Peer Review Report
Glenroy Specialist School
North West Victoria Region
School number:
4915
Principal:
Raelene Kenny
School Council President:
Debra Taylor
Review Company:
Ed Solutions
Accredited School Reviewer:
Julie Chandler
Peers:
Bev Fegan
Karen Overall
Date of Review Meeting:
27th May 2015
Contents
1.
Executive Summary ............................................................................. 3
2.
Terms of Reference ............................................................................. 6
3.
Evaluation of Performance .................................................................... 8
4.
Recommendations for the school from the panel day ............................. 13
5.
Registration Requirements: Summary Statement .................................. 15
GSS Review Report 2015
2
1. Executive Summary
Glenroy Specialist School (GSS) has much to be proud of in the achievements of the last four years, and has
a fine reputation in providing quality education for students who have physical and multiple disabilities and
significant health concerns, including students who are chronically ill. The school leaders, staff, and
community share a passion for the students, their wellbeing and their learning. The school’s vision of
providing a respectful, safe and supportive environment that encourages dynamic, active learning and
growth for all members of the school community is evident across the school. The stimulating, caring and
safe learning environment is based on four key values of teamwork, professionalism, respect, and learning,
and these clearly guide the practice of the school on a daily basis. There are common expectations and the
school operates on very clear processes that are agreed by all. Parents and the community are very
supportive of the school. School based student and family surveys indicate that students love coming to
school.
The GSS is one of four schools in Victoria for students who have physical and multiple disabilities and
significant health concerns, and there are 130 students ranging in age from five years to eighteen years. It
is located in the northern suburb of Melbourne and students come from the Northern and Western suburbs.
Students are transported to and from the school by twenty buses each day and some students travel for
over three hours each day to attend school. Some parents transport their children. The socio-economic
profile of the school which takes into account the occupations of parents is low, and the proportion of
students with English as a second language is mid-high, and this has remained steady over the period of
review. The Student Family Occupation (SFO) indicator of the school is .67 in 2015, and this indicates that
the population is less advantaged than the state average.
In 2013, the school moved to its current site in Hilton Street, Glenroy. The new school, complete with world
class facilities designed by architects in consultation with the school community, was a major achievement
and a cause for much celebration. The buildings are state of the art with wide spaces and natural light and
integrated manual handling and care systems to support the occupational health and safety of all. The
school community and the hard work of the leadership and staff must be commended on this major
achievement. The landscaping and grounds are attractive and have been planned in order to maximise the
outdoor spaces to provide stimulating and safe outdoor learning areas. The school is well equipped and
there is a swimming pool and centres for specialist learning and physical activity areas. There are three
subschools – junior, middle and senior- and these are each led by a leading teacher. The classrooms are
engaging and there is a strong sense of purposeful activity and student engagement in their learning across
the school. There are 21 classes in the school with an average class size of six students, who are grouped by
age and learning styles. Staff are catered for in welcoming and modern facilities and are encouraged to
ensure their ongoing health and safety by linking with the physiotherapy, massage and Pilates providers at
the school.
There has been a period of dedicated and stable leadership with a principal and assistant principal and they
have built a leadership team across the school. There is a teaching team of 34 staff and 76 Education
Support Staff (ESS) and there is a mixture of new graduates and experienced staff. The school reports that
more than half the staff have specialist educational qualifications. In addition, there is a therapy team of 14
staff and three nurses who are contracted to the school by Yooralla.
There has been a strong commitment to closely examine the student learning, engagement, well-being and
productivity outcomes of the last four years in order to be clear on the next level of work and to put in place
a plan to continue to improve over the next period of review. The GSS community has worked hard on
building and maintaining a highly purposeful community and culture and the results are impressive. The
entire school community has worked hard to demonstrate the key elements of a high-reliability organisation
where there is a safe and collaborative culture, effective teaching across the school, a guaranteed and viable
curriculum, standards referenced reporting and competency-based education. A culture of collegiality and
professionalism is therefore strong. Interdisciplinary professional learning teams, made up of teachers,
physiotherapists, speech pathologists, occupational therapists, support staff and nurses plan together for
each students learning whilst ensuring their physical wellbeing. Staff use observational evidence and data to
inform planning for each student.
3
Student achievement over the review period is to be celebrated. The goal was to improve learning
outcomes for all students in the areas of literacy and mathematics and this was achieved through the
development and use of school specific curriculum and associated individual learning maps and goals; a
school-wide communication project and mealtime program; a focus on active learning, intensive interaction
and four blocks of literacy. The curriculum is based on AusVELS pre-foundation level outcomes and students
are assessed on the Abilities Based Learning and Education Support (ABLES) program and Quest for
Learning (Wales) for the profound and multiple learning difficulties (PMLD) students. School data and
collated evidence indicates that students have achieved the learning growth over the review period relative
to their goals, and this has included students learning at home. The data indicates that 85% of students
have achieved satisfactory progress or better against their individual learning goals. The 15% of students
who did not make satisfactory progress or better have experienced significant illness and associated
absence, or have had degenerating conditions. The Victorian Certificate of Applied Learning (VCAL) program
has provided senior students with a relevant and practical curriculum and has included project-based
learning and involvement in the broader community.
The panel also agreed that there was positive achievement of the goal to ensure students feel safe, happy
and stimulated and develop resilience and self-esteem. Data sets from opinion surveys and feedback from
the panel indicates that student engagement is strong, and that that there is a positive and stimulating
learning environment across the school. A team of three nurses support students with their health needs
and therefore maximise participation and engagement in the school program. With the development in the
GSS curriculum and differentiated, specific and targeted teaching for every student, engagement and
wellbeing has increased. This is supported by school based student and family surveys that indicate that
students love coming to school and are disappointed when they are unable to attend. In addition, the
expansion of the student leadership program and the careers planning process have contributed to fostering
engagement and independence. Careers action planning, which includes detailed plans that are developed
with families, Department of Human Services (DHS), community agencies and post school providers, is
undertaken for graduating students, and this was reported to be highly effective.
The goal to provide effective transitions for all students with a specific focus on movement between
subschools was also achieved over the period of review. Parents indicate that they are well supported and
confident when their children transition into the school and that there is invaluable information,
communication and support when transitioning between subschools. The strong relationship between the
school and early intervention agencies and the Royal Children’s Hospital (RCH) medical staff, provides
quality support and contributes to smooth transitions.
GSS also sought to expand the student welfare program over the period of the last review to include a
dedicated .6 staff member. The program included a personal development program delivered through team
teaching; one to one support for individual students and parent workshops that included education on
puberty and sexuality. Despite the school reporting that there are no major student behaviour problems,
there are students requiring behavioural support. The school has therefore identified a need to develop a
whole school consistent approach to positive student behaviour that contributes to continuing a positive
school culture. The school aims to implement the research-based School Wide Positive Behaviour Support
(SWPBS) framework in the school over the next period of review.
The resources of GSS have been well prioritised and targeted to support student learning, engagement and
wellbeing over the period of review, and there were some major achievements. The building of a worldclass education facility that meets the specific learning and care needs of all students and provides for high
order occupational health and safety standards for staff, was a major achievement. Classrooms are well
resourced to provide rich and stimulating learning environments with ICT and digital, multi-media across the
school. A formal service agreement was reached with Yooralla enabling greater control over service and cost
reductions for the school. Sadly there were a number of student deaths due to their health status in 2014,
and resources have been empathically and strategically applied to ensuring a whole school support process
for students, parents and staff.
Staff recruitment was targeted to the needs of the specialist population including support and medical needs
and building the capacity of all teaching and ES staff through targeted whole-school professional learning
and development was a priority. In addition, strong partnerships were built with Yooralla; DHS; RCH; other
specialist schools such as Belmore; Early Intervention; Vocational Futures for Young Adults and a range of
business sponsorships.
GSS Review Report 2015
4
The school review was marked by high quality robust discussions and evident enthusiasm from leaders and
staff from across the school to continue the right work for school improvement. Students, staff and parents
show much pride in their school and are optimistic about future directions. The review panel agreed that the
school should continue to strive to improve student-learning outcomes particularly for the PMLD, active and
high complex health needs (HCHN) students. The panel also agreed that if the school continues to build the
capabilities of staff, then student learning, achievement and growth will continue to improve across the
school.
The next period will also see the school continue its focus on building the engagement in learning for every
student by ensuring all groups are catered for in the curriculum and that teaching is explicit. The school will
aim to maximise student independence and support.
This will include building and developing the
home/school partnership by taking learning into the home environment particularly with the use of
technology. It will involve exciting work with the exploration of digital classrooms and the expanded use of
technology.
The management and alignment of resources will be important to achieve the new school goals and
priorities. Productivity over the next period will include the development of the workforce plan to align with
the implementation of the strategic plan and improving current models of therapy support for learning. The
building of leadership across the school with a particular focus on middle level leadership will help ensure
school improvement and achievement.
The school must be commended for the excellent achievements of the past review and it should be noted
that GSS has been recognised internationally with the leadership team presenting at an international
conference in June.
There is no doubt that the students, families and staff of Glenroy Specialist School have much to look
forward to in the coming period.
5
2. Terms of Reference
Aim / purpose
The 2015 review will explore the following questions:
1.
How well does the current teaching and learning program meet the needs of the students?
Consider learners:
•
Profound and Multiple Learning Difficulties
•
Highly active
•
Chronically ill
•
Need behavioural support
•
Maximising independence
2.
How effectively does the school engage with families?
Consider:
•
Transitions
•
Communication
•
Training
•
Support strategies
•
Developing understandings of learning programs
3.
What opportunities does the school provide for education support staff (ESS) to develop deeper
understandings and to extend their skills for supporting student learning?
Methodology
Timeline for the review
Date
Activity
Resources
Action officer
28 January
2015
Briefing to whole staff on upcoming
review
Staff reflective activity: What we are
proud of
Note pads, pens
Principal
10 February
2015
Leadership Team Self Evaluation Day
Strategic Plan
AIPs
School Self Evaluation
(SSE) template
Principal
Assistant Principal
Leading Teachers
24 February
3 March
Leadership Team Self Evaluation
follow up workshops
Strategic Plan
AIPs
SSE template
Principal
Assistant Principal
Leading Teachers
5 March
Whole staff self-evaluation meeting:
What have we achieved?
Why did we achieve?
Where to next?
Groups and reflective
questions
Principal
10 March
Leadership team analysis and
clarification of staff responses
Draft document
including staff
responses
Principal
Assistant Principal
Leading Teachers
16 March
School Council meeting focusing on
evaluation of school practice and
future directions
Powerpoint display:
Effective schools model
School priorities from
Strategic Plan
Reflective activity
What Next activity
Principal
GSS Review Report 2015
6
20 April
Presentation of Self Evaluation Report
to School Council
7 May
Initial tour of school and planning for
Review Meeting by Reviewer and
critical friends
Principal
Assistant Principal
Reviewer
2 Principal Colleagues
27 May
Review panel meeting
Reviewer
July/August
2015
Presentation to staff
Principal
17 August
2015
Presentation to school council
Principal
August 2015
Submission of report
Principal
report
Principal
Panel day plan
Time
Activity and purpose
Who
9.00-3.30
Review of School Achievements
focusing on the Inquiry questions
detailed above in AIM
All attending
Expected outcomes (i.e. what we
expect this activity will achieve)
Draft directions for the new
strategic plan
Panel meeting attendees:
Principal: Raelene Kenny
Assistant Principal: Jane Fincham
School Council President: Debra Taylor
Parent: Natalie Dennis
Peers: Bev Fegan (Principal Croxton SS), Karen Overall (Principal Belmore SS)
Leading Teachers: Lesley White; Lesley Prout; Cathy Heslop; Polly Morgan
ES Representatives: Belinda Johnstone; Ann Choueiri; Pauline Griffith
Accredited Reviewer: Julie Chandler
7
3. Evaluation of Performance
The panel concurred with the findings in the SSE of student achievement, engagement and well-being and agreed that the school must be congratulated on the
achievements of the last strategic plan; and the thorough and investigative self-evaluation process that included all stakeholders. The panel unanimously agreed that the
school is highly effective and has worked towards establishing high quality teaching, learning and engagement relevant to the needs of each student, and significant
wellbeing support across all areas of the school. The panel commended the work of the leadership, teachers and staff and the support of the school council and parents.
Goal and target
from former
strategic plan
The panel’s view of student learning is summarised in the following points:
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’ cocurricular
achievements.
Panel view of school performance
Goal:
To improve learning
outcomes for all students
in the area of literacy
and mathematics
through the development
and use of a school
specific curriculum
document.
Target:
 By 2015 the specific
curriculum document
will be completed
and used for planning
in all classrooms.
 All student learning will
be monitored in the
Glenroy Specialist
School Assessment
Tracker.
 90% of students will
achieve good or
better progress
against all goals set
in Individual Learning
Plans (ILP’s).
During the School Strategic Plan (2012-2015) period the panel
unanimously endorsed that the school has made excellent progress as a
provider of quality education for students who have physical and multiple
disabilities and significant health concerns.
There is impressive evidence to suggest students have achieved learning
growth over the review period, and this has included students learning at
home. 85% of students have achieved satisfactory progress or better
against their individual learning goals. The 15% of students who did not
make satisfactory progress or better have experienced significant illness
and associated absence, or have degenerating conditions.
In addition the school surveys indicate the following:
 Parent Opinion Survey (POS) school climate variables are all above the
90th percentile except extra-curricular and homework. Parent Opinion
Survey comments in 2013 (there was no reliable 2014 survey because
of the low return rate), all strongly endorse the work of the school and
the excellence of the programs and the applicability to their child’s
learning.
 School Staff Survey (SSS) school climate and staff professional
variables are generally well above the state. Parent and community
involvement, collective focus on student learning and guaranteed and
viable curriculum are all well above the state and results indicate more
than 90% endorsement from the staff. Teacher collaboration, while
better than the state, is not as strong for school climate as the other
variables (75%).
A significant body of work that contributed to student achievement was
undertaken in the review period in the following areas:
Curriculum
Panel Recommendations
for improvement
The panel agreed that if the school
focuses on identifying the key
learning for PMLD, active and high
complex health needs students and
improves the capabilities of staff,
then student learning, achievement
and growth will improve across the
school. The panel therefore
recommended the following
strategies:
Key Improvement Strategies:
1. Identify key learning for students.

Further exploring the use of
Priorities for Education Access
and Learning (PEAL) and
reviewing assessment and
reporting documentation to
reflect key learning.
2. Build the capabilities of all staff.
 Build staff knowledge and
instructional practice through
professional learning
 Ensure a systematised approach
to targeted feedback for every
staff member.
 Include coaching on the GSS Train
The Trainer model.
GSS Review Report 2015
8
Goal and target
from former
strategic plan
Panel view of school performance
The school has focused on documenting a curriculum framework that
includes assessment and reporting for GSS which outlines the stages of
learning and pre-AusVels progression points in literacy, numeracy, science
and the arts. The curriculum program included a school-wide
communication project and mealtime program; a focus on active learning,
intensive interaction and an enabling timetable. The panel endorsed that
this has built a shared understanding of what we teach and how we assess
student progress.
Panel Recommendations
for improvement

Include quality induction
processes.
There is a VCAL program that is adapted and provides senior students with
a relevant and practical curriculum. It includes project-based learning and
involvement in the broader community. VCAL students participate in
planning their learning program. In addition, additional support for post
compulsory students who have not experienced on-going literacy learning
was provided.
Timetable and Learning at Home.
The timetable was redesigned to ensure four blocks of literacy in all classes
and resources provided. The library was reorganised to facilitate the
implementation of the learning program.
Learning at home support was provided for students experiencing
extended absence, due to ill health. The program was managed by a
leading teacher and supported by ES staff and in close liaison with families.
Assessment and Reporting
Individual progress is monitored by continuous assessment of learning in
relation to the learning maps for all students. Individual student
assessment is based on the goals set by each student Support Group and
form part of the Individual Education Plan (IEP).
Each student is assessed using ABLES and PMLD students are assessed
using Quest for Learning (Wales). Some formalised testing is used where
appropriate. Individual literacy and numeracy assessment forms part of
this. The GSS Assessment tracker is used for data collection.
Reporting to parents is regular and communication is strong. There are
four PSG meetings per annum and formal written reporting with
photographic evidence twice a year. Learning is reported against the
individual goals of the student; the entry skill level; the strategy used and
the achievement level from the school rubric.
9
Goal and target
from former
strategic plan
Panel view of school performance
Panel Recommendations
for improvement
Building teacher capacity
The school has been working on building high quality instructional practice
and skills of staff across the school; and the use of coaching and peer
observation and feedback have been a significant part of this work. All staff
have actively participated in professional learning and there are high
expectations of all staff and students. The learning intentions are very
clear for every student and consistency has been developing across the
school.
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.
Goal:
To ensure that students
feel safe, happy and
stimulated and develop
resilience and selfesteem.
Target:
By 2015 95% of parents
and students surveyed
rate school performance
at or above the 75th
percentile when
compared to state levels.
The new Performance and Development Process for staff has been targeted
to address school priorities and all of the leadership team has been
involved in the peer review process.
The panel’s view of student engagement:







All evidence suggests and feedback from the panel indicates that
student engagement is strong across the school. Data sets from
opinion surveys indicate that there is a positive and stimulating
learning environment across the school and that students are engaged
in their learning. A team of three nurses support students with their
health needs and therefore maximise participation and engagement in
the school program.
School based student and family surveys indicate that students love
coming to school and are disappointed when they are unable to attend.
As reported in student achievement, 85% of students have achieved
satisfactory progress or better against their individual learning goals.
However, the 15% of students who did not make satisfactory progress
or better have experienced significant illness and associated absences,
or have degenerating conditions.
Learning has been differentiated for every student and includes goal
setting for students which is part of the Individual Education Plan (IEP)
set by each student Support Group. Individual literacy and numeracy
assessment has driven planning for each student.
The student leadership group have input into school programs and
engagement, and independence and adventure is promoted through
the GSS Scout troupe.
According to the school climate section of the school staff survey 2014,
83% of all staff believe that the school climate is a positive one. The
score of 545 is well above the average results for all Victorian
Specialist Schools (473).
According to the 2013 parent opinion survey, student engagement
The panel agreed that if the school
continues to focus on building the
engagement in learning for every
student, then student motivation,
achievement and growth will continue
to improve across the school.
The panel therefore recommended
the following strategies:
Key Improvement Strategies:
3. Develop strategies to engage all
students.
 Target PMLD, highly active and
HCHN students.
 Audit the curriculum so that all
groups are catered for.
 Ensure explicit teaching.
 Maximise student independence.
4. Build the home/school
partnership by taking learning
into the home environment
particularly with the use of
technology.

Explore and implement home-
GSS Review Report 2015
10
Goal and target
from former
strategic plan
Panel view of school performance
variables were all above the 80th percentile. The program support
group variable was 6.4 in 2013, which was close to the 90th percentile
in the state.
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.
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
Goal: As above
A further goal was set for
student pathways and
transitions.
Goal: To provide
effective transitions for
all students with a
particular focus on
subschools.
Target:
By 2015 95% of parents
and students surveyed
rate school performance
at or above the 75th
percentile when
compared to state levels.
A goal and targets were
not included in previous
SSPs.
The school has however
ensured focus in these
areas:

Facilities: The
building of a worldclass education
facility.
The panel’s view of student wellbeing:
 It was reported in the SSE that parents feel well supported on
transitioning into the school and rate the process as excellent. In
addition, parents reported that they were well supported and confident
on transitioning between subschools.
 The mean of the variable of student transition in the parent opinion
survey in 2013 was 6.17 which was above the 80th percentile.
 There exists a strong relationship between the school and early
intervention agencies and the RCH medical staff, and this provides
invaluable support and contributes to smooth transitions.
 Careers action planning, which includes detailed plans that are
developed with families, DHS, community agencies and post school
providers, is undertaken for graduating students, and this was reported
to be highly effective.
 GSS also sought to expand the student welfare program over the
period of the last review to include a dedicated .6 staff member. The
program included a personal development program delivered through
team teaching; 1:1 support for individual students and parent
workshops that included education on puberty and sexuality.
 Despite the school reporting that there are no major student behaviour
problems, there is a need to develop a whole school consistent
approach to positive student behaviour that contributes to a positive
school culture.
Panel Recommendations
for improvement
based learning and the use of
technology.

Explore digital classroom access.
The panel agreed that in order to
ensure all students are learning in a
positive environment, there needs to
be a research-based whole-school
approach to student wellbeing
implemented across the school.
Key Improvement Strategy:
5. Implement the School wide
Positive Behaviour Support
framework in the school.




Develop a project team
Train lead users
Define key behaviours and
messages.
Ensure professional learning for
all staff.
The resources of GSS have been well prioritised and targeted to support
student learning, engagement and wellbeing over the period of review, and
there were some major achievements. Some of these include:
The panel agreed that it is essential
to manage and align resource
allocation according to school goals
and priorities.
Facilities:
 The building of a world-class education facility that meets the specific
learning and care needs of all students and provides for high order
occupational health and safety standards for staff, was a major
achievement over the period of last review. The school was designed
by architects who worked in closely with the school community.
Key Improvement Strategies:
6. Improve current models of
therapy support for learning.
7. Develop the workforce plan to
align with the implementation of
the strategic plan.
11
Goal and target
from former
strategic plan
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.



Resourcing of the
goals of the strategic
plan to improve the
teaching and learning
program.
Staff recruitment to
meet the needs of
the specialist school
population.
Ensuring quality
partnerships –
ie.Yooralla
Panel view of school performance

Extensive landscaping that is safe and engaging for students and staff.
Resourcing:









Ensuring the human resources were allocated to achieve the goals of
the strategic period. These included strong recruitment practices and
staffing structures that included literacy strong engagement and
wellbeing practices for students and teachers.
Staff recruitment was targeted to the needs of the specialist population
including support and medical needs. There is a therapy team of 14
EFT staff and 3 nurses who are contracted by the school from Yooralla.
A formal service agreement was reached with Yooralla and this enabled
greater control for GSS over service and cost reductions for the school.
Building the capacity of all staff through targeted whole-school
professional learning and development (external and internal). This
included teaching and non-teaching staff.
Building an enabling timetable that provided blocks of time for literacy
learning.
Resourcing of classrooms to provide rich and stimulating learning
environments
Resourcing ICT and digital, multi-media across the school.
Building student leadership, wellbeing and transition programs.
Strong partnerships exist with Yooralla; DHS; RCH; other specialist
schools such as Belmore; Early Intervention; Vocational Futures for
Young Adults and a range of business sponsorships.
Panel Recommendations
for improvement
8. Build leadership across the school
with a particular focus on middle
level leadership.

Focus on middle-level / teacher
leadership

Use the PRP process

Provide mentoring and shadowing
opportunities
GSS Review Report 2015
12
4. Recommendations for the school from the panel day
Panel recommendations for
improvement
The panel recommended new goals and key
improvement strategies to achieve these goals:
Student Achievement
Goal:
To improve learning across the school with a particular
focus on PMLD, active and high complex health needs
students.
Key Improvement Strategies:

Identify key learning for students by further
exploring PEAL and reviewing assessment and
reporting.

Build the capabilities of every staff member by
building knowledge and instructional practice.
Rationale/ theory of action
If the school focuses on identifying the key
learning for PMLD, active and high complex
health needs students and improves the
capabilities of staff, then student learning,
achievement and growth will improve across the
school.
Student Engagement
Goal:
To build the engagement in learning for every student.
Key Improvement Strategies:

Develop strategies to engage all students with a
specific focus on PMLD, active and high complex
health needs students.

Build the home/school partnership by taking
learning into the home environment particularly
with the use of technology.
If strategies to engage all students are identified
and learning is taken into the home for those
students with specific mobility and health needs
then student engagement and learning will be
enhanced.
Student Wellbeing
Goal:
Ensure all students are learning in a positive
environment.
Key Improvement Strategies:

Implement the SWPBS framework in the school.
If a consistent research-based approach to
student wellbeing and positive behavior is
implemented across the school then student
wellbeing and learning will be enhanced.
Next steps (optional)







Identify key learning for students by further exploring
PEAL and planning for individual student learning so
that it is targeted
Review assessment and reporting documentation to
reflect key learnings.
Build the capabilities of every staff member by building
knowledge and instructional practice; implementing a
systematised feedback model and the utilisation of
coaching
Audit the curriculum to ensure all students are catered
for.
Explore home-based learning that includes the use of
technology such as the You-Tube lesson bank; digital
classroom access and on-line Student Support Groups
(SSG’s).
Implement SWPBS across the school by developing a
project team; training lead users; defining the schools
key behaviours and messages and ensuring
professional learning for all staff.
Ensure monitoring and evaluation.
13
Panel recommendations for
improvement
Productivity
Goal:
To manage and align resource allocation according to
school goals and priorities.
Key Improvement Strategies:

Improve current models of therapy support for
learning.

Develop the workforce plan to align with the
implementation of the strategic plan.

Rationale/ theory of action
If the school uses its resources – people,
funding, facilities, community expertise and
professional learning to the best possible effect
with the best possible combination, then
student outcomes will be enhanced.
Next steps (optional)


Explore current models of therapy support.
Provide for the development of leadership learning for
team leaders, middle level leaders and teachers.
Build leadership across the school with a particular
focus on middle level leadership.
GSS Review Report 2015
14
5. Registration Requirements: Summary Statement
Glenroy Specialist School
Signature of Reviewer: Julie
Chandler
Date: 27 /05 /2015
Name of Reviewer: Julie Chandler
Registration requirements to be met by all Government schools
Is the registration
requirement met?
SCHOOL GOVERNANCE






Democratic principles
Structure
Philosophy (eg. - SSP, AIP)
Statement of school philosophy
Explanation of how philosophy is enacted
Not-for-profit status
Evidence provided to VRQA by the Department
Evidence provided to VRQA by the Department
Yes √
No 
Evidence provided to VRQA by the Department
ENROLMENT



Yes 
No 
Student enrolment policy (Specialist and Specific Purpose*[see below] schools
N/A
√
ONLY)
Student enrolment numbers
Evidence provided to VRQA by the Department
Register of enrolments
Evidence provided to VRQA by the Department
CURRICULUM AND STUDENT LEARNING





Time allocation per learning area (eg. Timetable)
Explanation of how and when curriculum and teaching practice will be reviewed
(eg. - SSP, AIP, Curriculum Committee minutes, staff Professional Development)
Outline of how the school will deliver its curriculum (eg. Scope and sequence)
A whole school curriculum plan (eg. Scope and sequence)
Documented strategy to improve student learning outcomes (eg. - SSP, AIP)

Monitoring and reporting on students’ performance
Yes
√
No 
Evidence provided to VRQA by the Department
STUDENT WELFARE
Student welfare
 Student Welfare policy and procedures
 Bullying and Harassment policy and procedures
Student safety
 On-site supervision policy and procedures
 Excursion policy and procedures
 Camps policy and procedures
 Ensuring safety and welfare of students with external providers policy and
procedures
Student care
 Care arrangements for ill students
 Distribution of medication policy and procedures
 Anaphylaxis management policy and procedures
 Register of staff trained in first aid
 Record of student medical condition and management
Additional evidence
 Mandatory reporting policy and procedures
 Accidents and incidents register
 First aid policy and procedures
 Internet policy and procedures
 Critical incident plan
 Emergency management plan
 An outline on how the school communicates policies and procedures on the care,
safety and welfare of students to the school community
 Emergency bushfire management
Yes
√
No 
Yes
√
No 
Yes
√
No 
Yes
√
No 
DISCIPLINE


No 
Behaviour management policy and procedures (including procedural fairness and Yes √
an explicit statement prohibiting corporal punishment)
An outline of how the school communicates these policies and procedures to the
school community
GSS Review Report 2015
15
ATTENDANCE MONITORING
 Attendance monitoring
 Attendance register
Evidence provided to VRQA by the Department
Evidence provided to VRQA by the Department
STAFF EMPLOYMENT
Teachers’ requirements
 Register of all teachers with name, VIT registration number and category
Compliance with Working with Children Act 2005
 Procedures to ensure that all required staff have Working with children check
 A Working with children check register
 Procedures to maintain the Working with children check register
Yes
√
No 
Yes
√
No 
SCHOOL INFRASTRUCTURE
 Buildings, facilities and grounds
Department
 Educational facilities
Evidence provided to VRQA by the
Evidence provided to VRQA by the Department
OTHER REQUIREMENTS
Information about school performance
 Registration of an additional year level or campus
 Changing a school type or location
Evidence provided to VRQA by the Department
Applicable only when required
Applicable only when required
Additional registration requirements to be met by schools offering a senior secondary course or qualification (VCE /
VCAL / IB)
Student learning outcomes
 Current student and staff handbooks
 Sample student learning sequence
 Procedures and documentation to indicate staff have been provided with current
and accurate information
 Policies and procedures to enable compliance with the awarding body
Student records and results
 Policies and procedures to maintain accurate student records
 Policies and procedures to undertake an annual analysis of records and results
 Policies and procedures to monitor patterns of student participation and completion
rates
Student welfare
 Policies and procedures in place consistent with relevant legislation to ensure care,
safety and welfare of students and provision of opportunities for students with
special needs
Teaching and learning
 Qualified and competent staff to teach and assess the class
 Suitable teaching resources and physical facilities to provide the course
 Processes to ensure consistent application of assessment criteria
 Processes to oversee conduct of assessment, including processes to conduct
investigations and hearings, and if necessary amend or cancel assessments
Yes
√
No 
Yes
√
No 
Yes
√
No 
Yes
√
No 
If you require support regarding the minimum standards:
 email school.reorganisation@edumail.vic.gov.au, or
 telephone the Department of Education and Early Childhood Development on 9947 1854, or
 contact your Senior Advisor.
If you would like examples of further evidence to supply please see: VRQA registration requirements for Victorian Government
Schools.
* The Victorian Registration and Qualifications Authority (VRQA) has registered the following schools as Specific Purpose
schools:
















Austin Hospital School
Avenues Education
Blackburn English Language School
Collingwood English Language School
Croydon Community School
Distance Education Centre Victoria
John Monash Science School
Kensington Community High School
Lynall Hall Community School
Noble Park English Language School
Sovereign Hill School
Sydney Road Community School
The Alpine School
Travancore School
Victorian School of Languages
Western English Language School
GSS Review Report 2015
16