 Well, we've had lots of data increasingly available to schools over the course of my teaching career but having nationally comparable data has really forced our hand at our school to engage with that data. We don't have a choice about it. Ultimately, I think that's a good thing because it forces us to confront the realities of what we're doing and what we need to do more. Having nationally comparable data has allowed our staff to think about the big picture in education. We're a small rural school. We want to know how we're achieving not just against our like schools but how we fit into the big picture. It allows us to see how our students are travelling against those national means, those state means and then below that we can break into item analysis and specific skills. Another area of strength within the NAPLAN data for our school has been how it's allowed us to tailor our teacher professional development. The feedback allows us to monitor how our cohorts are progressing, identify areas of weakness or of strength and see how we can tailor our professional learning to raise the efficacy of each teacher. Teachers love that progress because in the ensuing data they can see how their teaching has improved. So it's made teaching at our school transparent and it also gives that nationally verified feedback to teachers which they have enjoyed and we have a culture of celebration around our NAPLAN data. We are honest when things don't go so well and we revel and celebrate our achievements. Having nationally comparable data provides us with a benchmark in which we can look at our students. So sometimes schools can look at their students and think they're doing very well but having something to compare where it's not just within your city or your school but across the nation of Australia it's important then for us to get some real benefit and to get the real idea of how our students are achieving. I think what the nationally comparative data being available has done for us is it's given us a benchmark of comparison with the rest of the country and also the rest of the state in relation to how we're performing as a school in terms of hitting electricity and numeracy targets. I think it provides us feedback with where our school needs to go in regards to particular areas that we need to focus on whether it's reading in literacy or whether it's number in numeracy. It means that we know the areas that we need to pick up for for the next few years. By having nationally comparable data it allows us to see exactly where our students fall and then analyse that data and know what directions the school wants to set in terms of literacy and numeracy to ensure that we progress forward. One of the things that I find very powerful is the the ability for our staff to come together to understand what it is that we are achieving and what it is that we need to move to next. It also gives us a common language which we can discuss and provides us with the ability to have consistent teacher judgement. We use language much more now which is much more specific and allows teachers then also to communicate to parents more clearly about what it is that children are learning or what indeed they need to learn. One of the exciting areas that we have is the use of professional learning across clusters of schools now. Because we have a common language we have a benchmarking which we all can understand. It allows our schools to identify areas of needs that we can generate out and put some of our efforts into developing professional learning or develop resources. The fact that it's national allows you to actually use the data to compare like schools with perhaps similar socioeconomic background. Having information that allows us to compare our students between each other in the school and across our territory and then external nationally means that we have better information for our parents, we have better information for our teachers that guides the way that we develop the curriculum and assessment program at school.