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• Planning, Performance and Improvement
  • SPRRF - School Planning, Reviewing and Reporting Framework - Education
    • SPRRF - Introduction - Education
    • SPRRF - Context - Education
    • SPRRF - Four Year Planning Process - Education
    • Annual Planning and Review Processes
    • SPRRF - Other Accredited Review Processes - Education
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  • Tomorrow's Schools - Providing for a Smarter Future

Four Year Planning and Review Process

Quadrennial School Review

The following stages are suggested when undertaking a quadrennial school review (QSR) and planning process that results in the development of a new School Plan.

Reviewing

School internal review

The principal leads the school internal review in consultation with a wide range of school and community stakeholders and the principal's supervisor.

• analysis of student and school outcomes (achievement, improvement, opinion) against performance measures and targets
• reviewing performance trends from available data
• assessment of the achievements of the previous School Plan
• consideration of previous School Plan priorities requiring renewed focus
• assessment of the success of AIP strategies and actions
• re-examination of the school context, curriculum, pedagogy, student diversity, workforce, resource management and other planning requirements
• consideration of all resources within the context of school planning
• consultation with the principal's supervisor
• risk assessment process

School external review - Teaching and Learning Audit

Unless the principal requests otherwise, the Teaching and Learning Audit is conducted every fourth year.  The outcomes of the Teaching and Learning Audit inform the quadrennial school review and long term planning.  Strategies and actions identified by the school in response to the audit are to be embedded in the School Plan and actioned through the Annual Implementation Plan.

Planning

The principal leads the development of a draft School Plan, which outlines where the school wants to be in four years time and how it will get there. This process includes:

• detailing the school's vision describing the school's aspirations
• defining the school's strategic direction - improvement priorities/strategies/goals and performance measures and targets
• aligning priorities with Education Queensland's agenda for improvement outlined in United in our pursuit of excellence key strategies for school education
• incorporating priorities and strategies in response to the Teaching and Learning Audit and the findings and recommendations from the school internal review process
• outlining the strategies, priorities and performance measures that align with the School Planning, Reviewing and Reporting Framework for Queensland state schools
• identifying key resource requirements

Verification

Following the internal and external review processes and the development of the draft School Plan, the principal's supervisor verifies that the review process has been authentic, collaborative and consultative.  The principal's supervisor also verifies that the strategic directions set for the next four-year planning cycle are relevant and meaningful and will drive improved outcomes.  At this stage:

1. The principal reports on the achievements in the last four years within the school's context.
2. The principal reports on the scope of the consultation process, the use and analysis of data and other information, the findings and recommendations of the review and the process used within the school to develop the new school plan.
3. The principal identifies how the review findings and recommendations are reflected in the draft School Plan, expanding on the key priorities and strategies for the next four years.
4. The principal's supervisor confirms the integrity of the review process, identifies the strengths of the draft school strategic plan and confirms that the direction it sets for the school meets systemic and local requirements.
5. The verification process may identify adjustments or improvements to the draft school plan prior to finalisation.

Endorsement

Once the school plan has been confirmed through the verification process, the School Plan is endorsed by the P&C/School Council and the principal's supervisor.

This quadrennial review process contributes to the development of a renewed and shared ownership of the school vision and strategic direction, its implementation priorities and performance measures and targets.  As an output of this review process, the new school plan provides the strategic roadmap for the school's next quadrennial cycle.

Performance measures - Department of Education and Training

Achievement/attainment/engagement:

• The percentage of students in Years 3, 5, 7 and 9 at or above the National Minimum Standard in NAPLAN reading, writing, spelling, grammar and punctuation and numeracy.
• The percentage of students in Years 3, 5, 7 and 9 in the Upper Two Bands in NAPLAN reading, writing, spelling, grammar and punctuation and numeracy.
• The gap between Indigenous and non-Indigenous students achievements in Year 3 NAPLAN Reading and Numeracy Mean Scale Scores.
• Percentage of OP/IBD students with OP 1 - 15 an IBD.
• Percentage of students awarded a Senior Statement and awarded a VET qualification.
• Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following - QCE, IBD, VET qualification.
• The gap between Indigenous and non-Indigenous apparent retention 10 to 12.
• The gap between Indigenous and non-Indigenous attendance rates.
• Average attendance rate for students.
• Apparent retention of students from Years 10 to 12.

Satisfaction/confidence:

• Percentage of students and parents/caregivers satisfied that they are getting a good education at school.
• Percentage of parents/caregivers satisfied with their child's school.
• Percentage of school workforce satisfied with access to professional development opportunities.
• Percentage of staff members satisfied with morale in the school.

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This page was last reviewed on 04 Nov 2011

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