Bankstown West Public School

Data informed practice

Bankstown West Public School have implemented data informed practices to support classroom teachers and leaders in developing professional knowledge, skills and confidence to systematically record student learning progress using a school-designed digital data system. The core intent of the initiative was to capture, analyse and interpret student engagement, growth and outcomes to inform the ongoing learning of each student.

School context



School type Primary
School subtype K - 6
Current student enrolment 241 - 420 students
FOEI range 101 - 150
Aboriginal background enrolment 0 - 10%
EAL/D enrolment > 70%
IEC No
Support class(es) No

Bankstown West Public School have implemented data informed practices to support classroom teachers and leaders in developing professional knowledge, skills and confidence to systematically record student learning progress using a school-designed digital data system. The core intent of the initiative was to capture, analyse and interpret student engagement, growth and outcomes to inform the ongoing learning of each student.

Initiative purpose

The school community was involved in evaluations of the school plan, programs, student and parent satisfaction through TTFM through to future planning, led by the school executive.

Staff engaged in the analysis and evaluation of the results to determine areas of strength and those needing improvement. Data used included; school-based data, Scout, PLAN2 and school evaluations. These evaluation findings, coupled with CESE's research base on 'What Works Best', the school’s SEF–SaS and an intensive logic modelling process, formed the initial development of Bankstown West Public School’s strategic directions.

A whole school, integrated approach to data literacy was implemented to support teachers in developing a sound understanding of student assessment and data concepts.

The implementation of data informed practice contributed towards:

  • creating a learning environment that promoted persistence, self-motivation and confidence and ensuring emotional, social and academic success (with a focus on literacy and numeracy) for all students.
  • supported teachers through the provision of mentorship and collaboration, targeting improved teaching practices in order to improve student learning. Teacher analysis of student engagement, learning growth and outcome data was used to plan for the ongoing learning of each student.

Bankstown West Public School have implemented data informed practices to support classroom teachers and leaders in developing professional knowledge, skills and confidence to systematically record student learning progress using a school-designed digital data system. The core intent of the initiative was to capture, analyse and interpret student engagement, growth and outcomes to inform the ongoing learning of each student.

Implementation timeframe and activities

The data informed practice initiative was implemented over the course of the 2018 – 2020 strategic school plan.

Activities included:

  • Initiation of a collaborative Data Team

Impact: Embedded collaborative practice enabled the collection, analysis and use of student data to improve student social, emotional and academic outcomes. Accessible documentation facilitated data driven decision-making and informed strategies for targeted student-centred learning interventions to maximise the effectiveness of school resources.

  • Consistent and timely collection of quality data

Impact: Collegial whole-school processes, based on consistent and reliable data collection, allowed teachers to make informed decisions to effectively identify and plan interventions and modify teaching practice to inform the next steps in student learning.

  • 1:1 support in analysing class data

Impact: Classroom teachers were supported to extract, analyse and interpret data to develop informed reflective teaching practices. This professional learning focus, created pedagogical dialogue amongst teachers and guided the next steps in student learning.

  • High expectations of success embedded within data frameworks

Impact: Student progress was analysed against school-wide performance standards, using colour coding to enhance visible impact. Data informed learning progress ensured every student is known, valued and supported at an individual level. Teachers implemented targeted interventions to ensure no student ‘falls behind’, while others were supported to extend their learning achievement ‘beyond’ stage expectations. High expectations, contributed to improved student achievement by at least 6 to 12 months, and guided teachers to focus on areas requiring differentiated learning.

  • Differentiated, 1:1 and whole school professional learning in data concepts

Impact: Teachers gained an understanding of data concepts (identified in professional standards) and were provided with time to collaboratively develop new learning interventions. Collegial support was provided to ensure improved practice was embedded into the teaching and learning cycle.

  • Data use in teaching

Impact: Teachers utilised assessment ‘of’, ‘as’ and ‘for’ learning to determine future teaching directions, monitor and assess student learning and reflect on teaching effectiveness.

Bankstown West Public School have implemented data informed practices to support classroom teachers and leaders in developing professional knowledge, skills and confidence to systematically record student learning progress using a school-designed digital data system. The core intent of the initiative was to capture, analyse and interpret student engagement, growth and outcomes to inform the ongoing learning of each student.

Resources and funding sources

2020: 0.6 FTE (above entitlement) Deputy Principal/Instructional leader - $100,401

2019: 1.0 FTE (above entitlement) Assistant Principal - $139,825

2018-2019: QTSS funding of 0.2 FTE to support teachers in data collection and analysis (one day off class per term for every class teacher (non-executive) to work collaboratively with AP.) - approximately $21,343 each year


Total cost = approximately $121,744 per year

Funding sources used
Socio-economic background
Low level adjustment for disability
QTSS

Bankstown West Public School have implemented data informed practices to support classroom teachers and leaders in developing professional knowledge, skills and confidence to systematically record student learning progress using a school-designed digital data system. The core intent of the initiative was to capture, analyse and interpret student engagement, growth and outcomes to inform the ongoing learning of each student.

Evidence of impact

Bankstown West Public School (BWPS) has achieved outstanding value-added growth, significantly above the NSW average, over a four-year period. In 2018 ACARA identified this achievement as “significant and worth highlighting.”

Value-added performance, as reported in Scout, is:

  • K-Year 3 - excelling
  • Year 3-5 – excelling
  • Year 5 – 7 – excelling

The percentage of students in the top 2 bands in NAPLAN reading results have increased by 12.42% from the prior period comparison and overall NAPLAN expected growth in reading has increased by 7.28%.

The percentage of students in the top 2 bands in NAPLAN numeracy results have increased by 4.32% from the prior period comparison and overall NAPLAN expected growth in numeracy has increased by 6.66%.

Expectations for success measures, which refer to the extent to which teachers value academic achievement and hold high expectations of all students, are showing upward trends, increasing by 2.82% to 98.47%.

Internal assessment data analysis shows a clear movement of students out of BWPS’s red (-12 months or more from grade expectation) and yellow zones (-6months from grade expectation) into the green zone (at grade expectation- +6 months) in comprehension, reading fluency, and PM benchmark levels, reflecting high-quality, well-differentiated teaching and learning programs are well utilised by teachers’ school-wide. Internal data sources in comprehension, spelling, reading and mathematics show an overall positive growth trend for students K-6.

All teachers continue to develop data responsive teaching and learning programs in reading and numeracy, measurement and geometry.

Bankstown West Public School have implemented data informed practices to support classroom teachers and leaders in developing professional knowledge, skills and confidence to systematically record student learning progress using a school-designed digital data system. The core intent of the initiative was to capture, analyse and interpret student engagement, growth and outcomes to inform the ongoing learning of each student.

Next steps

Bankstown West Public School (BWPS) have extended this initiative in 2021, to focus on embedding consistency in teaching, primarily through the consistent use of frameworks for programming across K to year 6, supporting explicit teaching and utilisation of student data. The Check-in assessments have now been included in the school’s data drive and the use of Essential Assessments has been employed as a bank of tools to triangulate data to analyse reading comprehension.

BWPS has planned to resource an above entitlement 1.0 FTE Deputy principal/Instructional leader position, who will use the Spirals of Inquiry approach to work collaboratively with teachers in stage or grade teams to improve explicit teaching in Phonemic Awareness. The school is also working to develop and refine processes that support the effective identification, instruction and equitable allocation of support for students requiring tier 2 and tier 3 (remedial and extension) support in reading and numeracy K to year 6.

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