EXTERNAL VALIDATION REPORT 2014
for
THEODORE PRIMARY SCHOOL
External Validation Report 2014
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Record of Validation Process
The following people were members of the external validation panel for Theodore Primary
School conducted on 30th July 2014 to 1st August 2014.
Name: Grace Dunlop
School: Kaleen Primary School
Name: John Alston-Campbell
School: Gungahlin College
Name: Rachel McClure
School: Emmaus Christian School
As chair of the panel I endorse that this is a true and accurate record of the findings from the
external validation process.
Name: Grace Dunlop
Signature: ______________________________ Date: _________________________________
As principal of Theodore Primary School I accept the Validation Report on behalf of the school
community.
Name: Matthew Holdway
Signature: ______________________________ Date: _________________________________
As co-director of Quality Learning Australia, external validators for the conduct of validation
process in ACT public schools, I concur that the panel acted within the guidelines set by the ACT
Education and Training Directorate.
Name: Michael King
Signature: ______________________________ Date: _________________________________
External Validation Report 2014
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Section A: School context
Theodore Primary School is a preschool to year 6 school located in the Tuggeranong Valley in the
South of Canberra. Over the past four years enrolments have remained steady at approximately
250 and the current enrolment for 2014 is 246 (131 boys and 115 girls). Current projections for
2015, based on preschool enrolments, indicate that there will be growth in kindergarten
enrolment for 2015. The 2013 Index of Community Socio-Educational Advantage (ICSEA) as
reported via MySchool is 993. Over the past four years, the ICSEA has ranged from
approximately 980 to 1000.
Notable demographic features of the school include an enrolment of approximately 10%
students from Aboriginal and Torres Strait Islander (ATSI) background as well as 11% of students
who speak English as an Additional Language or Dialect (EALD). Additionally, 12% of students are
identified as having special needs and are identified as such for the purposes of Nationally
Consistent Collection of Data. In total, 22% of students are provided with Individual Learning
Plans.
Theodore Primary School has facilities that were designed for a much larger student population
and thus is able to dedicate a number of spaces for specialist activities, notably a specialist
science room and kitchen/garden. Another space is currently being renovated as a Parent Hub,
where community members can gather. The buildings are well maintained and students express
pride in that they are kept free of litter and graffiti. Teachers put obvious effort into creating
stimulating and engaging learning environments.
Theodore Primary School has an active parent community who are interested in being part of
the school community. This is evident from participation in school events such as ‘Pizza and
Problems’ and the beginning of the year school BBQ, as reported by students and staff. Further
evidence of the school’s commitment to community building is found in the playgroup
established and maintained from school funds with the participation of a member of the school
executive.
Theodore Primary School has a young staffing profile, with 50% of teaching staff having less than
10 years teaching experience. Turnover of staff has been high relative to system averages in
both teaching staff and executive teacher categories. The school has identified this as a
considerable issue in the past four years, particularly with the inconsistent availability of a
Literacy and Numeracy Field Officer. The panel noted that the average years spent in the school
across all categories of staff is less than the life of the Theodore School Plan 2011-14. In 2014,
the staffing mix included eight new teaching staff to the school. The young staff and high
turnover have created challenges for leadership with respect to culture building, professional
development, and the loss of significant corporate knowledge.
Over the four years of the current plan the changes in Principal and executive staff have been
significant. The current Principal arrived at the beginning of 2012, after the development of this
plan and, while keeping the overall priorities, has refined and focused the strategies
implemented to achieve them.
External Validation Report 2014
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Section B: School performance
School attendance data is strong with 90% averages or higher. This has remained consistent over
time and among year levels. 2013 attendance data showed a slight improvement to 93% across
the school.
The panel was provided with learning data from a range of sources, including but not limited to
National Assessment Plan – Literacy and Numeracy (NAPLAN), Performance Indicators in Primary
Schools (PIPS), Schedule for Early Number Assessment (SENA), Progressive Achievement Tests
(PAT) and Performance Maintenance Benchmarks (PM Benchmarks).
PIPS data, in particular, shows that students entered kindergarten at approximately the ACT
average for reading and mathematics over three years of data provided. Expected growth, for
the kindergarten students in mathematics meets or exceeds ACT averages. Growth in reading
fell below ACT averages in 2011 and 2013. However, by year 3, NAPLAN data indicates that
student performance in reading, writing and numeracy is below ACT averages and also below
the averages of schools with similar ICSEAs. The school is critically aware of the need to address
this in future planning.
NAPLAN results in reading show that the school has met system targets in year 3 for two years
running and in year 5 for 2013 only, when taking into account confidence intervals. Other data
(growth data from MySchool) indicates greater than average growth by a small amount in
reading over the four years of the Plan. The limited successes in reading have not yet been
matched in writing or numeracy. On the whole, performance has remained constant over the
last four years.
The school’s effort to address the learning of students with individual needs has led to the
establishment of the Response To Intervention team (RTI). The team responds to data from
specialised assessment tools including Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
and York Assessment of Reading for Comprehension (YARC) and has begun implementing
MultiLit and MiniLit program to build skills in reading.
School Satisfaction data in the early years of the plan was highly variable; however, the 2013
results revealed overall satisfaction averages were at or above system averages for all
stakeholder groups: staff, parents and students. Staff satisfaction has improved dramatically
from 2012 to 2013. These results are consistent with panel interviews with selected members of
each stakeholder group. Students, notably, spoke very highly of their school consistent with
recent above average student responses with respect to the statement ‘Student behaviour is
well managed at my school’.
Evidence cited and its validation
NAPLAN data summaries 2011-2013
PIPS data 2011 – 2013
School Board Reports 2011 – 2013
School Satisfaction Data 2011 – 2013
MySchool student gain charts 2011 – 2013
Staff, student and parent interviews
School Plan 2011 – 2014.
External Validation Report 2014
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Section C: School improvement planning and implementation
PART 1: Improvement planning
The school improvement priorities identified in the school plan for 2011 to 2014 were:
1. Achieve improved learning outcomes for students in literacy and numeracy.
2. Create an environment that will support student and community engagement in
learning.
The school selected its priorities based on the 2010 External Validation Report, the School
Evaluation Matrix, system perception data and student outcome data.
Priorities have stayed the same over the life of the plan and are reflected in Annual Operating
Plans. Strategies over the life of the plan reflect, and are balanced by, a changing context, most
notably staff turnover and changes in key leadership positions.
PART 2: Improvement actions
Priority Area 1 – Achieve improved learning outcomes for students in literacy and numeracy
Performance Measures and Targets
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Achievement of expected NAPLAN mean scores
Reading targets were met in 2013 for year 3 and 5, in 2012 for year 3 and in 2011 for year 5.
Numeracy targets were achieved in 2012 for year 3 and in 2011 for year 5. NAPLAN writing
targets were not met in the life of the plan.
-
Increase in percentage of students achieving PAT stanines in reading and numeracy
relative to their year level.
The assessment of this performance measure was impacted by data entry problems with the
software used to support the tracking and analysis of PAT data. However, the data indicated
stable or improved student results in the area of reading. In the area of student
achievement in mathematics, the data indicated that students fail to achieve expected
outcomes as they progress through the school.
Improvement Strategies
Theodore Primary School is working to develop common understandings and approaches to
teaching. The panel observed this, particularly with regards to reading comprehension and
spelling, and noted that writing is the professional development focus of the coming term. The
school takes the development of literacy seriously from the pre-preschool playgroup, which
focusses on oral language through to the end of year 6. There are systems in place to support
this common understanding with regular and productive team meetings where reflection,
planning and moderation take place. The RTI team supports teaching teams in catering for
students with individual needs.
The leadership of the school is committed to developing the capacity of staff to deliver quality
pedagogy through a differentiated coaching model. The Field Officer program is in the
establishment phase and has been extended for another year with the idea of building further
on positive results. In discussions with staff, the panel validates that participation by invitation
or request in staff mentoring and coaching programs had been extended to all staff. This is
supported by executive staff making time available to classroom teachers to observe and
mentor others.
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The school is working to develop school-wide assessment practices to support student learning.
From discussion with staff, the panel affirms the use of Assessment Gantt Charts to track literacy
and numeracy assessments and ensure that assessment processes were consistent across the
school. While Gantt charts track classroom assessment, some standardised tools are also used;
for example, DIBELS and YARC assessment data were used as the basis for school change with
respect to teaching philosophy in the junior classes.
Another strategy pursued over the life of this plan was to maintain relevance and support
implementation of the school’s curriculum. The panel noted that some curriculum programs
have been broadly embraced by teaching staff. For example, the Comprehensive Assessment of
Reading Strategies (CARS) and Strategies to Achieve Reading Success (STARS) programs for
reading comprehension were mentioned frequently by staff and students as a useful tool for
developing students’ reading skills. The specialist science teacher and corresponding program
are highly valued by staff, parents and students. Staff noted excellent communication and
planning by the science teacher allows them to integrate science into everyday classes with
support.
Theodore Primary School is implementing the Australian Curriculum. Having already
implemented English, mathematics and science, a scope and sequence of geography, history,
financial literacy and health has now been developed with links to literacy and writing genres.
Theodore does not currently offer a Language other than English program due to the
unavailability of a suitable language teacher.
Some early signs of progress are detectable in the data provided and the panel believes that
with sustained attention to these strategies, measurable improvements in student performance
may follow in time.
Priority Area 2 – Create an environment that will support student and community engagement
in learning
Performance Measures and Targets
-
Increase in student satisfaction survey related to feeling safe at school.
Responses from students to questions on school safety have improved from well below the
ACT average in 2010 to just above the ACT average in 2012 and these higher levels were
sustained into 2013.
-
Reduce student referrals related to behavior
The student behaviour referral data, while showing an increase in referrals from 2011 to
2012, also reveals a substantial decrease in referrals from 2012 to 2013. The early 2014 data
suggests the downward trend continues. Teaching staff attribute the reduction in
behavioural issues largely to the implementation of the Tribes Learning Community program.
Improvement Strategies
The school undertook to review processes and practices which would enable students to be
engaged in and to take responsibility for learning. The panel noted a range of strategies in use to
engage students at the school. Some examples included a rich text approach to literacy in
kindergarten and individualised research projects in years 3 to 6. Availability of technology in the
classroom was also identified in the plan as a strategy for engaging students, and iPads and
laptops were purchased. Improvement in student satisfaction data in this area is a clear
indication of success.
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The school also reviewed the structures and processes related to addressing the individual
needs of students. The recent recruitment of a new Literacy and Numeracy Field Officer and
establishment of the Response to Intervention Team has facilitated individualised planning and
assistance for students who demonstrate areas of need. These interventions are based on both
standardised assessments and classroom data. The case conference model facilitates
communication between all levels of staff with respect to students with special needs.
Communication between year levels has been facilitated by the development of student
profiles, which are included in year level hand-overs.
The panel noted that perhaps the most significant strategy in addressing cultural issues at
Theodore Primary School has been the introduction of The Tribes Learning Community program,
which pervades the school. The panel found students, parents and staff were fluent in the
language of the program and the values supported by it. Explicit reference was often made in
discussion to the components of the Tribes agreement. Visually, these components are
displayed across the school and in the Principal’s Office. Staff recognise the introduction of
Tribes as a significant turning point in the life of the school. The efficacy of the introduction of
Behaviour Plans for some students was observed along with shared agreements about escalating
consequences for difficult behavior.
The school has set about developing partnerships with families that strengthen their
involvement in the learning journey. One part of this has been the Kids Matter initiative, which
complements the Tribes Learning Community ethos. The Parent Hub will also provide a place to
access Kids Matter information. There has also been a very positive response from the
community to the employment of an Indigenous Education Officer for two days per week. This
is also fostering connections between Theodore Primary and Calwell High School.
The pre-preschool playgroup, established in 2012 and observed by the panel, is a critical strategy
in engaging and building community around Theodore Primary School. It provides families with
critical community links such as those with Therapy ACT and the Tuggeranong Health and
Community Centre. Its function as an early literacy and language intervention strategy is an
example of long-term thinking in the school’s planning.
Theodore Primary School celebrates community and achievement. Students and families spoke
highly of the community events held after school once per term. Examples include: Pizza and
Problems, Book Week and the end of year concert, fete and movie nights. The achievements and
celebrations of the school are communicated through a weekly newsletter and Facebook. Staff
mentioned fortnightly assemblies and year level assemblies where student achievement awards
were presented. Parents are notified and invited to attend when students are receiving an
award.
Evidence cited and its validation
Assessment Gantt Charts
2011 - 2013 PAT Testing data
2013 PM Benchmark data
Theodore Spelling Program
Meeting timetable 2014
Belief Statements
Playgroup Data
External Validation Report 2014
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Playgroup 2013 Report
Theodore Scope and Sequence
2011 - 2014 Operational Plans
Theodore Primary School Board Report 2011 - 2013
Field Officer Program
CARS and STARS Assessment Data
PALLs professional development
2011 - 2014 Programming
2011 - 2014 Behaviour Data
Education and Training Directorate Data
Satisfaction Survey longitudinal data
Life Skills Handbook
Behaviour Plan
Playgroup Data
Playgroup 2013 Report
Theodore Primary School Focus Report 2014
Example of Kids Matter Committee Minutes
Student Profiles
Preschool – Year 6 Teaching programs 2011-2014
Term Calendars.
External Validation Report 2014
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PART 3: Reflection
The actions and adjustments to improvement strategies over the life of the plan indicate deep
reflection on strengths and weaknesses of the school. Particular attention has been paid to
strengthening the school culture. The school has prioritised culture, literacy and numeracy as
their key focus areas for improvement from a range of evident challenges. The panel concurs
that the school has focused on the areas of highest need.
The school’s written reflection highlighted many of the barriers that interfered with their
improvement strategies over the four years of the plan. Substantial emphasis was given to the
loss of key staff and the difficulty in replacing them. Significant, too, were changes of leadership,
executive staffing, and the Literacy Numeracy Field Officer position across the period of the
plan.
Theodore Primary School has, over the term of the current Principal, refined its improvement
processes to include an emphasis on using school data. This is a significant ongoing change for
the staff. Reflections on efforts to improve systems for data collection and analysis, and the
need for this to continue into the next planning cycle, were noted by the panel. The panel
recognises that there have been some challenges with the collation and analysis of data, but
note that all staff are now involved in using data to inform decision making, through team
meetings and staff meetings, and in interactions with the RTI team.
Theodore Primary School considers improvement to be the job of the entire school community.
Staff coaching and mentoring programs have been put in place. There is a culture of peer
learning amongst the teachers, supported by executive staff who release teachers to observe
and mentor other teachers. The panel noted, in interviews with staff, that they are supportive
of the direction set by this Principal and confident in his ability to lead the changes. The panel
also noted that the current leadership team at the school now appears to be stable and
dynamic, placing the school in a good position to continue on its improvement journey.
Evidence cited and its validation
Interviews with leadership, teachers, parents and students
Mentoring programs
Annual Operating Plans
School Plan
Section D: National tools self-evaluation results
National School Improvement Tool
Given the relatively short amount of time that schools have had with the National School
Improvement Tool, Theodore Primary School has used a three step process to complete its selfassessment. Staff formed preschool to year 6 teams, each analysing two domains. Teams
identified their views on current school practice within each domain. Executive staff added their
views, then took the tool to the Board and P&C for discussion. The Board and P&C concurred
with the views of teachers.
The Theodore Primary School community identified several areas of strength, which were
validated by the panel.
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The school has a clear agenda for improvement in partnership with the community.
External Validation Report 2014
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The school leadership team is committed to ways to improve student outcomes.
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There is a strong, optimistic commitment by all staff to school improvement and a belief
that further improvement is possible.
-
Programs and strategies have been introduced and resourced to address the needs of
students.
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The school has processes for identifying student learning needs.
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School curriculum is relevant and accessible to all students and builds on students’
existing knowledge and variety of backgrounds.
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The school places a high priority on professional learning for all staff.
The Theodore Primary School community identified several areas for development, which were
validated by the panel.
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The school will continue to develop differentiated teaching and learning strategies.
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The school will use regular formative and summative assessment of student learning to
inform practice.
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The school will continue to refine clear processes and procedures for coaching,
mentoring and providing constructive feedback.
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The school will maintain a focus on quality learning and on the creation of a culture in
which all students are expected to learn.
-
The school will develop systems for the analysis and in-depth discussion of data to
improve student learning.
Safe Schools Audit Tool
The school identified accessibility issues with the tool, and ended up distributing the questions
to the wider community via Survey Monkey. A summary of the results indicated that the
Theodore Primary School community feels positive about the safety of the school. Areas
identified for future development relate to processes and procedures for student behaviour
management, identification and support of at-risk families, and community engagement with
student behaviour and wellbeing.
National Quality Standards (Preschool)
The panel was provided with a copy of the Regulatory Authority’s findings in respect to
Theodore Preschool. The Regulatory Authority found that the preschool meets or exceeds all
National Quality Standards. The panel noted that enrolments in the preschool are rising
significantly in 2015, with implications for Theodore Primary School’s future numbers.
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Section E: Commendations and recommendations
Commendations
The panel commends Theodore Primary School in several areas.
1. The school has established the Pre-Preschool playgroup. This displays foresight in three
areas: it facilitates community engagement, links families to community services and
assists in development of early literacy skills for children in the Theodore area.
2. The leadership of the school has put a great deal of effort and resourcing into creating a
supportive learning culture in the school. For example, staff point to the introduction of
the Tribes Learning Community initiative as a turning point in the life of the school.
3. The enthusiasm, passion and camaraderie exhibited by the staff of Theodore Primary
School have greatly impressed the panel. The overwhelming impression garnered from
staff, students and parents was of a strong, bonded, caring community.
4. The Principal and members of the executive team are personally leading and driving
focused school improvement. The commitment of staff to the improvement agenda was
clearly evident.
Recommendations
The panel makes the following recommendations.
1. Extend and embed the process of aligning teaching practices across the school in
literacy and numeracy. Further consistency in pedagogical approaches will facilitate
strong shared understandings across the school.
2. Sharpen the focus of professional learning in the areas of writing and mathematics
teaching. These priorities have already been identified by the school and are driven by
performance data. The panel recommends a plan be developed to increase teacher
capacity in these areas in order to improve student achievement.
3. Continue developments around a whole school, systematic approach to the collection
analysis and use of data to inform decisions about teaching and learning in the
classroom. The panel recommends beginning with greater use of the SMART data
program by classroom teachers to target strengths and weaknesses of classes and to
assist with sourcing resources in support of student growth.
4. Continue to develop a culture that promotes learning and high expectations through
the development of strong partnerships with all parents. Capitalising on the already
strong level of community engagement will further support teachers in realising their
programs.
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