School wide Pedagogy

  • Positive student-teacher-parent relationships
  • Balance of play-based learning and explicit teaching in K-2
  • Evidence based explicit practice including ensuring learning intentions are made explicit in every lesson
  • Whole school approaches in Literacy, Numeracy and Positive Behaviour expectations
  • Rigorous data analysis leading to differentiated planning

Our Self-Assessment Process

Whole school self-assessment practices incorporate the perspectives of staff, students and the community and are underpinned by the three components of the Department of Education’s School Improvement and Accountability Framework.

The improvement cycle is a continuous process:

  • Assess and analyse student academic and non-academic data to inform priorities at whole school, intervention group and individual student levels
  • Plan improvements of the standards of student academic and non-academic achievement through Operational Plans
  • Act to implement planned improvement strategies

All staff participate in the collection, analysis and planning for improvement using the following tools:

  • The National Schools Improvement Tool (NSIT)
  • National Quality Standards Reflection Tool (ACECQA)
  • The Aboriginal Cultural Standards Framework (DoE)
  • Systemic and school based student data (academic and non-academic)
  • National Opinions Survey for students, families and staff bi-annually