the staff in the secondary
sector to support the development of literacy and numeracy for students. Teachers in the
secondary sector express a desire for additional support to plan units of work that are
contextually relevant to the school community. Cycle of inquiry planners are used to focus
the work in curriculum, assessment and moderation in the school.
Teachers in the primary sector express that they are appreciative of the additional hour
release for collaboration meetings with the HOD/C. These meetings have a clear and
consistent agenda that includes literacy continuum goal setting, case management, before
mid and after moderation and performance development plans. Staff identify this process as
contributing to the alignment of curriculum and pedagogy.
24
The school has established reading planning templates and reading goal templates. These
templates identify the Four Lesson Sequence (4LS) for the teaching of reading. Goals for
each reading group are aligned to the literacy continuum.
Junior secondary has implemented an A, B and C class grouping curriculum delivery model.
Students with attendance rates above 70 per cent with limited behaviour incidents and an
established work ethic are assigned to the A group. Students with attendance from 40 per
cent to 70 per cent with some behaviour incidents are enrolled in the B group. The C class
comprises students with low attendance rates and disruptive behaviours. Groups A and B
access the AC at level. Group C students access learning using commercial literacy and
numeracy programs including IXL and Literacy Planet. Students in the C class have student
profiles and access literacy and numeracy continuum descriptors. There are five-week
reviews of student placement in the groupings. Special Education Program (SEP) students
are placed in the A group. It is acknowledged by staff that students in groups C receive
limited access to the rigour and full breadth of the AC. Timetabling for the secondary campus
intentionally makes time for English and mathematics during the most productive times of
the week.
The junior secondary school has developed a number of partnerships with outside agencies
and local business to support students to achieve Certificate II in Hospitality and a literacy
and numeracy short course, with construction as an emerging partnership.
Ongoing in-school before, after, after, end moderation across the primary years occurs
during planning sessions and collaboration meetings. Moderation outside of the school is yet
to regularly occur. Members of the leadership team acknowledge moderation within and
external to the school as a developing priority and an important part of QA processes. ‘Bump
it up’ walls are a feature of the primary campus following the before phase of moderation.
The Arts, Health and Physical Education (HPE) and languages are taught by specialist
teachers. The Arts program has a focus on delivering the program through embedding local
culture through stories, poetry and art. Languages is taught using the local Gunggay first
language program to build student knowledge of their local language from Prep to Year 10.
The program has a unique history of development that has involved consultation and
significant input from local Elders and extensive research conducted by the languages
teacher. It is acknowledged that students are gaining language skills and enriching their
identity. The Arts teacher and languages teacher work together to design locally relevant
artefacts for the school.
Students articulate that they highly value opportunities to experience the range of
extracurricular activities offered across the school. Sporting days, school garden projects, art
projects and excursions are identified as highlights.
The school meets departmental expectations for reporting, with report cards issued at the
end of each semester and parents are offered formal parent teacher interviews twice a year.
Reading reports are sent home twice a year and outline a student’s progress in their reading
and attendance. The format of this face-to-face reporting has been designed to meet
community need. Parental involvement in these meetings varies across the school.
25
Teachers create informal opportunities and home visits to share student academic
performance and attendance with parents.
Improvement strategies
Enact processes to quality assure the school’s planned and enacted curriculum aligns to the
rigour and intent of the AC across the years of schooling, Kindergarten to Year 10.
Strengthen moderation practices within and outside the school, focused on developing a
deep understanding of the AC and quality assure assessment standards and student LOAs.
26
4.7 Differentiated teaching and learning
Findings
An established culture across the school to address the learning needs of individual students
within an inclusive education philosophy is apparent. This is coupled with a belief that all
students are able to learn and may be at different stages in the learning process.
The HOSES, and special education teachers and EAs provide support to teachers
predominantly within the classroom setting, with a small group of students who have
complex needs accessing short-term support within the SEP. The provision of support is
primarily based on a highly flexible model that changes daily to meet the current needs of
students. This model is highly regarded by teachers who express that they feel supported
within their classroom. There is an extensive provision of EA support for the classroom and
this is supplemented by the special education allocation.
The HOSES acknowledges that it is important to consistently monitor policy and
organisational practices to ensure that teachers are optimally supported to meet the needs
of students with diverse needs alongside their same-aged peers. A significant suite of
materials supports the provision of service and provides practical information. This includes
a SEP – 2020 Handbook for Staff that provides disability-specific information for classroom
teachers and EAs. An SEP – School Review 2020 PowerPoint is used to provide an
overview of relevant data relating to disability processes, English, mathematics, attendance
and behaviour.
Teachers are encouraged and supported to closely monitor the progress of all students and
to use a data-driven approach to inform classroom activities. Central data walls and digital
data sets are available on the OneSchool dashboard and are updated with fidelity.
A strong belief is apparent amongst staff members that whilst there is a significant
complexity within the school community that has sustained over a very long period, staff
members endeavour to maintain a frame of seeking solutions for improving student
outcomes.
The school purchases additional SLP time to support students, particularly in the early years.
The SLP provides a range of supports across the early years including PD for class teachers
and EAs. The guidance officer conducts diagnostic testing to support the verification process
in conjunction with referrals for interagency support for complex cases. There are currently
four students supported with ICPs.
A student support team consisting of the HOSES, guidance officer, School Based Youth
Health Nurse (SBYHN) and the Principal Education Officer (PEO) meets weekly to process
referrals of students for support. This group additionally provides a case management
process for students with complex needs. There is a significant workload to provide liaison
support for students in their involvement with outside agencies.
27
A significant number of students with hearing impairment are enrolled across the school. All
classrooms are fitted with sound field amplification support to enhance the classroom
environment.
Special education staff attend collaborations and speak highly positively of the way they
enable them to support teachers and students. A checklist of adjustments is available for
teachers in the planning process and these are recorded on the personalised learning
component on OneSchool. Special education staff members acknowledge that the building
of teacher capability in the design of adjustments within the classroom program is an
emerging practice and will assist the school in its inclusive education journey. The HOSES
has led a process of mapping the school using the signpost model. SEP teachers meet with
all teachers in Term 3 to discuss the NCCD data that is closely detailed and mapped.
Students in junior secondary are mapped according to their attendance using an ‘A/B/C’
model. Students in the A strand are those who attend school regularly and are engaged in
the learning. Students in the B strand attend less regularly and are not as motivated to
engage. Students in the C strand have very poor attendance and engage in alternative
activities when they do attend. Teachers articulate a range of observations regarding the
process and their capacity to maintain engagement in the learning. Some teachers express
a level of concern for students who may have more ability yet are restricted by their rate of
attendance.
Students involved in the JT (Johnathan Thurston) Academy initiative to improve
opportunities for girls to build their skills and resilience are closely monitored for their
attendance and work ethic. The students are encouraged to monitor their own learning and
are making the link between effort and successful outcomes. Boys involved in the Clontarf
Foundation program are working with leaders to monitor their levels of engagement and
setting goals for their learning beyond the classroom.
Improvement strategies
Further develop the capability of staff to build their knowledge of the design of adjustments
and deep understandings of the curriculum to support students with diverse learning needs.
Monitor the junior secondary curriculum delivery model to track and measure the impact on
outcomes for all students to access the AC.
28
4.8 Effective pedagogical practices
Findings
Teaching staff acknowledge that effective teaching is the key to improving student learning
and engagement throughout the school. The school pedagogical framework is centred on
the belief that AAP combined with classroom PBL equates to quality teaching and learning.
The pedagogical framework encourages the use of research-based high-yield teaching
practices in all classrooms.
School leaders encourage the use of teaching practices to ensure that every student is
engaged, challenged and learning successfully. Classrooms are predominantly a welcoming
learning environment in which students display samples of their work, celebrate their
achievements, and are supported with their learning through Bump it up walls, word walls
and other curriculum stimulus.
The school has recently reviewed and updated the pedagogical framework and has
identified the signature pedagogical framework of the explicit teaching lesson structure of
Archer and Hughes2, supported by some of Fullan and Sharratt’s3 14 parameters of school
improvement. Learning intentions and success criteria are expected to be clearly visible for
all lessons.
The school Teaching and Learning Handbook 2020 details the school expectations
regarding effective pedagogy. Two pedagogies are detailed that include AAP and explicit
teaching. Supporting AAP and explicit teaching, the framework outlines that effective
pedagogies are supported through explicit PBL lessons, utilising the ESCM, the explicit
teaching of Standard Australian English (SAE) and oral language to support IEAL/D,
consolidation of the basics, embedded differentiation, and the use of high impact strategies.
Across the SDK and lower primary years, the use of AAP has been embraced by classroom
staff as a means to engage students in their own learning. There is a genuine belief by staff
that they need to consider the development, experiences and characteristics of the student
as a learner and select a range of learning episodes to support learner-centred, scaffolded
and engaging learning opportunities. Teachers have completed the AAP professional
learning provided by regional coaches.
Specialist teachers discuss the use of soft starts, learning intentions and success criteria to
assist in the delivery of their curriculum areas. Primary classroom teachers articulate that
AAP and explicit teaching are consistently used pedagogies, and this is supported through
classroom artefacts and learning spaces. Junior secondary teachers identify a range of
2 Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York,
NY: Guilford Press.
3 Sharratt, L., & Fullan, M. (2012). Putting faces on the data: What great leaders do!. Thousand Oaks,
CA: Corwin.
29
pedagogies is utilised, with a clear alignment to the school pedagogical framework yet to be
apparent.
The Teaching and Learning Handbook details for staff the required approach to deliver the
school reading program. The reading program details the use of the 4LS approach to make
explicit to students that reading involves correctly decoding text to understand the author’s
meaning and purpose. Across the primary classrooms, uninterrupted literacy blocks occur on
a daily basis to support this model. The model is aligned to the explicit teaching approach of
‘I do, We do, You do’ using a modelled, shared, guided and peer-assisted reading approach.
All teaching staff and EAs are able to speak confidently regarding the consistent and
rigorous implementation of the 4LS model across their weekly planning, expectation and
delivery.
The leadership team and staff are committed to the belief that every student is capable of
learning. This is underpinned by a range of student reading goals and targets that are
monitored to track the progress of individual students and class year levels in order to
improve student performance. All students have learning goals aligned to the school priority
of reading. Students interviewed are able to discuss their goal and articulate what they need
to do to achieve their goal.
Bump it up walls for writing are clearly visible in all primary classrooms. Classroom teachers
actively construct through their curriculum planning episode tiered exemplars that
demonstrate a range of writing samples aligned to the Guide to Making Judgements (GTMJ).
Some teachers explain that they create these tiered samples with students through a co-
construction process. Students are encouraged to use the Bump it up wall as a means of
reference to support expectations, in conjunction with understanding how to improve in their
writing.
The leadership team understands that consistency of practice within the school leads to
improved student outcomes and that this is achieved by monitoring the implementation of
school initiatives by providing teachers with individual detailed feedback regarding their
classroom practices. The school PlaCDAP outlines for all staff the meeting, collaborations,
learning walk and talks and formal observations. Detailed for classroom teachers based
upon their years of experience is the observation and feedback across the term with a
pedagogical practice focus. The leadership team acknowledges that observation, feedback,
modelling and coaching are important aspects of the QA of pedagogy.
School-wide approaches to providing feedback vary in relation to how regular and timely
feedback is provided to students that make clear how they can improve and grow their own
belief in their capacity to learn successfully. Feedback to students is predominantly verbal,
with some evidence of written feedback in some classes. Students are yet to be able to
articulate how feedback supports them in their next steps of learning and grows their
confidence in their own capability.
Improvement strategies
Consistently embed the school-wide pedagogical expectations across all teaching staff in all
learning areas.
30
Enact consistent school-wide practices that support regular and timely feedback to students
that builds their belief in their own capacity to learn successfully.
31
4.9 School-community partnerships
Findings
The school has multiple and varied partnerships demonstrating strength and support of
student learning and student engagement. These partnerships are a valued and widely
recognised asset to the entire school community. There are over 20 identified partnerships
to support engagement and learning through a range of social emotional, engagement,
health and wellbeing programs and opportunities.
Through the provision of a SDK, the school is supporting over 50 children within the early
childhood learning space. The school has developed strong transitional, staff capability and
vulnerability identification processes with the Kindergarten being a part of the school.
Between the two campuses, the school has established a two-day a week transition and
orientation program over eight weeks. This program is supporting students to become
familiar with staff and the school environment. The program further supports staff to
collaboratively identify any early vulnerabilities to education prior to Prep commencement. A
key feature of the SDK is the opportunities it provides for the EAs to move between the
campuses and support the teaching and learning within the different learning environments.
A key partnership located on the school site is the RSAS managed through Gurriny
Yealamucka Health Service Aboriginal Corporation. This community-focused strategy
employs teams of school attendance staff to support student regular attendance. Recently
established, the team comprises local community members who work closely with the school
regarding a range of strategies that are utilised to support increasing attendance. With a
focus on students up to the age of nine, RSAS staff and school staff speak positively
regarding the deliberate focus on changing attendance patterns.
Junior secondary girls are being supported through the JT Academy ‘JTBelieve’ program.
This program facilitated by an ambassador is designed to engage students and their families
in education. The JTBelieve program seeks to assist students to learn about themselves,
and increase their confidence, courage, and self-belief to identify and take advantage of
opportunities throughout life. The ambassadors act as a role model or mentor to support
success by encouraging participants and their families to build aspirations and achieve
goals. The program delivers in-school mentoring focused on motivation, behaviour, self-
belief, resilience, culture, relationships, lifestyle, and careers. Students engaged with this
program highly value the opportunity and experiences that this program provides.
The MiHaven training organisation has supported a number of students to attain their
Certificate I and II in Hospitality over the past two years. Supported by a number of Cairns-
based businesses, students are successfully completing their certificate courses. The school
reflects a desire to ensure students starting senior secondary have 10 QCE points. The
school is currently investigating with this partnership the opportunity that may exist around
construction certificate courses.
The principal identifies the partnership with the Clontarf Foundation as the ‘Gold Mark’
example of how partnerships are collaboratively established and maintained within the
school setting. The Foundation partners with the school and community to create ‘Clontarf
32
Academies’ that are embedded within the school site and education programs. The
Foundation uses a sporting passion for boys as leverage to engage them with school, and
then ‘keep them coming’. The Clontarf Foundation works to develop the values, skills and
abilities that will assist boys to transition into meaningful employment or further study.
Students engaged with this program express that they highly value the opportunity and
experiences provided. It is acknowledged that a notable increase in student engagement is
apparent.
Members of the leadership team liaise with the multiple managers and representatives from
the other partner organisations and are the coordination point for these partners working
within the school. For some partnerships, formal agreements detailing roles, responsibilities,
communication protocols, review mechanisms and accountabilities for partnership
organisations are yet to be apparent. The principal, in identifying the Clontarf Foundation as
the ‘Gold Mark’ in partnership establishment and sustainability, expresses the intent to apply
this expectation across other partnerships.
The majority of students complete their senior secondary education at Gordonvale State
High School. Recently, transitional opportunities for senior students have been varied
regarding their successfulness of maintaining senior student enrolment. The recently
appointed principal of Gordonvale State High School has identified a number of potential
opportunities that may exist to build a strong connection with the school to support a more
collaborative and longer-term transition arrangement.
Improvement strategies
Review partnerships to establish the non-negotiable responsibilities and expectations that
support partners as value adding to the school and student learning opportunities.
Identify and enact mechanisms that strengthen opportunities for successful and sustained
transitions to senior secondary education.