Outstanding

Outstanding

Outstanding

The principal and other school leaders clearly articulate their belief that reliable data on student outcomes are crucial to
the school’s improvement agenda. The school has established and is implementing a systematic plan for the collection,
analysis and use of a range of student achievement and wellbeing data. Test data in areas such as literacy, numeracy and
science are key elements of this plan.
Data are used throughout the school to identify gaps in student learning, to monitor improvement over time and to
monitor growth across the years of school. A high priority has been given to professional development aimed at building
teachers’ and leaders’ data literacy skills. Staff conversations and language reflect a sophisticated understanding of
student assessment and data concepts (eg, value-added; growth; improvement; statistical significance).
Teachers are given test data for their classes electronically and are provided with, and use, software to analyse, display
and communicate data on individual and class performances and progress, including comparisons of pre- and post-test
results. Teachers routinely use objective data on student achievement as evidence of successful teaching.
High
There is evidence that the principal and other school leaders view reliable and timely student data as essential to their
effective leadership of the school. There is a documented school plan and timetable for the annual collection of data on
student achievement and wellbeing.
One or more members of staff have been assigned responsibility for implementing the annual plan, analysing the full
range of school data, and summarising, displaying and communicating student outcome data for the school. The school
has ensured that appropriate software is available and that at least these assigned staff have been trained to undertake
data analyses.
Time is set aside (eg, on pupil free days and in staff meetings) for the discussion of data and the implications of data
for school policies and classroom practices. These discussions occur at whole-school and team levels. The school can
illustrate through case studies, meeting minutes and project plans how data have been used to identify priorities, take
action and monitor progress.
Medium
School leaders pay close attention to data provided to them about the performance of the school (eg, NAPLAN results;
Year 12 results) and identify areas in which the school is performing relatively poorly or well.
Tests (eg, commercially available reading tests) may be used by some teachers, but generally are not used as part of a
whole-school assessment strategy.
An ad hoc approach exists to building staff skills in the analysis, interpretation and use of classroom data.
Software may be used for the analysis of school results, including the performances of priority groups, but analyses
generally do not extend to studies of improvement or growth.
School data are presented to staff in meetings, but presentations tend to be ‘for information’ rather than a trigger
for in-depth discussions of teaching practices and school processes. Information about the school’s performance is
communicated to the school community, but may lack explanation or analysis. There is limited engagement with parents
and families around school data.
Low
There is very little evidence of school leaders’ practical use of school-wide student outcome data. There is either no
annual data collection plan for the school or the plan is being implemented in a minimalist fashion. The school makes
little or no use of tests beyond those that the school is required to use.
Teachers do not systematically analyse test and other data for their classes and teachers make little use of data to reflect
on their teaching. The school is unable to demonstrate how data have been used in meetings or with parents to analyse
and discuss current achievement levels and strategies for improvement.

A culture

that promotes

learning

The school is driven by a deep belief that every student is capable of successful
learning. A high priority is given to building and maintaining positive and caring
relationships between staff, students and parents. There is a strong collegial
culture of mutual trust and support among teachers and school leaders and
parents are treated as partners in the promotion of student learning and
wellbeing. The school works to maintain a learning environment that is safe,
respectful, tolerant, inclusive and that promotes intellectual rigour.
The assessment of this domain includes
consideration of the extent to which:
§§ the school promotes and maintains
an environment reflective of its high
expectations that all students will learn
successfully;
§§ the staff of the school demonstrate an
understanding of the importance of
positive and caring relationships to
successful learning, and work to build
mutually respectful relationships across
the school community;
§§ interactions between staff, students,
parents and families are caring, polite and
inclusive;
§§ the school views parents and families
as integral members of the school
community and partners in student
learning;
§§ the school places a high priority on
student and staff wellbeing and has
processes in place to provide both
academic and non-academic support to
address individual needs;
§§ the school appreciates and values students’
varying cultural backgrounds and works
to build the cultural competence of school
staff;
§§ the school has clear strategies to promote
appropriate behaviour - including
agreed responses and consequences for
inappropriate student behaviour - and
the school provides sufficient support for
teachers to implement these policies;
§§ the school works to create an attractive
and stimulating physical environment that
supports and encourages learning;
§§ the school promotes a culture of inquiry
and innovation, where creative exploration
and independent learning are valued; and
§§ all students and staff have an obvious
sense of belonging, all parents are
welcomed and all staff, students and
parents speak highly of the school.
3

Outstanding

The school ethos is built around high expectations and a commitment to excellence. There is an expectation that every
student will learn and achieve positive outcomes. Classrooms are calm but busy and interruptions to teaching time are
kept to a minimum. There are no obvious behavioural problems, very high rates of school attendance and engagement,
and staff morale is sustained at a high level. There is a happy, optimistic feel to the school.
High levels of trust are apparent across the school community. Interactions are focused on the learning and wellbeing
of students and on continually improving the school’s ability to meet the needs of all students. Parents and families are
valued as partners in student learning, and parents, school leaders and teachers work together in mutually supportive
ways. There is a strong sense of belonging and pride in the school.
A strong collegial culture has been established. Teachers have an overt and shared commitment to the improvement of
teaching and an openness to critique by colleagues. This is reflected in the fact that teachers regularly invite leaders and
colleagues to visit their classrooms to observe their teaching.
High
The ‘tone’ of the school reflects a school-wide commitment to purposeful, successful learning. There are very few
obvious behavioural, attendance or engagement problems and behaviour management takes up very little, if any, time of
school leaders and classroom teachers.
There is a strong focus on quality learning and on the creation of a culture in which all students are expected to learn
successfully, in their own ways and at their own pace. Individual talents are valued. Class ‘busy work’ is kept to a
minimum, and an attempt is made to ensure that all students are engaged in challenging, meaningful learning.
Respectful and caring relationships are reflected in the ways in which staff, students and parents interact and in the
language they use in both formal and informal settings.
Parents and families are encouraged to take a genuine and close interest in the work of the school and are welcomed as
partners in their children’s learning. There are agreed guidelines on such matters as greeting visitors, taking messages,
and responding to queries promptly and respectfully.
Staff morale is generally high.
Medium
Classrooms are generally orderly, although some are more so than others. Non-attendance is an issue for a small
minority of students. However, many other students appear to be minimally engaged in productive learning activities.
The school effectively implements its policies, for example, by ensuring that disruptive behaviour, bullying and
harassment are dealt with promptly. The school has clear expectations for how students should behave and interact
with one another, and in the main, relationships are caring and respectful. Some staff time is taken up dealing with
behaviour problems.
Most parents take an obvious interest in their children’s learning. Engagement is primarily through regularly scheduled
parent-teacher interviews.
Staff morale is satisfactory.
Low
Behavioural problems, disengagement and non-attendance are issues for a significant proportion of students. In a
number of classrooms students are clearly not engaged in productive learning activities.
The school may have policies and agreed procedures relating to student behaviour but these appear to have had little
impact in practice. Much of the time of school leaders and teachers is taken up dealing with inappropriate behaviour.
Interactions between parents, staff and students are not always productive and respectful. Staff tend not to value or
engage parents as partners in student learning.
Some teachers appear to work in isolation from colleagues. Staff morale is low and staff turnover is high.



Targeted use of
school resources
The school applies its resources (staff time, expertise, funds, facilities, materials)
in a targeted manner to meet the learning and wellbeing needs of all students. It
has school-wide policies, practices and programs in place to assist in identifying
and addressing student needs. Flexible structures and processes enable the
school to respond appropriately to the needs of individual learners.
The assessment of this domain includes
consideration of the extent to which:
§§ the school has processes to identify and
respond to student needs through the
allocation of staff and resources;
§§ staff are deployed in ways that best address
the learning needs of all students in the
school and that make best use of available
staff expertise and interests;
§§ there are school-wide programs and
approaches for students requiring
additional or specialist support;
§§ in its use of discretionary school funds, the
school gives priority to initiatives aimed at
improving outcomes for students;
§§ flexible curriculum delivery arrangements
have been established to enable staff to
better address the needs of individual
learners;
§§ the school effectively uses its physical
environment and available facilities to
maximise student learning; and
§§ the school budget aligns local and system
priorities.