At St Philomena’s Catholic School in Bathurst, NSW, Essential Assessment (EA) was used to examine the learning progress of 31 First Nations students across mathematics and English. The purpose was not simply to view students as a single group, but to identify common patterns across the cohort, monitor assessment participation and growth, and use curriculum-aligned evidence to inform targeted teaching, intervention, and instructional coaching.
Looking beyond averages
The data showed that outcomes were not uniform. Year 2 First Nations students significantly outperformed the whole-school cohort in English. Year 4 students achieved stronger results than the school across several areas, and every Year 3 First Nations student achieved at or above expectation in Measurement and Space.
At the same time, Year 5 students declined across three strands, while 60% of Year 6 First Nations students were identified in Tier 2 or Tier 3 Enable support, as they prepared to transition to secondary school. Making these differences visible allowed success to be celebrated and emerging needs to be addressed early.
Making learning visible through MTSS
At PRE, an estimated 44% of First Nations students (Years 1-6) were in Monitor or Support. At MID, this reduced to 40%, while the proportion On Track increased from 44% to 48%. These are early signals rather than proof of causation, but they show the school has a clearer understanding of who requires monitoring, who requires intensive support, and who is progressing.
| TIER | PRE | MID | |
| Tier 3 Enable
Support |
1
4% |
→ | 2
8% |
| Tier 2 Enable
Monitor |
10
40% |
→ | 8
32% |
| Tier 1 Universal
On Track |
11
44% |
→ | 12
48% |
| Tier 2 Extend
Extend |
3
12% |
→ | 3
12% |
| Monitor + Support: 44% → 40% | On Track: 44% → 48% | Extend: 12% stable (n = 25, Years 1–6; Kinder n = 6 PRE only, not tiered) |
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Note: the increase in Tier 3 Enable (Support) from 1 to 2 students should not automatically be read as a decline. It may reflect more accurate identification of students requiring intensive assistance. The value of MTSS lies in making needs visible so that support can be specific, timely and monitored.
Evidence that informs action
The assessment evidence informed practical leadership decisions. Year 6 students in Monitor or Support could be identified for named transition plans and high school liaison. Year 5 students were prioritised for individual conversations. Strong outcomes in Years 2, 3, and 4 created an opportunity to identify and sustain the relational, contextual and instructional practices contributing to success.
Educator voice: from visibility to response
The lead educator for this group reflected on the value of making student learning visible while highlighting the next stage of support required. Once assessment had clarified student levels and learning gaps, she wanted practical guidance about which teaching sequence, intervention or learning resource was most appropriate.
“What I probably needed help with is knowing which programme or approach to use to improve the outcomes. I can see that EA does this.”
This is an important finding: the teacher used assessment to see the need, drew on her own knowledge to interpret it, and with coaching support, chose the teaching response and checked whether it worked. Ongoing assessment checks whether the intervention has improved understanding.
What this demonstrates
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Download the research and validation notes
