Welcome to Bradshaw
School. Our school is an inclusive, friendly school where children can learn in
a safe and supportive environment. The school is located in a picturesque
setting at the foot of the MacDonnell Ranges in spacious grounds. As a well-established
school we have excellent resources and quality staff. There are approximately 480
students at Bradshaw. Forty per cent of our students are indigenous, whilst
others come from a variety of multi-cultural backgrounds.
There are seventeen
classes in the primary school and four classes in the preschool. In addition to classroom teachers, there are
a range of specialist and support teachers and staff to help cater for children’s
Bradshaw has two
ongoing improvement agendas: Visible Learning and School Wide Positive
Behaviour Support (SWPBS). Visible Learning is a set of evidence based
strategies for improving teaching and learning, based on the work of Professor
John Hattie. School Wide Positive
Behaviour Support is a framework for being explicit about expectations and
co-ordinating social and emotional learning within the school. You will see the
results of these two initiatives in your child’s class and will hear much about
them over the course of the year.
We welcome the
involvement of parents and other family members in our school. Please do not
hesitate to join in class and school activities. We believe that the
partnership between teachers, parents and carers underpins children’s success
at school so please take advantage of the many opportunities for involvement
during the year.
The Bradshaw ‘big picture’ – why we
do what we do.
Building a better
world by providing a quality education in a safe, secure and inclusive
We value collaboration,
challenge and responsibility and these form the basis of our learner qualities.
Our learner qualities:
We have three
learner qualities that Bradshaw learners use to be successful in their
The following principles guide our actions and
Learning: everything we do is about learning. We take a broad view – we focus on
academic, social, emotional, physical and cultural learning.
Research and Evidence: we implement practices that are supported by a body
of contemporary research. We do this to ensure that we only implement the most
effective and proven practices. We collect evidence on how initiatives are
progressing in our setting to tailor their implementation.
Explicitness: we aim to make sure that learning and expectations
are clear to everyone in our community. There should be no ‘guess what is in
the teacher’s head’ or confusion about expectations.
Equity: we endeavour to provide learners with what they need to succeed. This
is not the same for each person.
Effort: learning is an active process that requires hard work. We know that
‘The harder I work, the smarter I grow’. Learners at Bradshaw embrace the
challenge, persist, are resilient and learn from their mistakes. They enjoy
Growth: we are more interested in how much a learner has progressed than their
overall level of achievement. This helps to instil a ‘growth mindset’ (Carol
Dweck - have a look online for more information). We expect that learners will
progress more than a year’s worth of learning for every year of attendance.
Expectation: we expect that every learner can and will achieve. We
maintain high expectations for learners and know that quality teachers make the
Harmony and inclusion: we value the unique perspective and contributions
that everyone in our community brings and we maximise opportunities to learn
from and with each other.
Positive and supportive: learning occurs in a positive, nurturing and fun
Partnerships and collaboration: learning is a partnership between everyone in
the school community – students, teachers, parents and the broader community.
We know that when we collaborate we generate better solutions than when we work
School wide: everything that we do fits into a school wide
framework. We strive for consistency and alignment across the school.