School context
Whittington Primary School is located in the suburb of Whittington in Geelong, the fourth most disadvantaged suburb in Victoria (ABS Census figures 2021). It has an enrolment of 150 students (2024), of whom around 14% are Aboriginal and Torres Strait Islanders and 9% have English as an Additional Language. The school strives to inspire academic, social, and emotional excellence in all school members, through prioritising the professionalism, instructional proficiency, and accountability of their teaching and support staff.
Challenge
The majority of Whittington Primary School students are assessed as being developmentally vulnerable in one or more domains before they start school (AEDC 2018). Many students have experienced trauma and require support from outside agencies. These factors significantly affect student attendance, engagement, and emotional and behavioural regulation at school. In 2019, only 52% of staff held a positive view of the school climate, while many older students felt disconnected from the school, lacked confidence in their learning and rated classroom behaviour negatively.
Actions taken
Teaching and learning
Whittington Primary School has focused on increasing teacher capability to deliver high quality, differentiated learning tasks that cater for students’ individual learning needs.
A strong coaching and mentoring culture has produced positive changes in teaching methods, engagement levels and student participation.
Learning specialists build staff capability to plan and deliver high-quality teaching and learning programs in literacy and numeracy. Protected collaborative planning time allows teachers to work in high-functioning Professional Learning Communities to build collective efficacy and use data to drive continued improvement of practice.
Teachers have developed a sound knowledge and understanding of the High Impact Teaching Strategies, while consistent implementation of instructional models highlights the successful strategies employed by teachers to positively impact student attainment and growth.
Engagement
A strong focus on high-quality classroom programs and additional learning opportunities helps engage all students in learning and encourages improved school attendance. Additional learning opportunities include a structured Stephanie Alexander Kitchen Garden program, participation in SongRoom sessions, an offering of instrumental brass and strings lessons and The Smith Family Homework Club.
In 2019, the school redesigned its Positive Behaviour Support approach, and the Whittington Primary School Positive Behaviours Matrix is highly visible around the school, with staff explicitly teaching social and emotional skills each week.
Wellbeing and inclusion
Whittington Primary School strives to create an inclusive culture, ensuring that each student feels a profound sense of belonging and acceptance. Personalised learning plans, wellbeing initiatives, and collaborative partnerships with parents and the wider community all contribute to this culture. All students have access to nutritious meals every day through a breakfast club and a free, healthy lunch program, building their capacity to concentrate in class, self-regulate and learn.
In 2021 all staff were trained (or retrained) in the Berry Street Education Model, followed by ‘Master’ training in 2022. Whittington Primary School staff are highly skilled in recognising and responding to students' mental health needs and possess the skills and strategies in trauma informed positive behaviour reinforcement that are essential for de-escalating and responding to adverse behaviours.
Outcomes
Whittington Primary School has shown considerable growth in all areas and consistently performs significantly above similar schools in achievement, school climate, engagement and wellbeing.
Student survey data shows consistently high levels of student participation, sense of belonging and safety.
For example, 97% of Year 4 to 6 students believe the positive classroom behaviour helps them learn, 96% feel connected to the school and 100% feel confident in their learning.
Almost 100% of students feel motivated and stimulated in their learning and believe that teaching time is effective. Staff survey data highlights the significant improvement in the school’s climate for learning, with an increase from 52% endorsement in 2019 to 77% in 2022 (well above the state average).
Most students experienced medium or high growth in Reading in 2023. Numeracy continues to be a focus of improvement.
