1. Peer Review Report (Confidential to School Council, Staff and DET) 1.1 Evaluation of the School’s Performance against the Strategic Plan Goals and targets from Panel view of school Considerations for Next Steps previous Strategic Plan performance Achievement: Goal: To improve student learning In 2015 all year 3 targets were The panel noted the significant achievement particularly in met. The year 5 targets were not progress made by the school in Achievement is best reported Literacy and Numeracy, from met for the percentage of students improving the educational against like schools and learning Prep–Year 6. at Band five in Spelling and Band outcomes of its students and the growth. six in Reading, Writing and, considered way in which the school While recognising that literacy and Targets related to the National Grammar and Punctuation. The uses data to improve classroom numeracy are essential Assessment Program Literacy panel discussed the changes in practice. – foundations for students’ success, and Numeracy (NAPLAN) data. NAPLAN absolute scores between achievement outcomes encompass End Year 2015 English (all 2012 and 2015 which indicated a The panel offered possible a broader view of learning, dimensions) and Mathematics general trend upwards at year 3 strategies to improve the spanning the full range of NAPLAN targets: but was not matched at year 5. proportion of students achieving curriculum domains, as well as Year 3 The relative growth rate between high growth which included: • students’ co-curricular 90% above Band 3 years 3 and 5 was also discussed Reviewing classroom • achievements. It should include a 60% above Band 4 by the panel with the observation practice including • range of performance measures. that while the percentage of year 5 developing an aspirational Year 5 students experiencing low growth whole school instructional • 90% at / above Band 5 has fallen significantly in most model across the • 60% above Band 6 cases, the proportion of students curriculum. • achieving high growth is still a Providing related work-in-progress that applies to professional learning Goal: To further develop students’ the full range of student ability. opportunities for staff. higher thinking and Improving the effectiveness capacities The panel considered Literacy and of professional learning Numeracy separately and noted teams. The target related to an increase in that the use of pre and post Reviewing the school’s the proportion of students testing to guide teaching practice education program and its assessed as at or above the had assisted in improving the rate relationship with the VELS Thinking Processes domain of relative growth as has changes Victorian Curriculum.
1. Peer Review Report (Confidential to School Council, Staff and DET) 1.1 Evaluation of the School’s Performance against the Strategic Plan Goals and targets from previous Strategic Plan Panel view of school performance Considerations for Next Steps Achievement: Achievement is best reported against like schools and learning growth. While recognising that literacy and numeracy are essential foundations for students’ success, achievement outcomes encompass a broader view of learning, spanning the full range of curriculum domains, as well as students’ co-curricular achievements. It should include a range of performance measures. Goal: To improve student learning achievement particularly in Literacy and Numeracy, from Prep–Year 6. Targets related to the National Assessment Program – Literacy and Numeracy (NAPLAN) data. End Year 2015 English (all dimensions) and Mathematics NAPLAN targets: • Year 3 • 90% above Band 3 • 60% above Band 4 • Year 5 • 90% at / above Band 5 • 60% above Band 6 Goal: To further develop students’ higher thinking and capacities The target related to an increase in the proportion of students assessed as at or above the VELS Thinking Processes domain In 2015 all year 3 targets were met. The year 5 targets were not met for the percentage of students at Band five in Spelling and Band six in Reading, Writing and, Grammar and Punctuation. The panel discussed the changes in NAPLAN absolute scores between 2012 and 2015 which indicated a general trend upwards at year 3 but was not matched at year 5. The relative growth rate between years 3 and 5 was also discussed by the panel with the observation that while the percentage of year 5 students experiencing low growth has fallen significantly in most cases, the proportion of students achieving high growth is still a work-in-progress that applies to the full range of student ability. The panel considered Literacy and Numeracy separately and noted that the use of pre and post testing to guide teaching practice had assisted in improving the rate of relative growth as has changes The panel noted the significant progress made by the school in improving the educational outcomes of its students and the considered way in which the school uses data to improve classroom practice. The panel offered possible strategies to improve the proportion of students achieving high growth which included: Reviewing classroom practice including developing an aspirational whole school instructional model across the curriculum. Providing related professional learning opportunities for staff. Improving the effectiveness of professional learning teams. Reviewing the school’s education program and its relationship with the Victorian Curriculum.
Peer_Review_Report_Toolamba_to_Principal.docx