Student Performance Measures - Delivering

Hopewood Boys High School is a small low-SES, metropolitan, boys-only secondary school. The school is substantially smaller than the average secondary school. More than 80 per cent of students come from a language background other than English, from more than 35 different language backgrounds. About half the schools in the similar school group (in the school's SMART and School Excellence Framework data reports) are located in provincial areas and a small number (3 percent) are partially selective.

Cover of the Hopewood Boys Student Performance Measures case study

School type DomainSelf-assessmentElement Case study Data sample
Hopewood Boys High School Learning Delivering Student Performance Measures

Hopewood Boys case study (PDF, 1 MB)

Hopewood Boys data sample (requires login) (PDF, 3 MB)

The school’s strategic directions for 2015-2017 are:

  • Improving student wellbeing, engagement, and behaviour
  • Strengthening community partnerships to improve students’ post-school transitions
  • Increasing teacher quality

1. Reflect on the statement of excellence

Student Performance Measures

> In schools that excel, students consistently perform at high levels on external and internal school performance measures.

2. What are the practices in our school that support Student Performance?

The school uses assessment data (such as NAPLAN) to monitor achievements and gaps in student learning and to inform planning for particular student groups. Where students are identified as being need of literacy support, a number of resources are used to improve student outcomes, including: the Learning and Support Team, teacher support, external agencies and internally funded programs (such as using flexible funding for QuickSmart, a targeted program for reading).

The school asks all parents of Year 10 students to participate in a panel interview process with their son, the Year Advisor, the Careers Advisor and the Deputy Principal to create a pathway plan from Year 10 to Year 11. School reports and classroom performance data are used along with student goals to develop a curriculum plan or an alternative educational or work pathway for each student.

3. Where will we find the evidence of impact? What data will we use?

External performance data

The school participates in, and regularly analyses data from the NAPLAN and HSC assessments. This data is accessed through both SMART reports and the School Excellence Framework data reports. This data can be compared to performance of the state and of similar schools.

Internal performance data

The school reports on student achievement across all Key Learning Areas (KLA) using the A-E reporting scale. The gradings awarded in the reporting cycles are based on student assessment data within each KLA. In addition, the school tracks and analyses NCCD annual data.

Sources of data analysed Other sources of data that could be used

Download a PDF of all of the evidence used by the school. (3 MB)

  • Trends in captured formative testing data
  • Other standardised tests:
  • SEF data reports: Attainment of Equity Groups

4. When we analyse our data, what does it tell us?

The school's analysis tells it that:

Performance in Year 7:

  • Students in Year 7 are underperforming, with 9 per cent of students in the top two bands in NAPLAN, and between 30 and 60 per cent of students at or below the National Minimum Standard.
  • Looking at performance bands and mean scores, students in this school perform below students in similar schools and the state average. This is the case across all NAPLAN domains, but is most pronounced in Reading and Writing.
  • As NAPLAN assessments are undertaken in May of each year, these results indicate that students tend to arrive in this school performing at a lower level than their peers in similar schools.

Performance in Year 9:

Performance in Year 12:

  • About 17 per cent of students receive at least two Band 5-6 results in the HSC, which is less than similar schools and the state average, with no clear trend over time.
  • If girls are excluded from the similar schools group and state average (through the BI site), the school achieves above the similar schools group, although is still below the state average.
  • VA 9-12 scores are slightly below average, with a VA category of Delivering.

Performance on internal measures:

When internal sources were analysed (A-E/ROSA) the school was unable to identify any consistent patterns. They identified inconsistencies in the data which they considered resulted from a lack of consistent school-wide assessment practices.

The school’s analysis shows that it is very effective at taking underperforming students in Year 7 and improving their outcomes by Year 9. This is particularly evident in Numeracy. However, a large number of students are not meeting the National Minimum Standard in Year 9 Writing, and high performing students tend to show declines in Writing between Year 7 and Year 9. Additionally, the gains in Reading and Numeracy seen between Years 7 and 9 do not seem to be sustained to the same extent to Year 12.

5. What can we reasonably conclude about our school?

Making judgements using the School Excellence Framework

Why is this school Delivering?

The school is achieving exceptional student growth in some areas (such as Numeracy), but this is not sustained across all Stages or Key Learning Areas (KLAs). Apart from the Writing domain, almost all students achieve above National Minimum Standards in NAPLAN, and are experiencing expected growth or better than expected growth. However, performance in Years 9 and 12 (particularly the number of students in the top two bands) is not yet achieving the descriptors for Sustaining and Growing.

What does this school need to do to reach Sustaining and Growing?

To sustain and grow, the school needs to demonstrate that the exceptional growth experienced by some Stages and KLAs can be translated across the whole school, and can lead to similarly impressive Year 12 outcomes for students. Some areas of student performance require immediate attention and concerted effort to shift performance. Other areas may simply require time to continue to embed and further improve current practices, which are already demonstrating effectiveness.

What does the school need to do next?

In order to determine effective next steps in practice, the school should conduct further investigation. This may include analysis of internal performance data, NAPLAN item analysis using SMART, and discussion with teachers and the school community. Specific questions this investigation could address include:

  • Why are we achieving such strong growth in Numeracy from Year 7 to Year 9?
  • How do the practices between Years 7 and 9 differ from those between Years 9 and 12?
  • Why are so many of our students going backwards in Writing between Years 7 and 9 (but not in other domains)?
  • How do we extend our higher performers and shift the large number of students in Band 8 in Year 9 (particularly in Reading) into Band 9?
  • (In collaboration with local primary schools) Why are so many of our students underperforming compared to their peers in other schools when they reach us?
  • Develop school-wide practices for tracking student performance and growth across all Key Learning Areas. This includes building practices for the ongoing collection and analysis of internal performance data and developing strong consistency of teacher judgement.
To see the descriptors for this element, view the School Excellence Framework (PDF 606.82KB).

6. Planning for the future - what do we need to do next?

Strengthening Practice

  • Undertake classroom observation and collaboration between teachers to determine what is leading to the observed successes, and how to replicate those across the rest of the school.
  • Increase the targeted support provided to students with an identified need in Writing, and consider whole-school initiatives to maintain continued growth engagement in higher ability students.
  • Consider explicitly nominating increased learning outcomes (particularly in Reading and Writing) as a strategic direction for the school in future school plans.

Strengthening Evidence

  • Further capture internal student performance data, especially for non-NAPLAN years and for KLAs not covered by NAPLAN.
  • Analyse the already-identified issues using more granular data to determine root causes – for example, item-level NAPLAN analysis, or subject-specific HSC results.
  • The school should also consider developing strengthened assessment practices including assessment rubrics, VET competency achievement, literacy and numeracy continuums.



7. Sharing evidence of practice and external validation

Hopewood Boys High School asked teachers to analyse NAPLAN and HSC data for their faculty, and present to staff during a professional learning session. This analysis was combined with evidence from an external consultant, student focus groups, staff interviews, and parent surveys to allow staff to form the strategic directions in the School Plan.

The key results from this analysis of student performance data were summarised for the community in the Annual School Report. This analysis was linked particularly to the third strategic direction (increasing teacher quality and high expectations for students). A summary of the analysis was also presented to the external validation panel as part of the school’s School Excellence Framework external validation process.

Return to top of page