Pozieres 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 ................................................................................. 13

4.3 A culture that promotes learning ................................................................................ 15

4.4 Targeted use of school resources .............................................................................. 17

4.5 An expert teaching team ............................................................................................ 19

4.6 Systematic curriculum delivery .................................................................................. 21

4.7 Differentiated teaching and learning .......................................................................... 23

4.8 Effective pedagogical practices ................................................................................. 25

4.9 School-community partnerships ................................................................................. 27

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1. Introduction

This report is a product of a review carried out by a review team from the School

Improvement Unit (SIU) at Pozieres State School from 5 to 6 November 2019.

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.

For more information regarding the SIU and reviews for Queensland state schools please

visit the SIU website.

1.1 Review team

Lesley Vogan Internal reviewer, SIU (review chair)

Christopher Riggs Peer reviewer

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1.2 School context

Location: Pozieres School Road, Pozieres

Education region: Darling Downs South West Region

Year opened: 1921

Year levels: Prep to Year 6

Enrolment: 14

Indigenous enrolment

percentage: nil

Students with disability

enrolment percentage: nil

Index of Community Socio-

Educational Advantage

(ICSEA) value:

1020

Year principal appointed: 2001

Day 8 staffing teacher full-

time equivalent (FTE): 1

Significant partner

schools: Granite Belt Community of State Schools (GBCoSS)

Significant school

programs:

Data portfolios, reporting to parents through the use of

portfolios, technology

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1.3 Contributing stakeholders

The following stakeholders contributed to the review:

School community:

Principal, classroom teacher, Business Manager (BM), volunteer teacher aide, six

parents, 14 students, cleaner and languages teacher.

Partner schools and other educational providers:

Principal of Stanthorpe State High School.

Government and departmental representatives:

State Member for Southern Downs and ARD.

1.4 Supporting documentary evidence

Annual Implementation Plan 2019 Explicit Improvement Agenda 2019

Investing for Success 2019 Strategic Plan 2016-2019

Headline Indicators (April 2019 release) School Data Profile (Semester 2, 2019)

OneSchool School budget overview

Professional learning plan 2019 Curriculum planning documents

School improvement targets School differentiation plan or flowchart

School pedagogical framework Professional development plans

School data plan School newsletters and website

School Opinion Survey Responsible Behaviour Plan for Students

School based curriculum, assessment and reporting framework

Whole school organisational and curriculum framework- web based

Report card and NAPLAN update Semester 1 2019

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2. Executive summary

2.1 Key findings

The school has high expectations for student engagement, learning and wellbeing.

These expectations are clearly understood by staff members, students and parents. Many

parents speak positively of the values modelled by staff members, and expected of students.

All stakeholders agree there is a ‘Pozieres Way’ of doing business and behaving. Staff

members, students and parents express pride in their school and the family atmosphere

available for students to learn and play in. The school has a long association with the

community and is now welcoming a third generation of local families into the school.

The principal has established a school data culture whereby data informs teacher

practice and differentiation for students.

The principal is implementing a comprehensive collection of longitudinal data accessed

through a school-developed digital data wall and student digital portfolios that are able to be

retrieved by teachers at the school. This data incorporates all learning areas and includes

details of strategies to inform next steps of learning for students.

The school has a small dedicated team of staff members that have a shared

responsibility for student learning and wellbeing.

There is a collaborative school culture with a shared staff member commitment to continually

improve practice and explore ways to further student learning outcomes. Teachers are

committed to their work and many hours are spent outside of school collecting and analysing

data, building student portfolios, preparing personalised learning opportunities for students,

and sourcing enhancements for school curriculum.

Staff members continually assess student wellbeing and learning needs and make

adjustments to curriculum programs and teaching practices.

A systematic process to develop and implement an Explicit Improvement Agenda (EIA) that

is informed by current research, aligned to the unique school context, and student learning

and wellbeing needs, and includes timelines for implementation is yet to be fully developed.

There is a collaborative school culture with a shared staff member commitment to

continually improve practice and explore ways to further student learning outcomes.

The school has a Professional Development (PD) plan that includes opportunities for all

members of the school team to participate in learning aligned to their area of responsibility.

The PD plan is yet to directly align with the school EIA and enable staff members to network

outside of the school. The principal articulates a preference for professional learning that is

centred on online learning and research. This method of professional learning currently in

practice is in preference to networking and attending conferences.

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The school has developed a curriculum framework that is aligned to the Australian

Curriculum (AC) and resourced by aspects of the Curriculum into the Classroom

(C2C) materials and commercial texts.

A school process to quality assure the implementation of the school’s curriculum plans to

ensure that all students are consistently and effectively provided with opportunities to

demonstrate their learning against the AC achievement standards is yet to develop. The

principal identifies aligning the assessment tasks and Guides to Making Judgements (GTMJ)

of the C2C materials to determine student Level of Achievement (LOA) as a next step.

The school participates in the annual cluster moderation each year.

Teachers discuss ongoing informal moderation of student work and when possible the

principal attends cluster moderation. The principal is aware of the need to develop further

opportunities to formally moderate student work within and outside the school.

Staff members have a consistent belief that the sense of community and student-

centred focus is a priority and this is articulated as the Pozieres Way.

The principal describes the Pozieres Way as developing positive relationships through a

sense of humour, caring and kind attitudes, respectful communication and high expectations

of achievement. The Pozieres Way message is understood by staff members and parents.

The school is yet to develop a vision statement or school values that outline the community

understanding of the Pozieres Way.

Staff members of the school place a high-priority on building relationships with

students to support their learning and engagement.

The school individualises the curriculum for all students and there is a strong belief that with

the right support and opportunity all students are capable of learning successfully. The multi-

age one classroom setting necessitates a differentiated approach to curriculum delivery and

the development of independent learning skills. Teachers are highly competent in working in

this environment and provide students with appropriate support and enhancement across

the learning areas.

Parents report high levels of satisfaction with the clear communication provided

regarding their child’s learning, wellbeing and behaviour.

The principal is cognisant of the continuing impact long-term drought and bush fires have on

families and positions the school as a place to refocus on the positives of family and

community life. School events and communication including the School Christmas Concert,

Pozieres Gift 100m race and weekly school newsletter take a light-hearted and humorous

approach to school life and are well appreciated in the community.

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2.2 Key improvement strategies

Develop a systematic process to develop an EIA that is informed by current research,

aligned to the unique school context and student learning and wellbeing needs, and includes

timelines for implementation and targets for student improvement.

Include a range of PD opportunities in the school and individual PD plans that align to the

EIA and enable staff members to engage in research, coaching and mentoring, and

networking with schools on similar education journeys.

Align assessment tasks and GTMJs to determine student LOAs against the standard of the

AC.

Develop school processes to enable teachers to regularly moderate student work within and

outside the school including pre-moderation, moderation during a unit of work, and

moderation following summative assessment.

Collaboratively build a common understanding of the essential elements of the Pozieres

Way to clarify school values to new families, staff members and the local and wider

community.

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3. Snapshot of previous school review

The last review carried out at the school was conducted on the 14 October 2015. The

school’s Index of Community Socio-Educational Advantage (ICSEA) at the time of the 2015

review was identified as 969 and the school enrolment was 9 with a nil Indigenous enrolment

and a nil student with disability enrolment.

The improvement strategies recommended in the review are listed below.

- Provide regular training for parents on the use of the online app of ClassDojo reports.

- Establish a schedule of visits to other high performing schools to provide the

opportunity to broaden the range of teaching approaches.

- Participate in regular cluster moderation activities.

- Implement further stages for linking digital learning outcome evidence to the data

portfolios, for example art work photos, Language Other Than English (LOTE)

demonstration and Health and Physical Education (HPE) skills.

- Collaboratively review processes for the PD for members of the teaching team.

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4. Findings and improvement strategies against the domains

4.1 An explicit improvement agenda

Findings

The school principal is developing an improvement agenda for the school that is data-driven

and contextualised to the individual needs of students in the single classroom multi-age

setting. All staff members are committed to improving the learning and wellbeing outcomes

for students and supporting their school community as a whole. Emphasis is placed on a

learning culture that expects all students to be successful learners.

In developing the EIA the principal draws on an extensive range of individual student data

gathered through diagnostic, summative and systemic data sets including the National

Assessment Program – Literacy and Numeracy (NAPLAN).

Digital student portfolios provide a snapshot of student achievement over short and long-

term periods and directly influence curriculum decisions and differentiation for student

learning and wellbeing. Data gathered and analysed informs specific student and whole-

school targets for improvement.

The school EIA includes three priority areas of writing, reading with a particular emphasis on

reading comprehension, and Science, Technology, Engineering, Arts and Mathematics

(STEAM).

Staff members and students are able to discuss the school emphasis on writing. Teachers

are using the content descriptors and standards of the AC to identify the teaching focus for

each student and using the quick write strategy to encourage writing fluency and stamina.

The Crazy Talk program is supporting students, with a specific emphasis on boys, to engage

in the writing process.

The school continues to investigate how STEAM can be integrated throughout the

curriculum. Students are growing their expertise in the use of a 3D scanner, drones, coding

and robotics.

The principal articulates the reading/comprehension priority agenda is continuing to develop

and identifies that strategies originally considered in the Annual Implementation Plan (AIP)

are now identified as ‘not right’ for the school context. Reading is identified as an ongoing

priority.

Staff members continually assess student wellbeing and learning needs and make

adjustments to curriculum programs. A systematic process to develop and implement an EIA

that is informed by current research, aligned to the unique school context, and student

learning and wellbeing needs, and that includes timelines for implementation is yet to be fully

developed.

The principal has developed extensive documentation including frameworks to support

curriculum delivery and operational aspects of the school that are hyperlinked to a whole-

school operational and curriculum framework.

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The school has a PD plan for all staff members. This plan is yet to align with the EIA and

enable the building of teacher capacity to deliver on the actions outlined in the AIP.

The school has high expectations for student engagement, learning and wellbeing. These

expectations are clearly understood by staff members, students and parents. Many parents

speak positively of the values modelled by staff members and expected of students. All

stakeholders agree there is a Pozieres Way of doing business and behaving. Staff members,

students and parents express a pride in their school and the family atmosphere available for

students to learn and play in.

Improvement strategies

Develop a systematic process to develop an EIA that is informed by current research,

aligned to the unique school context and student learning and wellbeing needs, and includes

timelines for implementation and targets for student improvement.

Align the school’s PD plan with the EIA to enable teachers to develop their capacity to

deliver the actions determined in the priority areas.

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4.2 Analysis and discussion of data

Findings

The principal is implementing a comprehensive collection of longitudinal data accessed

through a school-developed digital data wall and student digital portfolios that can be

retrieved by teachers at the school. This data incorporates all learning areas including details

of strategies to inform next steps of learning for students.

The digital collection of this data is a school-based process whereby the specific data is

accessible by the school. The school is working with the region to transfer some of this data

into OneSchool to enable access for regional personnel and schools that students may

transition to.

Teachers collect a range of assessment data including formative, diagnostic and summative.

A broad range of diagnostic data tools is used including PM Benchmark, PROBE,

Waddington, Maths Plus, PAT-R, PAT-M and PAT-SPG. The school systematically monitors

student attendance performance data in addition to direct contact with parents regarding any

absences.

The principal values the information on transition statements provided for students moving

into the Prep year. To further support transition, the school utilises the Bracken School

Readiness Assessment (BSRA) to determine readiness for learning. The principal has

developed a transition to school recording instrument to gain information from parents

regarding their child’s needs and developmental milestones.

Student achievement data is shared during comprehensive parent teacher interviews held

over an extended period of time of up to two hours per student, each semester. During the

interview time the principal shares student learning portfolios that include videos of student

performance and samples of work. Parents positively acknowledge the transparency and

high level of detail of this data. To enable all parents to participate in the parent teacher

interview process, the principal will offer the opportunity for these to be conducted at the

school or a location that suits parents including home visits.

Student wellbeing data is gathered through anecdotal observations and interactions with

students each day. The open communication between parents and teachers enables the

regular sharing of student success and any wellbeing concerns.

Due to the small numbers of staff members, students and families at the school, the School

Opinion Survey (SOS) is not viewed as a relevant data source by the principal. Feedback is

gathered through ongoing informal conversations within classrooms and with parents.

The principal communicates data collected to the class teacher to support differentiation and

next step teaching. Data conversations are informal and ongoing throughout a teaching day

and school term. Data is regularly reviewed, updated and monitored to ensure relevancy is

maintained, enabling timely communication and feedback to staff members, students and

parents. The digital data wall is accessible to staff members at school and outside of school

hours. The communication of this data engages staff members in relation to the next step for

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student learning by outlining the strategies or content descriptors relevant to the readiness of

each student.

The principal has established a school data culture whereby data informs teacher practice

and differentiation for students and monitors student progress over long periods of time. The

tracking of achievement of students once they have graduated high school is monitored to

confirm that the foundation of the learning established in primary school continues to benefit

students into adulthood and employment opportunities. The principal is yet to work with the

local feeder high schools to obtain data on student progress in the secondary schooling

system to identify any areas for further consideration in the primary setting.

Due to the small numbers of students sitting the NAPLAN this data is viewed by the principal

as not a useful tool for measuring whole of school progress. It is viewed as more useful for

triangulating student LOA and diagnostic data sets. NAPLAN results over time indicate the

school’s performance is in the top quadrant for sustained improvement and achievement.

There are no students with disability currently enrolled at the school.

Improvement strategies

Continue to develop a strategy to support the transfer of some of the school’s extensive data

sets onto OneSchool to support the transition of students to secondary school and other

state primary schools.

Work with the local feeder secondary schools to obtain data on student progress in the

secondary schooling system to identify any areas for further consideration in the primary

setting.

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4.3 A culture that promotes learning

Findings

Staff members value positive relationships, quality behaviour, safe environments and

student wellbeing. High expectations for behaviour and academic learning are a priority.

Staff members have a consistent belief that the sense of community and student-centred

focus is a priority, and this is articulated as the Pozieres Way. The principal describes the

Pozieres Way as developing positive relationships through a sense of humour, caring and

kind attitudes, respectful communication and high expectations for achievement. The

Pozieres Way message is understood by staff members and parents. The school is yet to

develop a vision statement or school values that outline to the community an understanding

of the Pozieres Way.

Feedback from parents consistently acknowledges the positive, polite and caring

relationships that exist between staff members and students, and within the school

community.

Parents express they are integral members of the school community and are supportive of

the teaching team and their practices. Parents acknowledge that there are positive ongoing

levels of communication with the school. These include a daily message sent home to every

parent through ClassDojo that focuses on student behaviour and work covered throughout

the day.

Parents commend the comprehensive data sharing delivered through the parent teacher

interview process that enables them to engage in the learning of their child. This process

provides advice to parents on how to further support their child’s learning in addition to

providing an insight into their child’s learning progress.

The school has a Responsible Behaviour Plan for Students (RBPS) that clearly outlines

agreed consequences for appropriate and inappropriate behaviour at the school. Students

report they enjoy the company of the different aged students in the class and feel strongly

they are ‘like a family’. There are very few disruptions to learning or disagreements in the

playground and class.

A focus on positive behaviour is supported through the Magic 500 points whereby students

earn points in recognition of appropriate behaviours in alignment with the school’s RPBS.

Points can be removed as a consequence for inappropriate behaviours. The points allow

students to achieve an award directly aligned to the school’s STEAM program. It is apparent

this positive behaviour focus is maintaining student engagement in their learning with no

School Disciplinary Absences (SDAs) recorded in the past five years.

Parents are invited to school celebrations and events including athletics carnival, ANZAC

Day, Remembrance Day and end of year Christmas Concert. Parents articulate a close

connection to the school and appreciate the readiness and openness of staff members to

discuss their child’s day, successes and any disappointments.

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The school has developed a wellbeing framework that outlines school strategies to support

students including quality teaching and building positive relationships.

The regular monitoring of the level of attendance and the engagement of learning at the

school has led to a 96.9 per cent overall student attendance in 2018 with no students

attending less than 85 per cent, as indicated by the 2019 Semester 1 School Data Profile.

Year-to-date student attendance is 93.3 per cent with no students attending less than 85 per

cent of school days. The encouragement of high levels of attendance by parents and staff

members further supports the culture of learning.

Staff members encourage a culture of innovation, inquiry and creative exploration whereby

independent learning is valued. Students regularly engage with digital technologies and the

Arts within their curriculum program.

There is a strong sense of belonging by parents and students and they feel welcomed within

the school environment. The school has a long association with the community and is now

welcoming a third generation of local families into the school.

Improvement strategies

Collaboratively build a common understanding of the essential elements of the Pozieres

Way to clarify school values to new families, staff members and the local and wider

community.

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4.4 Targeted use of school resources

Findings

School resources are aligned to student learning and wellbeing needs with funds allocated to

provide additional teacher and teacher aide resources. Students report high levels of

satisfaction with the resources available to them within and outside the classroom.

The budget directly aligns with the EIA where staff members are employed to support

differentiation and individual learning needs. The principal regularly meets with the Business

Manager (BM) to discuss the school budget and expenditure. The advantage of having a

teacher-trained teacher aide and the enhancement of the Non-Contact Time (NCT)

allocation are enabling flexibility of curriculum delivery including the specialist delivery of

science.

Additional staffing allocations enable students to receive individual or small group targeted

support. The school has a PD plan and a budget allocation to support the plan. Staff

members indicate their preferred method of PD is research and online learning; networking

with other schools and attending external PD sessions is not a regular practice.

The purchase of technology resources is a priority of the school. Purchases include a one-

to-one iPad program from Year 1 to Year 6, laptop access for all students, 3D printer, drone

and robotic and coding programs. These resources are engaging students in their learning

and providing an opportunity for students to apply technology across multiple learning areas.

Students are able to take the iPads home each day with the intention of supporting reading

and review of their work. The principal reports the use of iPads in classrooms requires

review regarding their relevance and impact on student learning outcomes.

Collected data is analysed and actively used to identify students requiring additional support

or extension. Resources for targeted intervention include individual teacher and teacher aide

support, practice through selected text books and online learning opportunities.

The current cash at bank is $69 325. The school’s Investing for Success (I4S) funds of $5

362 are directed at lifting student performance in reading and writing through the support of

regional personnel and the PD of teachers. Funds are directed towards purchasing

additional teacher hours to support students.

School grounds are attractive and where possible well maintained. Prolonged drought

conditions are impacting on the school’s ability to upkeep ovals and green play spaces. A

playground, tennis courts, age-appropriate basketball areas, oval and handball courts all

enable students to participate in a wide range of sporting activities. Parents are ready

volunteers in the school and assist in the maintenance of playgrounds and school buildings.

The school’s learning spaces comprise three buildings including a classroom for whole-

school activities and teaching, a library and a multi-purpose space. The library and multi-

purpose space are used on various levels for withdrawal of groups of students and to

provide a space for playgroup. A review of how spaces are used to support student

engagement in technology and support collaborative learning is yet to be considered.

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The principal coordinates the cluster Extended Learning Camp for Year 6 students and

utilises cluster Rural Education Activities Program (REAP) funds to support this program.

Improvement strategies

Review the purpose and relevance of the school iPad program for its impact on improving

student learning outcomes.

Review the purpose and function of school learning spaces in maximising student

engagement with the digital technologies and opportunity for collaborative learning.

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4.5 An expert teaching team

Findings

The school has a small dedicated team of staff members that have a shared responsibility

for student learning and wellbeing. There is a collaborative school culture with a shared staff

member commitment to continually improve practice and explore ways to further student

learning outcomes.

Teachers are committed to their work and many hours are spent outside of school collecting

and analysing data, building student portfolios, preparing personalised learning opportunities

for students, and sourcing enhancements for school curriculum.

Staff members speak of ongoing informal conversations regarding student learning and

wellbeing needs. The digital student portfolios and data walls generate discussions on next

steps for teaching and reflection on current teaching practices.

The single classroom enables staff members to watch each other work and share individual

subject expertise. Staff members discuss utilising the strengths of each other to engage and

challenge students in their learning. A formal process for mentoring, coaching and watching

each other work is yet to be implemented within the school.

The principal takes the lead role in data analysis and supporting other staff members to

identify areas in which students require additional support or extension.

The school has a PD plan that includes opportunities for all members of the school team to

participate in learning aligned to their area of responsibility. The PD plan is yet to directly

align with the school EIA and enable staff members to network outside of the school. The

BM attends finance workshops and is a member of the local administrative officers’ network.

The teacher of languages – Italian, reports strong collegiality amongst specialist languages

teachers and attends cluster moderation sessions.

The school is a member of the Granite Belt Cluster of State Schools (GBCoSS) and the

principal takes on the responsibility for organising the cluster STEAM competition, C schools

sports competition and the Extended Learning Camp for Year 6 students. The school

participates in the annual cluster moderation each year.

Over time, staff members have participated in regionally organised professional learning

opportunities including cluster meetings, principal meetings and work with Anita Archer1 and

external experts in literacy teaching. The principal has participated in peer review training but

is yet to take up the opportunity to participate as a peer reviewer.

The principal and staff members support the Take the Lead program and open the school to

visiting aspiring principals. The principal reports participation in this program enables

1 Anita L. Archer, PhD. (2018). Retrieved from https://explicitinstruction.org/anita-l-archer-phd/

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reflection on personal teaching practice and school programs, initiatives and daily

operations.

The principal has a strong and trusting relationship with the Assistant Regional Director

(ARD) and values their input into school strategic direction and operations. The principal

reports a preference for professional learning that is centred on online learning and

research. This method of professional learning currently in practice is in preference to

networking and attending conferences.

Improvement strategies

Align the school PD plan with the school EIA.

Include a range of PD opportunities in the school and individual PD plans that align with the

EIA and enable staff members to engage in research, coaching and mentoring and

networking with schools on similar education journeys.

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4.6 Systematic curriculum delivery

Findings

The school has developed a curriculum framework that is aligned to the AC and resourced

by aspects of the C2C materials and commercial texts. The whole-school curriculum plan is

explicitly mapped for each student in English, mathematics, history and geography to ensure

they are working at the appropriate standard of the AC and covering the associated content

descriptors.

The curriculum framework includes three levels of planning and includes a whole-school

overview, year level overviews and a combination of individual student maps of content

descriptors covered or C2C unit plans. Within the multi-age classroom, students work on

their age appropriate curriculum for English, mathematics, history and geography and a two-

year cycle for science. The principal indicates the school is reviewing the digital and design

technologies, Humanities and Social Sciences (HASS) and Arts curriculum to support their

implementation across the appropriate bands of schooling.

The principal reports a future curriculum focus will be to align content descriptors across

year levels to enable further flexibility of teaching including revision, consolidation and

extension for students across all ages within the class.

C2C units are adopted and adapted for science, history, geography and languages.

Curriculum resources are hyperlinked to a school-developed web-based platform enabling

staff member access to required resources at home and school.

Visiting specialist teachers deliver the music and languages program and one teacher

delivers the science curriculum for all students.

Attention is focused on the basics of literacy and numeracy development. Student progress

in spelling, reading, writing and number facts is regularly tested and reviewed against

content descriptors to identify targeted intervention or extension. The general capabilities of

the AC including Information and Communication Technology (ICT) capability, critical and

creative thinking and personal and social capability are apparent in classroom curriculum

delivery and planning.

Teachers use pre-assessment and concept mapping to determine students’ prior knowledge

of content and starting points for teaching in some learning areas.

A school process to quality assure the implementation of the school’s curriculum plans to

ensure that all students are consistently and effectively provided with opportunities to

demonstrate their learning against the AC achievement standards is yet to develop. The

principal identifies aligning the assessment tasks and GTMJs of the C2C materials to

determine student LOAs as a next step.

Teachers discuss ongoing informal moderation of student work and when possible the

principal attends cluster moderation. The principal is aware of the need to develop further

opportunities to formally moderate student work within and outside the school.

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An emphasis is placed on making the curriculum locally relevant. Students participate in

local and cluster events including Under 8’s Day, book week celebrations, ANZAC Day and

Remembrance Day commemorations. Excursions are planned to enhance curriculum

understanding and immerse students in their learning. Digital technology is used to explore

the local area, record events and advertise achievement of students.

The school curriculum, what students are learning and how they are progressing are widely

shared with parents. The principal communicates with parents each day by posting a

learning update on ClassDojo. Parents are provided with extensive information regarding

their child’s learning through parent teacher interviews that are centred on digital portfolios

which include videos of students’ reading and work samples. Interviews can take up to two

hours and the principal, when necessary, will meet parents in their homes. Parents express

high levels of satisfaction with the interview process and the frequent informal conversations

with teachers focused on their child’s learning and wellbeing. School reporting processes

meet Department of Education (DoE) requirements.

Improvement strategies

Align assessment tasks and GTMJs to determine student LOAs against the standard of the

AC.

Develop school processes to enable teachers to regularly moderate student work within and

outside the school including pre-moderation, moderation during a unit of work, and

moderation following summative assessment.

Continue to review and refine the school curriculum framework to include how all learning

areas of the AC will be delivered to students.

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4.7 Differentiated teaching and learning

Findings

Staff members place a high priority on building relationships with students to support their

learning and engagement. The school individualises the curriculum for all students and there

is a strong belief that with the right support and opportunity all students are capable of

learning successfully.

The multi-age one classroom setting necessitates a differentiated approach to curriculum

delivery and the development of independent learning skills. Teachers are highly competent

in working in this environment and provide students with appropriate support and

enhancement across the learning areas.

The school has a documented differentiation and gifted and talented plan.

The principal has an in-depth process for gathering extensive data across all areas of the

curriculum. This data is stored in individual digital student portfolios that monitor student

learning progress across their years of schooling. Teachers and parents are able to reflect

on student videos and work samples to gain an understanding of student progress over time.

The comprehensive data sets are constantly reviewed to inform differentiation processes

and next step teaching for individual students.

The principal shares data with other teachers in the school and student long-term goals are

established. Teachers are adept at aligning teaching to areas identified by student data as

requiring further consolidation. All staff members have a clear understanding of where

students are at with their understanding across different curriculum areas. Teacher ability to

share goal setting with students, and support them to monitor their own learning by setting

short-term goals with strategies on how to achieve these goals, is developing.

Teachers spend time in developing learning experiences that engage and challenge

students. Students report that they enjoy learning with particular engagement in

mathematics and science.

The school provides a rounded curriculum to support student interests and talents including

sporting activities, STEAM and the Arts. The annual Christmas concert provides an

opportunity for students to showcase their musical and drama talents.

Students articulate that teachers are catering for their learning needs and make learning fun.

School data sets indicate students are demonstrating improvement over time and meeting

regional benchmarks in reading.

There are currently no students with disability enrolled at the school or students requiring an

Individual Curriculum Plan (ICP). All students have a personalised curriculum that is

informed by the data collected.

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Improvement strategies

Develop teacher ability to assist students to monitor their own learning and to set goals for

future learning.

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4.8 Effective pedagogical practices

Findings

The principal and staff members demonstrate a range of evidence-based teaching strategies

and recognise that highly effective teaching is the key to improving student learning. There is

a desire to see explicit and effective teaching occurring throughout the school and a focus on

students being accountable for their own learning.

The principal exhibits a growing knowledge of current and relevant educational research.

The school has a documented pedagogical framework that is informed by the Dimensions of

Teaching and Learning (DoTL) and includes reference to the use of Explicit Instruction2 (EI),

‘I do, We do, You do’ strategy, and establishing learning intentions – ‘We are learning to’

(WALT) and success criteria – ‘What I’m looking for’ (WILF). Opportunities to further a

consistent approach regarding the use of these strategies across the school are yet to be

included in the school’s PD plan.

The classroom is a place where students are engaged, feel safe to take risks, and are

supported to learn. Students report they are satisfied with the support provided to them by

staff members.

The school framework for the teaching of reading is developed and includes guided, shared,

independent and modelled reading opportunities. It is acknowledged this framework will

need to be reviewed and implemented in line with the development of the school EIA of

reading.

Staff members are accomplished in delivering the AC in a multi-age classroom. Curriculum

is focused on individual needs and levels of learning and staff members are beginning to

match content and concepts across the year levels. The use of ‘I do, We do, You do’

enables explicit teaching followed by small group and independent exploration and practice

at the appropriate skill and text complexity level.

The school uses a number of commercial texts and programs to support the delivery of the

English and mathematics curriculum. All students express a preference for the learning they

undertake in mathematics and the improvements they are making in this area. They believe

teachers make learning fun and provide the appropriate challenge for them.

Staff members work alongside each other in a multi-age classroom and are able to observe

each other’s practices. Staff members speak of ongoing informal conversations regarding

their work and performance. Opportunities for formal observation and feedback to staff

members on expected pedagogical practices are yet to be apparent.

The school has an iPad program that was introduced to support reading homework and

enhance curriculum delivery. The principal reports this program is in review and there is a

need to evaluate how iPads are enhancing or transforming learning for students within the

2 Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York,

NY: Guilford Press.

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school. Students have multiple exposure to exploring digital technologies within the

classroom curriculum. STEAM activities include the integration of drone technologies to

support the curriculum, robotics, coding, creating through web-based programs, and 3D

printing.

The curriculum planning process is yet to include identifying and developing learning

intentions and success criteria that will enable students to understand what they need to

know and do in a unit of work. Long-term goals that align to diagnostic testing are developed

for students. Teachers provide extensive one-on-one support for students aligned to their

identified learning gaps. Feedback to students is yet to focus on the actions they can take to

achieve explicit learning goals.

Improvement strategies

Develop strategies and opportunities for staff members to build a consistent approach and

understanding of the school-expected pedagogical practices.

Develop staff member skill in identifying clear learning intentions and success criteria that

will support students to develop learning goals and enable staff members to provide

feedback to students that informs them of the steps they can take to further their learning

progress.

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4.9 School-community partnerships

Findings

The principal understands the importance of partnering with parents to support students in

their educational journey. Parents are recognised as an integral part of the school

community. Students, parents and staff members describe the school culture as respectful,

supportive and caring. Students and parents articulate ‘We are one big family’. There are

high levels of trust between all stakeholders and a collective efficacy for improving student

wellbeing and learning.

Parents report high levels of satisfaction with the clear communication provided regarding

student LOAs and next steps and opportunities for learning. The principal is cognisant of the

continuing impact long-term drought and bush fires have on families and positions the school

as a place to refocus on the positives of family and community life. School events and

communication including the School Christmas Concert, Pozieres Gift 100m race and

weekly school newsletter take a light-hearted and humorous approach to school life and are

well appreciated in the community.

The principal is active in promoting education within the wider community and organises

cluster events including the STEAM competition, Extended Learning Camp for Year 6

students, C schools sports carnivals and the local Crisps Art Show. Apart from organising

significant events for the local cluster of schools, the principal is not currently a regular

participant in cluster PD or meetings.

Students have the opportunity to meet with peers of similar age through cluster activities

including Under 8’s Day, sports carnivals, book week activities and an Extended Learning

Camp.

The Parents and Citizens’ Association (P&C) is supportive of the principal, staff members

and the school. All parents work together to enhance school resources with volunteers

contributing to the maintenance of playgrounds and school facilities. P&C members provide

morning tea and lunches for school visitors and most families attended and supported the

P&C barbecue fundraiser held in Stanthorpe.

The school provides a space and resources for a local playgroup. The playgroup may have

up to 15 children attend on a Thursday morning and is supportive of transitioning children

into the Prep year at the school. The school transition to Prep program includes an extensive

interview with parents and opportunity for children to spend time in the classroom in Term 4.

Most students will transition to Stanthorpe State High School and students attend transition

days in Term 4. The principal and deputy principal visit the school to meet students and

provide enrolment packs. Students have the opportunity to meet their peers from other small

schools prior to starting high school through a camp conducted in Term 4.

The soldier settler history of the school is an important legacy upheld by the school. A

monument in front of the school is a scale replica of the monument in Pozieres, France. The

school receives regular visitors from overseas visiting the monument, and maintains a

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relationship with a sister school in Pozieres, France. The school has commenced planning

for the centenary celebrations.

The principal takes great pride in the academic, social and emotional growth of students and

continues to follow their educational journey through high school and into their working life.

Improvement strategies

Develop partnerships with local cluster schools and schools on similar educational journeys

to support staff members’ PD and networking opportunities.