Deputy Principal's Report

Differentiated Teaching and Learning

At Oakleigh Grammar, we are dedicated to providing an exceptional education that meets the diverse needs of our students. One way we achieve this is through the implementation of differential teaching, an approach that recognizes and caters to the unique strengths, weaknesses, and learning styles of each individual.

During a recent staff professional learning day, our focus was on enhancing the skills and practices of our teachers in differential teaching. Leaning sessions were tailored to equip our teachers with effective strategies for implementing this approach in their classrooms.

Central to our approach is the ongoing development of individualized education plans for each student. By doing so, we can identify and address their specific needs, ensuring a personalized learning experience that nurtures their potential. These tailored plans will empower our teachers to create a stronger supportive learning environment, where every student can achieve and grow in success.

Moreover, we foster a culture of collaboration and sharing among our teachers, encouraging the exchange of successful strategies and best practices in differential teaching. This creates a dynamic learning community that continually evolves and improves its teaching methods. Our teachers are not only equipped with valuable insights from their peers but also motivated to explore innovative ways to engage their students effectively.

Emphasizing the importance of differentiation in both content and assessment, Oakleigh Grammar ensures that students are appropriately challenged and supported. Teachers design varied learning activities and materials to accommodate diverse learning preferences and readiness levels. This approach helps foster a love for learning and cultivates independent thinking among our students.

By investing in our teachers' professional development in differential teaching, we aim to make a significant impact on our students' educational journey. When educators understand and embrace their students' individual needs, they can better guide and mentor them towards success. As a result, our students become confident, resilient, and motivated learners who are well-prepared for their future endeavours.

As part of our commitment to excellence, Oakleigh Grammar continuously assesses the effectiveness of differential teaching practices and adapts them based on student outcomes and feedback. We understand that education is an ever-evolving field, and we strive to stay at the forefront of innovative teaching methodologies.

Oakleigh Grammar's dedication to differential teaching empowers our students to thrive academically and personally. By providing our teachers with the tools and knowledge to implement this approach effectively, we create an enriched and inclusive learning environment. As we continue to embrace the principles of differential teaching, we remain steadfast in our mission to nurture well-rounded individuals who are ready to embrace their future with confidence and success.

Lance Ryan

Deputy Principal – Teaching and Learning

Child Safety – Everyone’s Responsibility

As part of our duty of care we all have an obligation to do the best we can to keep children safe from harm and abuse. All Victorian organisations that provide services or facilities for children, including schools, are required by law to implement mandatory minimum Child Safe Standards to protect children from harm.

The most recent set of Child Safe Standards was introduced in July 2022. These updated Standards aim to keep every child safe and prevent child abuse, and require schools to take steps to prevent child abuse, ensure effective processes are in place to respond to and report all allegations of child abuse and build a culture of child safety. Schools cannot assume that child abuse does not happen within their school community.

The Child Safe Standards seek to work by embedding child safety in everyday thinking and practice, providing a minimum standard of child safety across all organisations and highlighting that we all have a role to keep children safe from abuse. Each standard,

is expressed as a statement of an expected outcome that the school must achieve and it includes a list of minimum requirements that the school must meet and is supported by a list of compliance indicators.

The School has developed a comprehensive action plan that is regularly reviewed and updated to ensure that we are not simply meeting our compliance obligations but proactively taking steps to provide a safe environment for our students. I believe that as a School we are in a strong position across all of the standards.

The eleven standards include:

Child Safe Standard 1 – Organisations establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal children and young people are respected and valued.
Child Safe Standard 2 – Child safety and wellbeing is embedded in organisational leadership, governance and culture.
Child Safe Standard 3 – Children and young people are empowered about their rights, participate in decisions affecting them and are taken seriously.
Child Safe Standard 4 – Families and communities are informed, and involved in promoting child safety and wellbeing.
Child Safe Standard 5 – Equity is upheld and diverse needs respected in policy and practice.
Child Safe Standard 6 – People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice.
Child Safe Standard 7 – Processes for complaints and concerns are child focused.
Child Safe Standard 8 – Staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training.
Child Safe Standard 9 – Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed.
Child Safe Standard 10 – Implementation of the Child Safe Standards is regularly reviewed and improved.
Child Safe Standard 11 – Policies and procedures document how the organisation is safe for children and young people.

Part of our responsibilities to Child Safety is informing our community of these Child Safe Standards and our Child Safety and Wellbeing Policy and to stress our unwavering commitment to ensure that in all that we do the protection of our student’s safety and wellbeing is of paramount importance.

It is also essential that we ensure our students, in age appropriate ways, are regularly reminded about the avenues that are available to them should they ever feel unsafe or uncomfortable about a situation they find themselves in, or someone else they may know.

The school diary also has some key points on Page 12 and a Child Friendly Child Safety and Wellbeing Policy has also been published and shared.

As a school we believe strongly in seeking our students’ participation in this important area as when children have opportunities to participate and feel their contributions are valued, they are more likely to speak up when harmed or feeling unsafe. Student feedback is gained through independent conversations, discussions in leadership meetings and through responses to specific questions in student surveys.

For further information, Oakleigh Grammar’s Child Safety and Wellbeing Policy and the Child Friendly Safety and Wellbeing Policy are located on the website. They are reviewed annually. If you have any questions about our school’s responses, or have identified a potential concern, please do not hesitate to contact me.

Peter Dickinson

Deputy Principal – Student Wellbeing and Operations