SCHOOL IMPROVEMENT FRAMEWORK: 2018-2021

External Review: Validation and Planning

External Review Report
(Template Revised February, 2018)

Prepared for

St Alipius Parish School, Ballarat East

YEAR 2020

School E Number 2003

Principal Ms Eileen Rice

Governing Authority Fr Jorge de Chavez OSJ

School Reviewer John Marks

Additional Panel Members Roxanne Leed - Deputy Principal

Emily Clarke
Lauren Spicer
Nicole Hammond
Kim Butler - CEO Ballarat Diocese
Sue Paulka - CEO Ballarat Diocese
Ethan Corfee – Peer Principal

Dates of Review 19 and 20 November, 2020

Date of this Report 30 November, 2020

(Final Version)
Preamble
A Catholic Primary School, 167 years old in the parish of Ballarat East, St Alipius was originally ‘a tent
on the goldfields’. With an enrolment of 266 students from 183 diverse families, its Vision -
Excellence, Equity and Empowerment - is well known and lived by its students and staff. Recognising
our First Nation’s people, St Alipius is a leader supporting indigenous students, families and
indigenous culture: from the dirt, dust and grime from the goldfields, we aspire to something better.

Leadership and the teaching staff are committed to focusing on holistic student development
through a varied curriculum and engaging pedagogy. There are twelve class groupings – Foundation
to Year 6 (ranging between 18 and 26 students in each class). St Alipius has the second largest
indigenous intake (26 students) in the Diocese. Learning and teaching is based on the Constructivist
approach, responding to the ages and stages of students within a Project Based Learning process,
beginning in Play and moving into Deep Inquiry.

The POL structure includes the Principal, Deputy Principal and leaders in Learning and Teaching,
Wellbeing and Catholic Culture. Connections and communication are strong at St Alipius with
stakeholders feeling they have an opportunity to contribute and know their views are respected.

A hardworking staff - a good mix of youth and experience - some excellent practitioners – are
focussed on establishing the strategies needed to meet a diverse learning community. Under the
current Principal, the leadership structure is based on openness, transparency and feedback. This
structure is changing in 2021 with the school’s vision for learning being led by the Principal, Deputy
and current Wellbeing Leader.

Examples of achievement include:

● A welcoming, inclusive and contemporary Catholic community focusing on the importance
of ‘Belonging’.
● The school having a clear and real sense of itself.

● Talking and acting in a lifegiving way - congruence is foundational to what we are on about.

● The remote learning platform, allowing families access to learning experiences and
opportunities.
● Teachers dedicated to the core, being available 24/7, maintaining their enthusiasm and
producing engaging lessons during lockdown.
● Developing a culture where, in a community of learning, improved teacher and student
performance is the major focus.
● A highly able leadership team, developing leadership structures to support a Performance
and Development Culture.
● An increased focus on formative assessment to target point of need teaching and summative
teaching to measure growth and set future goals.
● With a strong wellbeing focus, being a significant face of the Royal Commission, growing
beyond an historical St Alipius – holding the Gospel at the centre, being authentically
Catholic throughout the journey and working through trauma.
● Leading the way in terms of the Reconciliation Action Plan.

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Catholic School Culture is the lens by which the school directs its vision. A deepening of
understanding around Recontextualisation has occurred at Religious Education (RE) Professional
Development Days. RE is a driving force, impacting on much of the curriculum. Catholic Social
Teaching content and messages are inspired by the Gospel, offering an alternative in learning about
our world and how we operate as a society. Liturgies integrate Scripture, honour Tradition and
incorporate a recontextualised message. Students are involved actively in planning and leading
liturgies to deepen student connection to key messages.

A defining characteristic of St Alipius is its welcoming, resilient and respectful community which
builds strong links with the parish and broader community through its social justice programs. The
school has an effective and supportive School Advisory Council comprising a passionate group of
professionals dedicated to the growth of St Alipius Parish School.

Communicating student achievement and areas for growth to home takes place through SeeSaw.
Teachers have a consistent approach to reporting. Teachers and students share learning goals and
work samples and communicate achievement. Families interact with the learning and provide
feedback to their child and the teacher. School families have grown in their understanding and use
of technology – the remote learning platform - particularly during COVID-19 lockdowns.

Classroom teachers are reflective and prepared to challenge their own impact and the impact of
team. A Guaranteed and Viable Curriculum has been developed for Reading, Writing and
Mathematics. Data analysis informs teaching to point-of-need. Appropriate progressions of Learning
have been developed to support Essential Learnings. Planning and collaboration are consistent
across teams. All staff attend significant professional learning sessions ie: Leading through Learning,
The Journey Continues and a Visible Learning conference. A review of the Assessment Schedule – the
purpose of each assessment and its impact on student learning – resulted in streamlined
assessment, the introduction of formative and summative assessment tool (Essential Assessment)
and the introduction of Student Performance Analyser (SPA). There is a focus on inquiry learning and
a desire to give students a stronger voice and agency in the classroom.

Student and staff wellbeing are priorities at St Alipius. The appointment of a Wellbeing Leader has
resulted in pastoral care being available for all student and staff via Mindfulness tools and other
strategies. The Peaceful Kids program has raised awareness of how to teach and embed mindfulness
into all school activities – within and outside the classroom. Together with the Peaceful Parents
Program, they have provided a strong base for Social and Emotional Learning. In addition, a Bounce
Back drive was created – Scope and Sequence and resources to support the implementation of the
program.

The review panel spoke of leadership developing strong links between learning and teaching and the
wellbeing structures that underpin the school's vision and mission. A very caring and supportive
environment is evident and respect underpins relationships between adults and students. There is
recognition that addressing engagement and wellbeing is of paramount importance - seeking
student feedback on their learning and staff feeling comfortable to seek feedback on their impact.
There is dedicated PLT time where teachers have significant conversations about student
performance. Shared leadership is being developed.

The school’s area of growth is staff culture. The past two Insight SRC surveys (2017 and 2019)
highlight professional growth, supportive leadership, teamwork, empowerment and appraisal and
recognition, as areas requiring a deeper focus. The teacher focus group projected a sense of, at
times, the detail being lost in what we do, we could have a greater awareness around each other and

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there is work to be done around embracing feedback.

Leadership is determined to enhance the expertise and capability of each member of staff. It is keen
for the staff to value, not fear, accountability – to trust, to be goal congruent, adaptable and to be on
the journey of continuous growth. The challenge is to gain full buy-in.

Key priorities for the next School Strategic Plan include:

 In order to improve student growth and achievement, engaging and challenging students at
their point of need.
 Empowering students to have agency in their world.
 Staff seeing themselves as learners on a journey of continuous improvement.
The Review (Validation and Planning) Panel endorses each of the Key Priorities articulated .

Methodology (Used by Review Panel)

This review was initially planned for Term 2 but with COVID-19 and two substantial periods of
lockdown, the review was deferred until mid-Term 4. The pre-review was conducted via Zoom,
providing an opportunity for the Principal and Reviewer to discuss the school context, school
performance and the direction for the field and panel days. The following data was made available
to the panel:
 School Reflection Report 2020
 Characteristics of a Highly Effective Catholic School data and Self-Assessment Summary
 School Organisational Health Report (Insight SRC) 2019
 2016-2020 School Strategic Plan
 2020 Annual Action Plan
 ECSI report.

On the first day of the review, external members of the panel were taken on a tour. Focus groups
included:
 The Leadership Team – Principal, Deputy Principal, the Learning and Teaching Leaders and
the Wellbeing Leader.
 The Teaching and Learning, Wellbeing and Catholic Identity Teams.
 Learning Support Staff.
 Seven parents (including some members of the School Advisory Council).
 Ten Student Leaders
 Ten Year 3-5 students.

The review panel for Day 2 (20 November) comprised:

 Members of the Leadership Team - Principal, Deputy Principal and the Learning and
Teaching Leaders and the Wellbeing Leader.
 Two CEO Ballarat Diocese Consultants.
 One Peer Principal.

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School Vision
(Panel response as validated by the evidence with reference to CHECS Components)

The school’s vision - Excellence, Equity and Empowerment - is inspired by being open to God’s
presence and being an authentic Catholic learning community.

The school's data profile indicates characteristics of a highly effective school are evident within this
Aspect (4.97).

Achievements
● A Christ-centred learning community, the school celebrates a rich Tradition of Catholic
belief, values, practices and history.
● There is a commitment that all students are safe.

● The whole person is nurtured, developing individual competencies and impact on others.

● Strong relationships give witness to the Good News of Jesus.

● An inclusive, relevant, stimulating and challenging curriculum.

● Empathy is the lens with which all members of the school community are encouraged to
encounter each other.
● Seeking wisdom in all, through deep inquiry.

● Staff genuinely feeling valued within the St Alipius community.

● A celebrating community, inspired by hope and a positive vision for the future.

● A genuine openness and transparency as a community – high levels of trust.

● Holistic learning with real congruence.

Challenges and Opportunities

● Increased engagement with Mercy Charism.

● Further inclusion and reference to the mission statement.

● Connection with Scripture

o an addendum to the vision - a motto rather than a change of vision.

Agreed key improvements for this aspect for the next five years as articulated through the
review process
● Deeper articulated connection across the community with the Vision and Mission.

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Key Aspect One: CATHOLIC SCHOOL CULTURE

Achievements
The school's data profile indicates characteristics of a highly effective school are mostly evident
across all components within this Aspect (4.77).

Religious Education (RE)

● The revised Awakenings curriculum – an inquiry model - assesses, plans and delivers learning
experiences which cater for the individual student needs.
● An understanding of Catholic Social Teaching principles are embedded throughout the school.

● Reporting of RE is supported by knowledge based outcomes demonstrated in assessment tasks.

● The RE program is authentically based on the Gospel and aligned with the Liturgical Calendar.

● The RE program is enhanced by an active prayer life.

● RE leads conversations at St Alipius – constantly asking the question: How does RE drive what
we do?
● The push for Recontextualisation has been very positive – making sense for self and for others.

Enhancing Catholic School Identity

● Catholic Identity is central to life and decision making at St Alipius.

● The positive impact of prayer life.

● Expressing Catholic Traditions through symbolic religious artwork, an active and accessible
prayer life, connections with community groups, recognition and celebration of our first nations
people and engagement with Catholic Social Teaching.
● Looking for signs of Gospel in the ‘now’.

● A child centred approach enabling the formation of respectful relationships.

● Responding authentically to community trauma.

● The diversity of Faith backgrounds within the school community is embraced – enriched
learning as the result of a diversity of religious groups.
● Rich and inclusive prayer life.

● Religious artwork on display, depicting contemporary images of Jesus and indigenous

spirituality.
● Gospel is recontextualised every time it is spoken.

● Quotes from Scripture that are applicable to St Alipius’ social context.

Social Action and Justice

● Responding to the heart of Gospel in actionable ways.

● Acknowledging and celebrating our First Nations people - Reconciliation Action Plan,
Acknowledgement of Country, celebration of NAIDOC Week and the Aboriginal and Torres Strait
Islander perspectives that impact positively on the curriculum.

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 ● A holistic sense of social justice based on the principle of human dignity, filtering through all
aspects of the community including classroom learning experiences, meetings and
communications with the community and support for families in times of need.
● The spirit of interactions that recognise the intrinsic worth of each individual.

● Catholic Social Teachings driving project-based learning – the Sustainability Program, biannual
unit team performances and Whole School Prayer.

Challenges and Opportunities

● Developing how to use RE as a vehicle for how we learn and teach and how we make
connections.
● Gaining a greater understanding of ECSI data.

● Theological formation of staff and students.

● Placing a greater focus on recontextualising Catholic teachings – potentially recontextualising

something that is essentially not about me.

Agreed Key Improvements for this Aspect for the next five years as articulated through
the Review Process
● Professional Learning in RE to create a holistic focus across the school (Spiritual Capabilities,
Catholic Social Teaching, theological formation and ECSI)

● Connect with Mercy Charism.

● Identify and respond to gaps which may be apparent following an examination of ECSI data.

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 Key Aspect Two: COMMUNITY ENGAGEMENT

Achievements
The school's data profile indicates characteristics of a highly effective school are mostly evident
across all components within this Aspect (4.77).

Partnering with Families

● The establishment of a Reconciliation Working Party and the development of the school’s
Reconciliation Action Plan.
● Engagement with significant celebrations or commemorations with First Nations People
including NAIDOC Week, Reconciliation Week and Apology Day.
● Utilising the SeeSaw platform to celebrate student achievement, communicate learning goals
and report student progress.
● The coordination and facilitation of the Sacramental program.
● Student support group meetings are well attended.
● A new school uniform that reflects an inclusive approach to gender norms and identity.
● Staff invest in relationship building with families and are available to support parents and
families.
● Enthusiastic response to Mothers’ and Fathers’ Day breakfast and liturgies, Christmas Fest and
school barbeques.
● A high level of family appreciation for effective communication and engagement in learning
via the remote platform – in particular, appreciation of staff differentiating learning for the
needs of individual students.

Community Partnerships
● The school engages actively with the broader community to enhance student learning and
wellbeing ie: participation in Parish, Anointing and Sacramental Masses.
● Connection with Mercy Place and engagement with the Mercy Charism.
● Connection with charity organisations – Eureka Mums, Ballarat Soup and Shower Buses,
Winter Appeal and the school’s Giving Tree program.
● Family engagement with art shows, classroom expos, sporting events, science, music and
Japanese programs.
● Connection with groups that support Science and Sustainability and the Music and Japanese
programs.
● In response to COVID, a community focus on building strong capability and resilience in
students enabling a positive transition to remote learning.
● School Advisory Council is an effective conduit between parents and the leadership team.

Challenges and Opportunities

● Limited opportunities for families to be onsite and engaged in the learning process due to
COVID-19.

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● COVID impacted negatively on the school community being able to engage the wider Ballarat
community in the school’s message about Sustainability.

● Enhancing the relationship with Mercy.

● Learning experiences with an authentic audience so as to better connect with the broader
community.

Agreed Key Improvements for this Aspect for the next five years as articulated through
the Review Process
● Build stronger family connections to engage them in contemporary learning at St Alipius
(including Capabilities and Visible Learning).

● Learning experiences include an authentic audience throughout the learning process in order
to promote community partnership.

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Key Aspect Three: LEADERSHIP AND STEWARDSHIP

Achievements
The school's data profile indicates characteristics of a highly effective school are mostly evident
across all components within this Aspect (4.76).

Shared Leadership
● A successful restructure of the leadership team resulting in the establishment of a
Performance and Development Team.
● Classroom teachers from each unit team directly involved in decision-making.
● Developing a Guaranteed and Viable Curriculum.
● Developing relevant assessment tasks enabling collective responsibility for learning
outcomes.
● Increased data analysis to inform point of need teaching.
● Progressions of Learning building a shared commitment for learning outcomes.
● Establishing a Reconciliation Action Plan.
● Implementing and monitoring the Assessing Wellbeing in Education.
● Facilitating Peaceful Kids and Peaceful Parent Programs.
● A deepening understanding of Catholic culture through ECSI data analysis.
● Building a strong foundation of community.
● Building a recontextualised community, rich in dialogue.

Building Staff Capability

● All teaching staff engage in Personal Professional Learning Plans.
● Increased focus on improving student learning outcomes through targeted instruction, a
shared commitment for students to achieve success, purposeful assessment and data
analysis.
● Professional learning is informed by research-based best practice.
● Hattie’s Visible Learning Framework has resulted in teams focusing on key research relating
to effect sizes, the Model of Learning and strategies which support the key questions for a
visible learner.
● Coordinated strategies for intervention and sound practices in NCCD allows diverse needs
students to receive the support they require.
● Leadership is evident across the school, irrespective of title or lack of.
● All staff have a professional learning plan linked to the vision and strategic direction of the
school and monitored by leadership.
● If you are willing to lead at St Alipius, the opportunity is there to do just that.

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 A Culture of Continuous Improvement
● The school has a shared belief that every student deserves the best possible education so
they can reach their full potential.
● Attending to the NCCD has led to professional growth.

● Teaching and non-teaching staff have gained a deeper understanding of the support or
adjustments provided for students whose learning is impacted by disability and to name the
quality differentiated teaching practice evident in classrooms.

Stewardship Of Resources
● The school vision Excellence, Equity and Empowerment, underpins the distribution and
allocation of resources.
● Resource management is targeted to meet the learning and wellbeing needs of students and
staff.
● Flexible structures and processes allows the school to respond appropriately to each
student’s needs.
● Policies, processes and practices are aligned to provide equitable access to education for all,
especially the poor and marginalised.
● The transition to ICON, demonstrating sound financial management and accountability
practices.
● The development of a Master Plan aligned to the school’s educational vision.

● Strong system and legislative compliance and accountability around child safety and OH&S.

Challenges and Opportunities

● Monitoring a proposed restructure of the leadership team to be introduced in 2021.
● A clearer understanding of the whole staff shared responsibility for leadership and
willingness to engage in leading.
● Continued dialogue across Years F-6 around learning and teaching.
● Reflection and Goal Setting – Professional Practice and Learning – Feedback and Review for
all Staff – We can become Islands.
● Focusing on the ‘what’ more than the ‘how’ and effective ways of doing the 'how'.
● Strategies enabling and affirming rigour and innovation.
● More regular schoolwide data conversations and evaluation of impact on student learning.
● Developing a clear strategy to enhance learning.
● Following intervention programs more explicitly and with greater commitment to longevity.
● Regular meeting time for LSOs to share and learn from one another.

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Agreed Key Improvements for this Aspect for the next five years as articulated through
the Review Process
● Incorporate steps and strategies that go beyond data collection and evaluation – the ‘how’
and the pedagogical understandings.
● Explore different ways to enhance individualised professional learning, developing a clear
strategy to enhance learning.
● Reflection and Goal Setting – Professional Practice and Learning – Feedback and Review for
all Staff.
● A clear strategy towards a culture of improvement that creates clarity for leading and
learning for excellence at St Alipius.

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Key Aspect Four: LEARNING AND TEACHING

Achievements
The school's data profile indicates characteristics of a highly effective school are mostly evident
across all components within this Aspect (4.84).

A Guaranteed and Viable Curriculum

● Curriculum content and knowledge co-created by the teaching team.
● Essential Learnings developed in Writing, Reading and Numeracy.
● Learning Intentions and Success Criteria reinforcing where students are at and need to be in
their learning.
● Commitment to formative and summative assessment.
● Information communicated effectively via SeeSaw.
● Learning Diversity Leader collaborates with teachers and LSOs and is in close contact with
parents re: ILPs.

Effective Teaching
● Students taught at their point of need – teachers know their students.
● Students work in small groups targeted to their explicit learning goals.
● Teachers have created a Guaranteed and Viable Curriculum and Progressions of Learning.
● Unit team common assessment tasks enable teachers to analyse data, identify students’
point of need and map their next steps for learning.
● All teachers set clear and rigorous expectations for students, identify what they know and
the next steps for learning and then communicate this with students and families.
● Essential Agreements provides a vehicle to identify students strengths and future learning
goals and to track their learning.
● SPA used to identify and track student growth.

Engaging Students In Their Own Learning

● Learning intentions and success criteria are present within all classrooms.
● Learning rubrics are developed and shared with students so they can identify how they are
performing.
● Students are encouraged to give feedback about their learning.

● Students have developed a growth mindset around learning and teaching.

● Expos provide an opportunity for students to share their learning.

● Through, SeeSaw, staff and students have the opportunity to share the learning process and
the stages of learning.
● Strong student agency supporting students to develop their social and emotional skills.

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 ● Students are taking responsibility to learn independently and to be self-regulated learners.

● Students contribute to their learning and have meaningful input into many aspects of the
school.
● The Learning and Teaching team is on the journey in unison with the Wellbeing team –
making adjustments to learning that are wellbeing focused.

Analysis and Use of Data

● All staff use formative and summative assessments to record and monitor student growth.

● Assessment practices reflect assessment for, as and of learning.

● Teachers can now access data in Essential Assessment, PAT-R, PAT-M, PAT-S, AWE and SPA.

● Closer examination of whole school data.

● Data is shared with staff during planning meetings to discuss how they are performing
against their learning goals.

Coordinated Strategies for Intervention

● Teachers can access and analyse data.

● The Response to Intervention model delivers a coordinated approach to intervention.

● Teachers deliver Tier One - quality differentiated teaching practice.

● Tier Two offers Pre-Lit Foundation, Mini-Lit Years 1-2, Macquarie Lit Years 3-4 and Reading
Tutor program in Years 5-6.
● Tier Three offers individual counselling.

● A Speech Therapist is employed three days a week , students receiving individual lessons.

● Intervention data informs planning, teaching and establishes appropriate learning programs.

Challenges and Opportunities

● Ensuring the viability of Essential Learnings.
● Pursuing innovative and evidence-based practices.
● Pedagogical understandings of best practice.
● A clear strategy for students becoming more competent using the visible learning
framework.
● The Visible Learning Framework.
● Teachers seeking feedback from students on their impact.
● Explicit focus on Capabilities (students and staff).
● Increased focus on student engagement in the learning cycle – goal setting, evaluation,
reflection and feedback.
● Tracking student growth, planning learning experiences and reflecting own teaching
practice.
● Collective commitments and ensuring consistency.

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 ● Teacher judgements tend to be on the conservative side.
● Seamless transition from Year 2 to 3.
● The ability of a teacher to let go and leave students to their own devices.
● Schoolwide analysis and tracking across all academic, behavioural, Catholic Identity and
student wellbeing data sets.
● Measuring teacher impact through attention to evidence.
● The tension between consistency and autonomy in practice.
● Ensuring LSOs are providing interventions for students.
● A whole school evidence-based approach to Maths Intervention.
● Encouraging staff members to share their vulnerabilities.
● Focus on authentic collaboration and attributes of high performing teams.
● Building a sense within the staff that we are learners too.
● Teachers seeking feedback from students on their impact.
● Increased focus on student engagement in the learning cycle – goal setting, evaluation,
reflection and feedback.
● Tracking student growth, planning learning experiences and reflecting on their own teaching
practice.
● Collective commitments and ensuring consistency.

Agreed Key Improvements for this Aspect for the next five years as articulated through
the Review Process

● Focus on making learning visible with students actively engaged in the learning process.
● Focus on pedagogy through Tier 1 teaching.
● Creating Assessment Capable Learners - fostering self-responsibility - using data to inform
student growth, teacher practice and to drive learning experiences.

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 ● Key Aspect Five: WELLBEING

Achievements
The school's data profile indicates characteristics of a highly effective school are evident across all
components within this Aspect (5.28).

Quality Relationships
● The focus on the dignity of each person.

● Relationships are important at St Alipius – a very caring and protective community.

● The school has a culture of welcome and hospitality.

● The school has clear rules around student behaviour.

● The Behaviour Policy and Behaviour pathways are available on the website.

● Assessing Wellbeing in Education surveys have supported staff and students to develop
proactive wellbeing behaviours.
● As indicated in the AWE survey, there has been an increase in ‘Work Relationships’.

● Students demonstrating strong relationships with their peers.

● Building and strengthening relationships with the parent community through Peaceful Kids and
Peaceful Parents programs.
● Established a working party to develop the school’s first Reconciliation Action Plan.

Wellbeing Practice
● Wellbeing is something we all do here.

● The Wellbeing team is on the journey in unison with the Learning and Teaching team – making
adjustments to learning that are wellbeing focused.
● A variety of powerful programs have been implemented to support student, staff and parent
wellbeing.
● Staff have high satisfaction in response to the school supporting student wellbeing.

● The Peaceful Kids program provides an intensive intervention for students experiencing stress,
anxiety and other social and emotional challenges – it has allowed parents to access support
and guidance in developing mindful parenting techniques.
● A cohesive and unified approach to Mindfulness.

● Effective Risk Management Plan throughout 2020 lockdowns.

Safe Learning Environment

● The school is proactive to safety providing learning opportunities in the Early Years and
promoting an understanding of protective behaviours.
● Engagement of the Bravehearts Foundation to provide a personal safety education program for
F-2 students.
● The Respectful Relationships curriculum consolidated in later years.

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 ● Safety Plans designed to include student voice and promote student ownership and
responsibility.
● Effective leadership – showing strength and compassion - during the Royal Commission,
ensuring children were protected, empowered and listened to and enabling proactive
conversation with students about child safety.
● A rigorous focus on child safety, professional development for staff to ensure Child Safety
continues to be prioritised.
● Play areas compliant with OH&S regulations and requirements.

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Challenges and Opportunities
● Focus and understanding of personal dynamics across a staff through ongoing use of dialogue
around PSI.
● Focus on authentic collaboration and attributes of high performing teams.

● Implementation of Human Sexuality and Respectful Relationships.

● Trauma-informed practice.

● Protective behaviours.

Agreed key improvements for this aspect for the next five years as articulated through the
review process
● Establish a clearly documented F-6 curriculum map for social and emotional learning (non-
cognitive skills)

● Rigorous and safe learning communities where rigour, excellence and risk-taking are evident for
staff and students.

● Implementation of initiatives that stem from wellbeing data collection and analysis.

● Build on authentic collaboration and attributes of high performing teams.

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Clarified Priorities for School Improvement Plan (as a consequence of School Reflection Report and
External Review Process)

Links to relevant Components

Key Priorities of the Key Aspects of
Schooling Suggested Strategies
Key improvements that will (CHECS components that will and Actions
maximise student outcomes drive the realisation of these
priorities.)
In order to improve student Catholic School Culture All staff will engage in evidence-
growth and achievement, we will 1.1 Religious Education based professional learning that
engage and challenge students at leads to quality teaching.
their point of need. Community Engagement
2.1 Partnering with Families Continue to deepen staff learning
in theology, Scripture and
Leadership and Stewardship Spiritual Capabilities.
3.1. Shared leadership
3.2 Building Staff Capability Use ECSI data to determine
professional learning needs.
Learning and Teaching
4.1 Guaranteed and Viable Ensure structures and data
Curriculum protocols are available and are
4.2 Effective Teaching used regularly to evaluate impact
4.3 Engaging students in their and measure student growth.
own learning
4.4 Analysis and Use of Data Use Hattie’s Model of Learning
4.5 Coordinated Strategies of (Surface, Deep and Transfer) to
Intervention design and implement effective
learning.
Wellbeing
5.1 Quality Relationships Fully implement the Visible
5.3 Safe Learning Environment Learning Framework

Hattie’s evidence-based cycle of

Inquiry (Impact Cycle) is used as
the basis of planning and to
evaluate impact.

Implement the ReLate

Framework.

Empowering students to have Vision and Mission Be inspired by the Mercy

agency in their world. charism.
Catholic School Culture
1.1 Religious Education Processes are clearly defined so
1.3 Social Justice that feedback from students and
parents is included in data
gathering.

Community Engagement Priority is given to students

2.1 Partnering with Families developing an understanding of
2.2 Community Partnerships what it means to be an effective
learner at St Alipius.
Learning and Teaching

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 4.3 Engaging Students in Their Strategies are developed,
Own Learning through Visible Learning, to build
and develop students as
Wellbeing assessment capable learners.
5.1 Quality Relationships
5.3 Safe Learning Environment Students use rubrics and other
strategies to assess and monitor
their learning.

Students give and receive explicit

feedback.

Students have structured

opportunities to share their
learning.

Develop clear processes to

engage with, listen and respond
to the full range of student
perspectives and feedback.

Provide opportunities for

students to take an active role in
promoting safety, positive
behaviour and reducing
inappropriate behaviour.

Establish safe learning spaces

where rigour, excellence and risk-
taking are evident.

Formal structure for students to

voice their priorities to leadership
Staff see themselves as Vision and Mission Invest in staff capabilities. (refer
learners on a journey of to Leadership & Stewardship)
continuous improvement. Leadership and Stewardship
3.1. Shared Leadership Use the Professional Standards
3.2 Building Staff Capability for Teachers (AITSL) to inform
3.3 Culture of Continuous professional learning plans.
Improvement
Measure teacher impact in order
Learning and Teaching to improve student outcomes
4.2 Effective Teaching
4.4 Analysis and Use of Data Build the capacity of the staff to
lead through the implementation
Wellbeing of the Impact Coach roles.
5.1 Quality Relationships
5.3 Safe Learning Environment Mindframes - how teachers think
about their role and being in
touch with the why

Action research to drive

improvement

Develop a clear strategy to

enhance professional learning

St Alipius Parish School, Ballarat East Page 20 External Review

November 2020 Validation and Planning Report
 that meets the personal and
collective needs, in line with the
school's vision and priorities

Through the use of our PSI data,

developing a greater
understanding of self and others.

A clear strategy towards a culture

of improvement that creates
clarity for leading and learning for
excellence at St Alipius.

The Review (Validation and Planning) Panel endorses each of the Key Priorities articulated .

St Alipius Parish School, Ballarat East Page 21 External Review

November 2020 Validation and Planning Report