How We Use Data

How We Use Data to Inform Teaching

At BEPS, we believe that every student deserves the opportunity to succeed and grow in their learning. To achieve this, we use data thoughtfully and work closely in cohorts to ensure teaching is targeted, effective and responsive to each student’s needs.

We collect and analyse a range of assessment data, such as Year 4 multiplication results, to understand where students are in their learning journey. 

This data helps us identify their strengths and areas for improvement. For example, some students may demonstrate strong conceptual understanding of multiplication, while others need more practice with basic facts and building fluency. Others might require support transitioning from concrete materials to abstract representations. 

Understanding these differences allows us to tailor our teaching strategies. 

We use explicit teaching approaches, breaking learning into clear steps, modelling strategies like the jump method in subtraction, and providing scaffolded language supports such as sentence starters to help students explain their thinking. 

Concrete materials like MAB blocks, number lines and physical 3D shapes make abstract ideas tangible, helping students to build mental models that organise and connect their knowledge effectively.

Teachers collaborate in cohorts to share insights from data and combine their expertise. This teamwork ensures consistency in how we assess, teach and support students across year levels and subjects. 

Cohorts plan targeted small-group lessons that address specific needs, such as building foundational 3D shape knowledge for some students while extending others to create and explain complex shapes.

Collaborative planning also enables us to differentiate instruction effectively. For example, we provide enablers like guided practice with manipulatives for students needing extra support, alongside challenging problem-solving tasks for higher achievers. 

Peer collaboration is encouraged, helping students articulate their ideas and learn from each other, which strengthens both personal and social capabilities.

By blending data-driven decision-making with strong collegial support, we ensure that every student is given the ability to learn in a way that suits them best. 

This approach not only boosts academic outcomes but also fosters resilience, responsibility and a strong foundation for continued learning beyond the classroom.

Daniel Darmody