Flexible Learning Options (FLOs)

4. Quality in Flexible Learning Options

As with all educational settings within the Victorian government system, the focus for Flexible Learning Options (FLOs) should be on student achievement, wellbeing and engagement. FLOs should strive to set high expectations and achieve progress in outcomes for every child or young person, regardless of their starting point, and utilise a range of qualitative and quantitative methods to measure this.

The Framework for Improving Student Outcomes (FISO 2.0) provides a basis for education settings to effectively plan and target their resources towards initiatives that will have the greatest impact on improving student outcomes. It is expected that all education settings, including FLOs, engage with FISO 2.0 to drive student progress.

The expectations of FLOs outlined in this section are closely aligned with evidence of best practice within FLOs across Australia. Specifically, research shows that the following elements are evident in high quality FLOs:

• students can plan and influence their learning, and have a say in programs that respond to their needs and goals
• staff build positive, caring relationships with students and take a student-sensitive approach to wellbeing
• teaching and support assesses and responds to the needs of individual students
• flexible and challenging curriculum leads to recognised achievement and accreditation
• strong relationships exist with referring schools, enabling successful student transitions back into mainstream education, training and work
• teachers are of high quality; knowledgeable, skilled and empathetic, and are provided with ongoing professional learning
• there is a culture of high expectations for growth, development and achievement for every child or young person
• targeting of support and resources is systematic and focused on meeting students' needs
• effective partnerships provide students with personalised, holistic support, and post-program pathways for success
• there is strong leadership and governance across partnerships that are committed to improving programs and outcomes for students. For further information on the FISO 2.0 model please refer to Framework for Improving Student Outcomes (FISO 2.0).

School Strategic Plan and Annual Implementation Plan

FLOs should always be captured within the school’s School Strategic Plan (SSP) and Annual Implementation Plan (AIP) through key improvement strategies that encompass actions, evidence of impact, activities and milestones, responsibilities, timelines and indicative budget.

It is expected that SSPs and AIPs are regularly updated in line with changing priorities and progress, and should incorporate FLOs where applicable.

Refer to: Annual Implementation Planning (AIP).

School review process

All FLOs are included in the school review process. Each year, the department identifies schools in cycle for review that have an existing FLO campus or in-school program and work with the host school to determine how this FLO setting will be included in the school review process. Flexible government schools will continue with their existing review process arrangements.

Reviews include compliance with the Minimum Standards for School Registration, and take account of the school’s progress towards, and achievement of the goals and targets outlined in their SSP and AIP.

Generally, FLOs will be considered during the review of their host school in cases where they are incorporated within the host school’s AIP. Conversely, in cases where the FLO develops a separate AIP, the review process will be undertaken separately.

However, in all cases the decision for the review process to be undertaken will be based on agreement between the school principal and senior education improvement leader (SEIL), or escalated to the relevant Executive Director, School Improvement if required.