School Self-Evaluation Report
Lightning Reef Primary School
North Western Metropolitan Region
School number:
5541
Principal:
Dzintra Martin
School Council President:
Dianne Bowley
Dates of School Strategic Plan being evaluated
2012-2015
1
Contents
1.
Context ....................................................................................................................................................................... 3
2.
Methodology .............................................................................................................................................................. 4
3.
Evaluation of practice ................................................................................................................................................ 5
4.
Evaluation of performance ......................................................................................................................................... 8
2
1. Context
Lightning Reef PS began in on 1st January 2011, the result of a merger between Comet Hill PS & Bendigo Nth PS. Both
schools had high SFO’s. Prior to 2011, Comet Hill PS had clear evidence that we were lifting student learning
outcomes in Literacy and were value adding. This year our enrolment has significantly increased from 161 in 2013 to
our current 197. The staffing profile consists of a Principal, an Assistant Principal, 8 home group teachers, with a 9th
starting end of term 2, Intervention staff, and specialist Art, P.E. teachers, a part-time school social worker and a fulltime Office Manager. There are presently 12 students enrolled in the Program for Students with disabilities, assisted
by Educational Support team staff, of varying time fractions. We also have 11 Koorie and 17 Karen students, bringing
valued cultural diversity. Our SFO 2013 : 0.8514 & 2014 : 0.8390.
From 2011 to December 2012, we were on two campuses, with two very different cultures. The Nolan St Campus
(previously Bendigo Nth PS) experienced a high level of transfers to other schools … “all the good families are
leaving.” Much time was spent on “what have we been doing?” and “what are we going to do at Lightning Reef?”.
In 2012, teachers were allocated to classes so that there was a mix of teachers from both campuses on each site as
one of the strategies to develop a “we are one” culture.
2013 was the best year in our journey with every one feeling we were all working together with our goal to lift
learning. Also everyone in our community was excited about our new facilities and the potential.
Staff Profile : In 2011, we had 22 teachers (including leadership). In 2014 we have 14 teachers (including leadership),
and of these 11 were on staff in 2011. Education Support staff and admin : 2011 we had 13. In 2014 we have 9, and 4
of those have been with us since 2011. In the last week of term 1, we were informed that our Assistance Principal,
Mandy Costello, had been appointed as principal of a local primary school. As she was also going on Long Service
Leave, there was little opportunity for a handover process.
Since 2011, we have had a strong emphasis on professional learning and development. Coaching for teachers,
education support and leadership, has been a high priority. Lyn Watts, Heather Ridge, Anne Smith and Philip HolmesSmith have been influential in developing our capacity. Our Assistant Principal, Mandy Costello, has undertaken
literacy coaching, especially in the early years. We have also been able to appoint a Teaching & Learning coach,
Joanne Ryan whose expertise is Numeracy. Mandy, Joanne and I have been trained in cognitive coaching and last
year Mandy and I participated in the PALLS program, which we highly valued and influenced our Literacy program.
Student engagement on 2014, especially in term 1, has been challenging, particularly in the early years. Restorative
Practice is a school wide approach. Our policy Making Better Choices clearly sets out school wide approaches and
protocols. This year, we have made Positive Behaviour a school wide priority.
We have 3 playgroups on site –Little legends consists of a mix of our and other families. Another is a special
playgroup run by Community Health, and the 3rd –Bendigo Nth Playgroup – hires our facilities. We are slowly
developing a partnership with the ELC. Recently we have trialled cooking classes for parents “Healthy Food on a
Budget,” sponsored by Uniting Care.
Other specialist projects include our Kitchen Garden program, a Community Liaison person, and our Careers
Education program – Passions and Pathways - for Yrs 5 & 6, a unique partnership between businesses and
education, to raise aspirations about work and motivation to be life long learners.
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2. Methodology
Being directed by the department at the beginning of term 2, that we were to undergo a priority review in term 3,
has made it very difficult to engage stakeholders in our preferred manner., as term 2 had already been planned to
meet school and department expectations.
We do have in place an on-going processes for reviewing our data to inform us of our progress and what we need to
do next, both in the short term and long term. We use data as outlined in our Assessment Schedule, as well as
Attendance data, Student Attitudes to School Survey and Parent Opinion Surveys. The Staff Opinion Survey was not
implemented by the department in 2013.
This report has been compiled by myself and the Acting Assistant Principal, Joanne Ryan, all staff, and input from
parents. Input from parents has been available through : 1) a questionnaire sent home, 2)personal contact with
parents waiting for their mid year student led conferences, 3) attendance at a school community forum. We are
hopeful the information included will be a helpful starting point to develop an understanding.
Also, I would like to emphasise that we see this as a positive and helpful process to reflect, evaluate more
objectively, and enable us to plan to more effectively to ensure we lift learning.
Dzintra Martin.
Attachments are :


School Wide Assessment Schedule
Instructional Models for Literacy and Numeracy
4
Evaluation of practice
What do we teach?
AUSVELS drives all curriculum-based decisions made at Lightning Reef Primary School. Students participate in a two
hour Literacy Block and a one hour Numeracy block each day along with undertaking Units of Inquiry and Specialist
programs of Physical Education and Art.
The Literacy and Numeracy Blocks are conducted at the beginning of each school day. The format of lessons are
based on extensive research and agreed upon by all teachers. Each Literacy class has a strong oral language
component and includes a Reading Hour and a Writing Hour. Learning Intentions for the reading hour are based on
comprehension strategies and decoding strategies are practiced and monitored during daily Independent Reading
Sessions. Students write every day, in a variety of text types which are clearly described in annual overviews at each
level of schooling.
Numeracy overviews are separated into Number and Algebra and the applied dimensions of Measurement and
Geometry, Statistics and Probability. Number and Algebra makes up 60% of the focus in Numeracy classes with the
applied dimensions boing blocked into units of study over a 5 week period.
Integrated Inquiry Units have altered in the last year. After basing studies on the Inquiry model of learning in 2012,
teachers identified shallow understanding of base concepts made the inquiry model quite challenging for students. It
was then decided to trial facilitating shorter Integrated Inquiry units that would see students investigate a greater
number of concepts each term rather than persisting with attempting deep understanding in one concept that was
foreign to their limited life experiences. As students increase their understandings of the world around them, they
are participating in more traditional form of Inquiry Learning, posing provocative essential questions which promote
inquiring minds.
The Art program at Lightning Reef is linked to Integrated Inquiry units and based on exploring a range of mediums
and art styles. Students are encouraged to explore various techniques to create mood, texture and evoke emotions
and they discuss how others’ art works impact on them.
The Physical Education program is based on the belief that participation leads to enjoyment and improvement. Until
recently, Physical Education teachers have been trained in Blue-Earth program, which sees maximum involvement in
classes. Students focus on fitness, learn and practice skills through drills and participate in application of these skills
through games and competitive sports.
Finally, social skills are incorporated into weekly studies in all classes. Students investigate ways of displaying our
School Values, are explicitly taught how to converse and play with one another and practice expected behaviours
such as our school mantras through activities and tasks as home groups, learning communities, House Groups and
the whole school at the weekly Whole School Assembly.
How do we teach?
Teachers’ roles in the teaching and learning process is based on contemporary pedagogy research and varies
according to student responses, age and developmental stage of students, host domain of study and the intention of
the learning.
In Literacy, teachers model reading and writing, speaking aloud in order to engage students in the learning process.
They then move into shared tasks whereby explicit teaching of skills, processes or concepts (pre-determined via
Learning Intentions and Success Criteria’s) occurs; clarifying students thinking and building on that. During Guided
Reading and Writing Sessions, teachers extend student’s ability to apply a reading or writing strategy through
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targeted questions and prompts- encouraging students to provide evidence. Whilst the teacher is facilitating Guided
Groups, other students in the class are either working with an Education Support Officer, independently or in small
groups on tasks also related to the Learning Intention of the lesson.
Numeracy classes take on a similar structure. Fluency is addressed initially in the form of a warm-up, and could be a
game, an open-ended puzzle, song or the like. Teachers then ‘hook’ the students into math- providing an engaging
task that has them thinking about math in context. During this phase of the lesson, teachers tune their students into
the math concepts, reminding them of previous learning, asking clarifying questions or providing academic language.
Teachers facilitate students’ mathematical thinking as they work through a task either together, in pairs or
independently and explicitly teach new or more complex skills, strategies or processes. As with the Literacy Block,
teachers take small groups for shared, modelled or guided math in which students understandings are extended and
deepened while others are working independently through challenging tasks.
Both Literacy and Numeracy classes conclude with Reflection. Teachers facilitate this part of each lesson, promoting
students preparedness to think about their learning, articulate thinking and clarify or question their peers to do the
same. Teachers reiterate academic language, review success criteria and manage active involvement of all.Teachers
use various tools such as ipads, visualisers, posters or students modelling to maximise students opportunities to
actively participate in the reflection process.
Integrated Inquiry Units are presented in many different formats. Teachers may lead students through targeted
tasks, allow exploration or guide independent research. They may respond to student interests or feedback.
Teachers will use incursions, technology and guests to engage students in relevant and purposeful learning. Explicit
teaching, reflection and assessment will take place often and in less-formal structures.
How do we know our students are learning?
Assessment tasks are specific and targeted, ensuring assessment for, of and as learners occurs throughout the school
year, allowing students the opportunity to show case their achievements along with identifying future learning and
increasing self-awareness.
The Assessment schedule is extensive and detailed. Teachers gather data (both anecdotally and standardised) to
develop a clear understanding of their student’s growth and needs in order to continue their learning. Data is
discussed regularly at Learning Community Meetings and with Leadership to identify trends, discuss challenges and
celebrate successes.
Tasks are moderated (usually at team level) to triangulate teacher judgements against other data sources.
Thorough analysis of data sets occurs bi-termly, sent to all and discussed in relation to where to from there, and
how? Each term, teachers collaborate to set goals for individuals, cohorts and at a school level.
How do we provide feedback to our students and families on learning progress?
Students and teachers discuss their learning, achievements and attitudes towards learning regularly. Teachers assist
students to set reasonable goals, review and celebrate accomplishments and discuss learning when students
participate in formal assessment tasks and incidental learning alike.
Teachers annotate students work, record reminders and give reward stickers or notes on work. The students know
teachers will provide them with feedback during CAFÉ Reading interviews, Guided Writing and Reflection phases of
lessons. Students and families celebrate successes through the Student of the Week awards at Assembly, ‘Phone
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Hugs’ (phone conversations specifically made to alert families to student successes) and informal conversations in
the school yard.
Formal interviews are conducted bi-annually in the form of Student-led conferences and many students have an
Individual Learning Plan or Behaviour Management Plan which requires parent input and meetings. Over 50
students have regular 30 minute Student Support Program - 47 involved in the PSD, Koorie, EAL and Out-of-Home
Care and another 5-10 (varies) who require intensive support to access the curriculum within a classroom setting.
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3. Evaluation of performance
Attachments : Data for 2013
Achievement
Achievement refers
to both the absolute
levels of learning
attainment and
growth in student
learning that schools
strive to support.
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.
What did we set out to
achieve?
Each Year 1 to 6 deemed capable
student to make at least 1.0 VELS
level progress each two years.
Prep students to make 1.0 VELS
level progress in their first year of
schooling.
What did we achieve?
Please refer to inserted page
following this section
What factors supported or
inhibited our success?





Increase the percentage of Year 3
and 5 students performing in the top
two NAP bands for their year level
in reading, writing and numeracy by
2014 (based on 2011 results).

Decrease the percentage of Year 3
and 5 students performing in the
bottom two NAP bands for their
year level in reading, writing and
numeracy by 2014 (based on 2011
results).

The Year 3 to Year 5 matched
cohort growth in NAPLAN Literacy
and Numeracy equals or exceeds the
mean growth for government
schools.


Small, like-ability groupings for
Literacy
Numeracy groups larger
Continued Professional
Learning & Coaching in
Comprehension (Oral and
written)
Learning Model Agreements in
place
Team term planning prioritised
in Meeting schedule
Cohorts very different in
relation to achievements from
Prep.
Continued Professional
Learning & Coaching in writing
planning templates and
language features.
Annual review of NAPLAN
data, including setting top 3
priorities for following year.
Adjustment of annual planning
scope and sequences in Math
Where might we focus future
effort?





Comprehension strategies
Number facts
Spelling
Continuing to build
concepts/vocabulary
Maths coaching –adhered to
Extend Intervention/support to
include LC2
Restate Extension Groups in
Literacy and Numeracy
Reduce assessment quantities



Consistency
Calm
collaboration

Other : Inhibitors : noise, open
spaces, number of at risk students,
interruptions, number of children
with behaviour issues
8
Evaluation of Performance : What did we achieve
Increase the percentage of Year 3 and 5 students performing in the top two NAP bands for their year level in reading, writing and numeracy by 2014 (based on 2011 results).
Domain
Reading
2011 (base data)
21%
2012
34%
2013
11%
Writing
28.5%
54%
16%
Numeracy
18%
8%
12%
Trend
Improve- decline
below starting point
Improve- decline
below starting point
Steady decline in
results
This goal was successful in Reading and Writing in 2012, but not Numeracy. However the opposite was true for 2013.
Decrease the percentage of Year 3 and 5 students performing in the bottom two NAP bands for their year level in reading, writing and numeracy by 2014 (based on 2011 results).
Domain
Reading
2011 (base data)
27%
2012
8%
2013
28%
Writing
Numeracy
17%
26%
8%
20%
11%
35%
Trend
Huge improvement
then sharp decline
back to starting
point
Improve-slight drop
Improve- decline
below starting point
This goal was successful in each focus area in 2012. However, evidence explains that the goal was unsuccessful in 2013.
The Year 3 to Year 5 matched cohort growth in NAPLAN Literacy and Numeracy equals or exceeds the mean growth for government schools.
READING
WRITING
GRAMMAR &
PUNCTUATION
SPELLING
NUMERACY
2011
2013
Diff
2011
2013
Diff
2011
2013
Diff
2011
2013
Diff
2011
2013
Diff
National Mean
416
502
86
416
478
62
406
494
88
421
501
80
398
486
88
School Mean
362
444
82
359
433
74
327
417
90
368
427
59
368
425
57
The matched cohort growth from Yr 3-5 in Writing and Spelling exceeded the National Mean growth whilst Reading was similar. In Numeracy
and Grammar & Punctuation the growth compared to the National Mean was substantially less and continues to be of concern.
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Engagement
Engagement refers to
the extent to which
students feel
connected to and
engaged in their
learning and with the
broader school
community.
Engagement spans
students’ motivation
to learn, as well as
their active
involvement in
learning.
Engagement also
refers to students
engagement as they
make critical
transitions through
school and beyond
into further
education and work.
What did we set out to
achieve?
Goal : Each Lightning Reef
student will be connected to
school and engaged and
motivated in their learning.
Targets : Student Attitudes to
School Survey 2014 scores for the
following measures to be at least:
• Student motivation; 4.60
• Stimulating Learning; 4.15
• School Connectedness; 4.40
• Connectedness to peers; 4.35
• Classroom behaviour; 3.40
Transition : Provide personal
pathways through the school for
each student based on individual
developmental needs.
Attendance : A comprehensive
whole school approach to issues
of student absence and lateness.
What did we achieve?
Attendance 2013
P
1
2
3
81
%
87
%
94
%
89
%
What factors supported or
inhibited our success?
4
5
6
89
%
93
%
91
%
131 from 195 students had an
attendance rate of >90%.
38 from 194 students had an
attendance rate of less than 80%.
Average Attendance for year levels
from 2011 to 2013 increased in Yr 2,
Yr 4, Yr 5 & yr 6.
Student Attitudes to School
 Yr 6 data from 2011 to 2012
increased in 8 of the 11 factors.
 Yr 6 cohort from 2012-2013 –
Classroom behaviour went from
1.79 to 2.6; and Student Safety
went from 3.27 to 3.77; all other
areas for Yr 6 decreased .
Targets 2013 Yr 5 & 6
 Student motivation; 3.93
• Stimulating Learning; 3.35
• School Connectedness; 3.59
• Connectedness to peers; 3.69
• Classroom behaviour; 2.43
Feedback form students was very
positive about the new learning
environment – space, natural light,
choices, all new.
Transition
New enrolments
 Meeting with family and child for
all NEW families – get much
information to ensure we can set
their child up for success.
 Contact with previous school
 Protocols in place
Transition to Yr 7
Where might we focus future
effort?
Attendance
At school On Time On Task
We had a number of students with
high absence (under 80%
Attendance), which impacts the
data
-1 students - highly physical, anger
management, needing external
support
-2 students - parents separating
resulting in highly traumatised
children
-2 - trauma @ home
2 students ‘disappeared’ - took
time to track them down
-1 student (83.5 days absence) –
very physical, mental health issue
- 1 – out of home care, though
absence high, attendance was high
for him
-2 very bright brothers – meeting to
repeat changed attendance
-1 family – transport issue
- Charli – absent 119.5 days passed away from cancer this year
Attendance
 Decrease lateness
 Increase attendance – goals &
plan
 Include attendance support in
Community Liaison role
 Clarity re follow up protocols –
more consistency
 Lateness increasing
Achieved / Attendance:
 Protocols for follow up
 Not OK to be away
 Come Along Cup & Star
Award – class with highest
attendance gets a fruit platter &
cup. Star Award if for class
with highest improvement
 Certificates for students with
95% attendance for each term
 Lateness reduced
 Birthday absences minimalized
 Not consistent with follow up
Technology
 Use of technology to make
learning more interesting
 Build a more global view
Focus – Building Relationships
 Student Safety
 Connection to School
 Connection to peers
 Role modelling
 Need to have smaller groups
Motivation to Learn
 More hands on learning – eg
Science
 Build on questioning / Inquiry –
eg. Peter Sullivan maths
project…..More oral language
Student Voice
 Increase

High Expectations

More parental involvement
Transition
 New enrolments process 10
 Many opportunities implemented
for transition to 2 local
secondary schools
 Extra transition for Koorie, Karen
& any children with special
needs
Transition to next year level
 Introduced a program called Start
Up – children in new Home
Groups for last 3 weeks of the
year






provided us with rich
information and building a
partnership
Made to feel welcome
Transition programs – at all
levels
Fire into 14 transition program
– smooth start
Meeting new families prior to
commencement
Assessment prior to
commencement
Assemblies – led by students
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Wellbeing
Students’ health,
safety and
wellbeing are
essential to
learning and
development. An
inclusive, safe,
orderly and
stimulating
environment for
learning is critical
to achieving and
sustaining students’
positive learning
experiences.
What did we set out to
achieve?
What did we achieve?
What factors supported or
inhibited our success?
Where might we focus future
effort?
Each Lightning Reef student will
be prepared emotionally,
intellectually and socially for his
or her next stage of learning.
Making Better Choices – school
wide agreed & consistent approach
and common language
 MBC Policy - reviewed
frequently & updated
 Greater focus on values
 Tracking – DropBox (RISC – no
longer in use); better tracking
system investigated : Xu No
 Common language agreed to
with increasing consistency – eg.
Mantras
 Learning Community
agreements in place- emphasis
on student voice
MBC
 Increased participation &
understanding
 Role of Student Engagement &
Wellbeing Team – focus on
clarity / consistency/
communication / calm
 Common language
Positive Behaviour
 Mary Gibbs (DEECD
psychologist) has been
supporting us with initial
strategies for PBS development,
including teaching Team
Professional learning
 Successful as a mentee school
with Merbein SC as mentor for
SWPBS 2014/2015
 Further focus on ‘common
language’
 Continue with Circle Time
An orderly and safe environment
with students being more
responsible for their learning
and behaviour
Making Better Choices – school
wide agreed & consistent
approach and common language
Other approaches
 Restorative Practice
 PBS
Kitchen Project
 Healthy Eating Project – St
Lukes / Achievement
Program – Healthy Together
Victoria
 Parent Involvement
Other approaches
 Restorative Practice – Gai
Maddams – trained to Level 3
 Restorative Practice – used by
more staff
 Student Engagement &
Wellbeing Team – driving
improvement
 Evidence of more students with
increasing responsibility
 Family support & links to
outside agencies through Gai
and/or Rosie
 Circle Time – in all classes;
coaching with Gai
 Gai Maddams & Rosie Baxter –
Building Bridges (Gen. Poverty)
 Increased understanding of
Calmer Classrooms
 PBS – awareness raising re use
of language and 4:1 positive to
negative comments
 Let’s Celebrate – whole school
events
Student Leaders
Still some staff using an
authoritarian approach –“ power
over rather than power with”
Often results in escalation of
behaviour
Focus on breaking rules rather than
on values and teaching social skills
Once one child in a class makes
poor or unacceptable choices, it a
can create a ripple effect
Time spent managing students takes
away from learning time
Too many Behaviour Management
Plans
Classroom behaviour – low but
improving
Focus on Mantras – positive
Refusals – challenging
Merger
Education valued
Role of social worker - positive
MBC
Customisation of new tracking
system : Xu No – available 24/7
anywhere – will help us to be more
consistent and fair
Bullying
 Needs addressing
Family Support
 Cyberbullying has been an issue
for some families
 Connecting families to outside
agencies & ensuring they get
support they need
 More engagement with the
school
How to make learning more
stimulating – especially for boys
Ensuring we are catering for needs of
students with ASD
Other
 Development of grounds & play
 Further development of Houses
role
12


SLC : student voice, running
assembly, fundraising
House Leaders : running
assembly, organising activities
for play times
Careers Ed Yr 5 & 6 : “You don’t
have to be lucky to get a job – raising
aspirations – partnership with CoGB,
Bdgo Manufacturer’s Group &
businesses
Kitchen Project
 Excitement about cooking –
social, hygiene, healthy food
 Starting the Kitchen garden – to
demonstrate a growth & taste of
a range of vegetables
 Developing herb garden
 Parent Cooking classes – healthy
food on a budget
 Helping @ school functions
Family Friendly School
 Koorie Meeting Place
 C4C – Rosie – No Closed Doors
 Cooking Classes
 Brekky Club – parent helpers
 Parents Club
 Helping
 Supporting
 Playgroups x 3
 Multicultural Diversity – primary
schools presentation in Mall;
multi-cultural aide
13
Productivity
Productivity refers
to the effective
allocation and use
of resources,
supported by
evidence and
adapted to the
unique contexts of
each school.
Successful
productivity
outcomes exist
when a school uses
its resources people, time,
space, funding,
facilities,
community
expertise,
professional
learning, class
structures,
timetables,
individual learning
plans and facilities
– to the best
possible effect and
in the best possible
combination to
support improved
student outcomes
and achieve its
goals and targets.
What did we set out to
achieve?
What did we achieve?
What factors supported or
inhibited our success?
Where might we focus future
effort?
Note: schools will not have
productivity goals and targets in
their current strategic plans. This
section is optional.
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