School Review Report 2018 South Eastern Victoria Region
School No. 5143
Frankston Special Developmental School
Review Dates - 23, 24 and 30 July and 6 August 2018
Strategic Plan 2015-18
School Principal Name: Scott Tucker
School Council President
Name: Marita Hayes-Brown
Senior Education Improvement Leader
Name: Stan Szuty
Accredited School Reviewer
Name: Heather Norbury
Review Company Name: Valad Solutions Pty Ltd
Melbourne Sep-18Sep-18Aug-18
©State of Victoria (Department of Education and Training) 2016
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An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering s uch an institution may copy and communicate the materials, other than
third party materials, for the educational purposes of the institution.
Authorised by the Department of Education and Training,
2 Treasury Place, East Melbourne, Victoria, 3002
CONTENTS
1. Public section ............................................................................................................................................................................. 3
1.1 SCHOOL CONTEXT............................................................................................................................................................. 3
1.2 SCHOOL highlights ............................................................................................................................................................. 4
1.3 Summary of key review findings ..................................................................................................................................... 5
1.4 SUMMARY OF KEY DIRECTIONS FOR THE NEXT SSP ..........................................................................................76
2. Confidential section ................................................................................................................................................................87
2.1 SUMMARY OF PERFORMANCE AGAINST THE SSP...............................................................................................87
2.2 KEY ACHIEVEMENTS AGAINST SSP and AIP TARGETS ................................................................................... 109
2.3 KEY CHALLENGES AGAINST SSP and AIP TARGETS...................................................................................... 1110
2.4 FIELDWORK FINDINGS............................................................................................................................................... 1211
2.5 OTHER SIGNIFICANT FINDINGS .............................................................................................................................. 1312
2.6 ASSESSMENT AGAINST THE FISO CONTINUA OF PRACTICE FOR SCHOOL IMPROVEMENT............ 1413
2.7 KEY DIRECTIONS FOR THE NEXT SSP – GOALS, TARGETS AND KIS ........................................... 1514
Appendix 1: Terms of Reference and Methodology ...................................................................................................... 1617
2.8 VRQA Minimum Standards CHECK..............................................................................................................................24
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1.1 SCHOOL CONTEXT
Location and history Frankston Special Developmental School (FSDS) is located in Karingal in the outer
southern suburbs of Melbourne, about 54 kilometres from the City of Melbourne. The
school was founded in 1961.
School facilities The school grounds include seventeen classrooms with adjoining bathrooms, a
gymnasium, three multi purpose areas, a homecrafts room, an art and craft room, two
adventure playgrounds, a library, an Information Communication and Technology (ICT)
laboratory, two therapy rooms, an outdoor basketball court and a large grassed playing
field.
Enrolments Enrolments at the time of the review were approximately 119.8 students. Over the past
few years, enrolments have decreased by about ten students. There are six Junior
classes, six Middle classes and five Senior classes, based on ability and age.
SFO and SFOE The current Student Family Occupation (SFO) index is 0.6623 and the Student Family
Occupation Education (SFOE) index is 0.5349.
Staff profile The staffing profile of Frankston SDS includes a Principal, Assistant Principal, a teaching
and learning specialist, the equivalent of 3.8 full time (FTE) leading teachers, 17.2 FTE
classroom teachers, a business manager, administrative assistant, facilities manager, 3.2
FTE speech therapists, two occupational therapists, a physiotherapist one day per week,
and 20 Education Support staff. The Blackwood campus has one leading teacher and one
classroom teacher.
Curriculum The FSDS curriculum has been adapted from the Victorian Curriculum to cater for the
educational needs of all students. The school’s Individualised Learning Programs (ILP)
aim to develop social competencies, communication and personal independence.
Students are assessed twice a year using the ABLES (Abilities Based Learning
Educational Support) assessment tool. The Pathways school based curriculum is a
framework used to teach students in their last three years of school and includes work
experience oportunities. Pathways focusses on teaching students the functional skills
required to operate successfully in post school settings. All senior students have a
Managed Individual Pathway (MIPs) plan that outlines the skills required by the students
to successfully transition to their preferred post school option.
Additional information The Blackwood Special Schools Outdoor Education Centre (BSSOEC) is located 80 kms
north west of Melbourne and is a registered campus of FSDS. Blackwood SSOEC
provides outdoor education programs to students with disabilities across the state.
FSDS also provides an Early Education Program for students aged between 3.8 and 4.8
years who exhibit significant global developmental delay. The Early Education Program
operates out of the East Karingal Kindergarten with staff from FSDS assisting with the
program.
In 2018, two middle school classes from FSDS operate at Karingal Heights Primary
School (KHPS). The students attending KHPS have acces to a fully equipped computer
lab, indoor gynasium and commercial kitchen.
Me-TV, a television show written, directed and starring FSDS students has been used to
teach and reinforce important aspects of the I Can be Safe program. Me-TV is
broadcasted across the school weekly each Friday.
1. Public section
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1.2 SCHOOL HIGHLIGHTS
Highlight 1:
Professional Learning Communities
With the introduction of a revised Victorian Curriculum, created to meet the needs of the diverse range of students at
Frankston SDS, the school examined the most effective mode of delivery to empower both the staff and students in the
new materials. With increasing evidence that distributed leadership made a positive difference to organisational
outcomes and student learning, the leadership team decided to place an emphasis on the design and implementation of
Professional Learning Communities (PLCs) as a catalyst for collaboration as well as the opportunity for shared
leadership. Collaborative planning days and professional development enabled teachers to work collaboratively to plan
and implement the new curriculum. Feedback from teachers indicated increased confidence and capacity, which
allowed classrooms to work more collaboratively, and to implement a number of differentiated learning programs over
multiple subject areas.
Highlight 2:
MeTV
MeTV is a weekly school-produced television program that had been developed as a way to deliver and address
behavioural, social and academic skills to the school community. MeTV is based on the principles of Video Self
Modelling (VSM) and Video Peer Modelling (VPM) and is underpinned by the School Wide Positive Behaviour Support
framework. MeTV is hosted by students and staff and consists of regular segments including ‘I Can Be Safe’, ‘School
Expectations’, ‘Cybersafety’, ‘Jolly Phonics’ and ‘SRC Reporting’ as well as other segments focusing on healthy eating,
environmental sustainability, science, welfare, social skills, communication, and independence. Reflection segments
highlighted students’ work as well as whole school special events. Students highlighted the importance of MeTV to their
education, identifying with various characters and articulating the learning presented each week.
Highlight 3:
Student Voice
During the Strategic Plan period, Frankston SDS had focused on increasing student voice across the school. The
expansion of the speech therapy team had seen communication increase across the school, particularly through the
increased use of Augmentative and Alternative Communication (AAC) systems. Students now had the ability to make
comments, give opinions and make requests through their AAC devices, as was evidenced in student focus groups, with
students using their devices to respond to questions about their learning. The introduction of school leaders had also
helped to create role models for the younger students and they also ran assemblies. House captains supported the
junior students in sports days and whole school events. The Student Representative Council organised whole school
events and fundraised for worthy causes. Senior school students were encouraged to be more involved in planning for
their future. Managed Individual Pathways (MIPs) plans were created in consultation with students and parents through a
MIPs survey and Student Support Group (SSG) meetings. Students were encouraged to be involved by attending
planning meetings and expressing their ideas. Frankston SDS had also encouraged critical thinking across the school
and constantly challenged the students to be reflective learners. Clearer expectations within the classrooms had
empowered students to have more voice in their learning and to reflect on what was being taught.
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1.3 SUMMARY OF KEY REVIEW FINDINGS
Performance against the SSP goals
SSP Goal 1:
The 2015–18 School Strategic Plan for Frankston SDS set a goal to improve the communication skills of all students.
The target set as a measure against the goal was to ensure all Individual Learning Plans included a communication goal,
taken from the English Speaking and Listening goal bank, which had been developed from the Victorian Curriculum.
Each student’s entry level was also to be included and a uniform and expanded range of assessments were to be
developed for Communication ILP goals. The Panel found that the school had met this goal, with the three targets being
achieved.
SSP Goal 2:
The strategic plan set a goal to improve the social competencies of all students. The targets set as measures against the
goal were for all students to achieve three or four on the point scale for Interpersonal Development goals and for all
students to show progress in their ‘I Can Be Safe’ checklists. The Panel found that the school met this goal, with the
targets achieved.
SSP Goal 3:
The Strategic Plan set a goal to develop the independence of all students. The targets set as measures against the goal
were to improve the percentage of students obtaining ‘achieved’ on the School-Wide Positive Behaviour Support
(SWPBS) implementation checklist and to show a reduction of tier two and tier three behaviours for students on a
Positive Behaviour Plan (PBP). A transition program was to be introduced for students across the school. The Panel
found that the school partially met this goal, with two out of three targets being achieved.
SSP Goal 4:
The Strategic Plan set a goal to increase the opportunities of students with a range of abilities to access Outdoor
Education. The targets set were in relation to a separate Student Resource Package (SRP), and Workforce and
Business Plan for Blackwood Special Schools Outdoor Education Centre (BSSOEC). A further target stated that the
Education Centre would become a fully self-catering operation for all students visiting the school. Reports indicated that
the goal and targets had not been achieved.
Findings against the Terms of Reference Focus Questions
Terms of Reference Focus Question 1: To what extent does Frankston SDS have an agreed instructional model to
drive student learning?
• the junior and middle classroom environments displayed daily and lesson routines. Senior classrooms displayed
individual daily routines. The majority of classrooms used visual aids for routines and behavioural expectations
to support student needs
• there was a consistent instructional model in place for Jolly Phonics and SWPBS; the school was moving
towards the implementation of a consistent maths model
• all classrooms displayed student goals for independence, social competencies and communication. Students in
focus group sessions were able to articulate at least one of their goals
• use of Information, Communication and Technology (ICT) was evident in all classrooms and many students were
using electronic devices to support their learning and communication capability
• whole school planning documents were detailed and demonstrated differentiation, but catering for individual
needs was not consistently evident in individual weekly planners
• whole school and unit planners were consistently used throughout the school. Weekly planners varied in format
and amount of detail to demonstrate differentiation.
• What Are we Learning Today (WALT) was evident in most classrooms and in some classrooms Learning
Intentions were being introduced – mainly in literacy sessions
• some classes were using visual aids to support the steps in lessons, for example read aloud, comprehension,
sequencing, writing.
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Terms of Reference Focus Question 2: To what extent are current assessment practices informing differentiated
learning programs and measuring learning growth to improve student outcomes?
• a range of checklists had been developed to enable teachers to accurately record student progress against the
Victorian Curriculum. A variety of other assessment tools were consistently used by teachers to gather data to
inform planning and appropriate selection of learning tasks
• goal banks had been developed to enable consistency in goal setting for students in communication,
independence and social competencies
• leadership team members highlighted the lack of tools available for special schools to accurately track student
growth, as ABLES did not allow for the breaking down of steps for each level. A Community of Practice was
being established to develop assessment tools for Special schools and the literacy team were working on
several areas to share with the Community of Practice team
• there was not at present any platform available to house evidence of students’ ongoing growth. There was no
avenue to show a student’s growth from their first year of school to their final year. Some students may remain in
an ABLES level for several years because the incremental growth within that level could not be shown.
• teacher understanding of the Victorian Curriculum and ABLES was much more in-depth and more evident in
planning for individual needs
• ABLES and checklists were used to plan for the following term and to determine student groups.
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1.4 SUMMARY OF KEY DIRECTIONS FOR THE NEXT SSP
The School Review Panel recommended the following key directions for the next School Strategic Plan:
embed consistent implementation of the instructional model for literacy
develop planning documentation that demonstrates differentiation to meet the individual needs of all students
embed the high impact teaching strategies that support structuring lessons and differentiated teaching
ensure classroom environments are consistent in the level of support for student learning
investigate, evaluate and modify assessment tools to meet the needs of students
investigate ways to track, report and record student progress throughout their years of schooling
participate in a Community of Practice investigating assessment in Special Schools.
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Student voice, agency and leadership; curriculum content; and teacher
practice are critical areas of focus when gathering evidence to support performance and practice outcomes. This symbol denotes areas in the report where specific focus on gathering
evidence to support performance and practice outcomes for the instructional core should be made. This includes when identifying enablers and barriers to the achievement of goals and targets in the school strategic plan (SSP), and
when providing evidence that supports the school’s self-evaluation against the 16 dimensions in the FISO Continua of Practice for School Improvement (FISO Continua). The Evidence of the Instructional Core section of the School
Review Guidelines provides further information on the importance of a student – content – teacher focus.
Goals and evidence - continued Status (as agreed by
Panel)
Goal 2 To improve the social competencies of all students Partially met
Targets
Target 1: 75 per cent increase across the school of 'achieved' on S-WPBS
implementation checklist
Met
Target 2: All students on Positive Behaviour Plans (PBP) will show a reduction of tier
two and tier three behaviours.
Partially met
Target 3: A transition program will be introduced for students across the school. Met
2.1 SUMMARY OF PERFORMANCE AGAINST THE SSP
Performance group: RENEW
Goals and evidence Status (as agreed by
Panel)
Goal 1 To improve the communication skills of all students Met
Targets
Target 1: 100 per cent of Individual Learning Plans will include SMART goals for
English Speaking and Listening taken from the Victorian Curriculum FSDS goal bank.
Met
Target 2: All students will achieve 3 or 4 on the 5 point scale for English, Speaking
and Listening
Met
Target 3: Accurate recording of assessments for English, Speaking and Listening Met
Evidence
The Panel found that all three targets for this goal were met.
Analysis of all Individual Learning Plans (ILPs) demonstrated that they all included a communication
goal, with the entry level of the student also recorded. The panel agreed that a revised curriculum, goal
bank and checklists, based on the Victorian Curriculum for English Speaking and Listening, had been
developed and were used consistently by all staff. ILP observations were conducted each term to
assess achievement against each student’s communication goal. The ABLES (Abilities Based Learning
Educational Support) assessment tool data was collated biannually and speech therapists conducted a
range of assessments based on individual needs.
2. Confidential section
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Evidence
The Panel found that two out of three targets for this goal were met.
Analysis of all Individual Learning Plans (ILPs) demonstrated that they all included a social competency goal. A goal bank and checklists, based on the Victorian Curriculum for Personal, Social and Community Health Curriculum, had been developed and were used consistently by all staff. The panel noted that ILP
observations were conducted each term to assess achievement against each student’s social competency goal.
Panel analysis of data for students on a PBP is demonstrated below for 2018 and 2017.
In 2017, there were eight students with PBPs and 75 per cent had a reduction of reported incidents after the
implementation of their PBP.
There was a similar result in 2018, with four students having a PBP and 75 per cent of them demonstrating a reduction of reported incidents after the implementation of their PBP.
The panel agreed that continued development of the SWPBS model across the school had ensured behavioural expectations were clear and explicit across the school. Regular professional development was conducted to review SWPBS modules and code of practice. A transition program for Foundation
students enabled teachers to conduct student assessments, interview parents and create social stories for all students. Students moving departments were involved in transition a few weeks prior to moving classes and transition packs were developed for all new students or students moving to new
departments.
Goal 3 To develop the independence of all students Met
Targets
Target 1: All students will achieve three or four on the point scale for Interpersonal Development goals.
Met
Target 2: Students will have shown progress in their ‘I Can Be Safe’ checklists.
Met
Evidence
The Panel found that both targets for this goal were met.
Every student at Frankston SDS had an independence goal in their ILP. The Independence goal bank had been created using the Victorian Curriculum for Personal, Social and Community Health Curriculum. ILP observations were conducted each term to assess achievement against each student’s
independence goal. The panel agreed that students were able to clearly articulate their independence goal during student focus group sessions. ‘I Can Be Safe’ checklists had been moderated, expanded and aligned to the Victorian Curriculum. Each
department had the same focus each term for ‘I Can Be Safe’ as was outlined in the unit planners. The panel observed that student goals were clearly displayed in all classes. MeTV regularly produced ‘I Can Be Safe’ video modelling segments to support learning. The Pathways Independence curriculum
had been expanded, to include daily living skills.
Goal 4 To increase the opportunities of students with a range of abilities to access Outdoor Education.
Partially met
Targets
Target 1: Blackwood SSOEC will have a separate Student Resource Package (SRP)
in the Frankston SDS budget.
Partially met
Target 2: Blackwood SSOEC will become a fully self-catering operation for all students visiting the school.
Not met
Target 3: SSOEC Work force plan and Business Plan. Not met
Evidence
The Panel found that two out of three targets for this goal were not met.
Funding had been provided to support the two staff at the centre, but the site was yet to become a fully
self-catering operation for all students visiting the school. Funding for any issues relating to the centre were currently covered by the Frankston SDS SRP.
Other school accessing the camp were encouraged to set goals for their students when they attended
the centre, and a program was developed to meet the goals where possible.
The panel noted that a review of the Blackwood campus was currently being undertaken by DET Central, with consideration of separation of the SRP,Workforce and Business Plans.
Differentiated School Review Model Report 2018
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2.2 KEY ACHIEVEMENTS AGAINST SSP AND AIP TARGETS Key achievements (max 3)
Enablers
Goal 1: To improve the
communication skills of all students Target 1:
100 per cent of Individual Learning Plans will include SMART goals for English Speaking and Listening
taken from the Victorian Curriculum FSDS goal bank.
ABLES, English Speaking and Listening assessment was completed by staff
biannually and ILP observations were completed termly. The school gathered information on other assessment methods, appropriate for the student cohort, and then developed an English Speaking and Listening Checklist and goal bank based
on the Victorian Curriculum. The panel concurred that moderation of achievement levels was an issue and the school joined a Community of Practice focusing on robust assessment that
removed teacher bias. Speech therapists consulted with teachers to develop student goals, supported a significant increase of AAC use across the school, and conducted AAC parent
workshops and other professional learning for staff.
Goal 2: To improve the social competencies of all students
Target 1: 75 per cent increase across the school of 'achieved' on S-WPBS
implementation checklist (90 per cent achieved)
School-Wide Positive Behaviour Support (SWPBS) was introduced as a priority framework for all special schools. A SWPBS committee was developed, new school wide expectations were
introduced and visuals to support school wide expectations were implemented. The panel agreed that a continuum of behavior pyramid had been developed and displayed throughout the school and a school wide reward system was introduced.
School songs and a mascot were introduced as well as a formalised staged response to critical incidents. Expectations were clear and explicit across the school and expectations of behavior were reinforced through MeTV. SWPBS was
also highlighted in newsletters.
Goal 2: To develop the independence of all students
Target 1:
All students will achieve 3 or 4 on the point scale for Interpersonal Development goals.
The Independence goal bank and checklists had been created using the Victorian Curriculum (Personal, Social and Community Health Curriculum). Goals were now more targeted and specific for each student.
ES staff were trained to assist with the moderation and development of the goals and the Pathways Independence curriculum had been expanded. Travel checklists had been completed for all senior students and the daily living
skills curriculum had been expanded. The occupational therapy team ran regular professional learning sessions on independence skills such as toileting, sensory regulation and independent transferring. MeTV produced ‘I Can Be Safe’ video
modelling segments to support independence.
Differentiated School Review Model Report 2018
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2.3 KEY CHALLENGES AGAINST SSP AND AIP TARGETS Key challenges (max 3)
Barriers
Goal 2: To improve the social
competencies of all students Target 2:
All students on Positive Behaviour Plans (PBP) will show a reduction of tier 2 and tier 3 behaviours.
The original target was a Reduction of incident reporting of tier three
behaviours. The school felt that without a positive behaviour plan, there were no proactive strategies to prevent extreme challenging behaviours from occurring and tier three behaviours would not reduce. Panel discussion highlighted that the
positive behaviour plans gave teachers strategies they could implement to support a change in behaviour. Teachers could then measure the effectiveness of the interventions on the reduction of specific behaviours. Positive Behaviour Plans
detailed specific proactive strategies and improved consistency of recording of behaviours, but there not yet current lesson plans implemented for consistent teaching of SWPBS in all classrooms.
Differentiated School Review Model Report 2018
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2.4 FIELDWORK FINDINGS
Terms of Reference Focus Questions
Focus question 1: To what extent does Frankston SDS have an agreed instructional model to drive student learning?
Evidence-based findings
The Panel reviewed the school’s practices and processes related to the implementation of the instructional model. The panel agreed that the school had a consistent instructional model in place for the school phonics program and SWPBS and was moving towards the implementation of a consistent maths model. The school had also introduced several non-
negotiables for classrooms to support student learning and panel observations noted that the junior and middle classroom environments displayed daily and lesson routines, whilst the senior classrooms displayed individual daily routines. The majority of classrooms used visual aids for routines and behavioural expectations to support student
needs. All classrooms displayed student goals for independence, social competencies and communication and students in focus group sessions were able to articulate at least one of their goals. The use of Information, Communication and Technology (ICT) was evident in all classrooms and many students were using electronic devices to support their
learning and communication capability. A fieldwork audit of whole school planning documents indicated detail and differentiation in whole school documents and unit planners, but catering for individual needs was not consistently evident in individual weekly planners . Discussions
with teachers indicated that while whole school and unit planners were consistently used throughout the school, weekly planners varied in format and the amount of detail to demonstrate differentiation. What Are we Learning Today (WALT) was evident in most classrooms and in some classrooms Learning Intentions were
being introduced, and the panel confirmed that this was mainly in literacy sessions. Some classes were using visual aids to support the steps in lessons e.g. read aloud, comprehension, sequencing, writing and the panel noted that this was also only during literacy sessions. The literacy team were also currently developing teaching models for handwriting and
reading and they were being trialled in the classes of the literacy team members. The panel noted that the school had also recently implemented a communication program to enable students to communicate their needs and to participate in appropriate social communication with friends, family members and the
local community. The program included Alternative and Augmentative Communication (AAC), Picture Exchange Communication System (PECS), Auslan signing, iPad apps and communication devices. The program encouraged the use of consistent language across the school for how and what was taught in English, Speaking and Listening and
developed teachers’ knowledge and capacity to implement effective and high impact learning strategies to improve and develop students' literacy skills. Student focus groups highlighted the impact of this program with students responding to questions about their learning
using the devices suited to their needs. The use of devices also enabled students to work towards achieving their communication goal and participate more actively in the speaking and listening component of the literacy program. Many teachers were observed using AAC more consistently during the fieldwork days.
The panel agreed that the school expected to begin to see improvement in consistent and sequential approaches to teaching literacy programs in the juniors, middles and seniors, the development of new term-by-term communication planners and for teachers to be able to demonstrate knowledge of each student’s communication goal in their daily
practice.
Focus question 2: To what extent are current assessment practices informing differentiated learning programs and measuring learning growth to improve student outcomes?
Evidence-based findings
During the period of the current Strategic Plan, the panel agreed that there had been significant progress in the development of appropriate assessment records to demonstrate student growth. The school used ABLES to report on student progress but the school had identified that this method did not reflect the individual growth of many students,
particularly those in Level A or B. Some of these students could remain in the level for several years and the teachers wanted to be able to show parents that student progress had been made even though it was in very small steps. The staff began by unpacking the Victorian Curriculum and identifying all the progression points that were applicable to
Frankston SDS students. They then developed many checklists to enable teachers to accurately record student progress against the Victorian Curriculum in Speaking and Listening, Reading and Writing, Social Capability, Personal Capability
Differentiated School Review Model Report 2018
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and Numeracy. This process also increased teacher understanding of the Victorian Curriculum and assessment using
ABLES. A variety of other assessment tools were also consistently used by teachers to gather data to inform planning and the panel noted that appropriate selection of learning tasks was also meeting the needs of students more consistently.
As part of the process, goal banks had also been developed to enable consistency in goal setting for students in communication, independence and social competencies. This ensured consistency of language in the setting of goals for students as well as aligning them more accurately with the Victorian Curriculum and ABLES.
Teachers used ABLES and checklists to plan for the following term and to determine student groups, if applicable, although the majority of students worked on an individual program. Teachers in the Senior classes used their assessments to determine the progress of students in their independence goal and the specific life skills being taught in
preparation for when they finish their education at Frankston SDS. During discussions with teachers on fieldwork days, the leadership team members highlighted the lack of tools available for special schools to accurately track student growth as ABLES did not allow for the breaking down of steps for each
level. The panel noted that there was not at present any platform available to house evidence of students’ ongoing growth and there was no avenue to show a student’s growth from their first year of school to their final year. Some students could remain in an ABLES level for several years because the incremental growth within that level could not be
shown, even with the use of checklists, as mentioned earlier. A Community of Practice was being established to develop assessment tools for Special Schools and the literacy team were working on several areas to share with the Community of Practice team, to support a more accurate assessment of
growth for students with special needs.
2.5 OTHER SIGNIFICANT FINDINGS
Finding Evidence
Limited policies developed for the Blackwood Special School Outdoor Education
Centre (BSSOEC), which is registered as a campus of Frankston Special
Developmental School.
In 2012, BSSOEC was registered as a campus of Frankston Special Developmental
School (SDS).
The review found that there were limited policies written or referenced by Frankston
SDS for BSSOEC. There was an Emergency Management Plan for BSSOEC and the
campus was compliant as a Bushfire at Risk Register site.
Following the review, areas of non-compliance were highlighted in the review report
as a separate VRQA compliance checklist and these were verbally discussed with
the Principal, SEIL and School Council President.
A review of the Blackwood campus is currently being undertaken by DET personnel
in Central Office. The review team flagged as part of this review the potential issues
in regard to Occupational Health and Safety, Bushfire Risk, Duty of Care, Risk
Management and Child Safety.
Differentiated School Review Model Report 2018
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2.6 ASSESSMENT AGAINST THE FISO CONTINUA OF PRACTICE FOR SCHOOL IMPROVEMENT
FISO priority/dimension PRSE Report assessment
Validation Day
Panel assessment
Review Panel assessment
Excell
en
ce i
n
teach
ing
an
d
learn
ing
Curriculum planning and assessment
Evolving Evolving Evolving
Building practice excellence
Evolving Evolving Evolving
Evaluating impact on learning
Evolving Evolving Evolving
Evidence-based high impact teaching strategies
Evolving Evolving Evolving
Pro
fessio
nal
lead
ers
hip
Building leadership teams
Embedding Embedding Embedding
Instructional and shared leadership
Evolving Embedding Embedding
Strategic resource management
Embedding Embedding Embedding
Vision values and culture
Embedding Embedding Embedding
Po
sit
ive c
lim
ate
fo
r
learn
ing
Empowering students and building school pride
Evolving Evolving Evolving
Setting expectations and promoting inclusion
Embedding Embedding Embedding
Health and wellbeing
Evolving Embedding Embedding
Intellectual engagement and self awareness
Evolving Evolving Evolving
Co
mm
un
ity
en
gag
em
en
t in
learn
ing
Building communities
Evolving Embedding Embedding
Parents and carers as partners
Embedding Embedding Embedding
Global citizenship
Evolving Evolving Evolving
Networks with schools, services and agencies
Evolving Evolving Evolving
Differentiated School Review Model Report 2018
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2.7 KEY DIRECTIONS FOR THE NEXT SSP – GOALS, TARGETS AND KIS
PROPOSED GOALS, TARGETS AND KEY IMPROVEMENT STRATEGIES (KIS) FOR NEXT SSP
Goal 1
To develop targeted teaching strategies to improve the learning outcomes for all students in the areas of communication
and social competencies.
Suggested FISO high-impact improvement initiatives for this goal (in order of priority)
1. Building practice excellence
2. Curriculum planning and assessment
Goal 1 rationale
An analysis of the school’s curriculum and planning documentation and classroom observations identified an
inconsistency in the implementation of the instructional models for Literacy. There was limited evidence of the link to
unit planners and differentiation to meet the needs of students in weekly planning documents. Classroom environments
also varied in the level of support for student learning. The High Impact Teaching Strategies (HITS) were identified as
an area requiring focus for the next SSP, particularly in the areas of structuring lessons and differentiated teaching.
Targets
1.1 Staff opinion survey data (2017)
Improve the positive reinforcement for school climate (72%) teacher collaboration (77%),
Maintain or improve the positive reinforcement for collective responsibility (87%)
1.2
Improve the school assessment for Excellence in teaching and learning, using the FISO continuum, currently at Evolving for all dimensions
1.3
Improve the school assessment for Positive climate for learning, using the FISO continuum - Setting
expectations and promoting inclusion at Embedding, other dimensions at Evolving
Key Improvement Strategies (KIS)
1. Embed the use of consistent planning documents (CPA) 2. Evaluate current practice against the High Impact Teaching Strategies (HITS) to improve teacher capacity (BPE) 3. Develop instructional models in literacy and social competencies and define classroom non-negotiables (BPE)
Goal 2
To develop and implement effective assessment practices to improve student learning outcomes
Suggested FISO high-impact improvement initiatives for this goal (in order of priority)
1. Curriculum planning and assessment
2. Evaluating impact on learning
Goal 2 rationale
An analysis of the school’s current assessment tools and recording of progress for students with special needs
identified assessment as an area requiring focus for the next SSP, particularly in the areas of assessment tools and
tasks that accurately measured, tracked and recorded progress of FSDS students.
Targets
2.1 Staff opinion survey data (2017)
Improve the positive reinforcement for teacher collaboration (77%)
Maintain or improve the positive reinforcement for collective responsibility (87%)
2.2
Improve the school assessment for Evaluating impact on learning using the FISO continuum, currently at Evolving for all dimensions
Key Improvement Strategies (KIS)
1. Investigate, evaluate and modify assessment tools to meet the needs of students at FSDS (CPE) 2. Investigate ways to track, report and record student progress (CPE)
3. Participate in a community of practice investigating assessment in Special Schools (BPE)
Differentiated School Review Model Report 2018
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Appendix 1: Terms of Reference and Methodology Introduction
The School Review - Terms of Reference Focus Questions and Methodology is an integral part of the school
review process to ensure a thorough examination of the school’s practices and processes are undertaken as a
means of building deeper knowledge of the school’s performance outcomes.
Following the Review Panel’s testing and validation of the school’s performance against its four-year goals and
targets, the review Panel develops focus questions that will guide and scope the review process. The focus
questions will capture those areas of the school’s practice and performance that require a more detailed
investigation.
The methodology outlines how the review will be undertaken and determines how the focus questions will be tested
through fieldwork activities such as classroom observations, surveys, focus group work etc. Each review’s focus
questions and methodology will therefore be unique to that school’s particular context.
1. TERMS OF REFERENCE
Terms of Reference Focus Questions Rationale
1. To what extent does Frankston
SDS have an agreed instructional
model to drive student learning.
Even though the school had an agreed instructional
model implemented in some areas of the curriculum,
such as Phonics, and School Wide Positive Behaviour
Support, the panel determined that there was limited
evidence of the model being used consistently
throughout the school in all areas of the curriculum.
The selected focus will consider the extent to which the
school has implemented an effective teaching model
through fieldwork activities, to explore curriculum
planning, from whole school to daily planners as well as
teaching practices throughout the school.
2. To what extent are current
assessment practices informing
differentiated learning programs
and measuring learning growth to
improve student outcomes?
Even though the school used a diverse range of
assessment practices, adapted to meet the needs of
students with special needs, the panel agreed that
there were gaps in the processes, including the tracking
of student growth and the storage of ongoing growth
data. Fieldwork activities will focus on a document audit
of assessment practices and data collection and the use
of assessment data in planning.
2. METHODOLOGY
The methodology was co-constructed by the Principal and Reviewer, in consultation with the SEIL,
Challenge Partners and the School Council President.
Differentiated School Review Model Report 2018
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2.1 Timeline for the review
Timeline for the Review
Date Activity and Resources Action Officer (title only)
6/6/18 Briefing to staff on upcoming review Principal
21/5/18 Briefing to School Council on upcoming review Principal
20/6/18 Staff survey/discussions/focus groups Leading Teacher
20/6/18 Parent survey/forums/focus groups Leading Teacher
22/6/18 Student survey/discussions/focus groups Leading Teacher
28/6/18 Preparation meeting
Principal,
Reviewer, 23/7/18 Validation Day Panel members
24/7/18 Review Day 1 Reviewer
30/7/18 Review Day 2 Reviewers
6/8/18 Final Panel Day Panel members
3/9/18 Submission of report Reviewer
After
3/9/18 Presentation to staff
Principal
After
3/9/18 Presentation to school council
Principal
Differentiated School Review Model Report 2018
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2.2 Validation Day agenda and class observation schedule
VALIDATION DAY AGENDA
Time Activity Lead In attendance
8:30 Welcome
- Welcome the School Review Panel - Facilitate introductions
Principal School Review Panel – core
members and challenge
partners
8:35 Purpose of review
- Outline purpose of the review - Discuss roles and responsibilities of core panel (school
council president, principal, SEIL, reviewer)
Reviewer School Review Panel – core
members and challenge
partners
8:45 Performance against previous School Strategic Plan
- Short overview of PRSE process - Reviewer facilitation:
o performance against the goals and targets of its School Strategic Plan (SSP)
o enablers and barriers to success o key achievements and challenges
- Students present on their experience of and relationship with the PRSE
Principal
Reviewer
Student/s
School Review Panel – core
members
challenge partners
School Improvement Team
and students (for relevant
sections)
10:15 Parameters of classroom observations/ focus groups:
- Use resources (checklists/questions) to determine the parameters for the classroom observations/focus groups; what is being observed and why; what questions will be asked. Ensure focus is on student voice, agency and leadership; curriculum content; and teacher practice: knowledge and skills of teachers
- Who will be observing/leading what - Introduce resources (checklists/questions)
Reviewer School Review Panel – core
members and challenge
partners
10:45 Morning tea
11:15 Classroom observations/student focus groups
- According to methodology developed in the preparation meeting
- Core members of the School Review Panel likely to each lead a classroom observation/focus group
Core School
Review Panel
members and
challenge
partners
School Review Panel – core
members and challenge
partners
*students likely to be
involved as part of a focus
group
11:45 Report back
- Share and synthesise observations and findings from the classroom observations/ focus groups
Reviewer School Review Panel – core
members and challenge
partners
12:45 Lunch
1:15 Continua and additional review days
- Validate school’s proficiency status against FISO Continua for School Improvement, focusing on the six High-impact Improvement Initiatives
- Determine any additional fieldwork days for the review based on validation
- Ensure there is a rationale for why the additional fieldwork days will or will not be utilised
Core School
Review Panel
members
School Review Panel – core
members and challenge
partners
2:00 Terms of reference for the review
Develop focus questions and methodology for the review
Reviewer
School Review Panel – core
members and challenge
partners
4:30 Close
Differentiated School Review Model Report 2018
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CLASSROOM OBSERVATION SCHEDULE
Duration Activity Lead Participants
30 minutes x 2
10:15-10:45
11:15 –11:45
Focus groups, with a focus on
a) Student voice, agency and leadership b) Curriculum content c) Teacher practice: knowledge and
skills
Reviewer with Principal Two focus groups with 4-6 students – one with Middle students and one with Senior students
60 minutes for 6 classes
10:15-10:45
11:15 –11:45
Observations of classroom practice, with a focus on
a) Student voice, agency and leadership b) Curriculum content c) Teacher practice: knowledge and
skills
SEIL with Assistant Principal Teachers and classes in Juniors and Seniors
60 minutes for 6 classes
10:15-10:45
11:15 –11:45
Observations of classroom practice, with a focus on
a) Student voice, agency and leadership b) Curriculum content c) Teacher practice: knowledge and
skills
Challenge Partner with Leading Teacher
Teachers and classes in Middles and Juniors
60 minutes for 5 classes
10:15-10:45
11:15 –11:45
Observations of classroom practice, with a focus on
a) Student voice, agency and leadership b) Curriculum content c) Teacher practice: knowledge and
skills
Challenge Partner with Leading teacher
Teachers and classes in Seniors
60 minutes for 5 classes
10:15-10:45
11:15 –11:45
Observations of classroom practice, with a focus on
a) Student voice, agency and leadership b) Curriculum content c) Teacher practice: knowledge and
skills
Staff members Early Education and Karingal Heights classes x2
School Review Terms of Reference and Methodology - 2018
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2.3 Review work plan REVIEW DAY 1 Purpose, including Terms of Reference that
are being addressed
Activity
Participants
Tuesday 24 July 8:30 – 4:30
9:15 – 10:00
Observation of Middle classes at Karingal
Heights PS with a focus on student
engagement in their learning, meaningful
learning tasks, linked to documented
curriculum, approaches to teacher
instructional practice, learning environment
and evidence of differentiation. ToR 1 and 2.
Classroom Observations: Reviewer will
roam classes for observations.
Reviewer and Leading Teacher
10:15 – 10:45 Observation of Early Education Centre and
will focus on student engagement in their
learning, meaningful learning tasks, linked to
documented curriculum, time spent by
students on task, approaches to teacher
instructional practice, learning environment
and evidence of differentiation. ToR 1 and 2.
Early Education Centre Observations:
Reviewer will roam EE Centre.
Reviewer and Leading Teacher
11:15 – 12:00 Classroom observations will include a focus
on student engagement with their learning,
meaningful learning tasks, linked to the
documented curriculum, time spent by
students on task, approaches to teacher
instructional practice, learning environment
and evidence of differentiation. ToR 1 and 2.
Three Junior Classes to observe Numeracy
Rotations
Reviewer
12:00 – 12:45 Classroom observations will include a focus
on student engagement with their learning,
meaningful learning tasks, linked to the
documented curriculum, time spent by
students on task, approaches to teacher
instructional practice, learning environment
and evidence of differentiation. ToR 1 and 2.
Four Middle classes to observe Literacy and
ICT classes
Reviewer
School Review Terms of Reference and Methodology - 2018
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1:55-2:40 Leadership team interviews will occur with a
focus on instructional model, curriculum,
assessment, planning processes and use of
data. Teachers will bring artefacts such as
assessment and planning documents. ToR 1
and 2
Interviews/conversations with teachers will
be prompted by set questions relating to
planning and delivery of assessment and
curriculum and use of instructional model.
Reviewer and leadership team
2:40-4:30 Curriculum and assessment documentation
will be explored, with a focus on evidence of
use and implementation of instructional
model in whole school, assessment practices,
team and individual planners and use of data
analysis in planning.
Documentation audit, particularly in
relation to weekly and daily planning
documents and processes.
Reviewer
REVIEW DAY 2 Purpose, including Terms of Reference that
are being addressed
Activity
Participants
Monday 30 July 8:30 – 4:30
2 Reviewers
9:30-10:00
Classroom observations will include a focus
on student engagement with their learning,
meaningful learning tasks, linked to the
documented curriculum, time spent by
students on task, approaches to teacher
instructional practice, learning environment
and evidence of differentiation. ToR 1 and 2.
Senior Classes to observe Literacy Rotations Reviewers 1 and 2
10:00 – 11:00 VRQA audit of Secondary School section of
VRQA checklist
VRQA documentation Reviewers 1 and 2
11:30-12:30 Classroom observations will include a focus
on student engagement with their learning,
meaningful learning tasks, linked to the
documented curriculum, time spent by
students on task, approaches to teacher
instructional practice, learning environment
and evidence of differentiation. ToR 1 and 2.
Three Junior Classes to observe Literacy
Rotations
Reviewer 2
School Review Terms of Reference and Methodology - 2018
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11:30-12:30 Literacy planning team interview will occur
with a focus on use of instructional model,
curriculum, assessment, planning processes
and use of data, in relation to Literacy. ToR 1
and 2
Interviews/conversations with teachers will
be prompted by set questions relating to
planning and delivery of assessment and
curriculum and use of instructional model in
Literacy.
Reviewer 1 and Literacy team
1:55 - 3:40 Curriculum and assessment documentation
will be explored, with a focus on evidence of
use and implementation of instructional
model in whole school, assessment practices,
team and individual planners and use of data
analysis in planning.
Documentation audit, particularly in
relation to assessment tools currently in
use.
Reviewer 1 and 2
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2.4 Review Panel Members
Name Title Email address
Scott Tucker Principal [email protected]
Stan Szuty SEIL [email protected]
Heather Norbury Reviewer [email protected]
Marita Hayes-Brown School Council President [email protected]
Jenny Hamilton Challenge Partner [email protected]
Tania Castro Millas Challenge Partner [email protected]
Signatures
School Principal:
Name (print): Scott Tucker Date: 23/7/18
Signature:
SEIL:
Name (print): Stan Szuty Date: 23/7/18
Signature: Electronic Agreement obtained
School Council President:
Name (print): Marita Hayes-Brown Date: 23/7/18
Signature:
School Reviewer:
Name (print): Heather Norbury Date: 23/7/18
Company: Valad Solutions Pty Ltd
Signature:
Page Template - School Review Report - June 2018 24
2.8 VRQA MINIMUM STANDARDS CHECK
School name: Frankston Special Developmental School
– Frankston Campus
Date: 28/06/18
Name of Reviewer(s): Heather Norbury Signature of Reviewer:
Part 1: Minimum standards to be met by all government schools
Are the registration
requirements met?
Comments
1. School governance
1.1 Democratic principles * The school affirms democratic principles through a statement in the school’s vision and values, prospectus, handbook or local school policy.
Yes ☒
No ☐ If no please specify
1.2 Philosophy * The school has a statement (e.g. School Philosophy Policy, School Strategic Plan, Annual Implementation Plan) that includes:
the school’s vision, values and objectives how the philosophy is promoted and articulated
throughout the school and school community.
Yes ☒
No ☐ If no please specify
SPECIALIST AND SPECIFIC PURPOSE SCHOOLS ONLY 1.3 Enrolment policy * The school has an enrolment policy that is consistent with all legal requirements. * The school can demonstrate how their school policies are implemented.
Yes ☒
No ☐
N/A ☐ If no please specify
2. Effective curriculum 2.1 Curriculum framework * The school has:
a language program an explanation of how appropriate time is allocated
across the 8 learning areas (e.g. timetable, time allocation per learning area)
an explanation of how and when curriculum and teaching practice is reviewed (e.g. School Strategic Plan, Annual Implementation Plan, Curriculum Statement, Staff Professional Development Statement, Curriculum Framework policy
an outline of how the school delivers its curriculum, whether through Australian Curriculum, Victorian Curriculum, other approved curriculum programs, integrated programs or online learning (e.g. Curriculum Framework –policy or statement)
a whole-school curriculum plan showing how curriculum is organised (e.g. Curriculum Framework policy, scope and sequence, whole-school Curriculum Plan)
Yes ☒
No ☐ If no please specify
2.2 Student learning outcomes * The school has a documented strategy to plan for and improve student learning outcomes including:
what data the school collects to monitor outcomes
how the school analyses and uses this data to set goals and targets for outcomes, including for students at risk
how the data will be analysed, used and reported (e.g. Curriculum Framework Policy, School Strategic Plan, Annual Implementation Plan, Student Learning Outcomes Statement)
Yes ☒
No ☐ If no please specify
3. Student welfare
3.1(a)(i)Student Welfare * The school has:
a policy which sets out the duty of care (e.g. Duty of Care Policy):
Yes ☐ No ☒
If no please specify
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- owed to students to take reasonable measures to protect them from risks of injury that should have been reasonably foreseen
- to take reasonable care any student (and other person) on the school premises will not be injured or damaged by reason of the state of the premises or of things done or should have been done to the premises
- that greater measures may need to be taken for younger students or students with a disability
Student Welfare policies and procedures (e.g. Student Engagement and Inclusion policy)
a Bullying and Harassment policy and procedures, which includes cyber bullying (e.g. Anti-bullying policy & procedures)
a Complaints and Grievances policy and procedures.
The Student Engagement and Inclusion policy does not reference Child Safe standards, policy or code of conduct.
3.2(a)(ii) Student Care The school has:
a policy and procedure for managing care arrangements for students with medical conditions (e.g. Care arrangements for ill students policy and procedure)
a current record of students with medical conditions and how those conditions are managed
policy and procedures for distributing medicine
a current register of staff trained in first aid an anaphylaxis management policy which covers the
matters required by Ministerial Order 706 and the DET Anaphylaxis Guidelines
Yes ☒
No ☐ If no please specify
3.3(a)(iii) Student Safety
* The school has:
an on-site supervision of students policy and procedures (e.g. Supervision and Duty of Care policies, Visitors policy)
a policy which ensures the safety and welfare of students learning with an external provider (when the school contracts with another school, a registered training organisation or an organisation not registered as an education and training provider (e.g. External provider policy, Excursion and camps policies)
a policy which addresses the supervision of students when engaged in off-site activities, and includes the risk of bushfire in the activity location (e.g. Excursion and Camps policies)
Yes ☐
No ☒
If No please specify
No School Council endorsement
3.4(a)(v) Child Safe Standards
See Part 3 Child Safe Standards below.
3.5(a)(iv) Additional Evidence * The school has:
a mandatory reporting policy and procedures, in addition to the Child Safe Standards mandatory reporting policy
a register for accidents and incidents a policy and procedures for first aid
a policy and procedures for the Internet (e.g. ICT Acceptable Use policy and procedures)
a critical incident plan
an emergency plan that has been reviewed at least annually and immediately after any significant incident. The plan uses the current DET template, is specific to the school and includes guidelines for emergency bushfire management
documented how they communicate policies and procedures on the care, safety and welfare of students to the school community (e.g. Communication Procedures and Schedule).
Yes ☒
No ☐ If no please specify
3.6(b)(i) Emergency bushfire management *The school has:
a schedule for monitoring and removing highly flammable materials including branches overhanging
Yes ☒
No ☐ If no please specify
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buildings, debris and rubbish around and under buildings, including gutters, and dry grass and vegetation.
The school safely stores flammable materials. The building exits at the school are continuously monitored and kept clear of obstructions.
The school has designated assembly points and appropriate access to emergency equipment.
Emergency vehicles can easily access the facilities and grounds at our school.
3.7(b)(vi) Emergency bushfire management (for BARR schools only)
The school’s Emergency Management Plan details the school’s:
- response to managing bushfire risk - closure arrangements for Code Red days.
The school maintains records of: - providing information on bushfire preparedness policy
and procedures to all staff (including relief staff) and parents
- staff training for specific roles and responsibilities associated with preparing for, monitoring and executive emergency bushfire procedures, including the effective operating of relevant emergency equipment
- practising evacuation procedures and drills at least once per term
- annual visits or consultation with relevant agencies.
The school maintains a current register of bushfire emergency equipment in working order.
Bushfire evacuation procedures and emergency contact numbers are located on notice in appropriate locations around the school.
Yes ☐
No ☐ If no please specify
Not applicable
3.8 Discipline
The school has a policy statement that explicitly prohibits corporal punishment.
The school has a behaviour management policy and procedures, which includes how they address procedural fairness (e.g. Student Engagement and Inclusion policy, Behaviour Management policy).
The school has documented how discipline related policies and procedures are communicated to the school community (e.g. Communication Procedures and Schedule policy).
Yes ☐ No ☒
If no please
specify
The Student Engagement and Inclusion policy does not reference Child Safe standards, policy or code of conduct. No School Council endorsement.
4. Effective teachers
4.1 Teachers requirements * The school maintains a register of teachers which includes:
each teacher’s name
their Victorian Institute of Teaching (VIT) registration number
their VIT category of registration (i.e. provisional registration, full registration, permission to teach)
the expiry and renewal of their registration.
Yes ☒
No ☐ If no please
specify
4.2 Compliance with Working with Children Act 2005 * The school has:
a register of staff with a Working with Children Check
procedures for maintaining the register.
Yes ☒
No ☐ If no please specify
5. Other requirements 5.1 Information about school performance
The school documentation addresses how the Annual Report is distributed and promoted (e.g. school website).
Yes ☒
No ☐
If no please specify
Part 2: Minimum standards to be met by Senior Secondary providers only
Are the registration
Page Template - School Review Report - June 2018 27
requirements met?
6. Effective curriculum
6.1 Student learning outcomes The school has current student and staff handbooks and
course outlines for accredited qualifications (e.g. Student VCE/VCAL Handbooks).
The school has sample student learning sequences of plans for accredited qualifications (e.g. Student VCE/VCAL handbooks, Staff Handbooks).
The school has policies and procedures to indicate staff and students have been provided with current and accurate information about the awarding body’s requirements (e.g. Student VCE/VCAL handbooks, Staff Handbook).
If the school shares responsibility for a senior secondary course with another provider, the school has a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.
Yes ☐
No ☐ If no please specify
Not applicable - Not registered for VCE or VCAL
6.2 Student records and results
The school has policies and procedures to maintain accurate student records (e.g. Student VCE/VCAL handbooks, Staff handbook, Student Records and Results policy).
The school has policies and procedures to undertake an annual analysis of records and results (e.g. Staff
Handbook).
The school has policies and procedures to monitor patterns of student participation and completion rates (e.g. Student VCE/VCAL handbooks, Staff Handbook).
If the school shares responsibility for a senior secondary course with another provider, there is a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.
Yes ☐
No ☐ If no please specify
Not applicable - Not registered for VCE or VCAL
7. Effective teachers 7.1 Teaching and learning
The school has a register of teachers’ qualifications. The school has a plan of the school site that
demonstrates how the facilities are suitable for the educational programs provided and the ages of the students.
The school has an overview of teaching resources that meet the current requirements of the owner of the course (e.g. Teaching Resources Statement).
The school policies and procedures ensure the consistent application of assessment criteria (e.g. Student VCE/VCAL handbooks, Staff handbook, Senior Secondary Assessment policy).
The school has processes to oversee conduct of assessment including processes to conduct investigations and hearings, and if necessary, amend or cancel assessments (e.g. Student VCE/VCAL handbooks, Staff Handbook).
Yes ☐
No ☐ If no please specify
Not applicable - Not registered for VCE or VCAL
8. Student welfare
8.1 Student welfare The school has an outline of how students with special
needs are provided opportunities to access courses (e.g. Student VCE/VCAL handbooks, Staff Handbook).
If the school shares responsibility for a senior secondary course with another provider, there is a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.
Yes ☐
No ☐ If no please specify
Not applicable - Not registered for VCE or VCAL
Part 3: Child Safe Standards Are the requirements
met?
Child Safe Standard 1
Page Template - School Review Report - June 2018 28
Strategies to embed an organisation culture of child safety Min Order ref 7.1(d): The school governing authority has put strategies into practices and informed the school community about these practices. Evidence: - Meeting agendas for school council/staff meetings have CSS
as a standing item - Minutes of above meetings show discussion of CSS
implementation - School website and newsletters
- Environmental and physical evidence
Yes ☐
No ☒
If no please specify
Roles and responsibilities have been allocated for achieving the strategies but these have not been ratified by School Council. Will be addressed at next School Council meeting in August 2018
Child Safe Standard 2 A child safety policy or statement of commitment to child safety
Min Order ref 7.1(d): The school governing authority has ensured the school has a child safety policy or statement of commitment to child safety that details the actions the school proposes to take to support or assist children who disclose child abuse, or are otherwise linked to suspected child abuse.
Evidence: - Child Safety Policy or statement of commitment
- Child Safety Policy or statement of
Yes ☒
No ☐ If no please specify
Child Safe Standard 3 A child safety code of conduct
Min Order ref 9.1(b): The school governing authority has developed, endorsed, and made public available a code of conduct that sets standards about the ways in which school staff are expected to behave with children. Evidence: - Child Safety Code of Conduct
Yes ☒
No ☐ If no please specify
Child Safe Standard 5 Procedures for responding to and reporting allegations of suspected child abuse
Min Order ref 11.1: The school governing authority has a clear procedure or set of procedures for responding to allegations of suspected child abuse in accordance with this clause and other legal obligations. Evidence:
- Publicly available procedures for responding to allegations of suspected child abuse
Yes ☐
No ☒
If no please specify
The Parent Handbook does not reference Child Safe standards, policy or code of conduct. Roles and responsibilities have been allocated for responding to and reporting allegations of suspected child abuse but these have not been ratified by School Council. Will be addressed at next School Council meeting in August 2018.
Child Safe Standard 6 Strategies to identify and reduce or remove risks of child abuse
Min Order ref 12.4: As part of its risk management strategy and practices, the school governing authority monitors and evaluates the effectiveness of the implementation of its risk controls. Evidence: - Risk assessment and strategies to reduce the identified risks - School council meeting minutes and agendas - School leadership meeting minutes and agendas - Clear dates and timeframes for review of policies
Yes ☒
No ☐ If no please specify
Min Order ref 12.5(a): At least annually, the school council must ensure that appropriate guidance and training is provided to the individual members of the school council and school staff about individual and collective obligations and responsibilities for managing the risk of child abuse Evidence: - Staff professional development day schedules
- Staff meeting minutes - School council meeting minutes - New staff induction material and schedules - Staff handbook
Yes ☐
No ☒
If no please specify
Appropriate guidance and training has not been provided annually to individual school council members about individual and collective obligations and responsibilities for managing the risk of child abuse. Will be addressed at next School Council meeting in August 2018.
Min Order ref 12.5(b): At least annually, the school governing authority ensures appropriate guidance and training is provided to the individual members of the school governing authority and school staff about child abuse risks in the school environment.
Yes ☐ No ☒
If no please specify
Appropriate guidance and training has not been provided annually to individual school council members about child abuse risks in the school environment. Will be addressed at next School Council meeting in August 2018.
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2.8 VRQA MINIMUM STANDARDS CHECK
School name: Frankston Special Developmental School – Blackwood Special Schools Outdoor Education Centre
Campus
Date: 28/06/18
Name of Reviewer(s): Heather Norbury Signature of Reviewer:
Evidence: - Staff professional development day schedules - Staff meeting minutes - School council meeting minutes - New staff induction material and schedules - Staff handbook Child Safe Standard 7 Strategies to promote child participation and empowerment
Min Order Ref 13.1(d): The school governing authority has developed strategies to deliver appropriate education about child abuse awareness and prevention. Evidence: - Display posters - Wellbeing programs - Work programs - Curriculum - ‘Child friendly’ wording of policies
Yes ☒
No ☐ If no please specify
Min Order ref 13.2: The school governing authority promotes the child safety standards required by Ministerial Order 870 in ways that are readily accessible, easy to understand, and user-friendly to children. Evidence: - Reporting procedures are written in child-friendly language - Information sessions that will help parents explain child
safety to their children - Age appropriate information/programs about child abuse
Yes ☒
No ☐ If no please specify
Part 1: Minimum standards to be met by all government schools
Are the registration
requirements met?
Comments
9. School governance 1.1 Democratic principles * The school affirms democratic principles through a statement in the school’s vision and values, prospectus, handbook or local school policy.
Yes ☐
No ☒ If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
1.2 Philosophy * The school has a statement (e.g. School Philosophy Policy, School Strategic Plan, Annual Implementation Plan) that includes:
the school’s vision, values and objectives how the philosophy is promoted and articulated
throughout the school and school community.
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
SPECIALIST AND SPECIFIC PURPOSE SCHOOLS ONLY 1.3 Enrolment policy * The school has an enrolment policy that is consistent with all legal requirements. * The school can demonstrate how their school policies are implemented.
Yes ☒
No ☐
N/A ☐ If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
10. Effective curriculum 2.1 Curriculum framework * The school has:
a language program – SDS schools are exempt
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
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an explanation of how appropriate time is allocated across the 8 learning areas (e.g. timetable, time allocation per learning area)
an explanation of how and when curriculum and teaching practice is reviewed (e.g. School Strategic Plan, Annual Implementation Plan, Curriculum Statement, Staff Professional Development Statement, Curriculum Framework policy
an outline of how the school delivers its curriculum, whether through Australian Curriculum, Victorian Curriculum, other approved curriculum programs, integrated programs or online learning (e.g. Curriculum Framework –policy or statement)
a whole-school curriculum plan showing how curriculum is organised (e.g. Curriculum Framework policy, scope and sequence, whole-school Curriculum Plan)
2.2 Student learning outcomes * The school has a documented strategy to plan for and improve student learning outcomes including:
what data the school collects to monitor outcomes how the school analyses and uses this data to set goals
and targets for outcomes, including for students at risk
how the data will be analysed, used and reported (e.g. Curriculum Framework Policy, School Strategic Plan, Annual Implementation Plan, Student Learning Outcomes Statement)
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
11. Student welfare 3.1(a)(i)Student Welfare * The school has:
a policy which sets out the duty of care (e.g. Duty of Care Policy): - owed to students to take reasonable measures to
protect them from risks of injury that should have been reasonably foreseen
- to take reasonable care any student (and other person) on the school premises will not be injured or damaged by reason of the state of the premises or of things done or should have been done to the premises
- that greater measures may need to be taken for younger students or students with a disability
Student Welfare policies and procedures (e.g. Student Engagement and Inclusion policy)
a Bullying and Harassment policy and procedures, which includes cyber bullying (e.g. Anti-bullying policy & procedures)
a Complaints and Grievances policy and procedures.
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
3.2(a)(ii) Student Care The school has:
a policy and procedure for managing care arrangements for students with medical conditions (e.g. Care arrangements for ill students policy and procedure)
a current record of students with medical conditions and how those conditions are managed
policy and procedures for distributing medicine
a current register of staff trained in first aid
an anaphylaxis management policy which covers the matters required by Ministerial Order 706 and the DET Anaphylaxis Guidelines
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
3.3(a)(iii) Student Safety
* The school has:
an on-site supervision of students policy and procedures (e.g. Supervision and Duty of Care policies, Visitors policy)
a policy which ensures the safety and welfare of students learning with an external provider (when the school contracts with another school, a registered training organisation or an organisation not registered as
Yes ☐
No ☒
If No please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
Page Template - School Review Report - June 2018 31
an education and training provider (e.g. External provider policy, Excursion and camps policies)
a policy which addresses the supervision of students when engaged in off-site activities, and includes the risk of bushfire in the activity location (e.g. Excursion and Camps policies)
3.4(a)(v) Child Safe Standards
See Part 3 Child Safe Standards below.
Not available for BSSOEC and not referenced in Frankston SDS policies
3.5(a)(iv) Additional Evidence * The school has:
a mandatory reporting policy and procedures, in addition to the Child Safe Standards mandatory reporting policy
a register for accidents and incidents
a policy and procedures for first aid a policy and procedures for the Internet (e.g. ICT
Acceptable Use policy and procedures)
a critical incident plan an emergency plan that has been reviewed at least
annually and immediately after any significant incident. The plan uses the current DET template, is specific to the school and includes guidelines for emergency bushfire management
documented how they communicate policies and procedures on the care, safety and welfare of students to the school community (e.g. Communication Procedures and Schedule).
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
3.6(b)(i) Emergency bushfire management *The school has:
a schedule for monitoring and removing highly flammable materials including branches overhanging buildings, debris and rubbish around and under buildings, including gutters, and dry grass and vegetation.
The school safely stores flammable materials. The building exits at the school are continuously monitored and kept clear of obstructions.
The school has designated assembly points and appropriate access to emergency equipment.
Emergency vehicles can easily access the facilities and grounds at our school.
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
3.7(b)(vi) Emergency bushfire management (for BARR schools only)
The school’s Emergency Management Plan details the school’s:
- response to managing bushfire risk - closure arrangements for Code Red days.
The school maintains records of: - providing information on bushfire preparedness policy
and procedures to all staff (including relief staff) and parents
- staff training for specific roles and responsibilities associated with preparing for, monitoring and executive emergency bushfire procedures, including the effective operating of relevant emergency equipment
- practising evacuation procedures and drills at least once per term
- annual visits or consultation with relevant agencies. The school maintains a current register of bushfire
emergency equipment in working order.
Bushfire evacuation procedures and emergency contact numbers are located on notice in appropriate locations around the school.
Yes ☒
No ☐ If no please specify
3.8 Discipline The school has a policy statement that explicitly
prohibits corporal punishment.
The school has a behaviour management policy and procedures, which includes how they address
Yes ☐ No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
Page Template - School Review Report - June 2018 32
procedural fairness (e.g. Student Engagement and Inclusion policy, Behaviour Management policy).
The school has documented how discipline related policies and procedures are communicated to the school community (e.g. Communication Procedures and Schedule policy).
12. Effective teachers
4.1 Teachers requirements * The school maintains a register of teachers which includes:
each teacher’s name
their Victorian Institute of Teaching (VIT) registration number
their VIT category of registration (i.e. provisional registration, full registration, permission to teach)
the expiry and renewal of their registration.
Yes ☒
No ☐ If no please
specify
4.2 Compliance with Working with Children Act 2005 * The school has:
a register of staff with a Working with Children Check
procedures for maintaining the register.
Yes ☐
No ☒
If no please
specify
Not available for BSSOEC and not referenced in Frankston SDS policies
13. Other requirements
5.1 Information about school performance The school documentation addresses how the Annual
Report is distributed and promoted (e.g. school website).
Yes ☒
No ☐ If no please specify
Part 2: Minimum standards to be met by Senior Secondary providers only
Are the registration
requirements met?
14. Effective curriculum
6.1 Student learning outcomes The school has current student and staff handbooks and
course outlines for accredited qualifications (e.g. Student VCE/VCAL Handbooks).
The school has sample student learning sequences of plans for accredited qualifications (e.g. Student VCE/VCAL handbooks, Staff Handbooks).
The school has policies and procedures to indicate staff and students have been provided with current and accurate information about the awarding body’s requirements (e.g. Student VCE/VCAL handbooks, Staff Handbook).
If the school shares responsibility for a senior secondary course with another provider, the school has a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.
Yes ☐
No ☐ If no please specify
Not applicable - Not registered for VCE or VCAL
6.2 Student records and results
The school has policies and procedures to maintain accurate student records (e.g. Student VCE/VCAL handbooks, Staff handbook, Student Records and Results policy).
The school has policies and procedures to undertake an annual analysis of records and results (e.g. Staff Handbook).
The school has policies and procedures to monitor patterns of student participation and completion rates (e.g. Student VCE/VCAL handbooks, Staff Handbook).
If the school shares responsibility for a senior secondary course with another provider, there is a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.
Yes ☐
No ☐ If no please specify
Not applicable - Not registered for VCE or VCAL
15. Effective teachers
Page Template - School Review Report - June 2018 33
7.1 Teaching and learning The school has a register of teachers’ qualifications.
The school has a plan of the school site that demonstrates how the facilities are suitable for the educational programs provided and the ages of the students.
The school has an overview of teaching resources that meet the current requirements of the owner of the course (e.g. Teaching Resources Statement).
The school policies and procedures ensure the consistent application of assessment criteria (e.g. Student VCE/VCAL handbooks, Staff handbook, Senior Secondary Assessment policy).
The school has processes to oversee conduct of assessment including processes to conduct investigations and hearings, and if necessary, amend or cancel assessments (e.g. Student VCE/VCAL handbooks, Staff Handbook).
Yes ☐
No ☐ If no please specify
Not applicable - Not registered for VCE or VCAL
16. Student welfare 8.1 Student welfare
The school has an outline of how students with special needs are provided opportunities to access courses (e.g. Student VCE/VCAL handbooks, Staff Handbook).
If the school shares responsibility for a senior secondary course with another provider, there is a written agreement with the other provider stating how the requirements of the student learning outcomes standard are met.
Yes ☐
No ☐ If no please specify
Not applicable - Not registered for VCE or VCAL
Part 3: Child Safe Standards Are the requirements
met?
Child Safe Standard 1 Strategies to embed an organisation culture of child safety
Min Order ref 7.1(d): The school governing authority has put strategies into practices, and informed the school community about these practices. Evidence: - Meeting agendas for school council/staff meetings have CSS
as a standing item
- Minutes of above meetings show discussion of CSS implementation
- School website and newsletters - Environmental and physical evidence
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
Child Safe Standard 2 A child safety policy or statement of commitment to child safety
Min Order ref 7.1(d): The school governing authority has ensured the school has a child safety policy or statement of commitment to child safety that details the actions the school proposes to take to support or assist children who disclose child abuse, or are otherwise linked to suspected child abuse. Evidence: - Child Safety Policy or statement of commitment
- Child Safety Policy or statement of
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
Child Safe Standard 3 A child safety code of conduct
Min Order ref 9.1(b ): The school governing authority has developed, endorsed, and made public available a code of conduct that sets standards about the ways in which school staff are expected to behave with children. Evidence: - Child Safety Code of Conduct
Yes ☐
No ☒ If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
Child Safe Standard 5 Procedures for responding to and reporting allegations of suspected child abuse
Min Order ref 11.1: The school governing authority has a clear procedure or set of procedures for responding to allegations of suspected child abuse in accordance with this clause and other legal obligations.
Yes ☐
No ☒ If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
Page Template - School Review Report - June 2018 34
Evidence: - Publicly available procedures for responding to allegations of
suspected child abuse
Child Safe Standard 6 Strategies to identify and reduce or remove risks of child abuse
Min Order ref 12.4: As part of its risk management strategy and practices, the school governing authority monitors and evaluates the effectiveness of the implementation of its risk controls .
Evidence: - Risk assessment and strategies to reduce the identified risks - School council meeting minutes and agendas - School leadership meeting minutes and agendas - Clear dates and timeframes for review of policies
Yes ☒
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
Min Order ref 12.5(a): At least annually, the school council must ensure that appropriate guidance and training is provided to the individual members of the school council and school staff about individual and collective obligations and responsibilities for managing the risk of child abuse Evidence: - Staff professional development day schedules - Staff meeting minutes - School council meeting minutes - New staff induction material and schedules - Staff handbook
Yes ☐
No ☒ If no please
specify
Not available for BSSOEC and not referenced in Frankston SDS policies
Min Order ref 12.5(b): At least annually, the school governing authority ensures appropriate guidance and training is provided to the individual members of the school governing authority and school staff about child abuse risks in the school environment. Evidence: - Staff professional development day schedules - Staff meeting minutes - School council meeting minutes - New staff induction material and schedules - Staff handbook
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
Child Safe Standard 7 Strategies to promote child participation and empowerment
Min Order Ref 13.1(d): The school governing authority has developed strategies to deliver appropriate education about child abuse awareness and prevention. Evidence: - Display posters - Wellbeing programs - Work programs
- Curriculum - ‘Child friendly’ wording of policies
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies
Min Order ref 13.2: The school governing authority promotes the child safety standards required by Ministerial Order 870 in ways that are readily accessible, easy to understand, and user-friendly to children. Evidence: - Reporting procedures are written in child-friendly language - Information sessions that will help parents explain child
safety to their children - Age appropriate information/programs about child abuse
Yes ☐
No ☒
If no please specify
Not available for BSSOEC and not referenced in Frankston SDS policies