An analysis is a summary that provides explanation, evaluation and clarification of a collection of evidence. It provides links to practices across the school and validates the school’s on-balance judgement for identified element/s of the SEF.

Things to consider

What impact does the evidence demonstrate:

  • at a school-wide level?
  • at a stage or faculty level?
  • for staff and/or community?
  • on the learning and/or wellbeing outcomes for the students?

The analysis may include:

  • the impact or the desired change over time
  • how the evidence informs future directions towards further school improvement
  • reference to the piece/s of annotated evidence
  • a description of the impact of the relevant artefacts
  • reference to the Statement of Excellence and/or themes from element/s.

Analysis example 1

Teachers at Sample School display high levels of professionalism and commitment. Lessons and learning opportunities are engaging and evidence-based. This evidence set highlights how all teachers value the importance of learning development and the improvement of student outcomes by working collaboratively in a transparent learning culture towards a common goal.

Explicit and systematic teaching supports our judgement of Sustaining and Growing in the Learning Domain element of Assessment. Routine examination of data collected from various sources including PAT, PLAN and NAPLAN has changed teacher practice. By analysing and interpreting student data teachers are able to make informed decisions about their practice to meet the learning needs of their students (see 3.1.1-3.1.5). Teachers collect and collaboratively evaluate various forms of data in team meetings to inform their teaching. NAPLAN data indicates the majority of students are achieving in Band 5 or 6 for literacy (see 3.1.6). The introduction of PAT testing has also provided baseline data to measure the effectiveness of explicit teaching on student outcomes in literacy and mathematics (see 3.1.7).

In the element of Data Skills and Use our evidence supports our judgement of Delivering . Data analysis informs the school milestones and improvement measures, and teachers and the leadership team use data to inform key decisions about teaching (see 3.1.3, 3.1.6). Teachers are reviewing external assessments as well as internal measures to build consistent judgements (see 3.1.4). Staff expertise is used to support and upskill others in various areas of ICT to support data collection and analysis (see 3.2.1-3.2.3).

In Learning and Development our evidence supports Sustaining and Growing . In team and professional learning meetings teachers are actively engaging in professional discussions. The Learning Sprint tools enable teachers to actively evaluate and target learning and provide explicit feedback to students (see 3.2.4). Teachers use pre and post data to evaluate learning (see 3.2.5-3.2.7). The school identifies expertise within the staff in ICT and draws on this to further develop our professional learning community. Teachers are supported to trial innovative future-focused practices (see 3.2.8-3.2.10).

Our future directions are to:

  • further develop our staff as reflective practitioners
  • increase professional learning for all staff members to promote collaboration, observation
  • and sharing of future-focused teaching strategies
  • use learning goals consistently throughout the school to monitor student progress
  • develop school-wide processes to develop quality assessments that promote consistent and comparable judgement of student learning, monitor student learning progress, identify skill gaps for improvement and areas for extension.

Analysis example 2

Student performance measures

Artefacts 2-5 and 8 from evidence set 1 demonstrate that Sample School is sustaining and growing as students consistently perform to appropriate external and internal school performance measures. School data shows that student progress and achievement on external measures is consistent with progress and achievement on internal assessments. The Numeracy Assessment tool clearly tracks student learning against the Mathematics syllabus strands (artefacts 4 and 8). Tracking against syllabus strands enables teachers to plan structured learning sequences and progress students through a hierarchy of skills in each content area and close the equity gap when considering how students with additional needs access the curriculum.

Reports and strategies generated from the SWANs assessments (artefact 3) display students’ current ability level against a hierarchy of skills in the learning domains. Teachers identify what growth is expected for each student in their class by the results generated and this informs teaching and learning strategies. Teachers set realistic and challenging learning goals, monitor student learning progress and reflect on the impact of their teaching practices. The ‘M.O.V.E. Summary of test results’ (artefacts 5 and 8) display that the students experienced expected growth on internal school progress and achievement data.

The communication profile in artefact 8 demonstrates that Sample School’s value-add trend is positive. A sample of 27 communication profiles and end of year reports from 2018 were analysed. The sample was selected at random from across all year groups and ability levels. The results showed that 67% of students achieved their communication ILP goals in 2018 and the remaining 33% were reported to be functioning at the ‘frequent’ level of achievement.

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