Learning Analytics is an emerging field in Higher and Vocational Education; particularly so for Australian institutions balancing regulatory changes, funding, the changing education sector, and the needs of individual students. While other industries invested heavily into data, analytics and ML and were able to realise measurable business outcomes, it seems that educational institutions may do research in these areas but don’t utilise the technologies to improve teaching and student experiences. One key area impeding its adoption is the ethical implications of learning analytics particularly in the use of predictive analytics and the attitude as to how the data can be used. This paper provides an exploration of one Australian Higher Education institution's approach to implementing predictive analytics to assist academics and administrative staff to provide better support to students. Early outcomes and insight of this initiate are discussed with its implications to other areas in the education sector and the key areas of implementation risk.