Note - in SPaRO, the 'Focus themes' column will already be prepopulated with data schools added to their SEF S-aS.


  • 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 WTD D D High expectations
Wellbeing D D D Individual Learning needs
Caring for students
A planned approach to wellbeing
Curriculum D D D Teaching and Learning Programs
Assessment WTD D D Formative assessment
Summative assessment
Student engagement
Reporting D D D Whole school reporting
Parent engagement
Student performance measures WTD WTD WTD Value add
Student growth
Effective classroom practice D D D Feedback
Explicit Teaching
Classroom Management

Data skills and use WTD WTD WTD Data Literacy
Data use in teaching

Professional standards WTD D D Improvement of Practice
Literacy and Numeracy focus
Learning and development D D
D Collaborative Practice
Professional Learning

Educational leadership D D D Instructional Leadership
Performance management and development
Community engagement
School planning, implementation and monitoring D D D Continuous improvement
School resources D D D Staff deployment
Community use of facilities
Management practices D D D Service delivery
Community satisfaction

Reflections on SEF S-aS and EV

Staff need significant development in the data skills and use element. This will then inform our practices and support student learning. With such inexperienced staff, significant support is required to improve effective classroom practice and how to best engage our students and community. We are not engaging our CLO effectively enough and need to use school resources more effectively to get the uplift we need in attendance and NAPLAN performance. HSC monitoring and engagement with our community remain a focus to improve retention and HSC attainment.

The EV process further highlighted the need to create a stronger link to the data, staff engagement with authentic self-assessment at both an individual and whole school level, and the resulting actions for improvement. It is clear that evidence-informed practice that relates specifically to our identified areas of needs has to be accessed to achieve our targets.

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