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Quick Launch

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 learning needs. 

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.

Our mission

Building a better world by providing a quality education in a safe, secure and inclusive environment.

Our values

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 learning:

·       We challenge ourselves.

·       We learn together.

·       We are responsible.

Our principles

The following principles guide our actions and decision making:

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 learning.

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 difference.

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 environment.

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 alone.

School wide: everything that we do fits into a school wide framework. We strive for consistency and alignment across the school.​