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Performance and achievements

Our Improvement Agenda

At the end of 2009 when planning for the Quadrennial School Review and considering our data around Reading and Numeracy, Reading was selected as our focus for the next 4 year review period.  This decision aligned with our selection as a National Partnership School where we selected Reading as our focus of that project.

Approach

Our Improvement Agenda was planned around the 5 Priorities of the EQ Roadmap- A Strong Leadership Team with an Unrelenting Focus on Improvement; A Shared Commitment to Core Priorities; Quality Curriculum and Planning to Improve Learning; Teaching focused on the Achievement of Every Student; and Monitoring Student Progress and Responding to Learning Needs. The Leadership Team and Staff developed core actions under each of these priorities to be implemented over the Quadrennial School Review period under the National Partnership umbrella.
 
These actions included:
·         The introduction, timetabling and resourcing (physical and human) of 3x 1hr Literacy Blocks based on the Fountas and Pinnell Reading Workshop Model where students could be streamed across the POD to cater for their needs
·          Collecting, levelling, auditing, supplementing, organizing and storing the schools reading resources for use by all Teachers in a Reading Room
·          Implementation of the REIL Room (Raising Expectations in Literacy) where the Reading Resources were stored but also a room for Reading PD to take place as well as a meeting place and a room where teachers could go on NCT to work
·         Implementing  a consistent reading language across the school with the introduction of the Sandgate Reading Hands, agreed comprehension strategies according to the RIC posters and the On the Line, Between the Line, Beyond the Line language later to be replaced by QAR across the school
·         Decision making and professional development for teachers around data tools and how to use the data to inform teaching and learning decisions in beginning to develop a data culture in the school
·         Introduction of a Leadership Team which consisted of EST/ST POD Leaders, Principal, Deputy, HOC, STLAN, and Literacy Coach to be involved in the decision making
·         Introduction of POD Meetings where POD teams could meet to focus on teaching and learning within their part of the school
·         Provide Teachers with Professional Development around analysing data, the teaching of Reading and Comprehension and how to develop a professional leaning community
·         Development of a Whole School Curriculum Framework including an assessment

Teacher Outcomes

·         Each Teacher across the school implementing the agreed Literacy Block focussed on explicit teaching of Comprehension Strategies
·         Consistency of practice and pedagogy across each POD and across the school
·         Teachers working in expert teaching teams to stream students across the POD and make decisions based on data
·         Development of a data culture and teachers implementing and using the data from NAPLAN, PAT-R, PM Benchmark, PROBE and  CARS II
·         Teachers involved in data conversations around students with teaching colleagues and following the School Assessment Schedule

Student Outcomes

·         Progressive improvement of % of students above NMS, improvement of Mean Scale Scores against Qld and Australia and % Students in Upper 2 Bands
·         Progressive improvement of PAT-R Pat Scale Scores and redistribution of students into higher stanines
·         Observation of students engaged in Literacy Blocks and using consistent comprehension language across the school
·         Improvement of Literacy across the KLAs as observed by Teachers and A-E data schedule for data collection

School Outcomes

·         Literacy Blocks implemented and timetabled across the school as per the agreed givens, structure and expectations for 3 hrs per week aligned with the school’s Pedagogical Framework
·         Literacy Blocks supported with both physical and human resources
·         Teachers taking a shared responsibility and de-privatising practice to work in teams to stream students for Literacy Blocks across the POD

Future Planning

Following our considerable gains in NAPLAN Reading over the past 4 years, upon recent interrogation of the data as part of the Quadrennial School Review process our focus for the next 4 years will be aligning our Writing results to our Reading results as currently there is a mismatch and the research tells us there should be a correlation ie. reciprocity between Reading and Writing so that if a student can read a level 20 text they should be able to write a level 20 text.  The challenge will be for us to keep the Reading ‘ball in the air’ and continue our intent whilst we progress the ‘juggling of the writing ball’ to improve our Writing results.

 
2010-2014 Performance in NAPLAN
NAPLAN DOMAINS
2010
PERFORMANCE
2011 PERFORMANCE
2012 PERFORMANCE
2013
PERFORMANCE
2014 PERORMANCE
 
NMS
U2B
NMS
U2B
NMS
U2B
NMS
U2B
NMS
U2B
Yr 3
 
R
W
S
G&P
N
96.2%
92.3%
84.6%
88.5%
96.2%
23.1%
26.9%
19.2%
34.6%
19.2%
94.1%
97.1%
94.1%
91.2%
94.1%
44.1%
32.4%
38.2%
44.1%
38.2%
93.6%
95.7%
93.6%
87.2%
88.9%
42.6%
17.0%
44.7%
44.7%
33.3%
100%
97.7%
93.2%
90.9%
90.9%
40.9%
31.8%
43.2%
50.0%
27.3%
96.6%
98.3%
91.4%
96.6%
91.2%
55.2%
25.9%
46.6%
60.3%
45.6%
Yr 5
R
W
S
G&P
N
87.9%
81.8%
93.9%
84.8%
84.8%
24.2%
6.1%
18.2%
30.3%
6.1%
81.8%
88.6%
86.4%
88.6%
95.3%
18.2%
11.4%
9.1%
27.3%
11.6%
82.6%
78.3%
91.3%
82.6%
91.3%
30.4%
0.0%
30.4%
34.8%
17.4%
100%
88.9%
88.9%
92.6%
92.6%
37.0%
14.8%
22.2%
48.1%
22.2%
89.7%
79.3%
89.7%
86.2%
86.7%
44.8%
27.6%
55.2%
48.3%
16.7%
Yr 7
R
W
S
G&P
N
90.7%
95.5%
97.7%
95.5%
95.1%
41.9%
34.1%
36.4%
29.5%
27.9%
90.2%
90.5%
88.1%
90.5%
95.1%
29.3%
40.5%
23.8%
21.4%
26.8%
97.1%
94.3%
82.9%
97.1%
100%
34.3%
17.1%
20.0%
34.3%
20.0%
100%
92.7%
90.2%
92.7%
97.6%
39.0%
17.1%
22%
34.1%
33.3%
95.7%
78.3%
87.0%
95.6%
100.0%
30.4%
30.4%
30.4%
34.8%
13.0%
Increase from previous year performance