Sample C - Large Primary School 1

Developing your situational analysis.

Stage 1 - analyse Scout

Firstly, open SPaRO and choose the self-assessment section to view the situational analysis headings and fields.

Secondly, open Scout at the School dashboard to view the 5 focus areas for your review and analysis.

Note: there is no set length for a situational analysis, as it is a school-based decision and should include as much information as needed to inform future strategic directions.

Focus area and analysis - Enrolment

Enrolment of 550 which has declined by 5% in the last three years. Increasing trend of students with an EAL/D background which currently sits at 58%. 4% Aboriginal student background is steady. FOEI currently at 130 and has increased from 115 from the start of the previous plan.

Focus area and analysis - Student performance

Value-add - K-3 is Sustaining and Growing. Year 3-5 is Delivering. Year 5-7 is Sustaining and Growing.

Expected growth in 2019 NAPLAN - 62% in numeracy. 71% for EAL/D students. 72% in reading. 80% for EAL/D students. These figures are off track for achieving lower bound target in 2022.

Internal growth progressions data is higher than external data. This has questioned the validity of teacher judgment.

NAPLAN Top 2 bands- 2019

  • Numeracy: Year 3 - 62.5% and Year 5 - 57.3%
  • Reading: Year 3 - 47.3% and Year 5 - 40.2%

This extends the upward trend of previous two years and is on track to reach target in 2022, as well as being above state average and above SSG.

Gap Analysis - Prioritised by percentage incorrect at school, difference from state and outcome level.

From the findings of the gap analysis in Reading, the focus areas include:

  • read, view and comprehend texts
  • features including punctuation conventions and vocabulary.

From the findings of the gap analysis in Numeracy, the focus areas include:

  • measurement and geometry
  • fractions and decimals
  • place value and additive strategies.

Focus area and analysis - Wellbeing

Attendance - 95%. This has been steady over the last three years.

Attendance above 90 - 94%. This has declined by 1% in the last three years and is of no concern to us as a school

TTFM (Tell Them From Me) in the areas of Advocacy, Sense of belonging and High expectations shows a decline over the last three years but still sits above state average.

Suspension rate remains below 2%.

Focus area and analysis - Human resources

FTE: 43.91 – There are 65 staff with a high turnover in 2020 resulting in the appointment of 14 temporary teachers, 10 of which in their first two years of their career. Stability within the senior executive.

  • Engaged additional:

0.4 Business manager using a combination of school support allocation and SOF and one non-teaching executive (instructional leader) using a combination of PL, QTSS and Socio-economic background (flexible).

Focus area and analysis - Finance

Flexible funds for 2021:

  • Socio-economic background– $350,000 + predicted unspent funds $76,000
  • Aboriginal background – $30,000 + predicted unspent funds of $4,000
  • English language proficiency – $25,000 (increase)
  • Low level adjustment for disability – $50,000 (FTE only)
  • Professional Learning – $61,000
  • Beginning teacher – $40,000 (increased in 2021 by $20,000)
  • Integration funding support – $250,000
  • QTSS – 0.987 FTE $107,962.01
  • School support allocation -$23,978

Developing your situational analysis.

Stage 2 - analyse SEF S-aS and EV

Note - in SPaRO, the 'Focus themes' column will already be prepopulated with the data schools added to their SEF S-aS. Also, for this school sample, the external validation (EV) column is empty, as EV occurred before 2018 or will occur in coming months.


  • WTD = working towards delivering
  • D = delivering
  • S&G = sustaining and growing
  • E = excelling
  • NA = not applicable.

Element 2018 2019 EV panel report Focus themes

Learning culture S&G S&G NA High expectations
Wellbeing S&G S&G NA Planned approach to wellbeing
Curriculum S&G S&G NA Teaching and Learning programs
Assessment D D NA Formative assessment
Whole school monitoring of student learning
Reporting S&G S&G NA
Student performance measures S&G S&G NA Student growth
Internal and external measures against syllabus standards

Effective classroom practice S&G S&G NA Feedback
Data skills and use D D NA Data use in teaching
Data use in planning
Professional standards S&G S&G NA Literacy and numeracy focus
Learning and development S&G S&G NA Collaborative practice and feedback

Educational leadership S&G S&G NA Instructional leadership
High expectations culture
School planning, implementation and monitoring S&G S&G NA Continuous improvement
School resources S&G S&G NA Staff deployment
Management practices S&G S&G NA

Reflections on SEF S-aS and EV

Delivering in assessment and data skills and use for the past 2 years. Theme level drilldown shows assessment data is not being used consistently to inform teaching. There is also a lack of valid and comparable teacher judgment across the school. Data use in teaching and data use in planning have been highlighted as areas for further development.

Within the domain of learning, in the element of learning culture, high expectations will become a focus. In curriculum, teaching and learning programs and differentiation will be called out for improvement. There will be a clear focus on assessment and improving student performance data particularly in growth and value add.

Although we are sustaining and growing in effective classroom practice and learning and development in the themes of feedback and collaborative practice and feedback we are delivering. These will become a focus moving forward.

Leading domain focus will be educational leadership, school planning implementation and monitoring and using school resources effectively

The school will undertake external validation later in 2020.

Developing your situational analysis.

Stage 3 - analyse internal school data, research and literature

Analysis of 2018-2020 School Plan improvement measures

The key projects under the current school plan included PBL, improvement in writing and developing a better structure for wellbeing support and monitoring. There has been significant improvement in behaviour data with more consistency across the school. Structures and processes to identify students needing additional support have been streamlined with increased school resources provided to support individual students writing achievement, as measured from the school rubric. This has resulted in improvement, particularly with Year 3 girls. Our other improvement measures have not been achieved though, as our work we did didn’t target maths and reading as much as was needed. We are disappointed to see we have dropped in our results in both areas.

Future work needs to maintain and grow our gains in writing while targeting reading and numeracy.


A positive from our writing professional learning from teachers asked us to keep the supportive structure including collaborative planning of lessons, peer and IL feedback, the use of the IL to do demonstration and team teaching lessons and the work to date on understanding and interpreting the data to match what each student needs next.

Other assessment data

Internal assessment data does not reflect external data. Our internal reading and comprehension assessments are showing students are being judged as working at a higher level than they are showing in external assessments such as PAT and NAPLAN. Further to this, consistency in analysing assessment data, such as running records, was not evident. Mathematics assessments have traditionally included SENA and class based assessments. These rely heavily on the assessment of computation and there was little evidence of assessing problem solving strategies. Consistency across the stages is needed. A structured assessment schedule is not in place. Consistency across the stages is needed.

Student voice

Sadly, though TTFM is reporting students feeling positive about success, most are reporting being ‘bored’ the majority of time in class. A significant percentage of students (40%) are disengaged. Most report not knowing what and why they are learning certain things and don’t see the relevance.

Literature and research

  • SEF
  • What Works Best – Collaboration and feedback
  • Student-Centred Leadership Viviane Robinson
  • WWB High expectations, CESE – effective leadership and 5 essentials for effective evaluation
  • Vivianne Robinson: The impact of leadership on student outcomes: Making sense of the evidence
  • Literacy and Numeracy Strategy 2018-2020
  • English and Mathematics Syllabus documents
  • Simon Breakspear’s learning sprints
  • What Works Best to Improve Student Performance including use of data to inform practices.

Developing your situational analysis.

Stage 4 - consider all evidence

2019 AR evaluation of improvement measures indicated that further consolidation of pl in relation to data informed teaching, collaborative practice and feedback is required. The validity of teacher judgment needs to be a focus based on student outcomes analysis.

Focus area 1

Increase the number of students achieving expected growth in Numeracy and Reading NAPLAN through data use and explicit teaching.


  • formative assessment
  • whole school monitoring of student learning

Student performance measures

  • student growth
  • internal and external measures against syllabus standards

Data skills and use

  • data use in teaching.

Implications/problem of practice

2019 TTFM (Tell Them From Me) student survey says 34% of children are confident of their skills but don’t find the work challenging. The state comparison is 26%. Year 5 Numeracy expected growth is significantly lower than the target. There is a decline from K-3 results to Year 3-5 results in both Reading and Numeracy in NAPLAN. The trend over the past 3 years shows Value-add - K-3 is Sustaining and Growing (S&G), Y3-5 is Delivering, Y5-7 is S&G. Using data in teaching and data use in planning will also be a focus of strategic direction one, ensuring teachers clearly understand and develop the full range of assessment strategies, and use them to determine teaching directions, assess progress and reflecting on teaching practice.

Lack of challenge could be part of the Year 3-5 Numeracy decline in top 2 bands. This needs further investigation through a document analysis of assessment data and Numeracy programs, NAPLAN gap analysis, focus groups with students and interviews with teachers to fully understand problems of practice and investigate the best way forward in relation to best pedagogical practice. Structures need to be put in place to identify students who need intervention within and beyond the classroom. Students not showing growth will be identified every 5 weeks (including those students working at higher levels), referred to LaST for a 5 week intensive learning program, provided a PLSP targeting specific needs and monitored for improvement.

Focus area 2

Improve teacher practice and effectiveness through explicit systems for collaboration and feedback.

Effective classroom practice

  • feedback

Learning and development

  • collaborative practice and feedback

Implications: Using data in teaching and data use in planning will also be a focus of strategic direction two ensuring teachers clearly understand and develop the full range of assessment strategies and use them to determine teaching directions and assessing progress and reflecting on teaching practice. We need specificity around what a quality reading or numeracy lesson looks like, as in modelled, shared, guided and independenrt. We also need to provide opportunity for teachers to collaborate on lesson design and provide feedback through supportive peer observations.

Focus area 3

High expectation and continuous improvement culture.

Data skills and use

  • data use in planning

Educational leadership

  • instructional leadership
  • high expectations culture

School planning, implementation and monitoring

  • continuous improvement

School resources

  • staff deployment
  • financial management.

Implications: It has been difficult to determine the impact of strategies across the school due to limited evaluative practices. This has resulted in missed opportunities to review, revise and refine processes as well as missed opportunities to celebrate and grow successful strategies across the school. Effective processes for benchmarking school performance are necessary for the school to move forward.

The leadership team needs to ensure resources are allocated to provide significant time for teachers to learn, plan and work together. Clear and accurate monitoring and analysis of student achievement data on a regular basis will inform whole school resource allocation for maximum impact and improvement. Continual monitoring of student performance data will determine areas of need and success at a whole school level. The involvement of the whole school community in this process will be essential and work across the learning community should be utilised if possible.

The leadership team will participate in action research on evaluative practices for continual school improvement. This action research will provide a ‘narrow and deep’ focus on evaluative practices, a deeper understanding of the SPaRO software and the School Excellence Policy and guidelines.

Developing your situational analysis.

Stage 5 - prepare for community consultation

Draft strategic directions for community consultation

Draft Strategic Direction 1 Draft Strategic Direction 2 Draft Strategic Direction 3
Student growth and attainment Explicit systems for collaboration and feedback High expectations and continuous improvement culture
Return to top of page Back to top