Precision and quality

• Individual education plans are developed (where appropriate) for all students – with adjustments planned in collaboration across staff members, the student and their parents/guardians
• Individual students' strengths are determined, and clear long and short term goals for the students' learnings are set accordingly
• School investigates and applies successful adjustments and support strategies from previous schools and actively seeks out knowledge
• Where pre-packaged resources are used (such as booklets or computer programs), modules are differentiated to meet student need and are supplemented with teacher scaffolding

• Teachers are imaginative about their instruction, with engaging teaching practices that meet individualised needs and learning preferences. This includes pedagogical approaches that foster deep learning through higher order thinking and authentic contexts
• Classroom staff are experts in their teaching fields and have very high levels of pedagogical knowledge and skill, including expert knowledge of evidence-based teaching strategies
• School leadership maintains a high priority on the ongoing formal professional learning of all staff, and a culture focused on sharing and showcasing best practice
• Classroom and support staff working separately and together to take personal and collective responsibility for improving student learning and wellbeing

• Students have access to learning spaces that facilitate flexible learning and are responsive to wellbeing and learning needs
• School provides a learning environment where students can access and fully participate in learning, alongside similar-aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs
• Learning environments encourage a sense of safety, shelter, and belonging, in order to enable the higher order functions of learning to occur
• Where possible, school consults with students and families to ensure new and existing learning environments meet student needs

Resources for schools

FlexiSpace Design Principles

Piloting FlexiSpace videos

• School has established systematic plan for the collection, analysis, communication and use of a range of student achievement and wellbeing data (including A-E behaviour, attendance, real retention and school disciplinary absences)
• School resourcing decisions are informed by individual and whole-school data
• Data is utilised to evaluate the effectiveness of programs and inform early interventions
• School uses additional data collection tools (such as school wellbeing surveys) to address gaps in data

Student-centred measures include:

• student wellbeing
• student engagement
• student learning
• post-program pathways
• community engagement and
• school satisfaction

Setting focused measures include:

• staff qualifications and professional development opportunities
• staff wellbeing and satisfaction
• breath and quality of curriculum offerings
• staff resource allocation
• student involvement in decision-making
• staff and program responsiveness to student needs and
• community engagement

• Classroom teachers and support staff consider and respond to external factors that may impact individual's readiness for learning (for example, housing security, financial pressures, transport challenges, drug and alcohol dependence/use, sleep health, and mental health)
• Day to day wellbeing of individual students is monitored and understood by all staff
• Through regular classroom activities, teachers respond to individual and group differences; promote collaborative learning; connect to the hearts and minds of every student; and teach students how to manage their wellbeing
• Pedagogical practices embed student wellbeing considerations
• Wellbeing is strengthened every day in the classroom, by utilising standard curriculum delivery to develop students' personal and social capabilities. This includes recognising and regulating emotions, developing empathy for others, establishing and building positive relationships, making responsible decisions, working effectively in teams, handling challenging situations constructively and developing leadership skills.
• Wellbeing services are accessible and readily available to students to enable them to maximise their learning

• Clear and comprehensive frameworks and guidelines are in place for continuous evaluation and improvement planning. Improvement planning details where the school is at, where it wants to be, and outlines clear processes in place for reaching these goals
• There is a strong and optimistic commitment by staff to the school improvement strategy, and a clear belief that further improvement is possible
• The schools improvement plan is aligned with national and/or system-wide improvement priorities

Resources for schools

Improving student outcomes through school reviews: A toolkit for principals (PDF, 9.1MB)

• Clear targets and priorities are established with accompanying timelines, developed in consultation with the school community including students and their parents/families/carers
• School leadership continuously monitors progress against long-term targets and evaluates the effectiveness of strategies and adjustments working towards these targets
• Performance targets and goals are set by measuring growth and attainment across years of school and in comparison with ‘like’ schools
• Individual and collective accountability for actioning plans and reporting progress towards targets is clearly communicated across the school community
• Explicit review processes and cycles are established to reflect on progress towards the improvement goals and adjust strategies as needed