Brisbane Youth Education and Training Centre
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Brisbane Youth Education and Training Centre
Transcript of Brisbane Youth Education and Training Centre
Brisbane Youth Education and Training
Centre
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Acknowledgment of Country
The Department of Education acknowledges the Traditional Owners of the lands from across
Queensland. We pay our respects to the Elders past, present and emerging, for they hold
the memories, the traditions, the culture and hopes of Aboriginal and Torres Strait Islander
peoples across the state.
A better understanding and respect for Aboriginal and Torres Strait Islander cultures
develops an enriched appreciation of Australia’s cultural heritage and can lead to
reconciliation. This is essential to the maturity of Australia as a nation and fundamental to
the development of an Australian identity.
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Contents
1. Introduction ....................................................................................................................... 4
1.1 Review team ................................................................................................................ 4
1.2 School context ............................................................................................................. 5
1.3 Contributing stakeholders ............................................................................................ 6
1.4 Supporting documentary evidence............................................................................... 7
2. Executive summary ........................................................................................................... 8
2.1 Key findings ................................................................................................................. 8
2.2 Key improvement strategies ...................................................................................... 10
3. Snapshot of previous school review ................................................................................ 11
4. Findings and improvement strategies against the domains ............................................. 12
4.1 An explicit improvement agenda ................................................................................ 12
4.2 Analysis and discussion of data ................................................................................. 14
4.3 A culture that promotes learning ................................................................................ 16
4.4 Targeted use of school resources .............................................................................. 19
4.5 An expert teaching team ............................................................................................ 21
4.6 Systematic curriculum delivery .................................................................................. 23
4.7 Differentiated teaching and learning .......................................................................... 25
4.8 Effective pedagogical practices ................................................................................. 27
4.9 School-community partnerships ................................................................................. 29
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1. Introduction
This report is a product of a review carried out by a review team from the Education
Improvement Branch (EIB) at Brisbane Youth Education and Training Centre from 8 to
10 June 2020.
The report presents an evaluation of the school’s performance against the nine domains of
the National School Improvement Tool. It also recommends improvement strategies for the
school to implement in consultation with its regional office and school community.
The report’s executive summary outlines key findings from the review and key improvement
strategies that prioritise future directions for improvement.
Schools will publish the executive summary on the school website within two weeks of
receiving the report.
The principal will meet with their Assistant Regional Director (ARD) to discuss the review
findings and improvement strategies.
For more information regarding the EIB and reviews for Queensland state schools please
visit the EIB website.
1.1 Review team
Wayne Troyahn Internal reviewer, EIB (review chair)
Cameron Hodges Internal reviewer
Scott Curtis Internal reviewer
Raelene Fysh External reviewer
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1.2 School context
Location: Wolston Park Road, Wacol
Education region: Metropolitan Region
Year levels: Year 5 to Year 12+
Enrolment: 130
Indigenous enrolment
percentage:
53 per cent
Students with disability: Education Adjustment
Program (EAP)
percentage:
21 per cent
Nationally Consistent
Collection of Data
(NCCD) percentage:
36.3 per cent
Index of Community
Socio-Educational
Advantage (ICSEA) value:
865
Year principal appointed: 2016
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1.3 Contributing stakeholders
The following stakeholders contributed to the review:
School community:
Principal, three deputy principals, three Heads of Department (HOD), 24 teachers,
Positive Behaviour for Learning (PBL) coordinator, induction coordinator, Business
Manager (BM), Deputy Director Youth Detention Centre, Executive Director Youth
Detention Centre, Project Director New Youth Detention Centre, cultural liaison
officer, Registered Training Organisation (RTO) manager, vocational trainer,
Vocational Training Queensland Trainer Assessor, Vocational Training Queensland
Compliance Officer, curriculum writing team, four teacher aides, executive services
officer, two office staff and 15 students.
Community and business groups:
Vocational Training Queensland, Redcliffe Youth Justice Centre, Brisbane Police
Watch House and Matters In Gray (MIG).
Partner schools and other educational providers:
Teacher Meridan State College LASER program, HOD Bundaberg State High School
IGNITE program, Executive Principal Queensland Children’s Hospital School and
Assistant Director-General State Schools – Indigenous Education.
Government and departmental representatives:
Email contact with Queensland Premier and State Member for Inala, and ARD.
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1.4 Supporting documentary evidence
Annual Implementation Plan 2020 Explicit Improvement Agenda 2020
Investing for Success 2020 Strategic Plan 2017-2020
Headline Indicators (April 2020 release) School Data Profile (Semester 1 2019)
OneSchool School budget overview
School improvement targets Junior Secondary Action Plan
School pedagogical framework Senior Secondary Action plan
Professional learning plan 2020 Action Plan Tracker
Data Action plan Personalisation of Learning Action Plan
School Opinion Survey 2019 Transition Action Plan
Senior Secondary Handbook Student Code of Conduct (2020 – 2021)
School differentiation plan or flowchart Professional development plans
School newsletters and website Curriculum planning documents
Wellbeing Action Plan Collegial Engagement Action Plan
Behaviour Action Plan Literacy Action Plan
Transitions Action Plan Workplace Health and Safety Action Plan
Action Plan Tracker Junior Secondary Handbook
School based curriculum, assessment and reporting framework
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2. Executive summary
2.1 Key findings
The school’s leadership team members are united and describe common beliefs
driving all that they undertake.
They detail a student-centred approach to guide school directions. The principal and staff
articulate a common belief of support for all students to progress with education as the basis
for changing the young people’s lives for the future. Committed support is articulated for the
school motto of ‘Unlocking potential and transforming lives’ in guiding their efforts.
The principal and all staff demonstrate a strong commitment to initiate and develop
partnerships to enhance student outcomes.
An extensive range of partners is used by the school to assist the development and
transition of students. These partnerships include government and non-government
organisations, training providers and community-based support organisations.
The school leadership team accesses national and international research in relation
to supporting students within a juvenile justice environment.
Leadership team members state a strong belief that data-informed practice and data-
informed research are integral to school improvement. The school publishes key statistics
annually to demonstrate the uniqueness of this educational site and the challenges
associated with a dynamic student enrolment within the juvenile justice system.
A range of courses linked to the Australian Curriculum (AC) is developed to access
course content appropriate to students’ learning needs.
It is recognised students have significant gaps in their formal education. Some teachers
articulate an alignment with the AC, assessment demands and literacy continuum is the next
piece of work to achieve quality assured learning outcomes and monitoring of the intended
curriculum.
The school has collaboratively developed a pedagogical approach published in the
Teaching and Learning Philosophy linked to the unique nature of the school.
Teaching staff identify that much of the teaching pedagogy is based in student workbooks
particularly in literacy and numeracy. They express a desire to develop suitable practices to
engage and challenge the learning of more capable students.
Teachers are focused on high-yield teaching strategies supported by explicit
teaching.
Teachers have commenced adjusting curriculum content and pedagogy in providing
differentiated learning experiences to support identified student needs. Teachers further
express a desire to develop their capacity and knowledge in relation to differentiated
teaching strategies.
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Collegial engagement focuses on developing an expert teaching team to ensure
optimum outcomes for students.
Teaching staff are appreciative of the opportunity to undertake collegial engagement in a
safe and supportive manner. Some staff members comment that rigour of the feedback is
yet to be consistent across the school.
Responsive school case management and the tracking of students by staff allows for
a successful transition at the commencement of enrolment.
A range of programs is established to support student transition post-school enrolment to
return to their original schools or alternative learning sites. Staff express concerns that
despite intensive support during the student’s enrolment, due to challenges linked to
developing desistance, successful transition is not guaranteed.
School staff are committed to supporting the learning and wellbeing of all students.
The school leadership team and staff members are united in the belief that all students are
able to learn through the provision of appropriate support provisions within a highly
structured and supportive learning environment. The school leadership team works closely
with the Brisbane Youth Detention Centre (BYDC) management to ensure that student and
staff wellbeing are a focus at all times.
The Positive Behaviour for Learning (PBL) rewards system is used by all school staff
members and is popular amongst the student body.
This system offers a range of appropriate rewards valued by students within the constraints
of a juvenile detention centre. The PBL rewards system is utilised by a number of external
Registered Training Organisation (RTO) Vocational Education and Training (VET) trainers
that deliver VET competencies to students. The management of the BYDC has implemented
a PBL system of rewards within the residential part of the complex to support students and
provide a greater level of consistency. This alignment with school practice is integral in
ensuring the effectiveness of the partnership between the school and BYDC.
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2.2 Key improvement strategies
Refine the systemic curriculum delivery of the AC to ensure the alignment of curriculum and
assessment to calibrate the marking guide, summative assessment and assessment task
conventions against the relevant, targeted aspects of the achievement standard.
Review current school pedagogical practice with workbooks to ensure that approaches have
been developed to enhance the learning of more able students in classes.
Develop teacher capacity to guide student goal setting, adjust curriculum content and
support pedagogy development to cater for the learning needs of all students.
Refine the collegial engagement process to enhance the rigour of feedback opportunities for
staff to undertake consistent differentiated approaches in capability development.
Collaboratively work with key stakeholders to evaluate transition processes, procedures and
support for students upon release to ensure successful transition and outcomes.
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3. Snapshot of previous school review
The last review carried out at the school was conducted from 12 to 14 September 2016.
The school’s Index of Community Socio-Educational Advantage (ICSEA) at the time of the
2016 review was identified as 882 and the school enrolment was 108 with an Indigenous
enrolment of 51 per cent and a student with disability enrolment of 20 per cent.
The key improvement strategies recommended in the review are listed below.
- Construct a formal and collaborative strategic planning process to establish and
monitor school priorities and classroom targets in line with the improvement agenda.
- Develop a centre reading plan to be implemented by all teaching staff members.
- Build teacher data literacy skills around the current data capture to identify starting
points for teaching, tracking, monitoring and analysing student learning and to use
data to reflect on the effectiveness of teaching and make adjustments in a timely
manner.
- Continue the strategic roll out of the Positive Behaviour for Learning (PB4L) framework
with clear annual targets including the growth of profiling, consistency of classroom
behaviour management and clear follow through and communication regarding
referred student behaviour challenges.
- Strengthen evidence-based strategies within the pedagogical framework to improve
classroom teacher capability to adjust the learning program for the full range of
students, including students with disability and higher achieving students.
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4. Findings and improvement strategies against the domains
4.1 An explicit improvement agenda
Findings
The school’s leadership team members are united and describe common beliefs driving all
that they undertake. They detail a student-centred approach used in guiding the
development of school directions.
The principal and staff members articulate a common belief in education as the basis for
changing young people for their future lives. This is shown in their stated commitment to the
school motto of ‘Unlocking potential and transforming lives’ and the uniqueness of the school
site within the constraints of a juvenile justice setting in guiding their efforts.
The 2020 Annual Improvement Plan (AIP) delineates the school’s Explicit Improvement
Agenda (EIA). Members of the leadership team describe the collaborative strategic planning
process used to establish the AIP based on an analysis of data including that from School
Opinion Surveys (SOS) with subsequent detailed collaborative discussions. School
leadership members share the AIP at staff meeting discussions to develop a common
understanding.
The focus areas for the AIP include Curriculum Alignment: a plan to improve teacher
understanding of the AC, exemplars and style guides for unit development implemented
across all faculty areas, utilising marking guides for making judgments on student work and
moderation of student work; and Personalisation of Learning: school planning placing a high
priority on students having access to personalised learning, leadership ensuring professional
learning and collegial engagement drives monitoring of school progress, team meetings
including data analysis and classroom teachers identifying and addressing needs.
The AIP includes strategies for junior secondary and senior secondary, targets and lead
indicators in addition to a list of associated school planning documents. School leaders
articulate targets are linked to key data sets such as the SOS – for example, for teachers, ‘I
feel confident in my knowledge of the Australian Curriculum’ that had 89.5 per cent
agreement in 2019, increasing to 95 per cent in 2020. The principal describes processes
used to lead discussions with staff in developing the targets.
The leadership team outlines how the implementation of the AIP is supported by a series of
10 action plans with monitoring of implementation for each area based on an action plan
tracker. Staff describe how these are used to monitor implementation of the centre’s AIP.
Action plans include the Junior Secondary Action Plan, Collegial Engagement Action Plan,
Data Action Plan and Personalisation of Learning Action Plan. Action plans have been
collaboratively developed with staff members and include actions, strategies and measures
of success for each area.
Heads of Department (HOD) and other key leaders describe the process they use to review
targets with staff as part of the ongoing process with action plan tracking. The progress as
recorded in the Action Plan Trackers is shared with all staff and discussed in staff meetings.
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The school leadership team outlines a focus on staff wellbeing consistent with the
challenging environment in which they work. The HODs and managers describe their
leadership in this area as developing a collaborative staff culture, participating in the
Department of Education (DoE) pilot of the Staff Well-being toolkit, and provision of
facilitated mindfulness programs. The principal and school leaders articulate a united
approach to support student wellbeing.
School leaders and all staff members express a united commitment to high standards and
expectations for student engagement in the learning process. They outline the development
of personalised learning for all students supporting their education, with consideration given
to varying times of enrolment in the centre and students’ varied backgrounds. Leaders
discuss the regular meetings between teachers and HODs to examine student performance
data, monitor progress and alter programs as required.
The school has identified celebrations for major student achievement including Recognition
Ceremony and Share and Showcase events. Similar processes to celebrate student
improvement are yet to be developed.
In establishing this set of processes school leaders detail leading the construction of a formal
and collaborative strategic planning process to establish and monitor school priorities and
classroom targets in line with the improvement agenda.
The principal led the development of the Strategic Plan 2017–2020 based on an analysis of
relevant centre data and discussions with key stakeholders. The explicit focus areas in the
strategic plan are develop literacy, develop positive behaviours and develop consistent and
high quality teaching. The school leadership articulates that a new strategic plan to
encompass the establishment of the new detention centre section will be developed using
the school review as one of its bases.
The school has an organisational chart. The principal describes how this is evolving as the
centre expands during the course of the year. Associated roles, responsibilities and
accountabilities statements for the implementation of the AIP are in place.
Improvement strategies
Enhance Quality Assurance (QA) processes for the implementation of the AIP and the new
strategic plan to develop consistent practice across the whole school.
Enact review processes for and consultations with the whole community in relation to the
creation of the next strategic plan.
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4.2 Analysis and discussion of data
Findings
The school leadership team articulates a strong belief that data-informed practice and data-
informed research are integral to school improvement. School leaders access national and
international research in relation to supporting students within a juvenile justice environment.
The school publishes key statistics annually to demonstrate the uniqueness of this
educational site and the challenges associated with a dynamic student enrolment within the
juvenile justice system.
The school has a published data plan that outlines the key data sources, timelines,
responsibilities and actions required in the collection of student learning outcome data,
diagnostic data and a range of student wellbeing data sets. The school has developed a
number of electronic databases to track key data sets. A range of student performance
tracking data is collected across the school. This is yet to be aligned with current school
practices in the published school data plan.
Since the last review the school leadership team, in line with the Data Action Plan, has
worked to build teacher data literacy skills around the current data capture to identify starting
points for teaching, tracking, monitoring and analysing student learning, and to use data to
reflect on the effectiveness of teaching and make adjustments in a timely manner.
The leadership team has led the development of the Data Action Plan. It contains a range of
actions including develop a data system to evaluate the effectiveness of the professional
learning plan, refine the whole-school data plan, develop data systems to support teacher
understanding of progressions in student learning, improve teacher data literacy, and
develop and refine systems for collecting and collating school and student outcome data.
Teachers express that they have a high level of expertise in interpreting key literacy data
through the Basic Key Skills Builder (BKSB) platform to ensure that skill deficiencies are
identified and an individualised support plan can be developed. Teaching staff members are
developing their competency in tracking the journey of students across the literacy
continuum. BKSB testing occurs in an established cycle.
A data wall displaying all students enrolled in the school is accessed by all teachers and
teacher aides. The data wall incorporates a range of literacy data and additionally identifies
students with disability. Teacher aides assist students in intensive individual literacy and
numeracy support and express that increasing their data literacy would be beneficial to
further support students.
OneSchool is utilised for school reporting requirements, informing transitional student
profiles upon enrolment and recording behaviour data. Staff members record key student
wellbeing and PBL data in the school-developed database that is used on a daily basis to
assist teachers in supporting students in the dynamic school timetable.
Behaviour and effort outcomes are currently the focus of school reporting. Academic
outcomes in terms of A-C achievement data and vocational competency completion are yet
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to be recorded by the school. Individual student academic achievement targets are yet to be
apparent in planning or in classrooms. School-wide targets regarding A-C academic
achievement are yet to be developed.
In 2019 no student participated in the National Assessment Program – Literacy and
Numeracy (NAPLAN) as has been the practice for many years.
The current school focus for senior students is the completion of vocational education
qualifications. As a result there is no current data in relation to Queensland Certificate of
Education (QCE)/Queensland Certificate of Individual Achievement (QCIA) completion in
Year 12. One student is expected to complete a QCE this year.
Extensive tracking systems are established to monitor student VET progress within the
school and across 31 partner sites throughout Queensland. In 2019, 868 units of
competency were awarded to young people in the school, an increase from 365 in 2017.
Students set subject goals to address skill gaps within each individual class and as part of
their induction into the school. These goals are documented within each faculty. A whole-
school approach to individual student goal setting and monitoring is currently being
implemented and school leaders are working with teachers to quality assure the process.
The school tracks the individual progress of all students in regards to literacy and numeracy,
VET competency completion, and where appropriate, QCE attainment for all priority groups
including students with disability. Due to the nature and average length of enrolment at the
school, tracking is yet to be compared to year level cohorts.
Improvement strategies
Develop a review and QA process to ensure that the published whole-school data plan is
reflective of the current scope of student academic progress and wellbeing data informing
teaching practices.
Develop and implement a data literacy Professional Development (PD) program for teacher
aides focused on targeting student support.
Refine whole-school processes for the setting and monitoring of student individual goal
setting with embedded QA.
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4.3 A culture that promotes learning
Findings
The school leadership team and school staff members are united in the belief that all
students are able to learn through the provision of appropriate support provisions within a
highly structured and supportive learning environment. The school leadership team works
closely with the BYDC management to ensure that student and staff wellbeing are a focus at
all times.
Staff members express that there are high levels of collegial support throughout the school.
This is reflected in the Our Team Culture publication that is valued by staff and is renewed
as part of an annual review cycle.
School staff are committed to supporting the learning and wellbeing of all students. The
establishment of effective and supportive relationships is viewed as crucial by school
leaders. Some staff indicate there are challenges in developing rapport with students in a
highly fluid enrolment environment that is significantly influenced by juvenile justice system
processes.
The median time of students in detention is 25 days with a mean detention period of 44
days. In 2019, 21 young people had five or more admissions. 64 per cent of the students at
the school have not attended secondary school beyond Year 9.
A student-led Recognition Ceremony is held once a term to acknowledge students who have
excelled within their educational program. Students are nominated by staff. Key school,
detention centre staff, support staff and family members are invited by each recipient.
A priority is placed on student wellbeing by all staff members within the school. The school
employs a chaplain, two transition officers, and a 0.2 Full-time equivalent (FTE) guidance
officer. This is in addition to extensive student support available from Queensland Health
and the BYDC, particularly the Cultural Unit.
PBL was implemented in 2017 following the last school review and a PBL framework and
associated systems are now embedded within the school. PBL messaging is displayed in all
classrooms and across the school grounds. Most staff members express that PBL provides
a common language in working with students in the classroom environment and has a
positive effect on student behaviour. Students express clearly understanding the four school-
wide expectations and actively participate in the PBL rewards system. This is supported by
the School-wide Evaluation Tool (SET) data gathered by the regional PBL coach which is at
100 per cent.
The PBL rewards system is used by all school staff members and is popular amongst the
student body. A range of appropriate rewards are offered and these are valued by students
within the constraints of a juvenile justice setting. The PBL rewards system is also utilised by
a number of external RTO VET trainers who deliver VET competencies to students.
The established representative PBL team, including the school principal, meets on a regular
cycle and analyses a range of key student behaviour data. Targeted school behaviour focus
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points and PBL lessons are developed by the PBL team and delivered across the school on
a weekly basis.
The management of the BYDC has implemented a PBL system of rewards, within the
residential part of the complex, to support students and provide a greater level of
consistency. This alignment with school practice is greatly appreciated by the school
leadership team.
A Responsible Thinking Room (RTR) operates to support students and staff in maintaining
an orderly teaching and learning environment. There has been a significant reduction in
teacher referrals to the RTR from 1013 referrals in 2016 prior to the implementation of PBL
to 217 referrals in 2019. The 1–10 day School Disciplinary Absence (SDA) rate in the last 12
months is 22.0 per 1000 students per term. This has decreased from the 2015 rate of 24.0.
Some staff express a degree of concern that the use of the RTR sometimes results in
additional consequences for students from Youth Support Workers and this has a
detrimental effect on teaching and learning, and the effective use of PBL processes.
The school has a student Code of Conduct implemented in 2020. The school expectations
are that students ‘Be Active, Be Responsible, Be Respectful, and Be Safe’. These
expectations are clearly displayed school wide and are understood by all staff and students.
The school has a diverse cultural enrolment, including Pacifica students and students from a
refugee background, with 60 per cent of students from an Aboriginal and/or Torres Strait
Islander background at the time of the review. School staff regularly embed Indigenous
perspectives into their classrooms and the school’s curriculum. Key celebrations of students’
cultural backgrounds are established in the school’s annual calendar including Pacifica
cultural awareness and cuisine, Islamic cuisine, Harmony Day and inclusion of cultural
languages delivered in PBL lessons within the setting.
Due to the unique nature of the school, the school’s attendance rate of 100 per cent
attendance is not a reliable indicator of classroom attendance.
School leadership and staff members outline that the school is focused on developing a
relationship-based learning environment. The success of approaches is highlighted in the
2019 SOS data. Overall confidence of students in the school is 72.3 per cent compared with
60 per cent in 2018 and for staff it is 97 per cent compared with 93 per cent in 2018.
Parental data is not considered due to the small number of respondents.
SOS data for 2019 regarding the 47 student respondents indicates 68.1 per cent agreement
with the statement ‘I like being at my school’, 69.6 per cent agreement with ‘This is a good
school’, 75 per cent agreement with ‘I feel safe at this school’ and 77.1 per cent agreement
with ‘My teachers provide me with useful feedback about my school work’. The school
leadership team expresses a desire to explore opportunities to increase student voice in the
school’s operation within the constraints of a juvenile justice setting.
A documented staff wellbeing action plan focuses on the physical, social and mental
wellbeing of staff with a range of supportive programs. 2019 SOS data supports the school
leadership team’s focus on staff wellbeing. In the 2019 SOS staff agreement with the
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statements ‘I feel that staff morale is positive in my school’, ‘I feel safe in my school’, ‘I enjoy
working in my school and ‘My school has a positive impact on the community’ are 96.8 per
cent, 96.9 per cent, 98.4 per cent and 100.0 per cent respectively.
Innovation in curriculum, teaching and learning, partnerships and wellbeing programs are
strongly encouraged by the school principal within juvenile justice setting constraints.
Parent input is welcomed by the school leadership team. The school does not have an active
Parents and Citizens’ Association (P&C).
Improvement strategies
Explore, with the BYDC management, opportunities to collaborate, discuss and align
procedures to support student wellbeing and improved educational outcomes.
Implement a strategy to include student voice in the formation of relevant school policy and
procedures.
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4.4 Targeted use of school resources
Findings
The school’s teaching team gives a high priority to understanding and addressing the
learning needs of all students. The school applies its resources in a targeted manner to meet
these needs. School leaders are proactive in ensuring resources and opportunities to further
the school’s improvement agenda are prioritised. The entire school team is supporting the
goals of the AIP and implementing the school’s priority areas of curriculum alignment and
personalisation of learning.
The whole-school budget, including the Investing for Success (I4S) funding, reflects the
priorities in the school’s AIP.
The current budget balance at the time of the review as indicated by OneSchool is $604 045.
This includes targeted funds for supporting curriculum learning, VET, behaviour
management, Indigenous Education program and PD. The school allocates and invests
funding to enhance curriculum opportunities including the Artist in Residence program.
The I4S agreement for 2020 reflects funding of $109 473. Funding in 2020 will be used to
improve VET attainment and reduce recidivism. The school leadership is guiding efforts to
achieve these goals with VET curriculum augmentation including through use of external
providers, case management and curriculum writing.
The school process for budget allocation is determined through the school principal and
Business Manager (BM). HODs provide input into the budget planning phase with
anticipated expenditures on behalf of their faculties during the planning phase. The school’s
budget is maintained by the principal and BM. Each term, the budget is reviewed and
adjusted by the principal and BM and supported by other members of the leadership team.
The budget is based on projections aligned to local and system priorities to support the
educational needs of students and PD needs of staff.
During 2019, the school was extended to include an external campus co-located at the
Brisbane Watch House. Additional funding was used to establish the campus that enabled
the teaching and learning of juveniles to occur at this location.
School classrooms and learning areas are maintained and there are a number of attractive
culturally relevant murals throughout classrooms and the school grounds. The school works
in conjunction with the BYDC in relation to the ongoing maintenance and refurbishment of
teaching and learning spaces. The school has specialist construction facilities including
bricklaying and horticulture, an industry standard hospitality classroom, music centre, visual
arts, hairdressing salon and a well-resourced school gym.
School facilities are effectively used to support the learning needs of students within the
course programs they are undertaking. The school leadership team members have identified
areas of facility maintenance and enhancement that they wish to be undertaken with the
support of the BYDC. Through the annual budget allocation process, funds have been
allocated to support these enhancement projects, including murals across the site.
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Members of the school leadership team actively schedule and communicate student support
within teaching and learning across the school on a daily basis. Due to the nature of student
attendance and groupings being determined through their section allocations and privileges,
leadership team members have to, on a daily basis, allocate students within their section
groups to teachers, teacher aides and classrooms. Timetabling is detailed and closely
monitored to ensure maximum effectiveness in improving student learning.
The school utilises teacher aides as paraprofessionals and they are universally recognised
as playing an important and pivotal role in the day-to-day operations regarding the
improvement of student learning outcomes. All members of the school team speak highly of
the support that teacher aides provide. Teacher aides value the induction processes that
they have been involved in and express a desire to undertake internal work shadowing
opportunities similar to that which class teachers undertake as part of their induction
process.
Improvement strategies
Enhance the opportunity for teacher aide capacity and capability building through the
provision of internal work shadowing opportunities.
Explore, with the BYDC management, opportunities to collaborate, discuss and develop
procedures to align future facility enhancement opportunities.
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4.5 An expert teaching team
Findings
The school leadership team expresses there is an expectation for each teacher to commit to
the continuous improvement of their own teaching and the development of their curriculum
and pedagogies.
The school has a team of highly dedicated staff members that take collective responsibility
for the learning and wellbeing needs of all students. Staff speak positively of the collegial
environment of the school and the ongoing sharing of teaching practices and ideas for
student support.
The school teaching team is a combination of early career and experienced teachers,
teachers experienced both primary and secondary sectors, and team members with
experience across a variety of other educational, correctional and industry settings. Over
recent years, the school teaching team has experienced rejuvenation through the
recruitment of new staff to fill any vacancies that may have occurred.
The leadership team is working with teachers in the school to build their confidence and
capacity to use the skills necessary to support the learning needs of the wide range of
students within the school. The school has a Professional Learning Plan (PLP) that is
directly aligned to the AIP strategies for 2020. The PLP additionally outlines mandatory
systemic PD.
The PLP outlines for teaching and non-teaching staff the schedule for staff development
days, weekly meeting agenda items for each week of each term, new and beginning teacher
schedules, in addition to optional professional learning opportunities. The PLP articulates for
all staff PD expectations for when unexpected shutdowns occur. Staff describe their
commitment to the continuous improvement of their professional practice and express
appreciation for the articulated PLP.
The school leadership team, through its PLP, has identified for Terms 3 and 4, PD
opportunities for all staff to further strengthen their knowledge, skills and capability to
differentiate to meet the learning needs of all students. Teaching staff articulate support of
future PD to enhance their capability to apply differentiation strategies.
Staff meetings are held as whole of staff and as faculty meetings. Teaching staff articulate
sharing ongoing conversations regarding student wellbeing, learning and school priorities
formally and informally on a daily basis. Staff indicate effective communication processes
enable all stakeholders to know what is happening within the school and the leadership
team’s expectations when working with students.
All staff have Annual Performance Development Plans (APDP) with teachers’ APDPs
aligning with the Australian Professional Standards for Teachers (APST). Staff are able to
identify areas they would like further professional learning in aligned to personal goals and
school strategic goals. The school budget allows for professional learning opportunities for
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all staff. Staff comment favourably regarding the PD opportunities that are afforded and their
appreciation for these opportunities.
Teachers express confidence regarding expertise in their teaching areas and identify PD
opportunities or staff members who are able to provide support in their ongoing professional
growth. Early career teachers and new-to-site teachers speak highly of the support received
through induction and work shadowing opportunities in addition to support provided through
the Mentoring Beginning Teachers (MBT) program. All VET trainers and teachers possess a
Certificate IV in Training and Assessment and complete yearly industry placement.
Teaching staff are encouraged to take on leadership including leading aspects of curriculum
development, strategic planning, workplace health and safety and PBL membership. It is a
school expectation that each teacher is a member of at least one committee.
Collegial engagement focuses on developing an expert teaching team to ensure the
optimum outcomes for students. The collegial engagement process commenced in 2019
after a period of staff consultation and refinement of expectations. Each term, staff are
provided with a collegial engagement handbook outlining a number of observational and
feedback cycles that are undertaken and articulates whether they are intra- or inter-faculty.
The collegial engagement and feedback expectation has been supported through extensive
PD.
Within the observational cycle, staff are to note and provide feedback regarding their peer’s
utilisation of the elements of the high-yield teaching strategies that have been identified
through the school’s Teaching and Learning Philosophy document and through staff
profiling. In addition to collegial engagement practices a number of staff participate in
classroom profiling led by the school’s PBL coach. At the conclusion of each term, the
handbooks are reviewed through the HODs and a Share and Showcase presentation is
developed to enable the sharing of practice across staff. Teaching staff are appreciative of
the opportunity to undertake collegial engagement in a safe and supportive manner. Some
staff comment that the rigour of the feedback is yet to be consistent across the school.
The school leadership team actively participates in a range of professional networks
including nationally in the Australasian Corrections Education Association (ACEA) and
locally in the Western Corridor cluster and the Unique Schools cluster.
Improvement strategies
Refine the collegial engagement process to enhance the rigour of feedback opportunities for
staff to undertake consistent differentiated approaches in capability development.
Provide PD opportunities for all staff to further strengthen their knowledge, skills and
capability to differentiate to meet the learning needs of all students.
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4.6 Systematic curriculum delivery
Findings
The school leadership team is united in its stated desire to develop a curriculum to meet the
needs of a wide range of students. The school’s stated learning focus is to ‘support learners
in the youth justice system and beyond to develop essential literacy and numeracy through
customised learning materials in the General Education for Adults (CGEA) course and
certificate’.
Handbooks have been developed within junior and senior secondary areas. These
handbooks outline a sequenced plan for curriculum delivery that makes clear what teachers
should teach and students learn within a dynamic environment. Regular faculty meetings
support discussions on improving student learning and wellbeing.
Upon enrolment, students are tested to ascertain literacy and numeracy levels. The school
has 70 per cent of students below Certificate I in literacy. Individualised learning plans are
developed to commence at appropriate starting points. The school offers three CGEA
certificates commencing with Initial, Introductory Certificate I and Certificate I delivered in
senior secondary.
Within the junior secondary area a range of courses linked to the AC has been developed to
access course content appropriate to students’ learning needs. The learning experiences
within each of the learning areas of mathematics, English, science, Art, Health and Physical
Education (HPE) and horticulture are scaffolded and sequenced. There is evidence of year
and/or band plans being used across faculties. As students have significant gaps in their
formal education some teachers articulate an alignment with AC, assessment demands and
literacy continuum is the next piece of work to ensure quality assured learning outcomes and
monitoring of the intended curriculum.
Reading to Learn (R2L) has been adopted as the reading program. Detailed reading is
currently embedded in lesson structure. Staff express the importance of changing the focus
to ensure students engage in this activity and further express that detailed reading is having
a positive impact on learning. It is apparent that students in this environment accept this
consistent approach across all curriculum areas.
Teachers articulate varying levels of knowledge and skill relating to AC curriculum
development, planning and assessment. They express appreciation for the emerging efforts
made by school leaders to develop their capability in this area and align with senior
curriculum practices and documents. Most teachers work within the school’s curriculum
expectations. Documents indicate an understanding of the general capabilities and cross-
curricular priorities is currently related to literacy, numeracy and intercultural understanding.
Some staff are able to articulate some informal moderation processes. A whole-school
approach to moderation, including calibration at the planning stage and throughout the
teaching and learning sequence, is emerging.
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Teachers articulate high levels of satisfaction in making the curriculum locally relevant. They
express a commitment to ensuring that learning experiences are engaging for all students.
School leaders identify the importance of VET pathways for learners. The school offers an
extensive range of VET courses using the Queensland Curriculum and Assessment
Authority (QCAA) RTO in providing nationally recognised qualifications for students at
Certificate I in Horticulture, Construction, Visual Arts, Information, Digital Media and
Technology, Engineering, Furnishings, Hospitality and CGEA. Some staff indicate further
training programs could benefit student options.
The school has been supported to establish its own RTO – Vocational Training Queensland
(VTQ). The purpose is to support young people requiring learning programs to complete
qualifications in their home communities. Community partners indicate high levels of
satisfaction with the curriculum and support from VTQ. Staff involved indicate the
development of curriculum materials in CGEA is building capacity to validate quality content
and assessment for each course.
In addition, the school offers a selection of learning opportunities provided by external
providers including hairdressing, barbering, forklift licence and the white card. Students have
demonstrated a high level of completion of these vocational programs.
Some students in the senior school achieve a QCE through the completion of vocational
programs, Foundation Skills Training Package (FSK) and programs delivered by School of
Distance Education (SDE).
PBL and wellbeing programs are implemented across all student groups by teachers,
Department of Health staff, police and external providers.
Reporting to parents and caregivers occurs four times a year and consists of comments
relating to achievement, behaviour and effort.
Improvement strategies
Refine the systemic curriculum delivery of the AC to ensure the alignment of curriculum and
assessment to calibrate the marking guide, summative assessment and assessment task
conventions against the relevant, targeted aspects of the achievement standard.
Systematically implement a rigorous school-wide approach to moderation across all year
levels.
Explore further VET options to meet the needs of students.
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4.7 Differentiated teaching and learning
Findings
Staff express a school-wide belief in every student succeeding as a driver for the school
processes for differentiation. Teachers strive to understand where students are in their
learning supported by their performance in standardised tests. Teaching staff members
express the belief that education will change the lives of all young people.
The school has developed a student-centred approach for all decisions regarding learning
programs. All staff indicate their support for the approach and express a desire to provide
programs to meet the identified needs of individual students.
Teachers are focused on high-yield teaching strategies supported by explicit teaching. Some
teachers have commenced adjusting curriculum content and pedagogy to provide
differentiated learning experiences so as to support identified student needs. Teachers
further express a desire to develop their capacity and knowledge in relation to differentiated
teaching strategies.
Personalisation of learning is a school priority to support the learning of the wide range of
students. Data articulating student progress, strengths and weaknesses is utilised to develop
programs to support the teaching and learning process. A whole-school structural
differentiation mechanism is developed with a focus on identifying and addressing the
identified skills gaps in literacy and numeracy.
The school has developed the Personalised Learning Action Plan. This plan addresses:
Creating a culture and shared approach to challenging all learners – Define and document
differentiation and differentiation processes across all learning areas, Investigate and
implement school-wide processes to provide feedback to students; Building capability for
targeted teaching – Develop faculty processes to ensure there is a focus on the analysis of
data to use as a starting point for the differentiation of learning, Support teachers to collect
and analyse data for the purpose of personalising student learning, develop capacity in
teachers to understand their students and to determine suitable responses to identified
needs, HODS have data discussions with teachers and share strategies for differentiating for
individuals in their classes; and Empowering students to take ownership of their learning –
Develop students understanding and knowledge of the learning intent, success criteria and
the next steps in learning, refine whole-school goal setting practices to support students in
developing and monitoring their own learning goals.
All teachers indicate their support for school practices as outlined in the plan. The school has
supported implementation of the plan commencing with considerable PD to support
differentiation. Strategies have been implemented to support teachers to differentiate by
identifying the next steps in learning including the use of learning progressions in
mathematics and English. The strategies for differentiated learning have been embedded in
the school’s teaching and learning philosophy.
Most teachers identify that one of the challenges in the identified personalised learning
practices is that class composition changes on a daily basis impacting on lesson preparation
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and student profile awareness. School leaders have developed a database to enable
teachers to access key information on all students in their classes to develop the most
suitable lessons for the range of students. All teachers identify the high value they place on
the use of this database. Teachers additionally access folders containing students’ previous
work to develop suitable learning experiences.
Some teachers describe their use of classroom placemats and student profiles in developing
learning approaches for the range of students in their classes.
Teachers have developed curriculum to support the identified student learning needs. Use
has been made of the CGEA with a focus on literacy and numeracy to meet needs identified
by testing practices. These literacy and numeracy studies are focused on skills gaps in these
areas. Students are encouraged to participate in the curriculum provided by the school in
addition to continuing studies they had commenced before enrolment.
Teachers are yet to identify and implement a consistent school-wide practice in teaching
student goal setting and means to self-monitor those goals.
Over 18 per cent of students have a verified disability and 14 per cent of students speak a
language other than English. No student is supported by an Individual Curriculum Plan
(ICP). The school develops individual learning pathways for all students to guide practice in
the provision of programs to meet their needs.
Improvement strategies
Develop teacher capacity to guide student goal setting, adjust curriculum content and
support pedagogy development to cater for the learning needs of all students.
Enhance QA practices to support the implementation of the Personalised Learning Action
Plan.
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4.8 Effective pedagogical practices
Findings
School leaders state their commitment to continuous improvement in teaching practices
throughout the school supporting HODs and teachers to identify ways of accomplishing this.
School leaders articulate a strong conviction that improved teaching is key to improved
student learning. Teachers indicate a commitment to identifying and implementing improved
teaching methods to support student learning with a particular emphasis on the teaching of
literacy and numeracy.
The school has collaboratively developed a pedagogical approach published in the Teaching
and Learning Philosophy linked to the unique nature of the school. Key to this philosophy
are the ideas researched and shared by the school leadership from Archer and Hughes1,
Fisher and Frey2, Hattie3, Anderson, Hawes and Snow4, and Bullis and Yovanoff 5.
School leaders describe how the Teaching and Learning Philosophy is aligned to the AIP.
The language and graphics of the document are embedded in all PD practice as an
identified practice to support teachers in understanding the alignment. The philosophy is
identified by school leaders as providing line of sight over the implementation of the AIP.
The Teaching and Learning Philosophy outlines an expectation of a consistent lesson
structure to be adopted in all lessons. Teachers are expected to use explicit teaching at the
start of each lesson including setting lesson goals. High-yield strategies are identified as the
key to student engagement and support high expectations. All teachers are expected to
incorporate these high-yield strategies in every lesson delivered. Some teachers express a
willingness to develop and select differentiated teaching strategies to support the specific
needs of all learners.
Artefacts including WALT (We are learning to), WILF (What I’m looking for) and TIB (This is
because) are displayed in all classrooms. Teachers and teacher aides speak of their use in
all classrooms.
1 Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York,
NY: Guilford Press.
2 Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the
gradual release of responsibility. Alexandria, VA: Association for Supervision & Curriculum
Development (ASCD).
3 Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY:
Routledge.
4 Anderson, S. A., Hawes, D. J., & Snow, P. C. (2016). Language impairments among youth
offenders: A systematic review. Children and Youth Services Review, 65, 195-203.
5 Bullis, M., & Yovanoff, P. (2002). Those who do not return: Correlates of the work and school engagement of formerly incarcerated youth who remain in the community. Journal of Emotional and Behavioral Disorders, 10(2), 66-78
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Since the last review school leaders have worked to strengthen evidence-based strategies
within the teaching and learning philosophy to improve classroom teacher capability to adjust
the learning program for the full range of students, including students with disability and
higher achieving students.
School leaders articulate that the school pedagogy is student-centred and is based on a
growth mindset.
Teaching staff identify that much of the teaching pedagogy is based in student workbooks
particularly in literacy and numeracy. They express a desire to develop suitable practices to
engage and challenge the learning of more capable students.
Some teachers identify the use of walkthroughs at least one day per week by school leaders
as being supportive of pedagogical practice. Most teaching staff express they value
feedback and modelling practices to enhance their teaching. In the 2019 SOS, 95.3 per cent
of staff agree with the statement ‘I receive useful feedback about my work at this school’ and
98.4 per cent of staff indicate that ‘My school encourages coaching and mentoring activities’.
Professional learning has a key focus to build teacher capability in the use of highly effective
teaching strategies. This includes a professional learning program to enhance the provision
of effective student feedback. Teaching staff express their support for this professional
learning.
Some teachers articulate the discussions that they hold regarding student progress. The
school is yet to develop consistent practice for teachers to provide feedback to students so
they can articulate the next steps for improving their learning.
Improvement strategies
Review current school pedagogical practice with workbooks to ensure that approaches have
been developed to enhance the learning of more able students in classes.
Develop and implement school practice for feedback to students so they are supported to
articulate their steps for improving their learning.
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4.9 School-community partnerships
Findings
The principal and all staff members display a strong commitment to initiate and develop
partnerships to enhance student outcomes. The allocation of resources through the I4S
focuses on improving VET attainment and reducing recidivism in students attending the
school through development of and re-engagement in meaningful pathways.
The school initiatives include implementing a culturally responsive VET curriculum that is
augmented through the use of external providers to ensure students are provided with an
engaging platform for development of academic and vocational capabilities that will
ultimately enable them to redevelop personal self-identity and create a sense of hope for the
future.
Responsive school case management approaches for students that commence at induction
and follow through to successful transition have been established by the school. Two
transition officers work with incoming students to complete the enrolment form and develop a
student profile consisting of OneSchool data from previous schools, personal interests, and
pathway aspirations.
Students are tracked by the officers through their time at the school. They are able to
negotiate access to programs delivered by external providers, support to develop resumes,
and access to career education tools including the Harrison assessment. A transition plan is
developed when students complete their enrolment and return to their original schools,
alternate learning sites or youth justice centres. Staff express concern that despite intensive
support during the student’s enrolment, due to difficulties linked to developing desistance,
successful transition is not guaranteed. In 2019, 21 young people had five or more separate
enrolments in the school within the one year.
A range of partners is used by the school to assist the development and transition of
students. These include Queensland Government Internal Partnerships – BYDC,
Queensland Health, and Queensland Police Service (QPS), and Government External
Partnerships – Youth Justice, Queensland Transport and Main Roads, and DoE.
Other partners include training organizations – Matters In Gray (MIG), White Card and
Forklift, and non for profit organizations – Royal Society for the Prevention of Cruelty to
Animals (RSPCA), Patty Gemzik Skateboarding, RESTA (Reptile Education Safety Training
Australia), and Godspeed Racing. Local sporting clubs including Brighton Roosters, Brothers
Ipswich, Brisbane Broncos Rugby League Football Club, and Cricket Australia support the
school and student development. The external providers speak of a high level of motivation
by students to complete the short courses. These programs are supported by
Memorandums of Understanding (MOU).
The students come from a diverse range of cultures with 60 per cent of students identifying
as Aboriginal and/or Torres Strait Islanders. Cultural Initiatives include Didge in a Day, Murri
Tukka, Maori Cultural Initiatives, Community Elders, Highlanders Indigenous Sports Club
Incorporated, and BYDC Cultural Unit.
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Links with schools focus on interschool sport and include – Bundamba State Secondary
College, Woodcrest State College, Somerville House, Stanthorpe State High School, Forest
Lake State High School, Bremer State High School, Westside Christian College, Carinity
Education, Ipswich State High School, Marsden State High School, Mabel Park State High
School, St Peter Claver College, Centenary State High School, St James College and
Woodridge State High School.
Staff are redeployed to a range of partnership schools and other schools when lockdowns
are in operation.
Links with the community and local city councils are enhanced through the donation of
projects completed in construction classes. These include cubby houses and outdoor picnic
tables. Examples of positive media are associated with these donations and student work is
displayed throughout the school and BYDC.
The school operates the RTO VTQ to provide access to learning materials for a range of
complex needs students across Queensland. Young people in the youth justice system
typically have difficulty accessing main stream schooling options. Through partnerships with
Youth Justice Service Centres, school students exiting detention and youth justice clients
under community orders are able to access accredited learning through VTQ supported by
the service centre staff. Partners include Youth Justice; community-based organisations –
Communicare, Church of Christ, Silver Lining Foundation, and Pormpur Paanthu Aboriginal
Corporation; and Schools and Flexi-schools.
The partnerships with the community-based organisations provide opportunities for young
people to be supported to re-engage with education through accredited courses. For school
students exiting detention, these organisations can provide the support young people require
to continue with education.
Through partnerships, VTQ provides schools and alternative education facilities access to
structured accredited learning and interventionist literacy and numeracy courses for students
that they have identified to be at risk of school disengagement for a variety of factors.
Typically these students are many years behind their peers academically. Many of these
partnerships support former school students and youth justice clients. These partnerships
additionally reduce the number of potential early school-leavers and decrease the likelihood
of youth justice involvement for some children.
Partners articulate they value the training and support provided by VTQ. The success of
VTQ has seen partnership numbers increase from 13 to 31. Each site has an agreement
signed by the Service Centre Manager and a Site Liaison Officer nominated for day-to-day
contact. The sustainability of this innovative training model is addressed in the business plan
with a fee for service approach. A formal evaluation is established to mentor the
effectiveness of each partnership. Roles and responsibilities are clearly articulated in a
formal contract.
Communication from the school consists of a website where student success and significant
events are highlighted.
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Improvement strategies
Collaboratively work with key stakeholders to evaluate transition processes, procedures and
support for students upon release to ensure successful transition and outcomes.
