NSW Department of Education

School Excellence
Framework
Version 3

November 2024
Introduction
NSW public schools are committed to the pursuit of equity and excellence.
Our purpose is to transform the lives of students through public education.

The School Excellence Framework supports all NSW public schools in their pursuit of equity and
excellence by providing a clear description of the key elements of high-quality practice across the
three domains of learning, teaching, and leading. The Framework describes 14 elements across
these three domains, which define the core business of schools in three stages.

Each year, schools will assess their practices against the Framework to inform their School
Excellence Plans and annual 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.

Acknowledgement of Country
We recognise the Traditional Custodians of the lands where we learn, work and live, paying
respect to Elders past and present as teachers of knowledge, songlines and stories. We strive
to ensure every NSW Aboriginal and/or Torres Strait Islander learner achieves their potential
through education.

The focus is on students

In our schools, our commitment to equity and excellence means every student can learn, grow
and belong. 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.

We partner with parents/carers to ensure the very best for their children. In the early years,
this means having the confidence that each individual child will be known and understood,
with their individual potential developed. As students progress, it means knowing that they
are well supported as increasingly self-motivated learners – confident and creative individuals
with the personal resources for future success and wellbeing.

2
School Excellence Framework
NSW Department of Education

SEF Improvement Model

The School Excellence Student learning growth

Framework (SEF) Improvement
Model supports the School
Excellence cycle in determining S t
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The model provides a visual School culture and
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Whole school teaching
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School Excellence Framework
NSW Department of Education

Excellence in learning Excellence in teaching Excellence in leading

In our schools, young people will develop In our schools, teachers demonstrate personal In our schools, school leaders enable a
foundational skills in literacy and numeracy responsibility for improving their teaching practice self-sustaining and self-improving community
through the curriculum, strong content knowledge in order to improve student learning. Student that will continue to support the highest levels of
and the ability to learn, adapt and be responsible learning is underpinned in excellent schools by learning as a lasting legacy of their contributions.
citizens. The journey to equity and excellence high-quality teaching. Teaching in these schools Strong, strategic and effective leadership is the
for students in NSW public schools begins in the is distinguished by universally high levels of cornerstone of school excellence. Excellent leaders
transition to Kindergarten. Every child brings professionalism and commitment. Lessons and have a commitment to fostering a school-wide
a different set of experiences, knowledge and learning opportunities are engaging, and teaching culture of high expectations and a shared sense of
skills to school with them, and understanding strategies are evidence-informed. Individually and responsibility for student engagement, learning,
these is essential for planning their individual collaboratively, teachers evaluate the effectiveness development, success and wellbeing. Students
learning paths. From the earliest school days and of their teaching practices, including sophisticated benefit from the school’s planned and proactive
throughout their time at school, teachers use analysis of student engagement, learning growth, engagement with parents/carers and the broader
information about individual students’ capabilities and achievement, to plan for the ongoing learning community. Leaders in excellent schools ensure
and needs to plan for their learning, engaging of each student in their care. Teachers take shared operational effectiveness, to serve the overarching
them in rich learning experiences that develop vital responsibility for student improvement and strategic vision of the school community.
skills for flourishing – now and in future years. By contribute to a transparent learning culture.
sharing information about learning development,
teachers work in partnership with parents/carers
as active participants in their children’s education.
At the other end of schooling, teachers and
schools support students in making successful
transitions to future learning and employment,
equipping them with the skills to make informed
contributions as citizens and leaders.

Learning culture 5 Effective classroom practice 11 Educational leadership 15

Wellbeing 6 Data skills and use 12 School planning, implementation and reporting 16

Curriculum 7 Professional standards 13 School resources 17

Assessment 8 Learning and development 14 Management practices and processes 18

Reporting 9

Student growth and performance 10

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 Learning culture
School Excellence Framework
NSW Department of Education

In schools that excel, the school culture is strongly focused on learning and transitions, wellbeing, fostering educational aspirations and
ongoing performance improvement throughout the school community.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture
culture High expectations The school holds high expectations for There is ongoing commitment within the The whole school community demonstrates
all students. Progress in learning and school community that all students make aspirational expectations of learning progress
Wellbeing
achievement is identified and acknowledged. learning progress and are supported in and achievement for all students. Strong
Curriculum The aspirations and expectations of students their wellbeing. partnerships with parents/carers support
and parents/carers are known and inform student learning and wellbeing. Student
Partnerships with parents/carers and students
Assessment planning for learning. motivation for continuous and ongoing
supports a clear focus to guide integrated
improvement is clearly evident.
Reporting planning for learning and wellbeing.

Student growth Transitions and The school actively plans for student The school collects and analyses There is a systematic approach for supporting
and performance continuity of transitions (for example into K; Y6 to Y7; information to inform and support students’ the diverse range of student transition needs.
learning Y10 to Y11, across stages and post school). successful transitions. This includes those at risk to ensure the
continuity of learning and wellbeing of all
The school engages with and clearly The school promotes strong partnerships
students from entry to post school.
communicates its transition activities to with parents/carers including those with
Teaching Domain the school community. students whose continuity of learning or Students and parents/carers are engaged
wellbeing is at risk. early as key collaborators in all transition
Effective classroom processes.
practice
Attendance Staff regularly and accurately monitor Attendance data is regularly analysed There is a high expectation culture of high
Data skills and use attendance and take proactive action to and factors that impact on attendance and attendance rates for all students. Teachers,
address concerns with individual students. engagement are used to inform planning. students, parents/carers and the community
Professional standards The school community celebrates regular Parents/carers and the school community work together to support consistent and
Learning and development and improved attendance. are engaged to foster student attendance. systematic processes that ensure student
Whole of school and personalised attendance absences do not impact on learning outcomes.
approaches are improving regular attendance
rates for students, including those at risk.

Leading Domain
Educational leadership

School planning,
implementation
and reporting

School resources

Management practices
and processes

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 Wellbeing
School Excellence Framework
NSW Department of Education

In schools that excel, there is a strategic and planned approach to develop whole school wellbeing processes that support the wellbeing
of all students so they can connect, succeed, thrive and learn.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Caring for students The wellbeing needs of students are School practices and processes are regularly Staff are equipped and supported with
understood and explicitly supported by staff reviewed and collaboratively designed to the knowledge and skills to understand
Wellbeing
using whole school practices and processes. support the wellbeing needs of students. the diverse wellbeing needs of students.
Curriculum The school prioritises positive engagement Embedded processes are in place to ensure
between staff and students, ensuring structures that all students feel empowered and can
Assessment are in place to facilitate every student having access staff members for guidance, support
a staff member to whom they can confidently and assistance.
Reporting
turn for advice and assistance at school.
Student growth
A planned Students, staff, parents/carers and the There is a planned approach for collecting There is an embedded school-wide and
and performance
approach to community recognise that student and staff and analysing whole school wellbeing and data-informed approach to support student
inclusion and wellbeing and engagement are important engagement data. This includes the voice of and staff wellbeing. Student voice and agency
wellbeing conditions for learning. A whole school students and staff to identify, monitor and is used to inform and refine practices and
approach to student and staff wellbeing and refine a whole school approach to wellbeing processes which are responsive and proactive
Teaching Domain engagement is used. This includes staff and engagement. in meeting emerging needs.
engaging in relevant professional learning that
Effective classroom responds to wellbeing data and identified need.
practice
Individual learning The learning and wellbeing needs of students Individual student learning and wellbeing A school-wide, collective responsibility for
Data skills and use needs are used to inform teaching and learning. needs are identified and supported student learning and success is shared among
Parents/carers are kept informed of how through evidence-informed approaches students, parents/carers, and staff. Planning
Professional standards
students are being supported. and programs. This includes targeted for learning is informed by robust and holistic
Learning and development support for vulnerable students. information about students’ wellbeing and
learning needs, developed in consultation
with parents/carers where appropriate.

Behaviour The school’s approach to behaviour creates and Expectations of behaviour are co-developed Positive and respectful relationships are
Leading Domain promotes inclusive, safe and respectful learning with students, staff and the community and evident throughout the school community,
environments. Behaviour expectations are clear, are designed to ensure effective and safe promoting student wellbeing and creating an
Educational leadership consistently implemented and communicated conditions for teaching and learning. optimal environment for learning across the
with students and parents/carers. school. As a result, maximised learning time is
School planning, Behaviour expectations are consistently
a focus in every classroom.
implementation applied throughout the school to enhance
and reporting engagement and participation of students.

School resources

Management practices
and processes

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 Curriculum
School Excellence Framework
NSW Department of Education

In schools that excel, an evidence-informed approach to quality teaching, curriculum planning, implementation and assessment promotes
learning excellence. Teaching and learning programming are responsive to the learning needs of students and syllabus requirements.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Curriculum The school offers a curriculum that meets The school’s curriculum provision and The school’s curriculum provision promotes
provision requirements of the NSW Education Standards evidence-informed teaching practices high expectations for student learning and
Wellbeing
Authority and Department of Education policies, provide a high expectations framework, nurtures student agency. Effective practices
Curriculum
Curriculum providing equitable academic opportunities within which all students effectively develop are enhanced by incorporating student voice
for students. their knowledge, understanding and skills. and fostering learning alliances with other
Assessment The school focusses on transition points schools or organisations, where appropriate.
(for example into K; Y6 to Y7; Y10 to Y11) when Students’ learning pathways are longitudinally
Reporting
designing and implementing the curriculum. monitored (for example K-2; K-6; 7-12) to
Student growth ensure sustained challenge and optimal
and performance learning outcomes.

Teaching and Teaching and learning programs outline the The teaching and learning cycle clearly Teaching and learning programs are dynamic
learning programs implementation of NSW syllabus outcomes underpins all teaching and learning programs. and culturally responsive, with adjustments
and requirements, describing what all students Programs are inclusive and describe made based on feedback and reflection.
Teaching Domain are expected to know, understand, and do. expected student progression in knowledge, This is consistent with reliable student
understanding and skill. This is aligned and assessment to support student progress
Effective classroom assessed against NSW syllabus outcomes. and achievement.
practice
Differentiation Staff are supported in developing strong Teachers differentiate curriculum delivery Teachers think critically and exercise their
Data skills and use pedagogical knowledge to differentiate the to meet the needs of students at different professional judgement in adjusting teaching
curriculum for students with identified needs. levels of achievement, including adjustments and learning programs to address individual
Professional standards
The parents/carers of affected students are to support learning or increase challenge. student needs and learning goals. All students
Learning and development advised about adjustments made. Students have agency in articulating their are challenged, and all adjustments lead to
learning and understand what they need to improved engagement for learning. Teachers
learn next to enable continuous improvement. involve students and parents/carers in
planning to support learning and share
expected outcomes.
Leading Domain
Literacy and The school ensures teaching proficiency The school provides support for staff to There is a school-wide approach ensuring
Educational leadership numeracy focus through the provision of professional learning collaboratively plan, deliver, and evaluate the teachers understand and explicitly teach
that continually builds teachers’ knowledge use of explicit literacy and numeracy teaching literacy and numeracy through the curriculum
School planning,
and understanding of effective strategies practices. Progress is monitored against to students across all achievement levels and
implementation
and reporting in teaching literacy and numeracy skills syllabus outcomes and communicated with subject areas. There are embedded evaluative
through the curriculum. parents/carers to foster learning partnerships. processes for utilising student progress
School resources and achievement data to measure impact.
Parents/carers are supported as collaborative
Management practices partners in their children’s literacy and
and processes numeracy development.

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 Assessment
School Excellence Framework
NSW Department of Education

In schools that excel, consistent school-wide practices for assessment are used to monitor, plan and report on student learning across the
curriculum. Formative assessment is integrated into teaching practice in every classroom.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Formative Teachers collect and use assessment data Teachers use evidence of learning, including Assessment is used flexibly and responsively
assessment to monitor achievements and identify gaps in a range of formative assessments to inform as an integral part of daily classroom
Wellbeing
learning to inform planning for student groups their teaching, adapt their practice and meet instruction. Teachers expertly implement
Curriculum and individual students. learning needs of students. formative assessment, incorporating student
voice and agency.
Assessment
Assessment
Summative Assessment meets all NESA requirements. Assessment is a tool that supports learning The school analyses student progress
Reporting assessment It is planned and implemented in all classes across the school. Teachers use a range of and achievement data and a range of other
and data is used to inform teaching. assessments to capture information about contextual information. Teachers adjust their
Student growth
student learning. There is a whole school practice to trends in student achievement, at
and performance
approach to support consistency of teacher individual, group, and whole school levels.
analysis and judgement about student
achievement.

Teaching Domain Student Students understand learning goals and know Teachers share criteria for assessment Students understand and are actively
engagement when and why assessment is undertaken. with students. Formative and summative engaged to provide feedback on assessment
Effective classroom assessments provide students with opportunities approaches used in learning. Student agency
practice to receive, reflect on and offer feedback about is developed through embedded processes for
their learning, fostering their sense of agency. receiving, reflecting and providing feedback
Data skills and use on their learning that is analysed and used to
inform teaching.
Professional standards
Whole school There is a whole school assessment approach The school analyses assessment data to The school uses systematic and reliable
Learning and development
monitoring of to ensure the learning of all students is identify student and cohort learning progress. assessment information to evaluate student
student learning systematically resourced and monitored. Teachers use summative data to identify learning over time and implements changes in
student learning, allocate resourcing and teaching that lead to measurable improvement.
validate formative assessment practices.
The school has processes in place to support
Leading Domain teachers’ consistent, evidence-informed
judgement and moderation of assessments.
Educational leadership

School planning,
implementation
and reporting

School resources

Management practices
and processes

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 Reporting
School Excellence Framework
NSW Department of Education

In schools that excel, reporting that is clear, timely and accurate provides information that supports further progress and achievement
for all student learning across the curriculum.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Whole school The school analyses internal and external The school has explicit processes to collect The school uses embedded processes and
reporting assessment data to monitor and report on and analyse specific internal and external systems for analysing and reporting data on
Wellbeing
student and school performance. student and school performance data for student and school performance, including
Curriculum formal reporting. academic growth, non-academic and cross-
curriculum data. The school uses data to
Assessment inform collective decisions about student
learning and the allocation of resourcing,
Reporting
aligned with improvement measures in the
Student growth School Excellence Plan.
and performance
Student reports Individual student reports meet Department Student reports contain personalised Student reports are personalised and
of Education requirements and include information about individual student clear, with specific information about
personalised descriptions of the student’s learning progress and achievement, and student learning, growth, next steps, and
strengths and growth. areas for meeting future learning goals. improvement measures, as well as relevant
Teaching Domain contextual and/or comparative data.

Effective classroom Parent Schools offer parents/carers information Parents/carers are presented with clear Teachers directly engage with parents/carers
practice engagement about their children’s learning progress, information on what and how well their children to improve understanding of student
including accessible reports and opportunities are learning and receive information in accessible learning and strengthen student outcomes.
Data skills and use to discuss their learning and wellbeing. formats about how to support their children’s Reporting to parents/carers is responsive to
progress. The school collaborates and solicits feedback received.
Professional standards
feedback on its reporting from parents/carers
Learning and development to inform appropriate adjustments.

Leading Domain
Educational leadership

School planning,
implementation
and reporting

School resources

Management practices
and processes

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 Student growth and performance
School Excellence Framework
NSW Department of Education

In schools that excel, students consistently show growth and perform at high levels on external and internal school performance
measures, while closing equity gaps.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Value-add The school’s value-add is not significantly lower The school’s value-add trend is positive. The school achieves excellent value-added
than the value added by the average school. results, significantly above the value added
Wellbeing
by the average school.
Curriculum
NAPLAN The school consistently achieves close to The school consistently achieves at the level The school consistently achieves above
Assessment the level of statistically similar schools in of statistically similar schools in NAPLAN statistically similar schools in NAPLAN
NAPLAN average scaled score for reading, average scaled score for reading, writing and average scaled score for reading, writing and
Reporting writing and numeracy. numeracy. There is a trend for an increased numeracy. There is a trend for an increased
proportion of students meeting proficiency. proportion of students meeting proficiency.
Student growth
growth
and performance
performance Student growth The school identifies growth goals and Students are aware of—and most are The school has identified what growth is
improvement measures for identified cohorts showing—expected growth on internal expected for each student and students are
and individual students, using internal progress school progress and achievement data. achieving higher than expected growth on
and achievement data. internal school progress and achievement data.
Teaching Domain Internal and There are school-wide practices for using School data shows that student progress School data shows that student progress
external measures internal and external assessments to assess and achievement on external measures is and achievement is greater than students
Effective classroom
practice (such as NAPLAN student progress and achievement against consistent with progress and achievement at statistically similar schools on external
and HSC) against syllabus outcomes. The school uses student on internal assessments. The school uses measures, and this is consistent with
Data skills and use syllabus standards demographic data to monitor equity gaps. assessment and student data to identify strong student progress and achievement
and monitor the learning needs of all equity on internal measures.
Professional standards groups within the school community.
Progress and achievement of equity groups
Learning and development within a school is equivalent to the progress
and achievement of all students in the school.

Leading Domain
Educational leadership

School planning,
implementation
and reporting

School resources

Management practices
and processes

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 Effective classroom practice
School Excellence Framework
NSW Department of Education

In schools that excel, all teachers are committed to identifying, understanding, and implementing the most effective explicit teaching
methods, with the highest priority given to evidence-informed inclusive teaching strategies.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Lesson planning Teachers review and revise lesson plans, Teachers collaborate across faculties/ stages/ Lessons are systematically planned as
sequences, and adjustments, ensuring teams to share curriculum knowledge, data, part of a coherent program that has been
Wellbeing
content is based on the curriculum and feedback and other information about student collaboratively designed. Teachers use their
Curriculum teaching practices are effective. Teachers progress and achievement. This is used to professional judgment to make adjustments
use student progress and achievement data inform the development of evidence-informed to suit student needs as they arise. Lesson
Assessment to inform lesson planning. inclusive programs and lessons that meet the planning is informed by students’ prior
needs of all students. achievement, curriculum requirements,
Reporting
and student feedback, and provides
Student growth continuous improvement for all students,
and performance across the full range of abilities.

Explicit teaching Explicit teaching is the main practice used There is a school-wide explicit teaching Teachers consider students’ cognitive load
in the school, reflecting the current evidence approach which incorporates modelled, and employ explicit teaching strategies to
base. Teachers explicitly review previous guided and independent practice. Teachers optimise learning progress of students across
Teaching Domain content and preview the learning planned are skilled at explicit teaching techniques the full range of abilities. Effective methods
with students in each class. such as questioning and assessing to are identified, promoted and modelled, and
Effective classroom
classroom identify students’ learning needs and students’ learning improvement is monitored,
practice use a range of explicit strategies to demonstrating growth.
explain and break down knowledge.
Data skills and use
Feedback Teachers respond to student learning. Teachers provide explicit, specific and timely Teachers review learning with students both
Professional standards
They check that students understand the formative feedback related to defined success in class and on work submitted, ensuring all
Learning and development feedback received and the expectations criteria. Teachers’ feedback supports improved students have a clear understanding of how
for how to improve. student learning. to improve. Student feedback is elicited by
teachers and informs their teaching. Student
errors and misunderstandings are explicitly
addressed until teachers and students are
Leading Domain confident that mastery is demonstrated.
Educational leadership Classroom Teachers are supported to use appropriate A school-wide approach to effective and All classrooms and other learning
management strategies to maintain orderly classrooms positive classroom management is evident. environments are well managed within a
School planning,
and manage challenging behaviour to create Support is provided to teachers and students consistent, school-wide approach. Consistent
implementation
and reporting a safe and inclusive environment for learning. where needed, ensuring optimum learning. routines and well-planned teaching is taking
The school-wide approach is communicated place, so that all students can engage in
School resources and understood by teachers, students and productive learning, with minimal disruption.
parents/carers. Teachers model and share a flexible repertoire
Management practices of strategies for classroom management
and processes which promote student engagement and
responsibility for learning.

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 Data skills and use
School Excellence Framework
NSW Department of Education

In schools that excel, student data is regularly used school-wide to identify student achievements, progress and wellbeing needs, in
order to reflect on teaching effectiveness and inform future school directions.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Data literacy Teachers access and engage in professional The school promotes and demonstrates All teachers have a sound understanding of
learning and discussion that builds in the professional learning in data concepts, student assessment and data concepts (e.g.,
Wellbeing
analysis, interpretation and evaluation of analysis and use of student learning data. causality, bias). They are able to identify the
Curriculum student learning data. Teachers use data effectively to evaluate most relevant data for a particular purpose.
student understanding of lesson content. They analyse, interpret, and extrapolate this
Assessment data and collaboratively use this to inform
planning, identify interventions and modify
Reporting
teaching practice.
Student growth
Data analysis The leadership team identifies the most There is a school-wide process for analysing Learning goals for students are informed by
and performance
relevant and high impact student progress the most relevant student data to gain insights the analysis of internal and external student
and achievement data. This is used to inform into student progress, achievement and data. Progress towards goals is monitored
key decisions together with staff such wellbeing. Analysis is used collaboratively through the proportionate collection of
as professional learning, resourcing and by staff to determine appropriate actions quality, valid and reliable data. Reporting
Teaching Domain implementation of new programs or initiatives. to improve student learning and wellbeing. on school performance is based on valid
and reliable data and analysis.
Effective classroom
practice Data use in Teachers have the opportunity to review Assessments are developed/sourced and Teachers clearly understand, develop, and apply
teaching student assessment data and relevant used across stages/year levels/ subject a full range of formative and summative
Data skills
skills and
and use
use background information, and compare results areas or the whole school to help promote assessment strategies. They use their
from external assessments (e.g., Check-in consistent and comparable judgement of professional judgement effectively on when
Professional standards
Assessments, NAPLAN, HSC) with internal student learning, monitor student learning and how to apply these strategies to gather data
Learning and development measures to build consistent and comparable progress, and identify skill gaps for that informs teaching decisions, enables
judgement of student learning. improvement and areas for extension. ongoing monitoring and assessment of student
progress and achievement, and facilitates
reflective analysis of teaching effectiveness.

Leading Domain Data use in Clear and accurate analysis of student There is a coordinated effort by school staff School staff collaborate with the school
planning progress, achievement and wellbeing data to engage the school community to reflect on community to use student learning and
Educational leadership informs the school’s planning and monitoring student progress and achievement data and wellbeing data to identify strategic
efforts. The outcomes of this analysis are develop plans and strategies for improvement. priorities and develop and implement plans
School planning,
shared with the school community through for continuous improvement. Strategies
implementation
and reporting the Annual Report. implemented reflect research on best practice
and include ongoing monitoring of success.
School resources

Management practices
and processes

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 Professional standards
School Excellence Framework
NSW Department of Education

In schools that excel, all staff demonstrate personal responsibility for maintaining and developing their professional standards.
Professional standards are a reference point for whole school reflection and improvement.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Improvement of The school has Performance and Development Teachers’ Performance and Development The school has a high performing teaching
practice Plan (PDP) processes in place to support Plans (PDPs) are supported by a coordinated staff as measured against the Australian
Wellbeing
teachers in demonstrating proficiency aligned whole school approach to developing Professional Standards, whose capacities
Curriculum with the Australian Professional Standards. professional practice, informed by research. are continually built to ensure every
These processes enable teachers to reflect Whole school analysis of the teaching staff student experiences high quality teaching.
Assessment on their practice, plan for their professional identifies strengths and areas for further The leadership team has participated
development and monitor their progress in support, with planning in place to identify in capacity development programs and
Reporting
order to enhance their performance. and build capabilities and source teachers implements principles of evaluative thinking,
Student growth with particular expertise to improve student continually monitors the impact of programs
and performance learning outcomes. and approaches used by all teachers, and
improves practice as required.

Accreditation Teachers use the Australian Professional The school monitors the accreditation There is a strong, visible culture in the school
Standards and PDPs to identify and monitor status of all staff and encourages aspirational that promotes and supports outstanding
Teaching Domain specific areas for further development. goal setting and the pursuit of higher levels teaching and leadership pathways including
Teachers’ accreditation is supported by of accreditation. higher-level accreditation. Staff are recognised
Effective classroom the school. for skills in leading high impact strategies and
practice quality teaching practices.
Data skills and use

Professional standards
Professional standards

Learning and development

Leading Domain
Educational leadership

School planning,
implementation
and reporting

School resources

Management practices
and processes

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 Learning and development
School Excellence Framework
NSW Department of Education

In schools that excel, professional learning is informed by the professional needs of teachers and aligned with the School Excellence
Plan. Its impact on the quality of teaching and student learning outcomes is evaluated. There are explicit systems for collaboration and
feedback to sustain quality teaching practice.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Collaborative Meetings are effectively managed, fostering Teachers engage in professional discussion The school fosters a strong collaborative
practice and a school-wide approach to curriculum review. and collaborate to improve teaching and culture, embedded in evaluative practices.
Wellbeing
feedback This approach involves revising teaching learning in their classes, year groups, stages, These systems facilitate professional dialogue,
Curriculum practices and learning programs to ensure faculties, or for particular student groups. This collaboration, classroom observation, the
alignment with learner needs, supported by includes negotiated observations of classroom modelling of effective practice and the
Assessment evidence of student progress and achievement. teaching practice, with feedback, to improve provision of specific and timely feedback
professional knowledge and practice. among teachers within the school.
Reporting
Coaching and The school’s structure and organisation are Formal mentoring or coaching to improve School-wide and/or inter-school relationships
Student growth
mentoring designed to provide direct support to new staff teaching and develop aspiring leaders is provide mentoring and coaching support
and performance
and beginning teachers through mentorship provided to teachers who request it or are to ensure the ongoing development and
from experienced teachers, ensuring a smooth identified as in need of support. improvement of all teachers, by expert
transition and ongoing guidance. teachers such as those accredited at Highly
Accomplished or Lead.
Teaching Domain
Professional Teachers engage in professional learning Teachers actively evaluate, share and The staff evaluate professional learning
Effective classroom learning targeted to school priorities, the needs of discuss learning from targeted professional activities to identify and systematically
practice their students, and the achievement of their development with other staff in their school promote and implement the most effective
professional goals. to improve school-wide practice. strategies to improve teaching and learning.
Data skills and use
Teachers collaborate with staff in other
Professional standards schools to share and embed good practice.

Learning and development

development Expertise and Teachers demonstrate currency of content The school identifies expertise within Teaching staff demonstrate and share
innovation knowledge and evidence-informed teaching its staff and draws on this to further develop its their expertise within their school and
practice in all their teaching areas. Technology professional learning community. Areas for with other schools. All teachers have expert
and learning spaces are utilised to enhance development in teacher expertise are identified contemporary content knowledge and deploy
student learning. and addressed. Teachers are supported to effective teaching strategies. The school trials
Leading Domain trial innovative or evidence-informed, innovative practices and has processes in
future-focused practices. place to evaluate, refine and scale success.
Educational leadership

School planning,
implementation
and reporting

School resources

Management practices
and processes

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 Educational leadership
School Excellence Framework
NSW Department of Education

In schools that excel, the principal is the primary educational leader. The leadership team demonstrates educational expertise to lead
teaching and learning and support a collaborative culture of high expectations, inclusion, and community engagement, resulting in
sustained and measurable whole school improvement.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Leading teaching The leadership team ensures curriculum Professional learning in the school emphasises The leadership team maintains a focus
and learning and assessment implementation through the development of effective learning and on distributed educational leadership to
Wellbeing
planning, monitoring, and reviewing leadership practices focused on whole school support collective efficacy and aspiration.
Curriculum teaching and learning programs. They improvement. New and aspiring leaders are This sustains a culture of effective, evidence-
also manage assessment and reporting of supported and staff demonstrate a shared informed teaching and ongoing improvement,
Assessment student achievement in line with NESA and responsibility for student achievement. ensuring every student is engaged and
Department of Education requirements. achieves measurable learning progress and
Reporting
closing of equity gaps.
Student growth
High expectations The leadership team oversees the provision The leadership team promotes a culture of The leadership team has established a strong
and performance
culture of support and professional development high expectations through the development of professional learning community with a
for every staff member to ensure the processes to collaboratively review teaching sustained focus on evidence-informed teaching,
implementation of relevant department practices to affirm quality and challenge and wellbeing, and leadership practices. There is
policies within a culture of high expectations. address underperformance. a collaborative culture of high expectations
Teaching Domain and continuous improvement across the
school, underpinned by high staff wellbeing.
Effective classroom
practice Performance The leadership team ensures that annual Staff proactively seek to improve their A high performance culture and strong
management and performance and development processes performance in a positive culture of challenge relational trust enable professional growth
Data skills and use development are implemented for all teaching and and support. The capabilities of all staff are and a collaborative feedback culture to flourish.
non-teaching staff. Performance and developed by evidence-informed, collaborative All students are taught by high performing
Professional standards
development needs are identified and professional learning and feedback practices teachers. Leadership capability is developed
Learning and development addressed respectfully, promptly, focused on improvement. Future leaders are by identifying, inspiring and enabling potential
and effectively. identified, supported, and developed. leaders. The leadership team monitors and
evaluates the effectiveness of leadership
practices and develops strategies for greater
whole school impact.
Leading Domain
Community Parents/carers and community members have The school understands the diversity The school is recognised for its strong
Educational leadership
Educational leadership engagement the opportunity to engage in a range of school of their broader community by regularly culture of inclusion that reflects the richness
related activities which help build a cohesive engaging in a range of school and and diversity of the wider school community.
School planning,
educational community and enhanced sense community-based activities. Feedback There is a shared commitment to school
implementation
and reporting of belonging. on school performance is solicited and priorities which enable the success of every
addressed from students, staff, parents/ child. The school partners with the community
School resources carers and the broader school community. to support equitable outcomes.

Management practices
and processes

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 School planning, implementation and reporting
School Excellence Framework
NSW Department of Education

In schools that excel, the School Excellence Plan is at the core of continuous improvement efforts, with the school’s vision and
strategic directions evident in its activities. The plan is well-conceived, effectively implemented, and drives improvement. Embedded
consultation processes demonstrate a strong commitment to authentic collaboration and reflect student, staff, and community voices.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Continuous The school engages in an inclusive, ongoing The school’s regular and cyclical A school-wide culture of collaboration and
improvement process of self-assessment, planning, strategic planning actively enables continuous improvement exists, where strategic
Wellbeing
implementation, and evaluation to change that leads to improvement, planning and implementation lead to an impact
Curriculum collaboratively develop evidence-informed ensuring that school-wide processes are on learning progress and enhanced teaching
school excellence plans. responsive to feedback and evidence. and leadership practices. Embedded and
Assessment iterative processes and practices evolve with
the changing context of the school community.
Reporting
School The strategic directions of the School The leadership team embeds planning The school collaboratively uses research,
Student growth
Excellence Excellence Plan align to student and processes to direct school improvement evidence-informed initiatives and innovative
and performance
Plan system priorities and ensure responsiveness through initiatives and activities aligned thinking in designing and implementing
to identified needs. The school leadership to student needs. Staff are provided a School Excellence Plan that successfully
team welcome and engage staff, students, opportunities to engage with the strategic delivers ongoing, measured improvement
parents/carers and the school community in directions of the School Excellence in student progress and achievement.
Teaching Domain the development of the vision and priorities Plan to work towards the achievement
of the school. of the improvement measures.
Effective classroom
practice Evaluative The school engages in ongoing evaluation Evaluation is implemented in a collaborative There is a culture of evaluative practice
practice of activities in the School Excellence Plan and systematic way to inform considered which supports the school to efficiently and
Data skills and use by examining process quality and impact adjustments and modifications to whole school effectively deliver their strategic priorities
to determine the effectiveness of school areas of focus, programs and initiatives. and demonstrate improvements in student
Professional standards
improvement initiatives. learning outcomes.
Learning and development
Annual Reflection The school accurately uses evidence and The school’s annual reflection processes There are embedded school-wide practices
and Report data to identify the progress and impact demonstrate evaluative practices, informed that enable authentic annual reflection and
of School Excellence Plan initiatives and by regular evidence collection and year-round evaluation of implementation and progress
reports progress against improvement evaluation. Impact statements across all monitoring. Annual evaluation of progress
Leading Domain measures. The school also reflects on the activities show strong alignment with the and impact informs strategic changes to
impact of activities funded by equity loadings. purpose of the strategic direction, along the School Excellence Plan and effectively
Educational leadership with appropriate and strategic resourcing. aligns with and meets the school’s annual
reporting requirements.
School planning,
planning,
implementation
implementation
and reporting
reporting

School resources

Management practices
and processes

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 School resources
School Excellence Framework
NSW Department of Education

In schools that excel, resources are strategically used to achieve improved student outcomes by enabling high quality teaching and
learning opportunities.

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Staff deployment The school’s staffing is organised and The school’s staffing is organised and managed The leadership team plans for and strategically
managed to ensure an effective learning to maximise time spent on teaching, learning deploys teaching and non-teaching staff to
Wellbeing
environment. The leadership team allocates and leading. The leadership team regularly improve student outcomes. The leadership
Curriculum staff resources to support the achievement considers and acts on opportunities to optimise team uses data to evaluate the effectiveness
of the school’s strategic priorities, including non-educational administrative tasks with of staff deployment decisions and creates a
Assessment non-educational administrative tasks to appropriate non-teaching staff, and ensures culture of shared accountability to achieve
appropriate non-teaching staff. that adequate support is provided to enable organisational best practice.
Reporting
non-teaching staff to take on these tasks.
Student growth
Facilities The school’s physical resources and The school has processes for maintaining The leadership team takes a creative
and performance
facilities are well-maintained, accessible current and inclusive resources and facilities and sustainable approach to the use of
and provide a safe environment that is for students. Physical learning spaces are used the physical environment, ensuring that it
inclusive of all students. flexibly and sustainably to meet the diverse optimises learning and wellbeing within the
learning and wellbeing needs of students. constraints of the school design and setting.
Teaching Domain
Technology Technology is accessible to all staff and The school makes informed decisions about Technology that supports learning is
Effective classroom students with support available when required. what technology to engage with based on available and expertly integrated into
practice school context and student need. Technology lessons by teachers. Administrative staff
is used effectively to enhance teaching and are experts in the use of available and
Data skills and use learning and streamline administrative practices. emerging technology and systems to
maximise the efficiency and effectiveness
Professional standards
of school operations.
Learning and development
Community use The school plans for community use of The use of school facilities by the local The school collaborates with the local
of facilities school facilities. community and collaboration with local community where appropriate on decisions
community/service providers deliver about—and access to—school assets and
benefits to students. resources, delivering benefit to both the
Leading Domain school and the community.

Educational leadership Financial The priorities in the School Excellence Plan Strategic financial management is driven Longer-term financial planning is integrated
management drive financial decisions. by the School Excellence Plan and is with school planning and implementation
School planning, used efficiently, including environmental processes to address school strategic
implementation consideration, to maximise resources. priorities and meet identified improvement
and reporting goals and sustainability practices.
School resources
resources

Management practices
and processes

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 Management practices and processes
School Excellence Framework
NSW Department of Education

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

Learning Domain Themes Delivering Sustaining and growing Excelling

Learning culture Administrative Administrative practices and systems are The school makes informed choices about The school evaluates its administrative
systems and culturally responsive, clearly understood the administrative practices and systems that systems and processes, ensuring that
Wellbeing
processes and effectively support school operations best support efficient and effective school they are delivering anticipated benefits
Curriculum and teaching. operations, based on cost effectiveness, and sustainable outcomes to the school
sustainability, evidence, and contextual needs. community efficiently and effectively.
Assessment Capabilities and expertise in administrative
practices and systems is developed as needed.
Reporting
Service delivery Non-teaching staff are supported in their Streamlined, flexible, inclusive and culturally Management practices and processes are
Student growth
development through professional learning responsive processes exist to deliver services streamlined and responsive. There is a
and performance
to develop skills for the successful operation and information and to support parental school-wide approach to improving service
of administrative systems and a positive engagement and satisfaction. delivery and the experience of students and
culturally responsive customer service ethic. parents/carers.

Teaching Domain Community The leadership team measures school The leadership team analyses responses The leadership team measures school
satisfaction community satisfaction. to school community satisfaction measures, community satisfaction and shares its
Effective classroom including by student cohorts and equity analysis and actions in response to the
practice groups to identify areas for improvement. findings in accessible and culturally
inclusive ways with its community.
Data skills and use

Professional standards

Learning and development

Leading Domain
Educational leadership

School planning,
implementation
and reporting

School resources

Management practices
Management practices
and processes

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