Maroochydore State School

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Maroochydore State School

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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 Maroochydore State School from 20 to 22 October 2020.

The report presents an e al a ion of he 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 repor 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

Anthony Palmer Internal reviewer, EIB (review chair)

Sandra Perrett Internal reviewer

Garth Hunt External reviewer

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1.2 School context

Location: Primary School Court, Maroochydore Education region: North Coast Region

Year levels: Prep to Year 6

Enrolment: 261

Indigenous enrolment percentage:

11 per cent

Students with disability: Education Adjustment Program (EAP)

percentage:

6 per cent

Nationally Consistent Collection of Data (NCCD) percentage:

23 per cent

Index of Community Socio-Educational

Advantage (ICSEA) value:

970

Year principal appointed: 2012

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1.3 Contributing stakeholders

The following stakeholders contributed to the review:

School community:

Principal, Head of Department Curriculum (HOD-C), Business Manager (BM), two Heads of Special Education Services (HOSES), 16 teachers, five teacher aides, administration officer, three cleaners, facilities officer, chaplain, five preservice teachers, 23 parents and 72 students.

Community and business groups:

Paren s and Ci i ens Associa ion (P&C) presiden , secretary and fundraising coordinator and Helping Hands Outside School Hours Care (OSHC) representative.

Partner schools and other educational providers:

Maroochydore State High School principal and School Based Police Officer (SBPO).

Government and departmental representatives:

State Member for Maroochydore and ARD.

1.4 Supporting documentary evidence

Annual Implementation Plan 2020 Standards of practice triangle 2020 Investing for Success 2020 Strategic Plan 2017-2020

Headline Indicators (May 2020 release) School Data Profile (Semester 1 2020)

OneSchool Responsible Behaviour Plan for Students

School pedagogical framework Inclusion Policy

Curriculum planning documents Professional development plans School website and Facebook page School budget overview

School data plan Professional development overview 2020 Student Support Services (SSS)

referral flowchart

School Curriculum, Assessment and Reporting Plan (CARP)

School Opinion Survey

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2. Executive summary 2.1 Key findings

Parents and staff members proudly express the strong student-centred focus of the school.

All members of the school community express appreciation for the efforts of staff members to provide support for every student. Parents and staff members comment positively on the visibility and hands-on approach of the principal and Head of Department Curriculum (HOD-C) in the school. Parents articulate the advantages of the smaller size of the school and the attention provided by school staff for every student. Staff members discuss their commitment to building and nurturing relationships to support learning. Students articulate their appreciation for the care and interest provided by staff members.

Staff members display high levels of professional energy for the work they do in the school.

A high level of cohesion amongst staff members at the school is apparent. Staff members identify the quality of relationships between one another as a strength of the school. They comment positively on the value and trust they feel is placed in them by school leaders, and each other. Staff members express appreciation for the opportunity to identify and implement new ideas and approaches, and for the encouragement and support they receive from school leaders.

A whole-school curriculum plan for Prep to Year 6 provides a coherent and

sequenced plan for curriculum that is aligned to all learning areas of the Australian Curriculum (AC).

Staff members articulate the use of Curriculum into the Classroom (C2C) resources as a starting point for planning for all curriculum areas. There is an expectation that teachers will start with the achievement standard of the AC and learning intent. Teachers express that their understanding of the intent and rigour of the AC continues to develop. Most teachers express the desire to develop a consistent approach to planning and unpacking the AC.

School leaders acknowledge the need for a consistent school planning process that supports staff members to develop curriculum units.

School leaders recognise the impact that teachers have on improving student learning.

School leaders are cognisant of the importance of developing an expert teaching team and creating opportunities to build the skills and knowledge of teachers. School leaders and staff members recognise the range of pedagogical practices within the school. School leaders articulate the importance of identifying the key signature practices for the school, and building teacher understanding and application of high impact teaching strategies.

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A high priority is given to supporting students to successfully engage with their schooling, establishing a culture to enable learning to occur.

Staff members express a commitment to the wellbeing of students and a belief that students are able to learn. Parents and students express appreciation for the teachers and school leaders, and the support they provide. The school s inclusion policy aligns with the recently completed Curriculum, Assessment and Reporting Plan (CARP), reflects regional

expectations, and includes the statement Maroochydore State School is committed to con in ing he jo rne o ards an incl si e ed ca ion approach . School leaders and the Student Support Services (SSS) team express a desire to explore ways to enhance the level of inclusion, including developing a shared understanding of inclusion.

Staff members articulate a commitment to the continuous improvement of their knowledge and skills to enhance student learning and wellbeing.

Teachers express interest in participating in modelling, mentoring, coaching and Watching Others Work (WOW) experiences. The principal acknowledges the importance of providing all staff members with formal and informal opportunities to share, discuss and observe effective practice to enhance teaching and learning knowledge. The principal recognises the benefit of providing staff members with feedback through observation, mentoring and

coaching processes to build their capability.

School leaders articulate the importance of high expectations for students.

Teachers articulate the importance of providing all students with the opportunity to learn and grow. Some teachers express the belief that all students are able to be highly successful in their learning and discuss what high expectations mean in the classroom. Some teachers articulate that for some students, their expectations focus on wellbeing. The school is yet to develop a shared philosophy regarding its high expectations that all students will learn successfully. The principal recognises the importance of ensuring the high expectations of learning for all students are understood, communicated and enacted by all staff members.

School leaders recognise the importance of building partnerships to enhance student learning and wellbeing.

School leaders seek ways to partner with other education and training institutions, local businesses and community organisations. To support students transitioning to high school,

he chaplain facili a es a girls gro p and a bo s gro p for s den s in Year 6, including group problem solving activities and challenges. The school works closely with the University of the Sunshine Coast (USC), including with a community engagement officer to provide a range of experiences for students.

Student wellbeing is central to everything that occurs in the school.

Wellness is identified as one of the three priority areas. Wellbeing has been recognised for many years as a critical element that must be established before learning is able to occur.

Staff members collectively work to establish a safe and supportive environment, and build positive and caring relationships with all students. This is acknowledged by parents and the wider community as a strength of the school.

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2.2 Key improvement strategies

Support teachers to deepen their knowledge and understanding of the AC, led by school leaders, accessing regional expertise and incorporating collaborative curriculum planning processes.

Collaboratively research and identify the key signature, high impact pedagogical practices, with school leaders leading, modelling and monitoring the learning and implementation.

Collaboratively develop, communicate and enact a whole-school shared vision and philosophy for inclusion.

Create opportunities for staff members to work with and learn from each other, including observation, modelling, men oring, coaching and WOW, o reflec on heir o n and o hers practices.

Collaboratively develop a shared philosophy regarding high expectations for the learning of all students, supporting teachers to enact this across all aspects of teaching and learning.

Maroochydore State School