International Baccalaureate at MPS

PYP EVALUATION REPORT FEEDBACK 2021

An International Baccalaureate Primary Years Program Evaluation Report is provided following an evaluation visit, which is conducted every 5 Years by the IB, to provide feedback on the school’s implementation of the IB Standards and Practices. 

Due to the school being in lockdown during our 2021 evaluation, our evaluation was completed remotely, via webinar sessions over 3 days in July.

Prior to the Evaluation, an 18 month self-study was conducted which required the collating of information and data about Murrumbeena Primary School’s PYP journey over the past 5 years and the implementation of current IB PYP Standards and Practices. 

The IB recognises that this process requires considerable time and effort from the entire school community. The school community should be commended for completing the evaluation process with enthusiasm, commitment and flexibility during such a unique and challenging time. 

Throughout, and as a result of the evaluation process, we have gained insights that will be valuable in further developing the Primary Years Programme offered at Murrumbeena Primary School. 

The IB is aware that for each school the implementation of an IB programme is a journey, and that the school will meet these standards and practices to varying degrees along the way. They also recognise that each school has its own unique context and government requirements.

Murrumbeena Primary School's 2021 Evaluation Report reflected the ongoing development of the PYP at Murrumbeena Primary School; the school received 12 commendations with no matters to be addressed (MTBAs). 

A summary of the commendations are listed below:

Commendation

• Communication based on understanding and respect is deeply embedded in the culture of the school and evident in all interactions.
• The school has a clear vision, timelines and accountabilities for the ongoing development of the programme.
• Support for students with learning and/or special needs and their teachers at the school is comprehensive and practices are deeply embedded.
• Resources and expertise in the community are valued and utilised at the school.
• Teachers have incorporated differentiation for students’ learning needs and styles into collaborative planning and reflection.
• Teachers systematically inform collaborative planning and reflection by assessment of student work and learning.
• PYP unit planners and other curriculum planning documents include differentiation to allow for differences in students' previous learning experiences.
• Teachers at the school readily address the teaching and learning competencies, experiences, learning needs and styles of students as they keep the individual needs of their students at the forefront of their planning.
• Teaching and learning at the school differentiates instruction in an age appropriate manner in order to meet the students' learning needs and styles.
• Teaching and learning practices that engage the students in reflecting on how, what and why they are learning are strongly evident at the school.
• The staff of the school works together to foster a stimulating learning environment based on understanding and respect which also extends throughout the community.
• Assessment at the school is integral with all planning, teaching and learning, and is seen in the written curriculum and reflected in teachers' conversations about teaching and learning practices.

Recommendations were made as to how we can further enhance our already well established Primary Years Program and the school will conduct inquiries over the next 5 years to identify how these recommendations can be best implemented.

 This has been a valuable and rewarding process for Murrumbeena Primary School. Thank you to all members of the school community who participated through surveys, meetings and collecting of evidence.

Angela Houghton

PYP Coordinator