PIPs (Performance Indicators in Primary School) and NAPLAN

Each year, our Kindergarten students complete a PIPs assessment at the beginning and end of their first year of formal schooling.   This test is carried out in many states and territories of Australia and can be an indicator of future progress. For the students at Evatt School, we use the start of the year test to provide an insight into which students will need an intervention program. Last year, our Kindergarten cohort started the year at a lower rate than the ACT average. By the end, our students had overtaken the ACT average which showed a growth mean of 73 points.

In 2017, Evatt School met its targets in Year 3 Numeracy and Year 5 Reading and the percentage of students who did not meet the national minimum standards was lower than the previous year in some areas. Ninety percent of our year 3 students met national benchmark in reading compared with 89.2% in 2016. Interestingly, 79.3% of students in year 3 who sat the NAPLAN test scored in the top four bands, suggesting that our students performed slightly better in the test than overall for the year using school data.

In year 5, 92.1% of our students met the national minimum standards in reading; and 91.9% of our students met the minimum standard for numeracy.  Overall, 73.5% of matched students (that is those students who completed the NAPLAN test at our school in year 3) met or exceeded expected growth in reading and 79.9% of students met or exceeded expected growth in numeracy.

When comparing the NAPLAN and internal school tracking results, the evidence suggests that students’ results are accurate but the internal tracking data, especially in the year 3/4 cohort, suggests good growth using Hattie’s Effect Size Calculations.  Using the PAT Reading Tests in year 3, tests 2 and 3; the overall growth for the cohort was 0.82 (0.4 is the measurement which suggests that student progress is above average for a year’s learning) which is an excellent result.  A Professional Learning Community (PLC) was led by an executive teacher and representatives from each teaching team contributed to the development of this data plan.

Our writing results were extremely pleasing.  In year 3, 96.7% of our students met the minimum national standard.  In year 5, 81.6% of our students met the minimum national standard.  Our improvement over the period 2015 - 2017 was a gain of 97%. Building the capacity of staff to teach spelling and writing is demonstrated by the rise in achievement. We have achieved this by ensuring that new staff to the school has access to the required professional learning and the continuing ongoing professional coaching and mentoring by our two literacy and numeracy coaches.

Each teaching team meets weekly to plan and program together and to specifically analyse the questions asked in the test to identify future learning needs of students.  Reports available from ACARA (Australian Curriculum and Reporting Authority), allow question by question breakdown. This allows us to deconstruct the test and identify the areas that our teachers need to focus on to improve knowledge and understanding.