3. Advice on target setting for small schools
3.1 Schools with stable enrolments
It is recommended small schools with stable enrolments set School Strategic Plan (SSP) targets using aggregated data across 3 years. When evaluating achievement of targets, it is recommended to use the same aggregated data over 3 years approach.
Example target
By 202X, increase the percentage of students who achieve 12 months growth each year against the Victorian Curriculum according to teacher judgement: [insert discipline or aggregate of modes/strands within a discipline] from xx% (202X to 202X) to xx% (202X to 202X).
3.2 Schools with fluctuating enrolments
It is recommended small schools with fluctuating enrolments, such as new schools in high growth corridors, set a 3-year baseline by calculating a weighted average to account for varying cohort sizes. When evaluating achievement of targets, it is recommended to use the same weighted average data over 3 years approach.
The Schools and Regional Evidence Unit supports all schools with fewer than 100 enrolments to prepare data for the school review, including support for calculating weighted averages for the pre-review self-evaluation and to set SSP targets. Schools who require further support calculating 3-year and weighted averages can access this via school.performance.data@education.vic.gov.au
3.3 Using existing local data sources
Local data sources can provide useful and reliable information to set improvement targets and evaluate school improvement. Small schools are not required to create or collect additional data and are encouraged to use data sets already in place as part of regular assessment practices. This includes any system level data available.
Local data sources can include formal and informal, formative and summative assessments:
- student work samples
- individual education plans
- school-developed student tests
- classroom observation and/or learning walk records
- learning and/or behaviour management system data
- school-developed staff, student and parent/caregiver surveys.
Example local data selected for small school learning targets
- Sample of rubrics assessing student work across the School Strategic Plan period
- Progress towards individual learning goals
- Teacher records and skills checklists
Example target
By 202X, increase the percentage of students achieving the writing goal in their individual education plan (IEP) from xx% (202X) to yy%.
Example selected local data for small school learning targets
- Progress towards individual learning goals
- School-developed student wellbeing survey
- Behaviour management/incident data
Example target
By 202X, decrease the percentage of Tier 2 and 3 behavioural incidents recorded on our Learning Management System from XX% (202X) to YY%.
3.4 Additional advice for schools with 100 enrolments or fewer
Victorian Curriculum Teacher Judgements
It is possible to set benchmarks and targets that are aggregated within a domain, such as student growth in all 3 modes of English: reading and viewing, writing, speaking and listening.
Example target
By 202X, increase the percentage of students assessed by teacher judgement at or above age expected level against the Victorian Curriculum, English domain from xx% (202X to 202X) to xx% (202X to 202X).
VCE scores
An adjusted VCE study score is only available if more than 5 students are enrolled in a given subject. As such, the panel may wish to use the mean of all VCE study scores and/or VCE English to set targets.
Example target
By 202X, increase the mean VCE study score from xx (202X to 202X) to yy (202X to 202X).
Department of Education perception surveys
System level perception surveys include:
- Attitudes to School Survey (AtoSS)
- School Staff Survey (SSS)
- Parent, Caregiver, Guardian Opinion Survey (PCGOS).
Data for these surveys is not provided where there are less than 6 respondents to the AtoSS and less than 4 respondents to the SSS and the PCGOS.
Schools may choose to assess student, staff and community perceptions through other existing means of feedback such as:
- parent-teacher interviews
- school-developed surveys
- feedback received via email, phone or in-person
- observational data from key staff.
Example target
By 202X, increase the percentage of positive responses to the school developed student voice survey question ‘I enjoy coming to school’ from xx% (202X to 202X) to yy% (202X to 202X).
Attendance
Absence data is scalable, meaning it applies to each student in the same way it applies to smaller or larger groups of students. For small schools, panels may set targets to improve the average attendance rate.
Example target
By 202X, increase the average attendance rate from xx% (202X) to yy%.
3.5 Additional advice for schools with 30 enrolments or fewer
In addition to the advice above, schools with 30 enrolments or fewer and finding their year-level cohorts too small for the options above, may choose to set student achievement and growth targets against individual student learning goals. Individual student names should not be listed due to privacy.
Example target
By 202X, increase the percentage of students achieving their numeracy goal on their IEP from xx% (202X to 202X) to yy% (202X to 202X).
Further support
If further support regarding measuring achievement against the previous SSP, identifying other outcome measures or setting targets for the new SSP, contact the School Planning, Review and Annual Reporting Unit at Schoolplanning@education.vic.gov.au
For questions regarding Panorama data, contact the Schools and Regional Evidence Unit at School.Performance.Data@education.vic.gov.au
Reviewed 24 October 2025