Introduction

NSW public schools are committed to the pursuit of excellence

and the provision of high quality educational opportunities
for each and every child. This in turn facilitates the consistent
improvement of student outcomes and the narrowing of
achievement gaps between students.
Our aim is to maximise learning in our schools, including
that students achieve at least a years worth of learning from
every years teaching.
The School Excellence Framework supports all NSW public
schools in their pursuit of excellence by providing a clear
description of the key elements of high quality practice across
the three domains of learning, teaching and leading.

School
Excellence
Framework

The Framework describes 14 elements across these three

domains which define the core business of excellent schools
in three stages. Each year, schools will assess their practices
against the Framework to inform their school plans and annual
school reports. The description of excellence in the Framework
supports schools as they engage their communities in the
development of a shared vision, the identification of strategic
priorities, and the ongoing tracking of progress towards them.

The focus is on students

All parents want the very best for their children. In education,
this means teachers and schools with a commitment to nurture,
guide, inspire and challenge students to find the joy in learning,
to build their skills and understanding, and to make sense
of their world. In the early years, it means having confidence
that each individual child will be known and understood, and
their individual potential developed. As students progress, it
means knowing that they are well supported as increasingly selfmotivated learners confident and creative individuals, with the
personal resources for future success and wellbeing.

Excellence in learning

December 2014

The journey to excellence for students in NSW public schools

begins during the first important weeks of Kindergarten.
Every child brings a different set of experiences, knowledge
and skills to school with them, and understanding these

is essential to planning their individual learning paths.

From the earliest school days and throughout their time at
school, teachers use information about individual students
capabilities and needs to plan for students learning so as to
engage them in rich learning experiences, developing the
vital skills for flourishing now and in future years. By sharing
information about learning development, teachers engage
parents as active participants in their childrens education.
At the other end of schooling, teachers and schools support
students to make successful transitions to future learning and
employment, with the skills to make informed contributions as
citizens and leaders.

Excellence in teaching
Student learning is underpinned in excellent schools by high
quality teaching and leadership. Teaching in these schools is
distinguished by universally high levels of professionalism and
commitment. Lessons and learning opportunities are engaging
and teaching strategies are evidence-based. Individually and
collaboratively, teachers evaluate the effectiveness of their
teaching practices, including sophisticated analysis of student
engagement, learning growth and outcomes, to plan for the
ongoing learning of each student in their care. Teachers take
shared responsibility for student improvement and contribute
to a transparent learning culture, including through the
observation of each others practices.

Excellence in leading
Strong, strategic and effective leadership is the cornerstone
of school excellence. Excellent leaders have a commitment
to fostering a school-wide culture of high expectations and
a shared sense of responsibility for student engagement,
learning, development and success. Students benefit from the
schools planned and proactive engagement with parents and
the broader community. Leaders in excellent schools ensure that
operational issues, such as resource allocation and accountability
requirements, serve the overarching strategic vision of the school
community. Ultimately, leaders in these schools enable a selfsustaining and self-improving community that will continue to
support the highest levels of learning as a lasting legacy of their
contributions.

- School Excellence Framework

LEARNING ELEMENTS:
LEARNING CULTURE

WELLBEING

CURRICULUM AND LEARNING

ASSESSMENT AND REPORTING

STUDENT PERFORMANCE
MEASURES

In schools that excel, school culture demonstrates the building of educational aspiration and ongoing performance improvement across
its community. Students take responsibility for their ongoing learning.
DELIVERING

SUSTAINING AND GROWING

EXCELLING

All teaching staff understand

that student engagement and
learning are related, with the
school communicating priorities
for strengthening both.

There is demonstrated
commitment within the school
community to strengthen and
deliver on school learning
priorities.

There is school-wide, collective

responsibility for student
learning and success, with high
levels of student, staff and
community engagement.

Expectations of behaviour are

explicitly taught to students and
relate to the variety of school
settings such as classroom,
playground, hallways, canteen and
assemblies.

Positive, respectful relationships

are evident among students and
staff, promoting student wellbeing
and ensuring good conditions for
student learning.

Positive and respectful

relationships across the
school community underpin a
productive learning environment,
and support students
development of strong identities
as learners.

School programs address the

needs of identified student groups
(eg. Aboriginal students, gifted
students, students with disability
and students for whom English is
a second language).

Well-developed and current

policies, programs and processes
identify, address and monitor
student learning needs.

A
 ttendance rates are regularly

monitored and action is taken

promptly to address issues with
individual students.

December 2014

- School Excellence Framework

LEARNING ELEMENTS:
LEARNING CULTURE

WELLBEING

CURRICULUM AND LEARNING

ASSESSMENT AND REPORTING

STUDENT PERFORMANCE
MEASURES

In schools that excel, there is a strategic and planned approach to support the cognitive, emotional, social, physical and spiritual
wellbeing of all students.
DELIVERING

Students, staff and the broader

school community understand
the behaviours, attitudes and
expectations that enhance
wellbeing and lead to improved
student outcomes.
The school has identified aspects
of, and factors contributing to,
wellbeing in the delivery of
teaching and learning.
Students are taught to accept
responsibility for their own
behaviours as appropriate to their
age and level of understanding, as
expressed in the Behaviour Code.
The school encourages students
to recognise and respect cultural
identity and diversity.

SUSTAINING AND GROWING

The school consistently

implements a whole-school
approach to wellbeing that
has clearly defined behavioural
expectations and creates a
positive teaching and learning
environment.
Quality teaching and professional
practice are evident in every
learning environment, providing
students with opportunities to
connect, succeed and thrive that
are relevant to their stages of
learning and development.
Students care for self, and
contribute to the wellbeing of
others and the wider community.

EXCELLING

The school has in place a

comprehensive and inclusive
framework to support the
cognitive, emotional, social,
physical and spiritual wellbeing
of students, which measurably
improves individual and
collective wellbeing.
Individual learning is supported
by the effective use of school,
system and community
expertise and resources through
contextual decision-making and
planning.
Students are self-aware, build
positive relationships and
actively contribute to the school,
the community and the society
in which they live.

School staff maintain currency of

knowledge about requirements to
meet obligations under Keeping
Them Safe.

December 2014

- School Excellence Framework

LEARNING ELEMENTS:
LEARNING CULTURE

In schools that excel, an integrated approach to quality teaching, curriculum planning and delivery, and assessment promotes
learning excellence and responsiveness in meeting the learning needs of all students.
DELIVERING

WELLBEING

Curriculum provision meets

community needs and expectations
and provides equitable academic
opportunities.

CURRICULUM AND LEARNING

The school has an effective plan for

student transitions in place.

ASSESSMENT AND REPORTING

School plans elaborate on what

all students are expected to know,
understand and do.

STUDENT PERFORMANCE
MEASURES

Curriculum delivery integrates

technology, library and information
services.
The school provides a range of
extra-curricular offerings for
student development.

SUSTAINING AND GROWING

EXCELLING

Curriculum provision is enhanced

by learning alliances with other
schools and organisations.

The school establishes active partnerships

and works collaboratively to ensure
continuity of learning for students.

The school actively collects and

uses information to support
students successful transitions.

Curriculum programs and teaching

practices effectively develop the
knowledge, understanding and skills
of all students, using evidence-based
teaching practices and innovative
delivery mechanisms where appropriate.

Teachers involve students and

parents in planning to support
students as they progress through
the stages of education.
There are systematic policies,
programs and processes to identify
and address student learning
needs.

Extra-curricular learning opportunities are

significant, support student development,
and are strongly aligned with the schools
vision, values and priorities.

Teachers differentiate curriculum

delivery to meet the needs of
individual students.

December 2014

- School Excellence Framework

LEARNING ELEMENTS:
LEARNING CULTURE

WELLBEING

In schools that excel, consistent, school-wide practices for assessment and reporting are used to monitor, plan and report on
student learning across the curriculum.
DELIVERING

SUSTAINING AND GROWING

EXCELLING

The school analyses internal

and external assessment data
to monitor, track and report on
student and school performance.

The school has developed explicit

processes to collect, analyse
and report internal and external
student and school performance
data.

The school has aligned staff

processes and school systems for
collecting, analysing and reporting
local and external data on student
and school performance.

Student reports contain detailed

information about individual
student learning achievement and
areas for growth, which provide
the basis for discussion with
parents.

Students use reflection on

assessment and reporting
processes and feedback to plan
learning.

CURRICULUM AND LEARNING

Individual student reports include

descriptions of the students
strengths and areas of growth.

ASSESSMENT AND REPORTING

Teachers set transparent criteria

for student assessment and have
in place principles of consistent
assessment and moderation.

STUDENT PERFORMANCE
MEASURES

Parents are updated on the

progress of their children.

Students use assessment and

reporting processes to reflect on
their learning.
The school has analysed school
performance data and a range
of other contextual information
and is aware of trends in student
achievement levels.
Parents have an understanding of
what their children are learning
and receive regular information
to support progression to the next
level.

December 2014

Assessment data to monitor

achievements and gaps in student
learning are used extensively to
inform planning for particular
student groups and individual
students.
Evaluating and reporting student
performance data underpins the
whole-school assessment strategy.
Practices are embedded for
parents to be engaged and
understand the learning progress
of their children and how to
effectively support them to learn.

- School Excellence Framework

LEARNING ELEMENTS:
LEARNING CULTURE

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

DELIVERING

WELLBEING

The school achieves value-added

results.

CURRICULUM AND LEARNING

Students are at or above national

minimum standards on external
performance measures.

ASSESSMENT AND REPORTING

Students are showing expected

growth on internal school
performance measures.

STUDENT PERFORMANCE
MEASURES

SUSTAINING AND GROWING

The school:

EXCELLING

The school:

- achieves good value-added

results, and/or

- achieves excellent value-added

results, and/or

- around 20 per cent of

students achieve at high levels
of performance on external
performance measures.

- most of its students achieve at high

levels of performance on external
performance measures.

Students are showing higher

than expected growth on internal
school performance measures.

Performance for equity groups

within a school is comparable to the
performance of all students in the
school.

Key quantitative measures will include, where relevant:

Value-added results
[Primary] Proportion at/above national minimum standard in Year 5 NAPLAN Reading and Numeracy
[Primary] Proportion of tracked students in top two NAPLAN bands at Year 7
[Secondary] Proportion at/above national minimum standard in Year 9 NAPLAN Reading and Numeracy
[Secondary] Proportion of students with 2+ Band 5-6 results at HSC
[Primary and Secondary] Internal school performance measures.
December 2014

- School Excellence Framework

TEACHING ELEMENTS:
EFFECTIVE CLASSROOM
PRACTICE

DELIVERING

DATA SKILLS
AND USE

Teachers regularly review and

revise teaching and learning
programs.

COLLABORATIVE
PRACTICE

Teachers routinely review

previous content and preview
thelearning planned for
studentsin class.

LEARNING AND
DEVELOPMENT
PROFESSIONAL
STANDARDS

December 2014

In schools that excel, all teachers are committed to identifying, understanding and implementing the most effective teaching
methods, with a high priority given to evidence-based teaching strategies.

All classrooms are well managed,

with well planned teaching
taking place, so that students can
engage in learning productively,
with minimal disruption.

SUSTAINING AND GROWING

EXCELLING

Teachers regularly use student

performance data and other
student feedback to evaluate
the effectiveness of their own
teaching practices.

The school leadership team

demonstrates instructional
leadership, promoting and
modelling effective, evidencebased practice.

Teachers provide explicit, specific

and timely formative feedback to
students on how to improve.

Teachers regularly review

learning with each student,
ensuring all students have a clear
understanding of how to improve
their learning.

- School Excellence Framework

TEACHING ELEMENTS:

In schools that excel, student assessment data are regularly used school-wide to identify student achievements and progress,
in order to inform future school directions.

EFFECTIVE CLASSROOM
PRACTICE

DELIVERING

SUSTAINING AND GROWING

EXCELLING

DATA SKILLS
AND USE

Teachers analyse and use student

assessment data to understand
the learning needs of students.

Teachers incorporate data analysis

in their planning for learning.

COLLABORATIVE
PRACTICE

The schools professional learning

builds teacher skills in the
analysis, interpretation and use of
student performance data.

Teachers demonstrate a
sophisticated understanding and
use of student assessment and
data literacy concepts (eg. valueadded, growth, improvement,
statistical significance).

LEARNING AND
DEVELOPMENT
PROFESSIONAL
STANDARDS

Data analysis informs the schools

learning goals and monitors
progress towards them.
School analysis of student
performance data is provided to
the community on a regular basis.
The school leadership team
regularly uses data to inform key
decisions.

Assessment instruments are used

regularly to help monitor student
learning progress and to identify
skill gaps for improvement.
The school leadership team
engages the school community in
reflecting on student performance
data.

Teachers clearly understand

and utilise assessment for
learning, assessment as learning
and assessment of learning in
determining teaching directions,
school performance levels and
effectiveness.
Teachers take responsibility for
changes in practice required
to achieve improved school
performance and are using data
on a regular basis to monitor the
effectiveness of their own efforts.
The school leadership team builds
the collective capacity of the staff
and school community to use
data to inform strategic school
improvement efforts.

December 2014

- School Excellence Framework

TEACHING ELEMENTS:

In schools that excel, there are explicit systems for collaboration and feedback to sustain quality teaching practice.

EFFECTIVE CLASSROOM
PRACTICE

DELIVERING

SUSTAINING AND GROWING

EXCELLING

DATA SKILLS
AND USE

Executive, staff, faculty/stage,

team and other meetings are
used to review the curriculum and
to revise teaching and learning
programs.

Teachers work together to

improve teaching and learning in
their year groups, stages, faculties,
or for particular student groups.

Teachers collaborate within and

across stages and faculties to
ensure consistency of curriculum
delivery, including strategies for
differentiation and consistency
of teacher judgement.

COLLABORATIVE
PRACTICE
LEARNING AND
DEVELOPMENT
PROFESSIONAL
STANDARDS

Staff regularly evaluate teaching

and learning programs including
the assessment of student
outcomes.

Teachers provide and receive

planned constructive feedback
from peers, school leaders and
students to improve teaching
practice.
Processes are in place to provide
formal mentoring or coaching
support to improve teaching and
leadership practice.
The school identifies expertise
within its staff and draws on this
to further develop its professional
community.

December 2014

The school has embedded

and explicit systems for
collaboration, classroom
observation, the modelling of
effective practice and feedback
to drive and sustain ongoing,
school-wide improvement in
teaching practice and student
outcomes.
School-wide and/or inter-school
relationships provide mentoring
and coaching support to ensure
the ongoing development of all
staff.

- School Excellence Framework

TEACHING ELEMENTS:

In schools that excel, professional learning is aligned with the school plan, and its impact on the quality of teaching and
student learning outcomes is evaluated.

EFFECTIVE CLASSROOM
PRACTICE

DELIVERING

DATA SKILLS
AND USE

Teachers participate in professional

learning targeted to school
priorities and their professional
needs.

COLLABORATIVE
PRACTICE
LEARNING AND
DEVELOPMENT

The school has effective

professional learning for induction,
teaching quality, leadership
preparation and leadership
development.

PROFESSIONAL
STANDARDS

The school has processes in place

for teachers performance and
development.
Beginning and early-career
teachers are provided with targeted
support in areas of identified need.

SUSTAINING AND GROWING

Teachers actively share learning

from targeted professional
development with others.
There is a particular focus on
improved teaching methods
in literacy and numeracy, with
professional learning activities
focused on building teachers
understandings of effective
teaching strategies in these areas.
Teachers are actively engaged in
planning their own professional
development to improve their
performance.

EXCELLING

The school evaluates professional

learning activities to identify and
systemically promote the most
effective strategies.
Teachers draw on and implement
evidence-based research to
improve their performance and
development.
The school is recognised as
expert in the provision of support
to beginning and early career
teachers.

Analysis of the teaching team

identifies strengths and gaps, with
succession planning in place to
build staff capabilities and recruit
staff with particular expertise to
deliver school improvement targets.

December 2014

10

- School Excellence Framework

TEACHING ELEMENTS:

In schools that excel, all staff demonstrate personal responsibility for maintaining and developing their professional
standards.

EFFECTIVE CLASSROOM
PRACTICE

DELIVERING

SUSTAINING AND GROWING

EXCELLING

DATA SKILLS
AND USE

Teachers understand and

implement professional standards
and curriculum requirements.

Teachers demonstrate responsibility,

adaptability and ethical practice in
working towards the schools goals.

Staff attainment of professional

learning goals and teaching
requirements are part of the
schools performance and
development processes.

Teachers work beyond their

classrooms to contribute to broader
school programs.

The teaching staff of the

school demonstrate and share
expertise, have very high levels of
contemporary content knowledge
and teaching practices, and rely
on evidence-based teaching
strategies.

COLLABORATIVE
PRACTICE
LEARNING AND
DEVELOPMENT
PROFESSIONAL
STANDARDS

The school has a culture of

supporting teachers to pursue
higher-level accreditation.
Teachers are committed to
their ongoing development as
members of the
teaching profession.
Teachers demonstrate currency of
content knowledge and teaching
practice in all their teaching
areas.

December 2014

11

- School Excellence Framework

LEADING ELEMENTS:
LEADERSHIP
SCHOOL PLANNING, IMPLEMENTATION
AND REPORTING
SCHOOL RESOURCES
MANAGEMENT PRACTICES
AND PROCESSES

In schools that excel, the school leadership team supports a culture of high expectations and community engagement, resulting in
sustained and measurable whole-school improvement.
DELIVERING

P arents and community members

have the opportunity to engage
in a wide range of school-related
activities.
The school community is positive
about educational provision.
The school is committed to the
development of leadership skills in
staff and students.
Links exist with communities of
schools, other educational providers
and other organisations to support
the schools programs.
The schools leadership strategy
promotes succession planning,
distributed leadership and
organisational best practice.

December 2014

SUSTAINING AND GROWING

The school solicits and addresses

feedback on school performance.
Leadership development is central
to school capacity building.
The school has productive
relationships with external
agencies such as universities,
business, industry and community
organisations to improve
educational opportunities for
students.

EXCELLING

Staff have purposeful leadership

roles based on professional
expertise.
The school community is
committed to the schools strategic
directions and practices to achieve
educational priorities.
The school is recognised as
excellent and responsive by
its community as a result of
its effective engagement with
members of the local community
such as parents, families, local
media and business organisations.
The school leadership team makes
deliberate and strategic use of its
partnerships and relationships to
access resources for the purpose
of enriching the schools standing
within the local community and
improving student outcomes.

12

- School Excellence Framework

LEADING ELEMENTS:
LEADERSHIP
SCHOOL PLANNING, IMPLEMENTATION
AND REPORTING
SCHOOL RESOURCES
MANAGEMENT PRACTICES
AND PROCESSES

In schools that excel, the school plan is at the core of continuous improvement efforts, with the schools vision and strategic directions
evident in its main activity.

DELIVERING

Staff, students, parents and the broader

school community are welcomed
and engaged, when possible, in the
development of the vision, values and
purpose for the school.
The three-year school plan has annual
iterations focused on achieving identified
improvements.
The school articulates a commitment to
equity and high expectations for learning
for each student and is responsive to
changing needs.
The school plan aligns to local and system
priorities and ensures responsiveness to
emerging needs.
An evidence base, drawn from the
collection and analysis of learning and
development data, is used to review
performance annually.

SUSTAINING AND GROWING

EXCELLING

There is broad understanding of, and

support for, school expectations and
aspirations for improving student learning
across the school community.

The school uses evidence-based strategy

and innovative thinking in designing
a school plan that delivers ongoing
improvements in student outcomes.

S taff are committed to, and can articulate

the purpose of, each strategic direction in
the school plan.

The school successfully fosters

collaboration with key stakeholders in
the development of the school vision,
strategic directions and annual plans.

M
 onitoring, evaluation and review
processes are embedded and undertaken
routinely.
C
 lear processes, with accompanying
timelines and milestones, direct school
activity towards effective implementation
of the school plan.

Established processes build the capacity

of the school community to use data
and evidence for strategic school
improvement.
Shared school-wide responsibility is
evident through leadership, teaching,
learning, and community evaluations to
review learning improvements.
The school uses collaborative feedback
and reflection to promote and generate
learning and innovation.

Planning and implementation includes

processes for resource allocation,
professional learning, performance
monitoring and reporting.
The school acknowledges and celebrates
a wide diversity of student, staff and
community achievements.
December 2014

13

- School Excellence Framework

LEADING ELEMENTS:

In schools that excel, resources are strategically used to achieve improved student outcomes.

,
LEADERSHIP

DELIVERING

SUSTAINING AND GROWING

SCHOOL PLANNING, IMPLEMENTATION

AND REPORTING

School staffing ensures that full

curriculum implementation and
delivery requirements are met.

Workforce planning supports

curriculum provision and the
recruitment of high quality staff.

SCHOOL RESOURCES

Systematic annual staff

performance and development
reviews are conducted.

Strategic financial management

is used to gain efficiencies and to
maximise resources available to
implement the school plan.

MANAGEMENT PRACTICES
AND PROCESSES

The schools financial and physical

resources and facilities are well
maintained, within the constraints
of the school budget, and provide
a safe environment that supports
learning.

Physical learning spaces are

used flexibly, and technology is
accessible to staff and students.

EXCELLING

Succession planning, leadership

development and workforce
planning are designed to drive
whole-school improvement.
Longer-term financial planning is
integrated with school planning and
implementation processes.
The use of school facilities
is optimised within the local
community, to best meet the
needs of students and the local
community.

School and other facilities are

used creatively to meet a broad
range of student learning interests
and needs.

December 2014

14

- School Excellence Framework

LEADING ELEMENTS:
LEADERSHIP
SCHOOL PLANNING, IMPLEMENTATION
AND REPORTING
SCHOOL RESOURCES
MANAGEMENT PRACTICES
AND PROCESSES

In schools that excel, management systems, structures and processes underpin ongoing school improvement and the professional
effectiveness of all school members.
DELIVERING

The school leadership team

communicates clearly about school
priorities and practices.
Administrative practices effectively
support school operations and
theteaching and learning activity of
the school.

SUSTAINING AND GROWING

There are opportunities for students

and the community to provide
constructive feedback on school
practices and procedures.
Streamlined, flexible processes exist to
deliver services and information and
strengthen parental engagement.

EXCELLING

Practices and processes are

responsive to school community
feedback.
Administrative practices provide
explicit information about the
schools functioning to promote
ongoing improvement.

Accountability practices are tied to

school development and include open
reporting to the community.
The school leadership team creates an
organisational structure that enables
management systems, structures and
processes to work effectively and
in line with legislative requirements
andobligations.
All school staff are supported to
develop skills for the successful
operation of administrative systems.

December 2014

15