School Review

Policy

This policy sets out the process and requirements for school reviews.

Summary

• All schools must participate in a school review every 4 years.
• The school review informs the development of the school’s 4-year School Strategic Plan.
• The school reviewer also assesses compliance with the Curriculum and Student Learning Minimum Standard.
• Specific information to guide schools through the process is available in the Guidance tab.

Details

School review is a key element of the Framework for Improving Student Outcomes (FISO) 2.0 improvement cycle.

Schools undertake a school review every 4 years to inform the directions of the school’s 4-year School Strategic Plan (SSP).

There are 2 components of school review:

1. the pre-review self-evaluation (PRSE) where schools review their data and other evidence to form a collective view of current practice and areas for improvement. Schools complete the PRSE on the Strategic Planning Online Tool (SPOT) with the support of their senior education improvement leader (SEIL)
2. a review facilitated by an independent school reviewer with a panel comprising the principal, school council president, SEIL, and challenge partners. The panel considers the PRSE and undertakes additional fieldwork activities such as classroom observations, focus groups and interviews. The review concludes with a report proposing draft goals, targets and key improvement strategies for the school’s next SSP.

The school reviewer also completes an assessment of the school’s compliance with the Curriculum and Student Learning Minimum Standard. Compliance with the other Minimum Standards for registered schools is assessed separately through the Minimum Standards Compliance Assessment conducted by the department’s Operational Policy, School Engagement and Compliance Division (OPSEC). Refer to Minimum Standards and School Registration for more information.

The school review covers all campuses of a school, including any flexible learning campuses.

Related policies

• Annual Implementation Plan (AIP)
• Annual Report to the School Community
• Framework for Improving Student Outcomes (FISO 2.0)
• Minimum Standards and School Registration
• School Strategic Plan

Relevant legislation

• Education and Training Reform Act 2006 (Vic)
• Education and Training Reform Regulations 2017 (Vic)

Guidance

This guidance contains the following chapters:

1. School Review Panels
2. Preparing for a school review
3. Pre-review self-evaluation
4. What happens during a school review
5. Developing key directions for the next School Strategic Plan
6. School Review Report
7. Improving outcomes for Koorie students
8. Advice for small schools
9. Advice for specialist and specific purpose school settings
10. Assessing compliance with the Curriculum and Student Learning Minimum Standard and department policy requirements

1. School review panels

The school review is facilitated by the reviewer and includes the principal, senior education improvement leader (SEIL), school council president and challenge partners. Review panel member roles and responsibilities are described below, including information on how to select challenge partners.

Principals can choose to invite members of the leadership team, middle leaders, other staff members and student leaders to participate in the school review at their discretion.

Principal

The principal is responsible for:

• communicating with the school community throughout the review process
• leading and completing the pre-review self-evaluation (PRSE) with the support of nominated members of the school leadership team or other staff
• confirming review panel members and any additional staff are available to participate and understand how they contribute to the review
• sharing the PRSE with panel members
• collaborating with the SEIL to select 2 challenge partners (more if preferred)
• meeting with the SEIL and reviewer for the preparation meeting
• coordinating logistics for review days, including circulating the agenda to panel members, organising a room for panel meetings with any necessary audio-visual requirements, scheduling classroom observations and inviting any school community members to present to the panel about the school if desired
• chairing the first and final review panel days
• checking the accuracy of the school review report
• presenting the final review report to staff
• presenting the final review report to school council.

Senior education improvement leader

The senior education improvement leader (SEIL) supports the school through the review process and is responsible for:

• liaising with the principal and the School Planning, Review and Annual Reporting Unit to support the scheduling of the school review, identifying where specialist reviewer expertise is needed and recommending changes to the timing and length of reviews where appropriate
• supporting the principal and their nominated staff to collaboratively complete the PRSE
• reviewing and endorsing the final PRSE
• collaborating with the principal to select challenge partners
• meeting with the principal and reviewer for the preparation meeting and supporting the principal to plan for the review
• participating in the review
• checking accuracy and approving the final draft of the review report
• supporting the principal to present the final review report to school council
• if any areas of non-compliance with the Curriculum and Student Learning Minimum Standard are identified, supporting the school to achieve compliance and reporting back to the Operational Policy, School Engagement and Compliance Division once achieved.

Reviewer

The reviewer facilitates the review process and is responsible for:

• contacting the SEIL and principal to organise the preparation meeting
• reviewing the PRSE before review day 1
• requesting any further data or documentation required
• meeting with the principal and SEIL for the preparation meeting
• facilitating review day 1, fieldwork and the final panel day, including ensuring the panel is engaged and synthesising the data and evidence
• preparing and delivering presentations to support and guide panel discussions, including any further analysis, observations and synthesis of findings
• designing and managing the fieldwork activities
• preparing the review report, including editing the draft review report in response to feedback and quality assurance processes and submitting the final school review report for approval
• preparing the Curriculum and Student Learning Minimum Standard and department policy requirements compliance assessment report.

School council president

The school council president represents the school council and is responsible for:

• supporting communication to the school community about the review and how they can contribute. This could include gathering feedback from parents and carers
• reviewing the PRSE before review day 1
• participating in the first and final review panel meeting days. They may also participate in fieldwork
• attending the presentation of the review report to school council.

The school review process is addressed in school council governance training. Refer to School Council – Training and Good Governance.

Challenge partners

Challenge partners are responsible for:

• reviewing the PRSE before review day 1
• participating in the first and final review panel days to contribute their expertise to panel discussions
• participating in fieldwork if available.

Challenge partners are selected by the principal and SEIL to offer an external, independent perspective on the school’s practices and performance. They can be department subject-matter experts working in regional or central office roles, members of the regional school improvement workforce, principals of other schools, or external subject matter experts.

To find and contact department subject-matter experts who have completed challenge partner training, principals and SEILs can email the School Planning, Review and Annual Reporting Unit at SchoolReview@education.vic.gov.au to request the trained challenge partners contact list. Training is encouraged for challenge partners, but not required.

The School Planning, Review and Annual Reporting Unit offers challenge partner training once a year. Requests to register for training can be emailed to SchoolReview@education.vic.gov.au

2. Preparing for a school review

This chapter provides information on the notification process and how to prepare for the review, including professional learning and establishing the review panel. For information on completing the pre-review self-evaluation, refer to the Pre-review self-evaluation guidance chapter.

Notification about the review

The School Planning, Review and Annual Reporting Unit emails principals by the end of Term 2 in the year before the review to confirm:

• the allocated term of review, noting senior education improvement leaders (SEILs) will discuss suitable timing with the principal and communicate preferences to the School Planning, Review and Annual Reporting Unit in advance
• how to register for school review professional learning
• any additional supports or flexibility that are available for specific school contexts and settings. For more information, refer to the Advice for small schools and Advice for specialist and specific purpose school settings guidance chapters
• the date when the school’s pre-review self-evaluation (PRSE) template will be available on the Strategic Planning Online Tool (SPOT). For more information, refer to the Pre-review self-evaluation guidance chapter.

Reviewers will contact principals and SEILs 2 terms before the review to introduce themselves, arrange the preparation meeting and set specific school review dates.

The school’s SEIL and reviewer will advise the principal of their school’s number of allocated fieldwork days for the review.

Professional learning for principals and school leaders

Professional learning is offered to principals 2 terms before their review. All sessions are optional, and principals can choose to invite other members of the leadership team or staff to attend.

Professional learning includes:

• webinar overview of the school review structure and process
• PRSE-specific workshop with activities to assist schools to plan and commence their PRSE. A tailored workshop is offered to schools with 200 enrolments or fewer.

Principals of schools with 30 enrolments or fewer can choose to attend an optional, special half-hour pre-review briefing coordinated by the School Planning, Review and Annual Reporting Unit the term before the review.

Principals unable to attend the professional learning can email SchoolReview@education.vic.gov.au to request session recordings and a short individual briefing from the School Planning, Review and Annual Reporting Unit if required.

Preparation meeting

The preparation meeting is usually scheduled one to 2 terms before the review and is for the principal, reviewer and SEIL to:

• develop a shared understanding of their roles
• discuss and book dates for the review (if not agreed sooner)
• plan the agenda and approach for the first in-school review day (review day 1), including classroom observations. For more information on review day 1, refer to the What happens during a school review guidance chapter
• discuss the status of the PRSE and any additional data and supporting evidence.

Other school staff can be included in the preparation meeting if desired.

For shorter (2-day) reviews, the agenda for review day 1 and the fieldwork schedule are developed during the preparation meeting (for other schools, the fieldwork schedule is developed during review day 1).

Communication with the school community about the review

The school principal should use their existing communication channels to let the school community, including staff, students, families and school council members, know about the review and how they can contribute, including:

• the purpose and benefits of school review
• when the review is scheduled
• opportunities for school community members to get involved (for example, focus groups, interviews, surveys)
• how review findings will be shared with the school community and used after the review.

For advice on engaging the school community, refer to the Pre-review self-evaluation guidance and the What happens during a school review guidance chapter.

3. Pre-review self-evaluation

The pre-review self-evaluation (PRSE) on the Strategic Planning Online Tool (SPOT) must be completed by schools, endorsed by the SEIL and shared with panel members at least 4 weeks before the first day of the review.

How to complete the PRSE

The PRSE includes the following sections, where schools plan their PRSE, and analyse and upload data and supporting evidence on performance, practices and processes:

• summary of school context and approach to completing the PRSE, including identifying challenge partners
• analysis of learning and wellbeing outcomes, including School Strategic Plan (SSP) performance and outcomes for all students and priority cohorts, and self-evaluation against the Framework for Improving Student Outcomes (FISO) 2.0 continua of practice
• self-evaluation against the FISO 2.0 continua of practice for the 5 core elements, reflecting on current practices and opportunities for improvement
• self-assessment of compliance against the Curriculum and Student Learning Minimum Standard and department policy requirements. For more information, refer to Assessing compliance with the Curriculum and Student Learning Minimum Standard and department policy requirements.

Reflecting on FISO 2.0 learning and wellbeing outcomes

As part of the PRSE the school undertakes a comprehensive analysis of student learning and wellbeing outcomes. This includes consideration of performance against goals and targets from the SSP, including the outcomes of all students and priority cohorts.

To support this process, schools can download the FISO 2.0 Continua of Practice self-evaluation tool on the Resources tab.

In the PRSE on SPOT, schools should:

• summarise performance against the SSP goals, and targets and key improvement strategies (KIS). Schools should comment on contextual enablers and barriers to SSP achievement and whether KIS had the intended impact on student learning and wellbeing outcomes. Schools can report on achievement of priorities goals separately or as part of the most relevant SSP goal
• summarise their analysis of current learning and wellbeing outcomes for all students and priority cohorts, including Koorie students. This should include a focus on literacy and numeracy, and other key learning areas as appropriate (for example, outcomes related to the secondary certificates and pathways, such as student post-school pathways via the Exit Destinations dashboard in Panorama)
• self-evaluate against the FISO 2.0 continua of practice for learning and wellbeing outcomes
• upload supporting evidence (for example, supplementary school report and school data).

Reflection on FISO 2.0 core elements

Schools self-evaluate their practices against the FISO 2.0 continua of practice for each of the 5 core elements, briefly describing current practices and their effectiveness, and identifying changes needed to improve impact on outcomes. This will also include reflection on the implementation of professional learning communities (PLC) and other department priorities.

Schools can refer to the Resources tab for the FISO 2.0 continua of practice self-evaluation tool.

Engaging the school community when preparing the PRSE

Principals can involve their school improvement team, school leadership team or other nominated staff.

It is recommended that the school community, including staff, students, families and school council members are engaged to support the preparation of the PRSE.

Further advice for small schools and specialist schools regarding the PRSE can be found in the Advice for small schools and Advice for specialist and specific purpose school settings guidance chapters.

Accessing the PRSE on SPOT

The school's PRSE template is available on SPOT 2 terms before the review.

The PRSE will be linked to the most recent SSP (or AIP for new schools), and can be accessed by the principal, SEIL and school council president. The department will grant reviewers access as needed. The principal can provide access to other school leaders or staff if needed using the 'Delegate editing rights' section at the top of the My School page on SPOT.

Finalising the PRSE

When the PRSE is complete, the principal can use the 'attest and submit' button in the 'Review and endorse' tab to submit the PRSE for SEIL approval. The SEIL can revert the PRSE to draft if changes are needed, in discussion with the principal.

Upon SEIL approval, the PRSE must be shared with panel members 4 weeks before the review.

For further information or questions regarding SPOT, refer to the SPOT troubleshooting guide (DOCX) (staff login required) or contact the School Planning, Review and Annual Reporting Unit via SPOT.Support@education.vic.gov.au

4. What happens during a school review

The minimum number of review days is 2, with most schools being allocated 3 review days (including a review day 1, a fieldwork day, and a final panel day).

Review day 1

The first formal day of a school review is known as 'review day 1' and is where the panel will:

• review and discuss the information and evidence presented in the pre-review self-evaluation (PRSE), and any other data or evidence presented to the review panel, to form a shared understanding of current student learning and wellbeing outcomes
• undertake classroom observations to assist the panel in forming a deeper understanding of school practices
• review a small, targeted sample of lesson plans provided by the principal (for example, a sequence of 4 lesson plans from Year 1 reading, Year 3 or 8 mathematics, Year 5 literacy, Year 10 English, Unit 2 VCE English or mathematics (methods), or a Vocational Major (VM) applied learning sequence)
• identify specific areas of the school’s practices, particularly related to the Framework for Improving School Outcomes (FISO) 2.0 core elements, that require further investigation and analysis through fieldwork
• plan the approach to fieldwork. This can be developed in advance for shorter (2-day) reviews.

For review day 1, the principal is the chair, the reviewer facilitates, and other panel members actively participate throughout the day.

Fieldwork

Fieldwork is undertaken to gather further evidence about school practices and identifies:

• practices against the FISO 2.0 core elements, including the implementation of professional learning communities (PLC)
• supports for priority cohorts
• where needed, evidence to support the Curriculum and Student Learning Minimum Standard and department policy requirements compliance assessment.

Fieldwork includes observation and interviews/focus groups. Each school review must include the following fieldwork activities:

• focus groups for staff, students and parents/carers (generally one of each)
• classroom observations (English and mathematics recommended). When planning for classroom observations, panels should consider how to best gather a valid and reliable observed sample of classroom practice. For secondary schools, where possible, observation of VCE English and/or mathematics, and VCE VM classes is recommended
• observation of meeting(s) of Professional Learning Communities (PLC) (one recommended).

When the above minimum requirements for fieldwork are met, schools may choose what to focus on for the remaining fieldwork time based on the length of the review and school context.

The reviewer will lead fieldwork activities, supported by panel members, including the senior education improvement leader (SEIL) and challenge partners where available. The reviewer will synthesise and report fieldwork findings back to the panel.

To preserve independence of the fieldwork, principals and other school leaders do not usually participate in focus groups and interviews but can participate in classroom observations.

It is recommended all fieldwork is completed by the morning of the final panel day so the panel has sufficient time to develop key directions for the next School Strategic Plan (SSP).

Final panel day

The final panel day is when panels:

• reflect on data and findings from the review process
• come to a shared understanding of the schools’ strengths and areas for growth
• finalise any outstanding discussion of the school’s performance against the past SSP and other significant outcomes or findings
• agree on the FISO 2.0 continua of practice ratings for each outcome and core element
• agree on next steps, and collaboratively develop the key directions for the new SSP, which articulate the most appropriate goals, targets and key improvement strategies, and support the school to plan for implementation of department priorities.

For further advice, refer to the Developing key directions for the next School Strategic Plan guidance chapter.

5. Developing key directions for the next School Strategic Plan

A printable handout version of this guidance is available on the Resources tab.

On the final day of the school review, the school review panel draws on the insights gathered throughout the review to collaboratively develop the proposed key directions for the new School Strategic Plan (SSP), comprising the goals, targets and key improvement strategies (KIS) to improve student outcomes over the next 4 years.

Goals and targets focus on what the school is trying to achieve, and how their progress will be measured. Goals and targets align to the learning and wellbeing outcomes at the centre of FISO 2.0. KIS articulate how the school will achieve their goals and targets. KIS align to the FISO 2.0 core elements.

The key directions for the next SSP are recorded in the final section of the school review report. Once the report has been finalised, the department will populate the key directions from the report to the school’s draft SSP on Strategic Portal Online Tool (SPOT).

For support and advice relating to the key directions for the next SSP, please refer to the School Strategic Plan policy in PAL or contact the School Planning and Annual Reporting Unit at SchoolPlanning@education.vic.gov.au

Process for developing key directions

Over the course of the review process the panel will form a view regarding the next steps for school improvement.

The final panel day is an opportunity for panels to reflect on data and findings from the review process, come to a shared understanding of the school's strengths and areas for growth, agree on next steps, and articulate the most appropriate goals, targets and KIS for the next SSP.

It is recommended that panels spend approximately 5 hours developing the key directions, and that they structure thinking around the following questions:

• Where are we now? Reflection on data and evidence collated throughout the review (approximately 90 minutes).
• What do we want to achieve? Developing goals (approximately 30 minutes) and setting targets (approximately 90 minutes).
• How will we get there? Developing KIS (approximately 90 minutes).

1. Where are we now?

The panel should ensure they have a shared understanding of the school's improvement priorities by reflecting on the data and evidence available through:

• the pre-review self-evaluation (PRSE) report
• current performance data and identified areas for improvement
• the school’s self-evaluation of current practices against the FISO 2.0 core elements, including how effectively these impact student outcomes and any identified practice strengths and areas for growth
• the enablers and barriers to improvement identified through the PRSE, panel discussions and fieldwork
• other findings gathered through fieldwork about school performance, practices and processes.

On the final day, panels can reflect on the data and evidence collated across the review by:

• brainstorming key themes that have arisen throughout the review
• reviewing available data and identifying the most significant areas for growth
• discussing the root cause of issues identified throughout the PRSE, analysis of learning and wellbeing outcomes and fieldwork findings against the FISO 2.0 core elements
• confirming the panel’s FISO 2.0 continua of practice evaluation, noting key areas for improvement for each core element.

2. What do we want to achieve?

Once the panel has agreed on where the school is in their improvement journey, the next step is to identify what the school would like to achieve through their SSP. The panel articulates this through goals and targets.

Goals

Goals are a high-level statement that articulates the student learning and wellbeing outcomes that the school will focus on improving in their next strategic plan.

General guidance for developing goals

• Goals should be developed based on areas where there are the greatest opportunities for growth and improvement in student outcomes, as identified throughout the review.
• Consistent with FISO 2.0, it is expected that all schools will have at least one learning and one wellbeing goal. Schools can also set goals that cover shared learning and wellbeing outcomes in place of or in addition to this requirement.
• Schools can choose to set goals at the broad student outcome level (for example, ‘improve student wellbeing’) or can choose to focus on a specific cohort or area within student learning and/or wellbeing (for example, ‘strengthen the resilience of all students’ or ‘strengthen the literacy of EAL students’).
• Goals should have scope for a range of supporting strategies over the 4-year SSP.
• Goals should be accepted by staff and the community as appropriate.

Recommended process for developing goals

• Draw on the understandings developed in the previous step to identify the areas of student learning and wellbeing most in need of improvement.
• Determine 2 to 4 of these areas as priority areas for focus.
• Articulate the 2 to 4 focus areas as simple and clear goals.

Tailoring goals for different school contexts

• The panel should develop between 2 and 4 goals depending on school context, to ensure a sharp and narrow focus. Smaller schools can choose to pursue 2 goals in total, where medium to large schools can choose up to 4. It can be appropriate for very large schools to choose up to 5 goals.
• Schools can choose to set a specific goal for both literacy and numeracy. However, schools whose next steps for improvements in student learning outcomes are foundational, supporting both literacy and numeracy (such as documenting a viable and guaranteed curriculum or developing a pedagogical model), can be best served by a single broader student learning goal. Once these foundations have been achieved, it may then be appropriate to focus on separate literacy and numeracy goals in subsequent strategic plans. Schools with sustained high performance in a given area can identify goals in other areas with greater opportunity for growth, or alternatively can specify a goal to maintain high performance in the area of strength, or to focus on a particular cohort or sub-area within it. For example, the school might look to a different area of learning or wellbeing, or, within an area of general high performance, focus improvement efforts on a priority cohort where data indicates there are opportunities for growth.

Things to avoid when developing goals

• Expressing goals as a statement saying ‘how’ the school will improve (this would be a KIS).
• Focusing on improving leadership or teaching practice (this would be a KIS).

Targets

Targets are the measures of achievement of the goals.

General guidance for developing targets

• Targets measure the outcomes of all students.
• Targets should be developed using student data that will enable schools to meaningfully measure progress towards the student outcomes articulated in the goals.
• Targets can identify separate measures for specific cohorts of students where appropriate (for example, English as an Additional Language (EAL), Koorie, disability, at risk).
• Targets are expressed as a percentage of students (for example, XX% of Year 7 students) and should include a baseline figure and a numerical target
• Review panels should use multiple datasets to measure progress against each goal.
• Schools are encouraged to use the FISO 2.0 system measures where appropriate for their context. These measures have been identified as having the largest impact on and correlation to positive learning and wellbeing outcomes.
• In addition to the standard data sets in Panorama, review panels can also utilise other data sets that support the school to track their progress towards their goals, including locally generated data.

Recommended process for developing targets

• Identify which data sources will most effectively measure progress towards the goals.
• Consider which additional data sources can be used to triangulate progress (for example, including measures from NAPLAN data, measures in Panorama about secondary completion rates and exit destinations, Victorian Curriculum teacher judgement data and a learning-related factor from Attitudes to School Survey (AtoSS) to track improvements in student learning outcomes).
• Identify a baseline for each different measure which articulates where the school is now. Express the baseline as a percentage of students or cohorts (for example, XX% of Year 7 students).
• Identify an appropriate target for the 4-year period, expressed as a percentage of students. Panels should consider how percentages translate to the number of individual students in their cohort as well as the performance of similar schools.
• If appropriate or needed given the school’s data, identify any priority cohorts that should be captured within targets and set sub-targets or separate targets for these cohorts.

Tailoring targets for different school contexts

• Each goal should have a maximum of 3 to 4 targets per goal, noting that small schools may have fewer.
• High performing schools can set a ‘maintain’ target figure.
• Targets should draw on multiple data sets where possible. For small schools with challenging data contexts, it can be sufficient to include 2 targets per goal. Medium to large schools should include at least 3 data sources to ensure they are able to triangulate and verify their data. Larger schools can include 4 targets per goal to capture the breadth of their work.
• The data sets chosen for targets can vary between schools based on their context, the findings of their review, and their future directions for improvement.
• New schools will not have baseline data available when setting targets – in these instances it can be appropriate for schools to draw baseline figures from similar school performance.

Things to avoid when developing targets

• Expressing targets without a numerical figure (for example, ‘improve the percentage of students assessed at age expected level of the Victorian Curriculum by teacher judgements’, which lacks a baseline figure and target figure).
• Using phrases like ‘state average’ or ‘similar schools average’ as a target (for example, ‘will be at the same level as the state average’). This should be avoided as state averages and similar school averages change each year. If schools wish to reference similar school or state averages, they should do this using a baseline figure drawn from that dataset, and then set their own target (for example, 'increase the percentage of students assessed at the age expected level of the Victorian Curriculum by teacher judgements from 75% (2024 similar schools average) to 80%’).
• Using only one data source (for example, NAPLAN) for all targets in one goal. Multiple sources of data support schools to build a more accurate and holistic picture of progress towards a goal, as well as allowing schools to triangulate data so that they can verify their progress.

3. How are we going to get there?

Once the panel has established the long-term goals for improvement, they identify how the school will reach these goals through changes in practices and processes across the school.

Key improvement strategies

Key improvement strategies (KIS) are the high-level strategies that the school will implement to achieve the goals and targets.

General guidance for developing KIS

• KIS are strategies that articulate ‘how’ the school will achieve their goal through changes to practice.
• KIS are aligned to one or more of the FISO 2.0 core elements.
• They will be operationalised through the next 4 Annual Implementation Plans (AIP).
• They take between 2 and 4 years to complete.
• They are focused on strengthening leadership practices, teaching practices, or whole school processes.

Recommended process for developing KIS

• Based on the discussion in ‘1. Where are we now’, identify the root causes and factors contributing to the learning and wellbeing areas identified for improvement in the goals.
• Identify the FISO 2.0 core elements that correspond to these root causes and will enable the changes in student outcomes articulated in the goals.
• Consider what the next logical step is for the school to move towards the level of excellence for each core element as articulated through the FISO 2.0 Illustrations of practice.
• List possible KIS in order of sequential implementation (for example, it can be necessary for the school to document the scope and sequence of the curriculum (Teaching and learning) before focusing on developing systems and processes to support the moderation of student work (Assessment)).
• Narrow down to a maximum of 2 to 4 KIS that are achievable across the next 4 years per goal, with consideration to sequencing and impact. Record any proposed actions against each KIS to support the development of AIPs.

Tailoring KIS for different school contexts

• Each goal typically has 2 to 4 KIS that the school will implement over the 4-year SSP. Smaller schools can choose to pursue 2 KIS while medium and larger schools may choose to pursue 3 or 4.
• A maximum of 2 to 4 KIS per goal should be set, depending on school size.
• Review panels can advise that some goals have more KIS than others, based on the level of practice change required and the resources the school will dedicate to each goal (for example, ‘improve student learning’ can require 4 KIS, while ‘improve student outcomes in STEM’ can require 2).

Things to avoid when developing KIS

• Articulating a KIS that will take less than 2 to 4 years (these can be captured in the AIP).
• Expressing a high-level outcomes statement which should be captured as a goal.

Overall example of a goal, targets and KIS

7. School review report

The school reviewer prepares a report to document the findings of the review, including key directions for the next School Strategic Plan (SSP). The report is quality assured by the independent review company, checked for accuracy by the principal, and then approved by the senior education improvement leader (SEIL). This process takes approximately 30 business days. If there are delays, please contact SchoolReview@education.vic.gov.au

The review report includes an executive summary that can be shared with the school community, for example, through publication on the school website. It provides a summary of the key findings and directions for the next School Strategic Plan (SSP). The body of the review report provides more detailed information for the school’s planning purposes and the principal should consider any privacy or sensitivity issues when deciding to share the full report.

The principal presents the approved review report to school council, with support from the SEIL.

The principal determines the extent to which the full report is shared with school community members, considering any privacy or sensitivity issues. For example, the principal can choose to share the full report with the school leadership team, the key directions with the school improvement team, and relevant excerpts with curriculum leaders.

Feedback on the school review process

At the conclusion of the review, the School Planning, Review and Annual Reporting Unit will email a survey link to principals, SEILs and challenge partners to provide the opportunity to give feedback on the review process.

Feedback can also be provided by emailing SchoolReview@education.vic.gov.au

7. Improving outcomes for Koorie students

Under the department’s Koorie Education policy, schools are required to work in partnership with the local Koorie community to develop place-based approaches to improving student outcomes. Child Safe Standard 1 requires schools to establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal children and young people are respected and valued.

As part of the review, schools are encouraged to engage with Koorie students and families to seek input and feedback on school experiences, practices and supports.

Schools may hold focus groups with Koorie students and/or families or partner with their Local Aboriginal Education Consultative Group (LAECG), or other formal or informal family and community groups, to facilitate culturally responsive opportunities for engagement, input and feedback.

This might include Campfire Conversations or yarning circles. LAECGs can be contacted through the Victorian Aboriginal Education Association Incorporated (VAEAI).

Please be mindful of kinship structures and the broader understanding of family and community, noting the term ‘families’ is used to include parents, grandparents, carers, and kin of Koorie students.

When reflecting on outcomes for Koorie students, schools are encouraged to consider their implementation of the Marrung Aboriginal Education Plan.

When developing the key directions for the School Strategic Plan, schools should consider whether it would be appropriate to include specific goals, targets and key improvement strategies to improve outcomes for Koorie students.

For further detail, refer to the Koorie Education policy, Marrung Aboriginal Education Plan and Child Safe Standard 1.

8. Advice for small schools

Matching of reviewers

The School Planning, Review and Annual Reporting Unit will match schools to a reviewer with expertise in working with schools with 200 enrolments or fewer.

Professional learning

In addition to the briefings available to all schools, schools with 200 enrolments or fewer can access a pre-review self-evaluation (PRSE) workshop tailored to needs of smaller schools.

A special half-hour pre-review briefing is also offered to schools with 30 enrolments or fewer in the term before the scheduled review. The School Planning, Review and Annual Reporting Unit will contact principals to arrange a suitable time.

Further information on professional learning is available in the Preparing for a school review guidance chapter.

Time release to participate in school review activities

Schools with up to 100 enrolments are eligible to claim reimbursement for up to 2 days of casual relief teacher (CRT) coverage to support completion of the PRSE and/or participation in review days.

Schools submit reimbursement requests through the Schools Targeted Funding Portal after the review is completed. Further information on claiming the reimbursement is provided to schools before the review begins.

For more information, refer to the Schools Targeted Funding Portal.

For a quick guide on how to use the portal, refer to Walkthrough for schools (PDF) (staff login required).

Cluster reviews

Schools may express interest in a cluster review, which involves undertaking a review together with one or more local and/or similar schools.

The principals, in partnership with their senior education improvement leader (SEIL) and reviewer, can agree what activities will be shared or separated. For example, schools may have joint fieldwork but separate panel meetings. If desired, the cluster schools can develop common key directions for the next School Strategic Plan (SSP).

Annex or hub schools that have a shared SSP can combine their school reviews, sharing review days and the review report.

If schools are interested in a cluster review, this can be discussed with their SEIL, who will follow-up with the School Planning, Review and Annual Reporting Unit to coordinate.

Advice on the use of data for smaller schools

Use 3-year aggregated data sets

When using data with cohorts of fewer than 100 students, using a 3-year aggregated data set will be more robust than a single year of data. It is recommended that when setting new targets, the baseline is calculated on the mean over 3 years, rather than a single year of data.

When setting a new 3-year baseline, review panels should calculate the mean of the percentages of each year, rather than calculating a mean of the total number of students over the 3 years.

Similarly, when evaluating the achievement of targets, it is recommended to use the mean over 3 years, rather than a single year of data.

Use existing locally generated data sets

Existing locally generated data sources can be useful and reliable sources of information for evaluating school improvement across all school contexts. In small schools, the use of local data supports in depth analysis and discussion of student outcomes. Small schools are not required to collect additional data as part of the school review process, rather a focus should be placed on existing data sources.

In addition to data captured through fieldwork, focus groups and interviews, school review panels may examine other existing local data, including:

• professional conversations and reflections from the teacher and/or principal
• individual student work and artefacts
• records of observational data, such as classroom observations
• teacher assessment records, such as formative and summative assessment rubrics
• classroom management data recorded on the learning management system (LMS)
• locally developed surveys and community feedback, such as parent/carer letters and emails or teacher notes from parent-teacher interviews
• progress reporting results (if available) or report comments.

Review panels can use locally generated data to:

• evaluate progress towards goals – for example, the goal ‘improve student numeracy outcomes’ could be verified through analysis of a representative sample of student work across the strategic plan period, analysis of teacher feedback on student work, progress reporting or report comments
• evaluate and diagnose areas of strength and growth – for example, to identify strengths and areas for growth, review panels may utilise the observational data gathered through fieldwork and feedback from student focus groups alongside wellbeing data in the LMS and records of parent/carer feedback
• set targets – when access to data sets is not available due to low cohort numbers, review panels could identify an existing data set from a school's systems and processes like the learning management system, observation notes and protocols, or Individual Education Plans (IEPs).

Additional advice on target setting for schools with 100 enrolments or fewer

Victorian Curriculum Teacher Judgements

The review panel may wish to consider setting benchmarks and targets that are aggregated within a domain, such as aggregating the mean of the 3 modes of English.

VCE scores

An adjusted VCE study score will only be produced if there are more than 5 students enrolled per subject. Where an adjusted VCE study score is not produced, the school review panel may wish to consider using the mean of all VCE study scores and/or VCE English.

Department of Education perception surveys (AToSS, SSS, PCGOS)

Where there are less than 6 respondents to the Attitudes to School Survey (AToSS), and less than 4 respondents to the School Staff Survey (SSS) or Parent, Caregiver and Guardian Opinion Survey (PCGOS), data is not supplied to schools. Schools may choose to assess community perceptions through other existing means of feedback such as parent teacher interviews, local surveys and data, feedback received via email, phone or in-person or based on observational data from key staff.

Attendance (average absence rate)

Absence data is scalable – it applies to each student in the same way it applies to smaller or larger groups of students. School review panels for small schools may wish to set targets for the percentage of students with absence rates >20 days and 20 days, or 10 days, depending on the school’s starting point.

Schools who have experienced fluctuations in their attendance data over the past 3 years may choose to set attendance targets that excludes the impact of COVID-19, such as unapproved absences or non-medical absences.

Additional advice on target setting for schools with 30 enrolments or fewer

In addition to the general advice and advice for schools with 100 enrolments or fewer above, the guidance below applies to schools with 30 enrolments or fewer, who may find that their year-level cohorts are too small for the modifications above and require additional differentiation to develop meaningful targets and measure impact.

Take an adjusted approach to target setting using ‘target stems’

The review panel may recommend that schools with 30 enrolments or fewer set ‘target stems’ in their SSP, and ‘complete the stem’ through the 12-month targets in the Annual Implementation Plan (AIP) based on the different cohorts they have each year.

Monitor student achievement and growth against individual goals

The school review panel may wish to develop targets that monitor the growth of students against individual goals, rather than by cohort achievement on standardised measures.

If further advice and support is needed to measure achievement against the previous SSP, identify other outcome measures or help set target levels for the new SSP, schools can contact the School Planning, Review and Annual Reporting Unit at Schoolplanning@education.vic.gov.au

For questions about using data from Panorama, schools can contact the Regional Evidence Unit at School.Performance.Data@education.vic.gov.au

9. Advice for specialist and specific purpose school settings

The School Planning, Review and Annual Reporting Unit will match schools to a reviewer with expertise in working with specialist and specific purpose schools and allocate an additional fieldwork day to the review.

Flexibility for these contexts can be offered and agreed in consultation with the principal, reviewer and senior education improvement leader (SEIL). Schools can also contact the School Planning, Review and Annual Reporting Unit with specific requests or to seek personalised advice by emailing SchoolReview@education.vic.gov.au

If further advice and support is needed to measure achievement against the previous School Strategic Plan (SSP), identify other outcome measures or help set target levels for the new SSP, schools can contact the School Planning, Review and Annual Reporting Unit at Schoolplanning@education.vic.gov.au

For questions about using data from Panorama, schools can contact the Regional Evidence Unit at School.Performance.Data@education.vic.gov.au

The following areas of compliance have special conditions for specialist and specific purpose schools noted in the pre-review self-evaluation (PRSE).

Curriculum and Student Learning Minimum Standard

• The Minimum Standard (Section 1.1.2 on the PRSE) requires schools to present a Curriculum Plan (or equivalent documentation) which outlines, at a high level, the teaching and learning program delivering all 8 key learning areas. Specialist and specific purpose schools can indicate N/A if the school does not offer all 8 key learning areas and make a note confirming it is a specialist or specific purpose school.
• The Minimum Standard (Section 1.2 on the PRSE) requires schools to provide sample timetables that demonstrate how the 8 key learning areas are delivered. Specialist or specific purpose schools that are not delivering all 8 key learning areas must still provide sample timetables (or other documents) that demonstrate how the school is delivering the relevant key learning areas.

Department policy requirements

Specialist schools are not required to demonstrate that they are delivering Holocaust Education (required by department policy) to students in year levels 9 and/or 10 unless they have students who are working towards achieving Level 9 and 10 of the Victorian Curriculum: History. For example, a specialist school with students in Year 10 who are working towards Level 2 of the Victorian Curriculum: History does not need to demonstrate that they are delivering Holocaust Education. Refer to Holocaust Education – Delivery Requirement PAL topic.

Flexible Learning Options (FLOs)

Schools with FLO settings or programs can:

• describe in the PRSE learning and wellbeing outcomes tab how these and related practices and processes have contributed to student learning and wellbeing outcomes
• request an additional fieldwork day for the FLO if needed, particularly where this is offered at a separate location or campus. Requests can be made by the reviewer or SEIL to the School, Planning, Review and Annual Reporting Unit by emailing SchoolReview@education.vic.gov.au

For further information on FLOs, refer to the Flexible Learning Options PAL topic.

10. Assessing compliance with the Curriculum and Student Learning Minimum Standard and department policy requirements

The school’s compliance with the Curriculum and Student Learning Minimum Standard for school registration and department policy requirements relating to mobile phones, Holocaust education and consent education are assessed through the review.

The Operational Policy, School Engagement and Compliance Division (OPSEC) works with schools to assess compliance with the broader Minimum Standards (including the Child Safe Standards) for school registration. OPSEC will contact principals to schedule the Minimum Standards compliance assessment, which usually occurs 1-2 terms before the school review. For more information, refer to Minimum Standards and School Registration.

Assessing compliance against the Curriculum and Student Learning Minimum Standard

As part of the pre-review self-evaluation (PRSE), schools self-assess their compliance with the Curriculum and Student Learning Minimum Standard on the Strategic Planning Online Tool (SPOT).

When completing the self-assessment, schools are required to upload supporting evidence, and if they assess as 'non-compliant', must describe how the school is working towards compliance.

The reviewer will assess compliance by reviewing the evidence uploaded to the PRSE and seeking additional evidence as needed. The reviewer will meet with the principal and SEIL to discuss their findings. This usually occurs following the conclusion of the final school review panel meeting.

The reviewer will submit the compliance assessment report to the department for moderation by OPSEC.

Where following moderation a school is found to be non-compliant with any aspect of the Curriculum and Student Learning Minimum Standard, OPSEC will advise the SEIL of the area(s) of non-compliance identified and the actions for the school to take to address those areas. SEILs are responsible for supporting schools to achieve compliance with these requirements and reporting back to OPSEC once compliance is achieved.

Information and resources to support schools to comply with the Curriculum and Student Learning Minimum Standard are available on the Curriculum Framework page of the School Policy Templates portal.

For further queries about the Curriculum and Student Learning Minimum Standard requirements, contact OPSEC by emailing School.Compliance@education.vic.gov.au

Assessing compliance against relevant department policy requirements

As part of the PRSE, schools self-assess and report on their compliance with 3 department policy requirements. For further information on these policies, please refer to:

• Mobile Phones – Student Use
• Holocaust Education – Delivery Requirements
• Sexuality and Consent Education.

The reviewer will confirm that schools have provided evidence of meeting the policy requirements during the school review. The relevant policy areas in the department will follow up as appropriate.

Resources

Principals can contact their senior education improvement leader (SEIL) for support with their school review.

For additional information, please contact the School Planning, Review and Annual Reporting Unit at SchoolReview@education.vic.gov.au

Resources to support the school review process

• FISO 2.0 continua self-evaluation tool (DOCX) (staff login required)
• School review process checklist (DOCX) (staff login required)
• Developing key directions for the next School Strategic Plan (DOCX)
• SPOT troubleshooting guide (DOCX) (staff login required)
• Checklist for developing key directions (DOCX) (staff login required)