·         role modelling of appropriate skills and behaviours to encourage and support learning;

·         differentiated planning in aspects of literacy and mathematics;

·         questioning skills to extend thinking;

·         relevant independent activities for individuals and groups of students; and

·         sharing the purpose of learning with students through oral and written feedback.

Students continue to access high quality learning opportunities.

Student engagement:  High levels of on-task participation in the learning process are encouraging students to be engaged and successful.  Learning strategies being used by students include reflecting about what they are learning, and self and peer assessing of their work.  All students observed during the review were interacting positively and respectfully with each other and their teachers.  Students enjoy working in calm, settled classrooms that are strongly focused on learning.

Professional development:  School-wide professional development is maintaining a focus on learning strategies for teachers, and is aimed at increasing student participation in the learning process.  Teachers are currently developing and implementing a school inquiry model to enhance students’ critical and higher order thinking skills.  As part of the ATOL project teachers are using achievement data more effectively to guide curriculum planning and delivery.  Peer classroom observation is becoming a natural part of teacher professional growth.  Ongoing dialogue and reflection are assisting teachers to experiment with new ideas and embed good practices in developing a professional learning community.  Professional development is having a significant impact on the effectiveness of learning and teaching programmes.

Special needs and abilities:  A variety of targeted programmes ably support and extend identified students with special needs and abilities.  Students who participate in these programmes receive tuition from teacher aides and specialist personnel to support them in their learning or extend and challenge their strengths and interests.  These programmes cater suitably to the individual and group needs of many students.

Focused learning community:  High expectations for learning are a feature of the school.  The newly elected board of trustees clearly articulates a commitment to providing quality opportunities and resourcing to sustain teaching programmes and learning for students.  Active parent and community groups offer voluntary support for a range of activities that provide financial and service assistance to enhance students’ learning opportunities.  The charter vision developed with the community is well understood and sets clear direction for ongoing school improvement.  Teachers provide workshops and evenings for parents to better understand what is happening in the classroom and about student achievement results.  A strong passion and belief by the school community is assisting teachers to concentrate on the core business of learning and teaching.

Learning environment:  Students learn and play in a stimulating and attractive learning environment.  Classroom displays are bright and colourful and reflect a priority on literacy, numeracy and an inquiry learning process.  Students are supported by a variety of learning prompts and work is displayed and valued.  A wide variety of learning resources are readily accessible, including computers, sports equipment and facilities, for example, the community school library.  A well-presented and prepared school is contributing to high quality learning and teaching opportunities.

Assessment practices:  Teachers use assessment information effectively in their classroom practice.  This information is used to monitor student progress and achievement and plan differentiated learning programmes.  Teachers know their students well and use this knowledge to provide feedback and next steps for learning.  Individual portfolios contain useful information about student achievement and progress, which is shared with parents through frequent student-led conferences and interviews.  Class assessment information is discussed frequently at syndicate level, and recommendations are developed to modify teaching practice and inform annual targets.  Effective assessment practices are enhancing student learning and achievement.