[On a multicoloured screen, the NCCD logo features a circle made of four stylised human bodies. Text:  "Nationally Consistent Collection of Data on School Students with Disability." 
A white map of Australia contains the title 'Benefits of the NCCD'. A marker appears in north-western Queensland.
The smokestacks of a large mine tower beyond an outback town. A sign reads, "Barkly Highway State School. Barkly B's. Be Respectful. Embrace diversity."
A blond man sits in a schoolroom. Text: "Christien Payne, Principal, Barkly Highway State School, Mt Isa."
Small students work on reading and writing. Four students work with a teacher. In a sports class, a teacher's aide stands with two children, one uses a wheelchair. Students throw beanbags a short distance into a hula hoop.]

CHRISTIEN PAYNE: The NCCD process and the benefits for our school is certainly identifying those students in our class that we need to be making adjustments for, that come under the disability act. So I think it is really about being inclusive and part of that policy in our school, that we are aware that all of our students have different needs. But we need to be identifying, tracking those students in particular. Historically then, for those students into the future that we are making sure that everyone is aware of those students on their journey in our school and that we are accountable for those students.

[The boy using a wheelchair carefully drops a beanbag into the hula hoop. The teacher's aide claps.
In a schoolroom, a blonde woman sitting beside a dark-haired woman is interviewed. Text: "Meegan Brown, Guidance Officer, Barkly Highway State School, Mt Isa."
In classrooms, teachers work with pairs of students. A teacher's aide works with the boy who uses the wheelchair. Students work alone and with teachers.] 

MEEGAN BROWN: I think the NCCD has improved classroom practice because teachers are more aware of their learners. They are more aware of the impact that different disabilities may have on how the child accesses not only the curriculum, but accesses the school environment. So I think the NCCD process has also helped us with making sure: How do we know what we know? How do we know that we are doing a good job? How do we know the next steps for a child? How do we know the next steps in teacher development as well?

[Sitting on a classroom floor, a teacher looks through a picture book with a small girl who has Down syndrome. The dark-haired woman sitting with Meegan Brown is interviewed. Text: "Olivia Burford, Head of Special Education Services, Barkly Highway State School, Mt Isa."]

OLIVIA BURFORD: I think teachers now that they feel more comfortable with the whole NCCD process, they're actually welcoming and taking a lot more onboard, because they see the benefits. It's not about us telling the story. Initially we did start out trying to push and they were just thinking “oh something new, something else I've got to do on OneSchool, hours of recording”, but they actually see the benefits.

MEEGAN BROWN: And they're excited to share some of the things that they're doing, and they're sharing it with each other. 

[The NCCD logo appears onscreen. Text: "Nationally Consistent Collection of Data on School Students with Disability." 
Text: "Supported by the Australian Government. 
© 2019 Education Services Australia Ltd, unless otherwise indicated. Creative Commons BY 4.0, unless otherwise indicated." 
The logos for Creative Commons BY 4.0, Education Services Australia and Australian Government.]