[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 'Working with parents'. A marker appears in northern Victoria.
A red brick building stands in leafy grounds. A white-haired man is interviewed in a classroom. Text: "Mark Gibson, Principal, St Josephs Primary School, Red Cliffs." In classrooms, students and teachers work on laptops.]

MARK GIBSON: We've been doing this process now for two to three years and at the beginning we had a learning support leader who in particular controlled a lot of the process in there. Since then, we've really tried to involve more people within the school. We're seeing more classroom teachers, parents all involved, including myself in that process now that wasn't happening earlier. 

[A dark-haired man is interviewed in the library. Text: Dylan Darby, Teacher, St Josephs Primary School, Red Cliffs." In class, Dylan works with two students who are working with laptops.]

DYLAN DARBY: Communication really helps, communicating with your other teachers, communicating with the students, finding out what they want, what's difficult for them, what's going to help them, but also communicating with the parents, trying to get the best for that student, because at the end of the teaching is for the students, so you want to be able to do the best for them. So talking to the parents, getting the ideas from the parents because the parents have them at home every single day so they obviously not a lot more than what we do with some students

[A grey-haired woman is interviewed in the library. Text: "Janice Divola, Learning Diversity Leader, St Josephs Primary School, Red Cliffs."]

JANICE DIVOLA: Sometimes, it starts as informal conversations, “have you thought about, you know, these are the kinds of things that maybe I’ve seen in another child. Are you seeing these things at home? Has anybody said to you this could be a possibility?” or it might be around the data that the children are producing, so it might start in a parent teacher interview conversation. Then the teaching staff might ask me to come to the next parent teacher meeting and just share some of the possibilities but our parents are very good at taking the ball and running with it, they’re really keen for what's best for their children. So they're happy to support us and we're more than happy to support them. 

[In a classroom four students stand holding slips of paper. Some of them have slips of paper lying on the floor in front of them. One puts her last slip of paper on the floor, then sits down. A girl reads from a slip of paper, then puts it down. A boy writes at a table. A blonde woman is interviewed in a library. Text: Tammy, Parent, St Josephs Primary School, Red Cliffs."]

TAMMY: Both of my children have information collected about them as part of the NCC data collection. One, simply because she has anaphylaxis, well as simple as that is. So she is recorded just medically for that reason, but my son is recorded because he has been diagnosed this year as being on the Autism Spectrum disorder, so he’s got ASD. We went through that process of diagnosis this year, so he started without a diagnosis, but we were seeing a speech therapist, and an OT before starting. We came in with some information to pass onto the school, and worked with the prep teacher before hand to get a whole lot of things in place at the start of the year, but some parts of that have become more formal as we've had the actual formal diagnosis as well. 

As a parent I was I guess minimally aware of the NCCD data collection. A note came home. I knew it was happening. I am given information fairly regularly by my son's classroom teacher about sorts of things that might be being put in place for him from really quite small little classroom things to how they're implementing his sensory diet, which will have come through from his OT or the need for a safety plan. 

It's getting to the crucial things that we are looking for in his Literacy and Numeracy and for social goals for us and then the reporting back of that. I feel a valued in those conversations and I think my husband does too, but it's also a clarifying process for us to see if we're on the same page about, you know, is that what it's like in the classroom as well.		 
I think, the adjustments for my son has been fantastic. I think, they're very individualised. I think, the information that we gained from his therapists is welcomed and I think feedback as a parent is welcomed. I think that those teachers that work most closely with him are all looking for opportunities to try to make his school day the best that it can be.
		 
[The NCCD logo appears onscreen. Text: "Nationally Consistent Collection of Data on School Students with Disability." 
Text: "Supported by the Australian Government Department. 
© 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 Department.]