Sample G - Small 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

School numbers have fluctuated over the past eight years, with student numbers ranging from 18 to 42. Current enrolment is 31. We anticipate that this trend will continue in the future. Our Aboriginal student population highly fluctuates. In 2016 0% of students identified as Aboriginal, comparatively with 12% of students currently identifying. We have one EAL/D student. Our FOEI is 110 and ICSEA 944, identifying us as a low socio-economic rural school.

Focus area and analysis - Student performance

As a small school, it is difficult to use NAPLAN data to observe trends due to the fluctuating numbers.


The historical trend for Year 3 students placing in the top two bands for reading and numeracy, regardless of cohort size is three students, except for 2019 where one student was in the top two bands; however, there were only three students in this cohort. Historically a majority of students achieve NMS or above in reading and all students achieve at NMS or above in numeracy. The trend over time shows, that as compared with SSSGs and State for reading we are over-representing in the top two bands and under-representing in the middle and bottom two bands. For Numeracy, as compared to SSSG we are over-representing in the top two and middle bands and under-representing in the bottom two bands. As compared with state, we are below in the top two bands, above in the middle bands and below in the bottom two bands. This demonstrates a need to improve our teaching to move students from the middle bands.


The historical trend for Year 5 students placing in the top two bands for reading and numeracy, regardless of cohort size, is one student. In the past two years for reading, this has been two students. In reading one to two students, regardless of cohort size, are below NMS. Most students sit in Band 6. 100% of students have met NMS or above in Numeracy. However, as compared to SSSGs and State we have students over-represented in the middle bands for Numeracy. In Reading, we are below in the top two bands and above in the bottom two bands. Our historic trend for middle bands are either fluctuating or closely aligned. Results indicated that from Year 3 to Year 5 at least one third of our students do not meet expected growth in reading and two thirds do not meet expected growth in numeracy.

Aboriginal Students

Due to our number of Aboriginal students fluctuating it is very difficult to observe trends accurately. Our historical data demonstrates that 100% of our Aboriginal students are at or above expected growth in both reading and numeracy. Students in Year 5 place in the middle two bands for both numeracy and reading. Year 3 students sit in the middle two bands for numeracy, however are in the bottom two bands for reading.

Network targets

  • top 2 bands Numeracy: baseline 20%, lower bound 25.3%, upper bound 30.3%
  • top 2 bands Reading: baseline 36.67%, lower bound 40.5%, upper bound 45.5%.
System-negotiated and network targets for growth in Reading in Numeracy were not available due to our insufficient cohort.

Focus area and analysis - Wellbeing

Overall, the attendance rate has declined over time from 2015 from 95% to 91%. Our suspension data has increased over the past three years, however, it has been for the same three students over the past number of years. In 2020, there have been no suspensions or major behaviour incidences in the classroom or playground. There is no historical TTFM data. 2020 was the first time that students participated. TTFM student data demonstrated that 100% of students felt that there was high expectations for student success. 96% of students have a positive sense of advocacy. Students in Year 4 and 5 have a poorer sense of belonging with 60% of students indicating lower scores here.

Focus area and analysis - Human resources

Our allocated FTE is 7.04.

There are currently 3.6 classroom teachers, 1 teaching principal, 1 SAM, 1 SLSO, 0.5 SAO, 1 GA and 0.2 school funded IL (funded from flexible low level adjustment for disability).

There is 1 early career teacher.

Focus area and analysis - Finance

6100 consolidate funds -

  • Socio-economic background - $40,688 + predicted unspent funds $12,000
  • Aboriginal background - $2,060 + predicted unspent funds $750
  • Low level adjustment for disability - $47,780 + predicted unspent funds $2,100
  • Professional learning - $7,411 (increase $1,200 from 2020)
  • Beginning teacher - $7,500 + predicted unspent funds $2,000
  • Literacy & Numeracy - $6,900
  • QTSS - $10,501 (0.096 FTE)
  • School support allocation - $11,960
  • Teaching principal’s release - $40,572

6300 school and community sources -

  • Anticipated 2021 opening balance of $79,000.

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.


  • 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 D D D High expectations
Wellbeing S&G D D A planned approach to wellbeing
Curriculum D D D Teaching and learning programs, differentiation
Assessment D S&G D Whole school monitoring of student learning, student engagement
Reporting D D D
Student performance measures WTD D WTD Value add, Student growth
Effective classroom practice D D D Explicit teaching, feedback
Data skills and use WTD D D Data analysis, data use in teaching
Professional standards D S&G D
Learning and development D S&G D Professional learning, expertise and innovation

Educational leadership D S&G D High expectations, community engagement
School planning, implementation and monitoring D D D Continuous improvement
School resources S&G S&G D
Management practices D D D

Reflections on SEF S-aS and EV

We have been working in the areas of Effective Classroom Management and Data Skills and use. The impact of our Instructional Leader to support these two areas are evident. We are seeing an improvement in Student Performance Measures. Our evidence gathered through the SEF S-aS demonstrates a shift from Delivering to Sustaining and Growing over two years in the area of Effective Classroom Management. Data Skills continues to need ongoing PL in order for staff to use it across other subject areas. Moving to a focus on Curriculum will support and enhance the work around Effective Classroom Practice.

Developing your situational analysis.

Stage 3 - analyse internal school data, research and literature

Internal assessment data

Best Start and Progressive Achievement Testing (PAT) assessments indicate that student achievement in literacy and numeracy varies significantly, with some students exhibiting low-level skills and knowledge, and others excelling. We have concluded that our students require a high level of support in reading for meaning and developing their skills in inferential meaning and text analysis. Best Start Kindergarten Assessments demonstrate students are coming to school with an awareness of rhyme, book knowledge and simple counting and addition strategies.

More professional learning around progressions, learning intentions and success criteria is required and how to embed them into practice. There is no structured assessment schedule. Assessments are evident in programming including both summative and formative assessments.

School plan

From the two strong threads through the previous two school plans around continual whole school improvement and the whole school community working collaboratively to support the wellbeing of all, there has been significant improvement in classroom teacher pedagogy, with programs, lesson observations and professional discussions demonstrating an understanding of high impact teaching strategies. The need to move towards a reflective practice based on data analysis (QDAI) to make strategic decisions is required. Although we may not be meeting targets, we are seeing better growth indicators for students moving from S2 to S3. Our wellbeing practices are being developed and refined.

Embedding evidence informed practice

Feedback from teachers has overwhelmingly demonstrated the impact of the Instructional leader on teacher pedagogy. Staff work collaboratively to research, analyse, design, develop and reflect on classroom teaching practice. The implementation of evidence informed practices, including Teaching sprints, has supported staff with their explicit teaching practices, use of high impact teaching strategies and data analysis. A staff drive for changing spelling teaching has seen a whole school shift towards the teaching of spelling. As this is a new initiative, at this stage there is little evidence to support this change, other than student feedback on understanding how to spell words more effectively.

Teacher programs

Teacher programs for English reflect a strong understanding of student current learning needs based on information collected through assessment for, of and as learners. There is evidence of differentiation, deep reflections and the collection of data to inform practice. The reliance of textbooks for the teaching of maths and other subject areas still exists and needs reviewing to allow for better teaching of Working Mathematically and effective use of assessment for, of and as learners. Syllabus use is evident; however it is clear that learning is required in these areas, beginning with developing a conceptual understanding of mathematics. Scope and sequences are outdated in all areas except for science and technology and English.


There is little evidence on data collected or used to inform wellbeing practices. All staff PDPs reflect a need to develop better understanding of effective wellbeing practices, with all staff developing a research project to inform changes at WTPS. Student voice, through TTFM, is in its early phase of implementation. Student sense of belonging is lowest, in Years 4 and 5.

Professional learning

Professional learning has been highly structured based on the needs of individual teachers, driven by the Instructional Leader (now retired) with a focus on English. As we move forward, significant learning around the teaching of mathematics and embedding the high impact strategies already learnt is the next step in learning. We also need support to better understand formative assessment, the use of learning intentions and success criteria.

Developing your situational analysis.

Stage 4 - consider all evidence

With the previous support of the Instructional Leader and a clear focus on improving the quality of the teacher, staff have an understanding of research informed practice, high impact teaching strategies and data/information analysis. Staff are in a strong position to replicate this into other subject areas, particularly Mathematics. The Instructional Leader has now retired so we will have a new IL for one day per week.

Consideration 1

There needs to be a strong emphasis on embedding quality teaching practices utilised in English across to other subject areas. Professional learning around conceptual mathematics understandings for all staff to remove the strong focus and reliance on a textbook to teach. Revisiting our learning around high impact teaching strategies and incorporating these will build on opportunities to challenge students in all subject areas.

Work with school services (LANSAs) or a numeracy coach/instructional leader to build mathematical knowledge and pedagogy. Also work with the LANSAs on formative assessment to reinforce the learning intentions and success criteria work. Opportunities for staff to develop their professional knowledge and understanding through the professional learning offered by schools services, which links with learning progressions. Opportunities to collaboratively design learning sequences and embed formative and summative assessment practices. Using CESE (What Works Best) and AITSL learning around effective feedback to guide student-student, teacher-student, and teacher-teacher.

Moving towards implementing learning walks or lesson study to extend the work we have started with teaching sprints provide extended opportunities for staff to collaborate develop feedback strategies and deeply reflect on teaching and learning. Using instructional rounds to guide our conversations and ensure feedback is well structured and supported.

> Strategic Direction 1: Student Growth and Attainment

Consideration 2

A school wide understanding of effective wellbeing practices to support student belonging. Developing an understanding of dispositions, trauma informed practice and teaching with poverty in mind to develop the skills and expertise teachers need to support the wellbeing of all.

Revisiting school wide procedures, policies and rules to reflect the needs of our current students and where to next.

Staff need time and contacts with people of expertise in this area in order to support their understanding and develop contextual based wellbeing practices with input from staff, students and the community.

> Strategic Direction 2: Wellbeing

Consideration 3

After careful consideration, we have decided to include 3 strategic directions. There will be a narrow and deep focus on one initiative for Strategic Directions 2 and 3. A focus on strategic decision-making processes by implementing structured analysis of the Question, Data, Analysis, Implications (QDAI) process to unpack the areas of Curriculum, Student Performance Measures and Educational Leadership.

The principal, utilising the support of the PSL and other school service staff, to develop and support an understanding of how to implement the QDAI process with school staff to ensure the continual improvement of all. This includes developing an understanding of qualitative and quantitative data, data triangulation to understand impact and where to next.

Embedding the QDAI process into analysing and evaluating impact of strategies and programs implemented. Having a research rich understanding of why we are doing what we do. Utilise CESE and AITSL documents to support skills, knowledge and understandings.

> Strategic Direction 3: Evaluative practices for school improvement

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 Wellbeing Evaluative practices for school improvement
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