School Improvement - FISO

Image result for school improvement cycleAt Chelsea Primary School we implement and follow the Victorian Education Departments FISO model.

The Framework for Improving Student Outcomes


The FISO uses contemporary school improvement and school effectiveness research to help schools focus our efforts on key areas that are known to have the greatest impact on improved student outcomes at Chelsea Primary School.


The FISO is made up of three elements. Together, these complement and reinforce the capacity of schools to deliver the Education State reforms and improve outcomes for all students:

  • The Improvement Cycle
  • The Improvement Model, including six high-impact Improvement Initiatives, and
  • The Improvement Measures.


The Improvement Cycle uses an evidence-based model that helps schools to implement a more effective continuous Improvement Cycle. Chelsea Primary School use the Improvement Cycle to: self-evaluate, review and diagnose areas that require attention, plan for improvement and report to their communities on their activities, outcomes and plan for improvement.  



The six Improvement Initiatives are:

  • Building practice excellence
  • Curriculum planning and assessment
  • Building leadership teams
  • Empowering students and building school pride
  • Setting expectations and promoting inclusion
  • Building communities.
  1. Building Practice Excellence

Chelsea Primary School works together across the school to build knowledge and expertise; develop, test and strengthen teaching and assessment approaches; master the use of learning interventions, and enhance feedback to students and staff.

  1. Curriculum planning and assessment

Chelsea Primary School embeds a culture of curriculum planning and assessment of the impact of learning programs, adjusting task, content and practice to suit individual student needs to accelerate student progress and ensure all students can reach their potential.

  1. Building leadership teams

Chelsea Primary School has developed the capabilities of their leadership teams in using evidence and proven coaching and feedback methods, building a culture that is focused on improved performance, strengthening our succession planning and always inducts new teachers into the professional learning culture of our school.

  1. Setting expectations and promoting inclusion

Chelsea Primary School works across communities to implement a shared approach to supporting the health, wellbeing, inclusion and engagement of all students. This includes building teachers’ understandings of positive behaviour support and engagement practices and ensuring students have the tools and skills to develop positive and self-regulating behaviours.

  1. Building communities

Chelsea Primary School builds relationships within the broader community by partnering with organisations in the community sector. Such partnerships enable fuller use of existing community resources and capabilities, and increase the efficacy of services delivered ‘inside our school gate’.



School-level structures and practices

  • Documented curriculum plan, assessment and shared pedagogical approaches.
  • School-based professional learning program developed and implemented that supports our school’s identified improvement strategies.
  • School Improvement Team formed to develop, oversee and evaluate the effectiveness and impact of the Annual Implementation Plan.
  • Student voice, leadership and agency in our learning activated so our students have positive school experiences and can act as partners in school improvement.
  • Whole school approach to health, wellbeing, inclusion and engagement.
  • Moderation of common student assessment tasks.
  • Data collection, analysis and evaluation of student learning growth over time.
  • Explicit use of evidence-based school improvement strategies and teacher professional practice activities.