Acer School Review

One of the most significant events for St Stephen’s Catholic College this year was our participation in the Australian Council for Educational Research School Improvement Tool Review. Conducted every five years, the review provides an independent assessment of a school’s practices against nine nationally recognised domains of effective school improvement. Over four days in August, the reviewers met with students, staff, parents, College Board members and Catholic Education personnel. They visited classrooms and learning spaces, examined student achievement and wellbeing data, and reviewed an extensive collection of College plans, policies and curriculum documentation.

The process involved contributions from more than 140 members of our community, including 71 students, 36 teachers, teaching support staff, parents, College leaders and representatives from Catholic Education and the wider community. The broad consultation of the review ensures that it provides an authentic and comprehensive picture of College life. I am delighted to share that the final report presents a highly positive picture of St Stephen’s. The domain assessments place many areas of College practice within the high range, while our strategic and equitable use of resources was assessed within the Outstanding range. The report also includes 12 formal commendations recognising particularly strong and established areas of practice.

The review provides an important opportunity to celebrate our achievements, reflect honestly on our work and identify the next steps in our continuing improvement journey. Most importantly, it confirms that St Stephen’s is a caring, optimistic and purposeful Catholic learning community in which students are known, supported and encouraged to achieve their best.

“Love one another with mutual affection; outdo one another in showing honour. Do not lag in zeal, be ardent in spirit, serve the Lord. Rejoice in hope, be patient in suffering, persevere in prayer.”

Romans 12:10-12

The following summary highlights the key findings of the review under each of the nine domains used by ACER to evaluate school performance and improvement:

Domain 1: An Explicit Improvement Agenda

The reviewers recognised that St Stephen’s has established a clear and focused improvement agenda, informed by an understanding of student learning needs and communicated throughout the College community. Particular recognition was given to our sustained focus on improving student writing through Writer’s Toolbox. Introduced across Years 7 to 11, this whole-College initiative has created a more consistent language and approach to writing across different learning areas.

It was especially pleasing that the report identified evidence of the positive impact of this work. Our 2026 NAPLAN data show an increase in the proportion of Year 9 students achieving the higher proficiency levels in writing. This improvement reflects the combined efforts of students and staff and demonstrates the value of maintaining a clear, evidence-informed focus over time. As a college, we will continue to evaluate the impact of Writer’s Toolbox and ensure that the strategies making the greatest difference become embedded in classroom practice.

The reviewers also recognised the College’s commitment to implementing the Four Dimensions framework and strengthening teacher capability. These initiatives demonstrate that improvement at St Stephen’s is not viewed as a short-term project. It is an ongoing responsibility shared by leaders, teachers, support staff, students and families.

Domain 2: Analysis and Discussion of Data

The review highlighted the College’s strong commitment to evidence-informed decision making. Reviewers noted that a broad range of student achievement, wellbeing and attendance data is regularly analysed to identify trends, monitor progress and inform strategic planning. Staff demonstrated a clear understanding of how data can be used to strengthen teaching practices and improve outcomes for students across a range of learning needs.

Particular recognition was given to the structures in place for monitoring student achievement and engagement. The College uses NAPLAN, Progressive Achievement Tests, senior schooling data, classroom assessment information and wellbeing indicators to build a comprehensive picture of student growth. Regular discussions between teachers, curriculum leaders and College leadership ensure that this information informs intervention, extension and curriculum planning initiatives.

The reviewers also acknowledged the College’s ongoing commitment to building staff capability in data literacy. By strengthening teachers’ confidence in interpreting and responding to evidence, the College is enhancing its ability to identify areas of success, respond to emerging needs and evaluate the impact of improvement initiatives. This focus supports a culture in which decisions are grounded in evidence and directed towards achieving the best possible outcomes for all students.

Domain 3: A Culture That Promotes Learning

One of the strongest and most affirming messages in the report concerns the culture of St Stephen’s. Reviewers identified a deeply embedded culture of care, mutual respect and community connection. Students, staff and parents consistently described the College as a happy, welcoming and optimistic place, with a strong sense of pride and belonging evident across the community.

The reviewers found that our values of Faith, Service and Courage, together with our motto, Trust in the Lord, are highly visible and genuinely influence College decisions, relationships and actions. They also recognised the high levels of care demonstrated by staff and the shared belief that every student is capable of learning and experiencing success. High expectations, restorative practices and our established behaviour structures contribute to orderly, supportive and productive learning environments.

Our pastoral care arrangements were highlighted as a significant strength. The four pastoral houses, Middle Leader Pastorals, home form teachers, guidance counsellors and student support personnel work together to identify emerging needs and coordinate appropriate assistance. The report’s recognition of this work is richly deserved. I congratulate our pastoral, guidance and support teams, along with the many staff members who contribute every day to a culture in which young people feel known, safe and valued.

Domain 4: Targeted Use of School Resources

Domain 4 was assessed within the outstanding range and represents one of the strongest results in the report. The reviewers found that the College uses its staffing, finances, facilities, technology and specialist services strategically and equitably to respond to student needs and advance our improvement priorities.

Particular recognition was given to our transparent planning and budgeting processes, rigorous financial monitoring and capacity to adjust resources as circumstances change. The work of our Diversity Teachers, Learning Support Officers and Indigenous Support Officer was also recognised for providing coordinated assistance to students requiring additional support. Our one-to-one laptop program, responsive IT services and ongoing investment in digital access further demonstrate the commitment to ensuring students and teachers have the resources required for contemporary learning.

Students, parents and staff expressed considerable pride in our attractive, welcoming and well-maintained campus. The reviewers noted that the College Master Plan provides a clear and carefully sequenced approach to future development, including the proposed Wellness Centre to be completed in early 2027. This outstanding result is a credit to our Business, Finance, Facilities and IT teams, as well as the staff responsible for planning student support and learning resources. Their careful stewardship ensures that resources are used responsibly and directed towards making the greatest possible difference for students.

Domain 5: An Expert Teaching Team

The report recognised the dedication and professionalism of the St Stephen’s staff. Reviewers identified a strong sense of collective responsibility for student learning and wellbeing. Staff demonstrate a willingness to work together, share expertise and participate in professional learning designed to improve classroom practice.

The College’s commitment to staff development through Writer’s Toolbox, the Four Dimensions framework, curriculum planning, moderation and other professional learning activities was acknowledged. The review also recognised the important contribution made by beginning teachers, experienced teachers, curriculum leaders, pastoral leaders, specialist personnel and support staff. Each brings different knowledge and expertise to the shared work of helping students flourish.

Our next phase will build on this strong collegial culture by creating further opportunities for teachers to learn from one another through professional dialogue, mentoring, classroom observation and feedback. This is not about imposing a single style of teaching. Rather, it is about making effective practice more visible, sharing the considerable expertise already present within the College and ensuring that all staff feel supported in continuing to develop professionally.

Domain 6: Systematic Curriculum Delivery

The reviewers acknowledged the substantial work undertaken to provide students with a coherent and comprehensive curriculum. College curriculum documentation includes scopes and sequences, units of work and assessment programs aligned with relevant curriculum and senior schooling requirements. Staff participate in moderation and collaborative planning processes, helping to develop shared expectations about curriculum coverage and student achievement.

The breadth of our curriculum was also identified as a strength. Students have access to a wide range of academic subjects, elective opportunities and vocational pathways. The Senior Education and Training (SET) planning process assists Year 10 students and their families to make informed decisions about senior study, training and future employment. Our growing VET program and partnerships with external providers allow students to pursue pathways suited to their interests, aspirations and strengths.

The College will continue refining its whole-school Curriculum Plan and strengthening collaborative planning across subjects and year levels. This work will help maintain continuity as students move through the College and ensure that curriculum, assessment and reporting remain purposeful, aligned and responsive to changing student needs.

Domain 7: Differentiated Teaching and Learning

The report recognised the comprehensive processes used to identify and support students with differing learning needs. Our Diversity Team works closely with students, families, teachers, Learning Support Officers and external specialists to develop Personalised Learning Plans and coordinate reasonable adjustments. This collaborative approach is central to our commitment to providing equitable access to learning.

The reviewers acknowledged that teachers use a range of strategies to support students and respond to differing levels of readiness. They also identified an opportunity to build greater consistency in differentiation across learning areas and to further extend students who are ready for additional challenge. This aligns with work already underway and will remain an important consideration as curriculum and teaching practices are refined.

Moving forward, we will continue supporting teachers to design accessible learning and assessment experiences while providing appropriate depth and challenge. Our aim is to ensure that students are neither limited by barriers nor held back by work that does not sufficiently extend their capabilities. Every student should be able to participate meaningfully, demonstrate learning and make progress from their individual starting point.

Domain 8: Effective Pedagogical Practices

The review identified many examples of effective classroom practice across the College. These included clear explanations, positive classroom relationships, learning intentions, success criteria, questioning, feedback, explicit instruction and the gradual release of responsibility from teacher modelling to independent student application.

The next stage of our teaching and learning work will be to draw these practices together within a clear College-wide framework. This will provide teachers and students with a shared understanding of the elements of effective learning at St Stephen’s while still recognising the professional judgement of teachers and the distinctive requirements of different subjects.

We will also continue exploring ways for students to take greater ownership of learning by setting goals, monitoring progress and reflecting upon feedback. The reviewers recognised that students currently receive feedback in a variety of ways. Our opportunity is to help students engage more actively with that feedback so they can clearly explain what they are learning, recognise their progress and identify their next steps.

Domain 9: School-Community Partnerships

The strong relationship between the College, families and the wider community received considerable recognition. Parents described regular communication, College events and opportunities to participate in College life as important features of the partnership between home and school. College Family Connect was acknowledged as an established avenue through which parents and carers can engage with College leadership and contribute feedback about College initiatives.

The review also highlighted the breadth of our external partnerships. Relationships with the parish, universities, TAFE and training organisations, local employers, businesses, community groups, feeder primary schools and our sister school in Sano City, Japan, enrich learning and extend the opportunities available to students. Service initiatives, cultural exchanges, vocational programs and industry connections enable students to apply their learning, broaden their experiences and contribute to communities beyond the College.

The breadth of student opportunities was warmly recognised. These include debating, public speaking, chess, sport, camps, retreats, leadership experiences, cultural activities, service learning and other extracurricular programs. Together, these opportunities allow students to discover interests, develop gifts, build confidence and experience success in many different forms.

Future Directions

The ACER review gives our community much to celebrate. It affirms the strength of our culture, pastoral care, family partnerships, curriculum pathways, community relationships and strategic use of resources. It also provides helpful guidance for the next phase of our improvement journey. Our priorities will include developing a shared College approach to effective teaching, continuing to refine curriculum planning, strengthening differentiation and academic challenge, helping students take greater ownership of learning, and expanding opportunities for collaborative professional learning.

These priorities do not represent a change in direction. They build on the strong foundations recognised by the reviewers and complement work already underway. We will approach them carefully, collaboratively and with the same sustained focus that has contributed to the improvement evident in Year 9 NAPLAN writing and our strong senior outcomes.

I extend my sincere congratulations and thanks to our students, staff and families. I particularly acknowledge our teaching, pastoral, guidance, diversity, pathways, administration, finance, facilities and IT teams, whose collective work is recognised throughout the report. I also thank our College Board, parish, community partners and Cairns Catholic Education colleagues for their continuing guidance and support.

The final report confirms what many within our community already know: St Stephen’s Catholic College is a place where students are known, valued, supported and challenged to become the best versions of themselves. Grounded in faith and guided by Faith, Service and Courage, we can take great pride in what has been achieved and look forward with confidence to the next stage of our journey.

Staffing Updates

We welcome Mr Oliver Baumeister, who commenced in Week 9 this term. Oliver brings a wide range of teaching and learning experiences and will fit wonderfully into our College staff.

Gary Conwell

ssm.principal@cns.catholic.edu.au

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