Independent Review Findings

Greenwood College 2014

Disclaimer

This document reports the findings of the Department of Education Services’ review and verification of the school’s self-review. The school’s self-review has been complemented by information provided by the Department of Education, the School Curriculum and Standards Authority and the Australian Curriculum, Assessment and Reporting Authority.

The findings of the independent review are forwarded to the School Principal, the Board Chair, the Director General of Education and the Minister for Education.

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

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

THE COMPLETE REVIEW CAN BE FOUND BY CLICKING ON THIS LINK

Conclusion

A concluding statement on the extent to which the school has met its targets and the commitments in the DPA and Business Plan.

Greenwood College provides a caring and welcoming setting for its students. Discussions with staff and students and observations, including classroom visits, confirm the students are learning in a supportive and positive learning environment. Negotiated approaches to learning and teaching, development of structures and collaborative processes are enabling staff to implement strategies that ensure all students have the opportunity to achieve their maximum potential.

There is determination in the school to: make every student a successful learner; have sound teaching in every classroom; ensure the school is an effective school; provide practical support for all staff; build confidence in the school, and deliver meaningful accountability. Board members identify the flexibility given to the school through IPS, particularly in its selection of staff, as being very successful in matching staff to the ethos and the culture of the school.

The school has implemented policies and practices that enable the staff and parents to work together to provide a safe and inclusive learning environment for all its students. Meetings with parents, students and staff confirm high expectations are held for student learning and that the staff are responsive to issues that sometimes arise.

The school has demonstrated, through the review process, that planning decisions about the learning program are based to a large extent on the analysis of student data. Within this, the staff acknowledge some targets, as outlined in its Business Plan 2012-2014, have not been met. Nevertheless, the staff have shown a capacity to adjust the learning program and allocate additional resources to improve the learning outcomes for all students.

The school has established accountability processes, a well-supported school improvement and operational planning paradigm, effective data collection and moderation policies and a collaborative team structure, characterised by an expressed culture of both formal and informal distributed leadership and high expectations of student outcomes. As a consequence, the school retains the potential to undertake a significant drive to improve student performance.

2014/33161 Independent Review Findings

Commendations

The following areas are commended:

      • the effectiveness of the model of distributed leadership and collaborative practice being implemented by the school to improve student learning both at a formal and informal level
      • the attention to pastoral care, in particular, the increased emphasis on resiliency and the restorative justice approach
      • the commitment of staff to developing and implementing a school-wide approach to successful learning and teaching practices
      • the focus on literacy and numeracy and the development of appropriate WACE pathways as the key elements for improvement
      • the open and transparent analysis of NAPLAN, OLNA and ATAR data and the fostering of literacy and numeracy explicit teaching where and when appropriate
      • the emphasis on gathering data to facilitate the identification of students at risk, as demonstrated by the analysis of teacher IEP information, the whole­ school data collection and assessment rubric and extensive use of NAPLAN, OLNA, ATAR data and other MIS data to inform decision making
      • the level of involvement of stakeholder groups in the assessment of programs that demonstrate school accountability to the community.

Areas for Improvement

The following areas for improvement are identified:

Maintain the focus on the following areas within the College’s improvement and review agenda:

      • ensure system and government agenda initiatives are evident in the 2015- 2017 business planning process review the effectiveness of current Business Plan targets for improving and monitoring student performance in preparation for the development of the next iteration of the Business Plan for 2015-2017
      • Board members pursue a greater understanding of the role of the Board in an Independent Public School
      • the Board pursue a more formal involvement in long-term planning.