Instead, the secret to the success of the school is that teachers and students work every day to give each other feedback. But it isn't just about delivering a "good job" when work is done well or highlighting mistakes. 

The school's principal, Lorraine Bradwell, said feedback was about identifying what students or teachers needed to do next.

"It's never just about a mark, it is saying this is what you did well but this what you need to do now," she said.

"The more immediate the feedback, the more effective it is – so we are evaluating the impact minute by minute, every day."

Teachers give students feedback, students give teachers feedback and students give each other feedback, she said. 

Feedback has been identified by influential education academic John Hattie as one of the most powerful influences on student achievement. Used well, it can add eight months to a student's learning progress. 

For the first time, and with the backing of not-for-profit education group Evidence for Learning, a range of evidence-based tools have been created for the Australian Institute for Teaching and School Leadership to help teachers give feedback. 

Professor Hattie said that, when done effectively, feedback can double the rate of learning. 

"Feedback is dramatically important," he said.

"The key issue is when it is given ... and it isn't just about feedback but also needs to be feed-forward.

"We know it is powerful when we ask the question, 'Where to go next?' – and then it is also powerful when kids tell the teachers where they need to go next."

Director of Evidence for Learning Matt Deeble said feedback was "a low-cost, high-impact approach".

"Evidence shows, when implemented effectively, feedback can add an impressive eight months to a student's learning progress and that's why we are investing in supporting teachers to make the most of it. 

"This project is helping to make our public investment in education more productive."