SCHOOL

IMPROVEMENT
SURVEYS
2022 INTERPRETIVE REPORT

St Alipius' Parish School, Ballarat East (E2003)

Insight SRC Pty Ltd

Suite 133, Building B, 61 Civic Drive,
Greensborough VIC 3088
Phone: +61 3 8611 0600
Email: info@insightsrc.com.au
Website: www.insightsrc.com.au
Contents …

This document contains:

Content Pages
Background Information ……………………………………………………………………………………………….……………………….. 3
This section provides background information about the data provided in this report, including the links between school climate, student
outcomes, and other influences (such as home background), as well as your school’s scores on organisational climate, teaching climate
and student outcomes.
About the surveys and this report ……………………………………………………………………………………………………………….... 3

Understanding school effectiveness ………………………………………………………………………………………….......…………...…. 4

Understanding the effectiveness of your school….………………………………………………………………………….......…………...…. 5
Summarising the key information in this report ………………………………………………………………………………………………….. 6-8
Working with your school’s data …………………………………………………………………………………………………………………... 9-10
How are we Improving? ……………………………………………………………………………………………….……………….………… 11
Aggregate Indicators …………………………………………………………………………………………………………………..…………… 12-15
Actual Scores …………………………………………………………………………………………………………………………………..…… 16-21
This section includes actual scores which demonstrate how your school is actually performing from the perspectives of staff, students,
and parents.
What Are Our Strengths & Areas For Improvement?…………………………………………………………...……………………..…… 22
How to change actual scores into percentiles……………………………………..…………………………………..…………………….….. 23
The four pillars of culture…………………………………………………………………………………………………………………..………. 24
Percentiles ……………………………………………………………………………………………………….……………………….………… 25-29
This section includes percentiles which enable you to identify your school’s relative strengths and areas for improvement for planning appropriate
improvement actions.
©2022 Insight SRC Pty Ltd, Suite 133, Building B, 61 Civic Drive, Greensborough VIC 3088, Australia.
This document is subject to copyright and is not to be copied, reproduced or used without the prior written
permission of Insight SRC (info@insightsrc.com.au).
1
Contents (continued) …

Content Pages
Pandemic-Related Questions................................................................................................................................................................... 30
Actual Score……………...……………………………………………………………………………………………………………………….. 31
What is an achievable target? ........................................................................................................................................... 32
2022 improvement targets……………………………………………………………………………………………………………………….. 33
So what does this mean for your school?............................................................................................................................................... 34
An action learning methodology of school improvement........................................................................................................................ 35
Appendix I – Glossary of Terms………………………………………………………………………………………………….……………… 36-42
This section provides a definition for each indicator measured in the staff, student and parent surveys.

2
About the surveys and this report ...

The School Improvement Surveys are key tools that provide your school with data from staff, students and parents to assist in
understanding how well your school is operating. The information provided will help your school to improve the people management and
work practices that drive (i.e., cause) staff wellbeing, motivation and performance.
This report belongs to your school. It is important that everyone in your school (i.e., all leaders and staff) has the opportunity to see the
results and participate in determining the actions that will be implemented to bring about improvement.

Remember:
The School Improvement Surveys are a valuable set of tools and decision-making aids, particularly when used in conjunction with other
information about your school’s performance.

3
Understanding school effectiveness …

The School Improvement Surveys are highly reliable and valid tools for assessing the strengths, challenges and opportunities for improvement in your
school. The ongoing challenge is to use the survey results to drive sustained improvements in your school and link these to outcomes for students.
The following diagram is based on research conducted in Australian Catholic schools generally and demonstrates the links between the different types
of School Climate (Organisational and Teaching Climate), Student Behaviour, Student Wellbeing, Faith Climate (faith based behaviours) and
Academic Achievement.

Parent and Community Engagement

Emotional Wellbeing
Student Teacher Relationships
School Climate Wellbeing
Engagement in Learning

Staff Survey
Organisational Teaching Student Student Survey
Climate Climate Behaviour
Standardised Testing

Empathy Quality Teaching

Clarity Engaging Practice
Engagement Teacher Confidence NAPLAN
Classroom Behaviour
Learning
Academic
Respect for Students School Behaviour HSC
Achievement
Staff Wellbeing Student Motivation PISA
Student Safety
Parent Partnerships Classroom Behaviour
Curriculum Processes
Student Management

Home Background Factors

Faith Climate

Strength of Relationship: Strong Relationship Weaker Relationship

4
Understanding the effectiveness of your school …

The table below displays your school’s scores on each of the climates and outcomes presented in the diagram on the previous page,
except for Academic Achievement, which is not measured by the surveys. It is important to consider these results in the context of your
school’s academic results. The table includes actual scores which demonstrate how your school is performing, and percentiles which
identify areas of strength and improvement within your school. Each is calculated according to the description below.

 Organisational Climate is calculated using the following indicators of the School Improvement Staff Survey: Supportive Leadership, Role
Clarity, Teamwork, Empowerment, Ownership, Appraisal & Recognition and Professional Growth

 Teaching Climate is calculated using the following indicators of the School Improvement Staff Survey: Student Management, Curriculum
Processes, Student Motivation, Respect for Students, Parent Partnerships, Teacher Confidence, Engaging Practice and Quality Teaching

 Student Behaviour is calculated using the using indicators from the Staff Survey (Student Behaviour (Classroom) and Student Behaviour
(School)) and indicators of the Student Survey (Student Safety and Classroom Behaviour)

 Student Wellbeing is calculated using the following indicators of the School Improvement Student Survey: Emotional Wellbeing (Student
Morale, Student Distress, Connectedness to School), Teacher Relationships (Teacher Empathy, Purposeful Teaching, Stimulating Learning),
and Engagement in Learning (Learning Confidence, Student Motivation, Connectedness to Peers)

 Community Engagement is calculated using the following indicators of the Parent Survey: Parent Partnerships, Approachability, Parent Input,
Reporting and School Improvement.

Climate or Outcome Actual Score Percentile

Organisational Climate 72.79 42.47
Teaching Climate 69.00 19.54

Student Behaviour Staff: 67.98; Student: 58.95 Staff: 26.90; Student: 12.87

Student Wellbeing 68.96 13.65

Community Engagement 83.16 80.94

5
Summarising the key information in this report – Staff ...

This report provides information about the key behaviours that underpin the wellbeing, motivation and performance of staff in your school.
This information includes:

 Six key indicators of organisational climate, including:

• Two indicators that reflect how staff feel whilst at work (i.e., their motivation and wellbeing):
• Morale: The energy, enthusiasm and pride that staff have whilst at work
• Distress: The anxiety, concern, tension and negativity that staff have whilst at work

• Four indicators that are the most important drivers (or causes) of staff wellbeing and motivation:
• Empathy: The extent to which formal and informal leaders are approachable, can be relied upon, understand the problems facing
staff, and communicate effectively.
• Clarity: The extent to which staff have a shared sense of purpose and know what is expected and required of them.
• Engagement: The extent to which staff members collaborate, share ideas and solve problems together, leading to a shared
understanding and alignment of team goals.
• Learning: The extent to which staff members feel their efforts are being recognised and their capability is being developed through
appropriate learning and development opportunities.
 One outcome indicator, which reflects the extent to which staff feel that they are overloaded with work:

• Work Demands: The extent to which staff feel that they are overloaded with work, that there is constant pressure to keep working, and
that there is little time to relax at work.
 Two indicators which reflect the extent to which student behaviour is seen as an issue in classrooms and in the school more generally.
 Nine indicators of teaching climate, which reflect the school’s team-based practices and teaching and learning environment.
 Six indicators which reflect how staff feel about the behaviours related to Catholic Identity and Mission in the school.
 Three indicators of school improvement which reflect focus on school improvement, innovation and adaptive behaviours in the school.

6
Summarising the key information in this report – Student ...

This report also provides information about how students experience the school. This information includes:

 Six key indicators that reflect how students experience the school:

• Emotional Wellbeing: The presence of positive emotions, absence of negative emotions and the extent to which students feel
emotionally connected to their school.

• Teacher Relationships: The extent to which students feel understood by their teachers, that their teachers have a presence in the
classroom, and that the learning is stimulating.

• Engagement in Learning: The extent to which students have the confidence and motivation to learn, in a context where they have
positive relationships with other students.

• Teaching and Learning The extent to which students work together and are eager and motivated to learn.

• Managing Emotions The extent to which students are aware of and can manage their emotions.

• Student Behaviour: The extent to which students feel safe and the behaviour in classrooms facilitates learning.

 There are also seven indicators which reflect how students feel about the behaviours related to Catholic Identity and Mission in the school.

7
Summarising the key information in this report – Parent ...

This report also provides information about how parents experience the school. This information includes :

 Six key indicators that reflect how parents perceive the school:
• Community Engagement: The extent to which parents feel they are involved in their child’s education including the approachability
of staff, their satisfaction with the school’s student reporting and the extent to which they feel the school
is focused on improvement.
• Learning Opportunity: The extent to which parents feel their child is being given the best opportunity to learn including whether
their child’s school has a strong focus on learning, quality extra-curricular activities, effectively supports
their child through transitions and provides appropriate homework.

• Staff Engagement: The extent to which parents feel staff at the school are engaged including their passion and enthusiasm,
whether the teaching and learning motivates their child, and whether the management of student
behaviour is effective.

• Student Engagement: The extent to which parents believe their child wants to go to school and enjoys being a part of the
school.

• Peer Relations: The extent to which parents feel their child is developing appropriate social skills and strong relationships
with their peers.

• Student Behaviour: How parents perceive student behaviour in the classroom and the school more generally.

 There are also six indicators that reflect the Catholic culture in the school from the perspective of parents.

8
Working with your school’s data …

Aggregate Indicators (pages 12 – 15)

 Your school’s aggregate indicators provide a high-level picture of your school’s effectiveness in four key areas. Key features of these graphs
include:
• All scores are presented on a 0-100 scale and represent ‘how full the glass is’ (e.g., a score of 75 on Organisational Climate shows
that the glass is 75% full – it does not represent 75% of people)
• Your school’s aggregate indicators have been plotted against the means and standard deviations for Australian schools, which are
shown by the blue bars
• Your school’s aggregate indicator on Organisational Climate has also been plotted against the mean and standard deviation for
Australian organisations, which is shown by the orange bar

Actual Scores Graphs (pages 16 – 21)

 Your school’s actual scores show how well your school is actually performing. Key features of these graphs include:
• All scores are presented on a 0-100 scale and represent ‘how full the glass is’ (e.g., a score of 75 on School Morale shows that the
glass is 75% full – it does not represent 75% of people)
• Your school’s actual scores have been plotted against the range of performance for Australian schools, shown by the blue vertical
bars

Further information about the different kinds of data can be found in your interpretation guide.

9
Working with your school’s data …

Percentile Graphs (pages 25-29)

 Your percentiles, rather than your actual scores, are used to understand your school’s strengths, challenges and opportunities for improvement.
 When looking at the percentile graphs it is important to focus on the pattern of data rather than the numbers – use the interpretation guide to
assist in the interpretation of the percentile graphs.
• These graphs should not be used to judge whether the school’s performance is good or bad, but to assess your relative strengths and
opportunities for improvement
• When your school is operating in a manner consistent with best-practice, all percentiles will be balanced (i.e., the horizontal bars will
be of similar length)
• When balance has been achieved such that the percentiles are of similar length, only then it is appropriate to focus on the numbers

Further information about the different kinds of data can be found in your interpretation guide.

10
 How are we improving?

11
Your school’s data – staff aggregate indicators …

Aggregate indicators can be used to provide a high level picture of your school’s growth and overall effectiveness. These indicators measure four
different aspects of your school’s functioning and are based on the School Improvement Surveys.

Organisational Climate Aggregate Indicator

 The Organisational Climate aggregate indicator assesses the core components of school climate that are known to underpin the wellbeing,
engagement, and performance of staff in schools. This aggregate indicator is calculated using the following indicators of the School
Improvement Staff Survey: Supportive Leadership, Role Clarity, Teamwork, Empowerment, Ownership, Appraisal & Recognition and
Professional Growth.

Teaching Climate Aggregate Indicator

 The Teaching Climate aggregate indicator assesses the quality of your school’s teaching and learning environment. It is calculated using
the following indicators of the School Improvement Staff Survey: Student Management, Curriculum Processes, Student Motivation, Respect
for Students, Parent Partnerships, Teacher Confidence, Engaging Practice and Quality Teaching.

The bars on the following page indicate your school’s mean (average) for the three aggregate indicators described above. We have also
included the mean and one standard deviation around the mean for Australian schools and other organisations where appropriate. If your
school’s result falls between one standard deviation below and above the mean, your school’s effectiveness on this measure falls within the
same range as 68% of Australian schools or organisations.

12
2022 aggregate indicators – actual scores

68% of teams in Australian organisations fall within this range.

Mean 68% of Australian schools fall within this range.

Mean
Organisational Climate Aggregate Indicator:

Historical 64.1

2022 72.8

0 10 20 30 40 50 60 70 80 90 100
Staff

68% of Australian schools fall within this range.

Mean
Teaching Climate Aggregate Indicator:

Historical 75.9

2022 69.0

0 10 20 30 40 50 60 70 80 90 100

* Note: The Australian mean includes Government and Catholic schools across Australia

13
Your school’s data – student and parent aggregate indicators …

Aggregate indicators can be used to provide a high level picture of your school’s effectiveness. These indicators measure four different aspects of your
school’s functioning and are based on the School Improvement Surveys.

Student Wellbeing Aggregate Indicator:

 The Student Wellbeing aggregate indicator assesses student emotional wellbeing, the quality of teacher-student relationships and student
engagement in learning. It is calculated using the following components of the School Improvement Student Survey: Emotional Wellbeing
(Student Morale, Student Distress and Connectedness to School); Teacher Relationships (Teacher Empathy, Purposeful Teaching and
Stimulating Learning); and Engagement in Learning (Learning Confidence, Student Motivation and Connectedness to Peers)

Student Behaviour Aggregate Indicator:

 The Student Behaviour aggregate indicator assesses the extent to which students feel safe and the behaviour in classrooms facilitates learning. It
is calculated using the following components of the School Improvement Student Survey: Student Safety and Classroom Behaviour.

Community Engagement Aggregate Indicator:

 The Community Engagement aggregate indicator assesses parents’ perception of their involvement in the school and their child’s education. It is
calculated using the following indicators of the School Improvement Parent Survey: Parent Partnerships, Approachability, Parent Input, Reporting
and School Improvement.

The bars on the following page indicate your school’s mean (average) for the aggregate indicators described above. We have also included the mean
and one standard deviation around the mean for Australian schools. If your school’s result falls between one standard deviation below and above the
mean, your school’s effectiveness on this measure falls within the same range as 68% of Australian schools.

14
2022 aggregate indicators – actual scores …

68% of Australian schools fall within this range.

Mean
Student Wellbeing Aggregate Indicator:

Historical 78.8

2022 69.0
Students

0 10 20 30 40 50 60 70 80 90 100
68% of Australian schools fall within this range.
Mean
Student Behaviour Aggregate Indicator:

Historical 63.1

2022 59.0

0 10 20 30 40 50 60 70 80 90 100

68% of Australian schools fall within this range

Mean
Community Engagement Aggregate Indicator:
Parents

Historical 87.6

2022 83.2

0 10 20 30 40 50 60 70 80 90 100

15
School climate – actual scores ...

ORGANISATIONAL CLIMATE TEACHING CLIMATE

100

80

60

40

20

Student Team Based

Staff Wellbeing Empathy Clarity Engagement Learning Outcomes Teaching and Learning School Improvement
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Behaviour
14 15
Practice
16 17 18 19 20 21 22 23 24 25 26
Hist 73 71 71 66 71 66 66 62 70 56 58 58 89 90 67 70 75 94 74 85 74 71 76
2022 76 77 80 74 87 70 71 77 71 62 73 66 70 65 59 81 51 60 87 69 85 70 68 76 77 77

Focus^
6. Role Clarity

16. Pastoral Care^^

7. Teamwork

9. Ownership
2. School Morale

8. Empowerment
1. Individual Morale

5. Supportive Leadership

11. Professional Growth

(School)
10. Appraisal & Recognition

24. School Improvement

15. Student Management
(Classroom)*
13. Student Behaviour

14. Student Behaviour

17. Curriculum Processes*

26. Innovation**
18. Student Motivation*

20. Parent Partnerships*

22. Engaging Practice*

23. Quality Teaching*

21. Teacher Confidence*

25. Adaptive Behaviours**

12. Work Demands
4. School Distress
3. Individual Distress

19. Respect for Students

St Alipius' Parish School, Ballarat East (E2003) 2019 (28) St Alipius' Parish School, Ballarat East (E2003) 2022 (28)
Top 25% of Victorian schools Middle 50% of Victorian schools Lower 25% of Victorian schools
* Teaching staff only (Indicators 13, 17-18, 20-23).
^ Benchmark based on Australian Catholic schools (Indicator 24).
^^ New indicator from 2021 - benchmark based on Australian Catholic schools (Indicator 16).
** New indicator from 2021 - benchmarked against teams in Australian organisations (Indicators 25-26).
16
Students’ socio-emotional experience (years 3 & 4) – actual scores ...

100

80

60

40

20

Emotional Wellbeing Teacher Relationships Engagement in Learning Student Behaviour Survey

0 1 2 3 4 5 6 7 8 9 10 11 12
Hist
2022 75 69 77 94 89 75 75 88 81 65 48 78
4. Teacher Empathy

10. Student Safety

1. Student Morale

3. Connectedness to

12. Survey - Enthusiasm

School

5. Purposeful Teaching

8. Student Motivation
6. Stimulating Learning

7. Learning Confidence

11. Classroom Behaviour

2. Student Distress

9. Connectedness to Peers
Historical data not available St Alipius' Parish School, Ballarat East (E2003) 2022 (36)
Top 25% of Victorian primary schools Middle 50% of Victorian primary schools Lower 25% of Victorian primary schools
Note: No 2019 data is available because theYear 3-4 survey was only introduced in 2020.

17
Students’ socio-emotional experience (years 5 & 6) – actual scores ...

100

80

60

40

20

Emotional Wellbeing Teacher Relationships Engagement in Learning Teaching and Learning Managing Emotions Student Behaviour Survey
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Hist 72 73 81 85 83 87 72 78 79 77 49 75 76
2022 63 70 64 71 67 77 72 77 70 63 69 58 63 54 59 57 64 44 55 57 76 42 88 68 52

21. Student Safety

9. Learning Confidence

17. Emotional Awareness^

20. External Awareness^

19. Accepting Emotions^
6. Teacher Empathy
1. Student Morale

16. Concentration^
8. Student Motivation

18. Describing Emotions^

7. Purposeful Teaching

12. Stimulating Learning

15. Emotional Regulation^

24. Survey – Easy***

3. Connectedness to School

10. Desire to Learn*

25. Survey – Enthusiasm***

13. Collaboration*

22. Classroom Behaviour

23. Cyberbullying**
5. Encouraging Learning*

14. Eagerness to Learn*

4. Personal Development*
2. Student Distress

11. Connectedness to Peers

St Alipius' Parish School, Ballarat East (E2003) 2019 (48) St Alipius' Parish School, Ballarat East (E2003) 2022 (34)
Top 25% of Victorian schools Middle 50% of Victorian schools Lower 25% of Victorian schools
Top 25% of CEOB students Middle 50% of of CEOB students Lower 25% of of CEOB students
Top 25% of Australian schools Middle 50% of Australian schools Lower 25% of Australian schools
* New indicators from 2021 with limited benchmark data (Indicators 4, 5, 10, 13, 14).
^ New indicator from 2020 that compares your students' average to all students who have completed the survey (indicators 15-20);
all other results are compared to other schools’ averages.
18 ** New indicator from 2021 with limited benchmark data (Indicator 23); comparisons against Australian schools.
*** Comparisons based on Victorian Catholic Schools only (Indicators 24, 25).
Parent opinion – actual scores ...

100

80

60

40

20

0
Community Engagement Learning Opportunity Staff Engagement Student Engagement Peer Relations Student Behaviour Survey

Hist 89 91 89 81 88 90 87 71 85 93 94 87 81 89 88 78 69 72
2022 87 88 80 75 86 91 80 59 85 91 88 86 77 89 83 76 58 82

16. Student Safety

12. Connectedness to

15. Connectedness to
2. Approachability

8. Homework

School
4. Reporting

13. Student Motivation

3. Parent Input

11. Teacher Morale

9. Behaviour Management
5. School Improvement

10. Stimulating Learning

17. Classroom Behaviour

18. Attitude to Survey*

Peers
7. Transitions

14. Social Skills

1. Parent Partnerships

6. Learning Focus

St Alipius' Parish School, Ballarat East (E2003) 2019 (24) St Alipius' Parish School, Ballarat East (E2003) 2022 (11)

Top 25% of Victorian schools Middle 50% of Victorian schools Lower 25% of Victorian schools

19 * Benchmarked against Australian Catholic schools only (indicator 18).

Catholic Culture – actual scores ...

100

80

60

40

20

0
Staff Students (years 3 & 4) Students (years 5 & 6) Parents

Hist 78 87 78 73 89 79 71 82 85 66 82 84 69 89 87 72 92 87
2022 72 79 78 64 89 80 95 67 86 53 67 69 52 69 62 74 72 94 90 76 91 93

Engagement^
1. Staff - Importance

17. Parents – Importance

6. Staff - Social Justice

15. Students - Social Justice

22. Parents - Social Justice

9. Younger Students – Caring
Behaviour of Students
7. Younger Students –

8. Younger Students –
2. Staff - Opportunity

10. Students – Faith

11. Students – Faith

13. Students – Faith

16. Students – Pastoral

18. Parents – Opportunity

Behaviour of Staff

for Others

Development^
5. Staff - Compassion

14. Students – Compassion

21. Parents - Compassion

Behaviour

Care*
Students

Students
Staff

Staff
4. Staff - Behaviour of

12. Students - Behaviour of

19. Parents - Behaviour of

20. Parents - Behaviour of

3. Staff - Behaviour of Staff

St Alipius' Parish School, Ballarat East (E2003) 2019 St Alipius' Parish School, Ballarat East (E2003) 2022
Top 25% of Victorian Catholic schools Middle 50% of Victorian Catholic schools Lower 25% of Victorian Catholic schools
Top 25% of Australian schools Middle 50% of of Australian schools Lower 25% of of Australian schools

* New indicator from 2021 with limited benchmark data (Indicator 16).
20 ^ Faith Engagement and Faith Development were previously titled Importance and Opportunity respectively.
Use of survey – actual scores ...

100

80

60

40

20

0 1 2 3 4 5 6
Hist 57 67 62 63 65 65
2022 45 63 51 57 62 71

Personally
Surveys - Personally
School

Surveys - School

School
1. Overall Enthusiasm

2. Survey Usefulness -

5. Act on Results -

7. Act on Results -
3. Acted on Previous

St Alipius' Parish School, Ballarat East (E2003) 2019 (28) 4. Acted on Previous
St Alipius' Parish School, Ballarat East (E2003) 2022 (28)

Top 25% of Victorian schools Middle 50% of Victorian schools Lower 25% of Victorian schools

21
 What are our strengths &
areas for improvement?

22
How to change actual scores into percentiles …

The percentile graphs on pages 25-29 enable you to identify aspects of your school’s culture that are relative strengths and aspects that
are relative opportunities for improvement.

The percentiles are not your actual scores. They are standardised scores that show the relative strengths and opportunities for
improvement in your school. As shown in the following example, the percentiles show the school’s strengths and opportunities for
improvement in comparison to other Victorian schools that have used this survey.

School A

School B
School C
School D
Please note:
This figure is an
example only, School E
not your actual
results

0 = Lowest score in 100 = Highest score in

Victorian schools Victorian schools
(example School E) (example School A)

In this example, the percentile of 25 indicates that 25% of Victorian schools that have used the survey scored lower than this school and
75% of Victorian schools have scored higher. This is how all percentiles are interpreted. For all indicators, a higher percentile is more
desirable (i.e. more of a strength).

The percentile graphs are best used to explore your

school’s relative strengths and opportunities for improvement

23
The four pillars of culture ...

The School Improvement Staff Survey provides information about the culture in your school. Research has shown that four key pillars
of culture underpin staff wellbeing and the socio-emotional and academic achievement outcomes for students. The Four Pillars of
Culture are assessed through seven indicators of your school’s organisational climate:
 Empathy (Supportive Leadership)
 Clarity (Role Clarity)
 Engagement (Teamwork, Empowerment, Ownership)
 Learning (Appraisal & Recognition, Professional Growth)

School Culture and Climate Student Outcomes

Your school’s percentiles on Emotional
the Four Pillars of Culture. Empathy Wellbeing

74.8
start Teacher
again Relationships

Engagement
Team-Based in Learning
Learning Professional Clarity
Learning 25.9
39.6 Student
Culture Behaviour

Faith Based
Behaviours

Engagement
39.3 Academic
Achievement

24
School climate – percentiles ...

Individual Morale 1 49
School Morale 2 51 Staff

Organisational Climate
Individual Distress 3 63 Wellbeing
School Distress 4 59
Supportive Leadership 5 75 Empathy
Role Clarity 6 26 Clarity
Teamwork 7 28
Empowerment 8 67 Engagement
Ownership 9 23
Appraisal & Recognition 10 33
Learning
Professional Growth 11 46
Work Demands 12 73 Outcomes
Student Behaviour (Classroom)* 13 36 Student
Student Behaviour (School) 14 20 Behaviour
Student Management 15 14
Team-Based
Pastoral Care^^ 16 71

Teaching Climate
Practice
Curriculum Processes* 17 5
Student Motivation* 18 16
Respect for Students 19 39
Parent Partnerships* 20 25 Teaching
& Learning
Teacher Confidence* 21 43
Engaging Practice* 22 25
Quality Teaching* 23 16
School Improvement Focus^ 24 29
School
Adaptive Behaviours** 25 68
Improvement
Innovation** 26 90

0 10 20 30 40 50 60 70 80 90 100
St Alipius' Parish School, Ballarat East (E2003) 2022 (28)

Your school’s strengths & areas for improvement relative to Australian schools
* Teaching staff only (Indicators 13, 17-18, 20-23).
^ Benchmark based on Australian Catholic schools (Indicator 24).
^^ New indicator from 2021 - benchmark based on Australian Catholic schools (Indicator 16).
** New indicator from 2021 - benchmarked against teams in Australian organisations (Indicators 25-26).
25
Students’ socio-emotional experience (years 3 & 4) – percentiles ...

Student Morale 1 42

Emotional
Student Distress 2 1
Wellbeing

Connectedness to School 3 35

Teacher Empathy 4 97

Teacher
Purposeful Teaching 5 82
Relationships

Stimulating Learning 6 39

Learning Confidence 7 61

Student Motivation 8 36 Engagement

in Learning

Connectedness to Peers 9 53

Student Safety 10 15
Student
Behaviour
Classroom Behaviour 11 6

Survey - Enthusiasm 12 51 Survey

0 10 20 30 40 50 60 70 80 90 100
St Alipius' Parish School, Ballarat East (E2003) 2022 (36)

Your school’s strengths & areas for improvement relative to Australian schools

26
Students’ socio-emotional experience (years 5 & 6) – percentiles ...

Student Morale 1 10
Student Distress 2 16 Emotional Wellbeing

Connectedness to School 3 10
Personal Development* 4 43
Encouraging Learning* 5 37
Teacher Relationships
Teacher Empathy 6 29
Purposeful Teaching 7 21
Student Motivation 8 6
Learning Confidence 9 22
Engagement in Learning
Desire to Learn* 10 15
Connectedness to Peers 11 2
Stimulating Learning 12 20
Collaboration* 13 65 Teaching and Learning

Eagerness to Learn* 14 25
Emotional Regulation^ 15 35
Concentration^ 16 47
Emotional Awareness^ 17 50
Managing Emotions
Describing Emotions^ 18 43
Accepting Emotions^ 19 42
External Awareness^ 20 32
Student Safety 21 14
Classroom Behaviour 22 14 Student Behaviour

Cyberbullying* 23 27
Survey – Easy** 24 30
Survey
Survey – Enthusiasm** 25 16

0 10 20 30 40 50 60 70 80 90 100
St Alipius' Parish School, Ballarat East (E2003) 2022 (34)

Your school’s strengths & areas for improvement relative to Australian schools

* New indicators from 2021 with limited benchmark data (Indicators 4, 5, 10, 13, 14,
23).
^ Compares your students' average to all students who have completed the survey
27 (indicators 15-20); all other results are compared to other schools’ averages.
Parent opinion– percentiles ...

Parent Partnerships 1 97

Approachability 2 87
Community
Parent Input 3 77 Engagement

Reporting 4 48

School Improvement 5 86

Learning Focus 6 97

Transitons 7 54 Learning Opportunity

Homework 8 10

Behaviour Management 9 89

Stimulating Learning 10 95 Staff Engagement

Teacher Morale 11 85

Connectedness to School 12 85
Student Engagement
Student Motivation 13 46

Social Skills 14 96
Peer Relations
Connectedness to Peers 15 68

Student Safety 16 63
Student Behaviour
Classroom Behaviour 17 68

Attitude to Survey* 18 99 Survey

0 10 20 30 40 50 60 70 80 90 100
St Alipius' Parish School, Ballarat East (E2003) 2022 (11)

Your school’s strengths & areas for improvement relative to Australian schools

* Benchmarked against Victorian Catholic schools only (indicator 18).

28
Catholic Culture – percentiles ...

Staff - Importance 1 25
Staff - Opportunity 2 14
Staff - Behaviour of Staff 3 54
Staff
Staff - Behaviour of Students 4 30
Staff - Compassion 5 68
Staff - Social Justice 6 67
Younger Students – Behaviour of Staff 7 96
Younger
Younger Students – Behaviour of Students 8 21 Students
Younger Students – Caring for Others 9 62 (years 3 & 4)

Students - Faith Engagement^ 10 25

Students - Faith Development^ 11 12
Students - Behaviour of Staff 12 19
Students - Faith Behaviour 13 14 Students
(years 5 & 6)
Students – Compassion 14 19
Students - Social Justice 15 11
Students - Pastoral Care* 16 49
Parents – Importance 17 31
Parents – Opportunity 18 95
Parents - Behaviour of Staff 19 91
Parents
Parents - Behaviour of Students 20 89
Parents - Compassion 21 92
Parents - Social Justice 22 98
0 10 20 30 40 50 60 70 80 90 100

St Alipius' Parish School, Ballarat East (E2003) 2022

Your school’s strengths & areas for improvement relative to Australian schools

* New indicator from 2021 with limited benchmark data (Indicator 16).
29 ^ Faith Engagement and Faith Development were previously titled Importance and Opportunity respectively.
 Pandemic-related Questions
The Pandemic-Related Questions section of the report examines issues specific to staff and students’ experience of the COVID-19 pandemic at
your school. The increased use of online learning also raises the issue of cyberbullying, which is examined in this section.

This section of the report presents your school’s results in comparison to the results for all schools that have included these questions in their
survey.

30
 2022 pandemic-related questions – actual scores …

Staff Students
100

80

60

40

20

0
1. Staff - Work 2. Staff - 3. Staff - 4. Staff - Collegial 5. Staff - 6. Staff - Students* 7. Staff - Health 8. Students - 9. Students -
Effectiveness* Concentration* Managerial Support* Resources* Risk* Support From Health Risk*
Support* Teachers*

Historical data not available St Alipius' Parish School, Ballarat East (E2003) 2022

Top 25% of Australian schools Middle 50% of Australian schools Lower 25% of Australian schools

* Limited benchmark data available

31
 What is an achievable target?

32
2022 improvement targets ...

To assist your school in developing achievable targets, the following recommended improvement targets are provided to support you in your school
improvement planning processes. This graph shows your school’s target for this year (if your school participated in the surveys previously), your
school’s 2022 result, and the next recommended improvement targets. The recommended improvement targets are based on aggregate indicators
which contain the following key components of the School Improvement Surveys:

The Organisational Climate Indicator is based on the four pillars of Empathy, Clarity, Engagement and Learning from the School Improvement
Staff Survey

The Teaching Climate Indicator is based on all indicators of Team-Based Practice and Teaching and Learning from the School Improvement
Staff Survey

The Student Wellbeing Indicator is based on all indicators of Emotional Wellbeing, Teacher Relationships, and Engagement in Learning from
the School Improvement Student Survey

The Community Engagement Indicator is based on the indicators of Community Engagement from the School Improvement Parent Survey

100
88.0
83.2 83.6
78.1 79.9
80 72.8 74.3 71.5
69.0 71.4 69.0
66.8

60

40

20

Next Community
Student Wellbeing
Climate Result in

Previous Teaching

Wellbeing Target
Teaching Climate

Engagement
Climate Target

Climate Target

Climate Target

Previous Student
Wellbeing Target

Result in 2022
Next Teaching
Organisational

Organisational

Community

Engagement
Organisational

Community
Result in 2022

Engagement
Climate Target

Result in 2022

Next Student

Previous
Previous

Target

Target
Next
2022

St Alipius' Parish School, Ballarat East (E2003) 2022

33
So what does this mean for your school …

The key strengths and areas for improvement that you have identified can now be used to determine the potential
areas of action in your school. Before developing an action plan for improvement, consider the following
questions:

 Are the key strengths and areas for improvement consistent with your observations of your school?

• Do they make sense?

• Are there any surprises?

 Has there been anything going on in your school to explain these results?

 How does the leadership culture within the school contribute to these results?

 Are there any other factors that are contributing to these results?

 What initiatives could you put in place to improve the school culture?

Simple solutions are usually the most practical and effective

34
An action learning methodology of school improvement …

A considerable body of research shows that using a collaborative action learning methodology will lead to success.
When staff are genuinely empowered to take responsibility for school improvement, it is possible to for create a
strong team-based professional learning culture that will lead to innovative school improvement strategies. The
GROW model outlines the critical steps in an action-learning methodology.

G Where do we want our school to be in 1-2 years time?

R What works and what is getting in the way?

How does this align with our data?

O
What are the options for moving forward?

W What are the next steps and agreed actions?

35
 Appendix I
Glossary of Terms

36
Glossary of terms – staff ...
Below is a summary definition for each of the components of the staff survey, in alphabetical order.
Act on Results – Personally: The extent to which staff think they will personally act
on the results of this survey.
Act on Results – School: The extent to which staff think that the school will act on the
results of this survey.
Acted on Previous Surveys – Personally: The extent to which staff think that they
personally have acted on the results of previous surveys.
Acted on Previous Surveys – School: The extent to which staff think the school has
acted on the results of previous surveys.
Adaptive Behaviours: The extent to which staff work collaboratively to find solutions
to new or unusual challenges.
Appraisal & Recognition: The extent to which staff receive regular feedback on how
they are performing in their roles though a range of formal and informal processes.
Clarity: The extent to which staff have a shared sense of purpose that provides
meaning in their work.
Curriculum Processes: The extent to which there is effective communication in the
planning of the curriculum.
Empathy: The extent to which staff feel understood and valued.
Empowerment: The extent to which staff have a voice and have opportunities to
contribute to the decisions that affect their day-to-day work.
Engagement: The extent to which staff collaborate, have a voice, and support each
others' success in ways that lead to a common understanding and acceptance of the
school's goals.
* Responses to all negatively phrased measures have been reversed for reporting purposes. For all components,
the higher the score or percentile, the more positive perceptions are.
37
Engaging Practice: The extent to which teachers encourage learning using activities and
discussions.
Improvement Focus: The extent to which people try to improve the way they do their job
and achieve high standards.
Individual Distress*: The extent to which staff experience negative emotions at school.
Individual Morale: The extent to which staff experience positive emotions at school.
Innovation: The extent to which staff are encouraged to try new ideas and be flexible in
the way in which they go about their work.
Learning: The extent to which staff support each others learning and are able to learn
and grow as professionals.
Organisational Climate: The core components of school climate that are known to
underpin the wellbeing, engagement, and performance of staff in schools.
Overall Enthusiasm: The extent to which staff are enthusiastic about the survey.
Ownership: The extent to which staff members have shared goals and values, and agree
on the way they go about their day-to-day work – they are on the ‘same page’.
Parent Partnerships: The extent to which staff feel that parents are engaged in
collaborating with staff to achieve student outcomes.
Pastoral Care: The extent to which staff are clear about pastoral care, and that they have
the skills to carry out their pastoral care responsibilities.
Professional Growth: The extent to which staff have a genuine opportunity to learn from
one another and develop in their roles by learning from mistakes and the risks they take.
Glossary of terms – staff (continued) ...

Quality Teaching: The extent to which staff believe that the school is focused on quality Staff - Concentration: The extent to which staff have had difficulty concentrating or
teaching and creates a learning environment that maximises outcomes for students. focusing on their work during the pandemic.

Respect for Students: The extent to which students are treated as responsible Staff - Health Risk: The extent to which staff are concerned about themselves or other
individuals, are respected, and are encouraged to experience success in this school. catching coronavirus.

Role Clarity: The extent to which staff have a shared sense of purpose and know what is Staff – Importance: The extent to which participating in prayer and celebrating liturgies
expected and required of them. and the sacraments at school are important to staff.

School Distress*: The extent to which there is a negative emotional tone in the school Staff - Managerial Support: The extent to which staff have felt supported by leaders and
(e.g., there is a lot of frustration, tension, and stress in my school). managers during the pandemic.

School Improvement: The extent to which staff try to improve their job by trying new Staff – Opportunity: The extent to which staff have the opportunity to reflect on their
things and finding solutions to the school's major challenges. faith, pray together, and celebrate liturgies and sacraments.

School Improvement Focus: The extent to which staff focus on excellence by Staff - Resources: The extent to which staff have had the resources to work effectively
continuously improving the way they do their job and work to achieve high standards. during the pandemic.

School Morale: The extent to which there is a positive emotional tone in the school (e.g., Staff – Social Justice: The extent to which staff feel that social justice is important, and
my school is energetic, enthusiastic and takes pride in its work). to which they have the opportunity to participate in social justice activities.

Staff – Behaviour of Staff: The extent to which the behaviour of staff is consistent with Staff - Students: The extent to which staff believe that students in their school have been
faith-based values. engaged or motivated during the pandemic.

Staff – Behaviour of Students: The extent to which the behaviour of students is Staff Wellbeing: The emotions that staff experience while at work that underpin their
consistent with faith-based values. motivation and commitment.

Staff - Collegial Support: The extent to which staff have felt supported by colleagues Staff - Work Effectiveness: The extent to which staff have been effective and productive
during the pandemic. in their work during the pandemic.

Staff – Compassion: The extent to which staff feel that compassion is important, and to Student Behaviour*: The extent to which staff believe student behaviour is a challenge in
which they have the opportunity to act in a compassionate manner. the classroom and the school as a whole.

* Responses to all negatively phrased measures have been reversed for reporting purposes. For all components,
the higher the score or percentile, the more positive perceptions are.
38
Glossary of terms – staff (continued) ...

Student Behaviour (Classroom)*: The extent to which student behaviour is seen as a Teacher Confidence: The extent to which staff feel they can engage students and make
challenge in the classroom. a difference to their learning and wellbeing outcomes.

Student Behaviour (School)*: The extent to which student behaviour across the school Teaching and Learning: The extent to which staff create an effective teaching and
is generally poor, and students who do not want to learn are a problem. learning environment for students.

Student Management: The extent to which staff understand, agree on, and consistently Teaching Climate: The quality of your school’s teaching and learning environment.
enforce the discipline policy in the school.
Team-Based Practice: The extent to which staff engage in team-based practice in the
Student Motivation: The extent to which students are motivated to learn and want to do school.
well.
Teamwork: The extent to which staff have opportunities to work together collegially, and
Supportive Leadership: The extent to which formal and informal leaders are proactively support one another in ways that ensure each other's success.
approachable, can be relied upon, understand the problems facing staff, and communicate
effectively. Work Demands*: The extent to which staff feel that they are overloaded with work, that
there is constant pressure to keep working, and that there is little time to relax at work.
Survey Usefulness – School: The extent to which staff think the results of this survey
will be useful to the school.

* Responses to all negatively phrased measures have been reversed for reporting purposes. For all components,
the higher the score or percentile, the more positive perceptions are.
39
Glossary of terms – student ...

Below is a summary definition for each of the components of the student survey, in alphabetical order.

Accepting Emotions: The extent to which students accept their thoughts and feelings.
Classroom Behaviour*: The extent to which students feel that other students are
disruptive and get in the way of learning during class.
Collaboration: The extent to which students work together on their learning projects.
Concentration: The extent to which students are able to stay focused or not become
easily distracted.
Connectedness to Peers: The extent to which students get along with their peers and
feel socially integrated at school.
Connectedness to School: The extent to which students feel they belong and enjoy
attending school.
Cyberbullying: The extent to which students have experienced bullying online.
Engagement in Learning: The extent to which students want to learn and are confident
about their ability to succeed at school.
External Awareness: The extent to which students pay attention to their external
environment.
Learning Confidence: The extent to which students have confidence in their ability to
learn and succeed at school.
Managing Emotions: The extent to which students are able to be 'mindful' by being
aware of their emotons and able to effectively manage them.
Personal Development: The extent to which students believe their teachers focus on
helping them to develop, by building on their strengths and weaknesses.
Purposeful Teaching: The extent to which students believe their teachers are energetic
and purposeful in their approach to teaching.

Describing Emotions: The extent to which students are able to describe their feelings.
Desire to Learn: The extent to which students enjoy learning new things.
Eagerness to Learn: The extent to which students are enthusiastic about what they do in
class.
Emotional Awareness: The extent to which students are aware of their feelings.
Emotional Wellbeing: The extent to which the emotional wellbeing of students is in a
healthy space.
Emotional Regulation: The extent to which students are able to control their emotions.
Encouraging Learning: The extent to which students believe their teachers provide
practical guidance that helps them to engage in their learning.
Stimulating Learning: The extent to which students believe their teachers are inspiring,
and make learning interesting and enjoyable.
Student Behaviour: The extent to which students believe the behaviour of other students
is problematic in the classroom and the school as a whole.
Student Distress*: The extent to which students experience negative emotions at school.
Student Morale: The extent to which students experience positive emotions at school.
Student Motivation: The extent to which students are motivated to complete their
education and excel in their learning.
Student Safety*: The extent to which students have experienced bullying or harassment
at school.

* Responses to all negatively phrased measures have been reversed for reporting purposes. For all components,
the higher the score or percentile, the more positive perceptions are.

40
Glossary of terms – student (continued)...
Student Wellbeing: Student emotional wellbeing, the quality of teacher-student
relationships and student engagement in learning.
Students – Behaviour of Staff: The extent to which the behaviour of staff is consistent
with faith-based values.
Students – Compassion: The extent to which students feel that compassion is
important, and to which they have the opportunity to act in a compassionate manner.
Students – Faith Behaviour: The extent to which the behaviour of students is consistent
with faith-based values.
Students – Faith Development: The extent to which students have the opportunity to
learn about and practice their faith at school.
Students – Faith Engagement: The extent to which participating in faith activities at
school is important to students.
Students - Health Risk: The extent to which students are concerned about themselves or
other catching coronavirus.
Students – Pastoral Care: The extent to which students feel that teachers respect and
care for them.
Students – Social Justice: The extent to which students feel that social justice is
important, and to which they have the opportunity to participate in social justice activities.
* Responses to all negatively phrased measures have been reversed for reporting purposes. For all components,
the higher the score or percentile, the more positive perceptions are.
41
Students - Support From Teachers: The extent to which students have felt supported by
their teachers during the pandemic.
Survey: The extent to which students took a positive view of the survey.
Survey – Easy: The extent to which the survey items were easy to understand and
complete.
Survey – Enthusiasm: The extent to which students are enthusiastic about the survey.
Teacher Empathy: The extent to which students have a voice, believe teachers
understand their learning needs, and provide help when needed.
Teacher Relationships: The extent to students believe that their learning needs are
understood and catered for by their teachers.
Teaching and Learning: The extent to which students believe teachers are delivering a
strong academic program that enables them to enjoy learning at school.
Younger Students – Behaviour of Staff: The extent to which the behaviour of staff is
consistent with their Catholic identity.
Younger Students – Behaviour of Students: The extent to which the behaviour of
students is consistent with their Catholic identity.
Younger Students – Caring for Others: The extent to which students feel that acting in a
compassionate manner is part of their life at school.
Glossary of terms – parent ...
Below is a summary definition for each of the components of the parent student survey, in alphabetical order.
Approachability: The extent to which parents believe the school is receptive of, and
understands, the views and concerns of parents.
Attitude to Survey: The extent to which parents took a positive view of the survey.
Behaviour Management: The extent to which parents believe the school manages
student behaviour in a consistent and fair manner.
Classroom Behaviour*: The extent to which parents believe that their children’s learning
is disrupted by the behaviour of other students in the classroom.
Community Engagement: The extent to which parents believe they are able to partner
with the school to deliver improved outcomes for their child.
Connectedness to Peers: The extent to which parents believe students have positive
relationships with their peers at school.
Connectedness to School: The extent to which parents believe students enjoy and want
to learn at school.
Homework: The extent to which parents believe students' homework is of value.
Learning Focus: The extent to which parents believe the educational programs and
standards of the school address the needs of their children.
Learning Opportunity: The extent to which parents believe the school has a strong
learnning focus and appropriate supports to enable their child to engage in learning.
Parent Input: The extent to which parents believe they are encouraged and have
opportunities to contribute to school planning and policies.
* Responses to all negatively phrased measures have been reversed for reporting purposes. For all components,
the higher the score or percentile, the more positive perceptions are.
42
Parent Partnerships: The extent to which parents believe staff in the school
communicate, collaborate and engage effectively with parents to support student learning.
Parents – Behaviour of Staff: The extent to which the behaviour of staff is consistent
with faith-based values.
Parents – Behaviour of Students: The extent to which the behaviour of students is
consistent with faith-based values.
Parents – Compassion: The extent to which parents feel the school makes compassion
important for their children, and to which their children have the opportunity to act in a
compassionate manner.
Parents – Importance: The extent to which the parents’ children participating in prayer,
and celebrating liturgies and the sacraments at school are important to them.
Parents – Opportunity: The extent to which parents’ children have the opportunity to
reflect on their faith, pray together, and celebrate liturgies and the sacraments.
Parents – Social Justice: The extent to which parents feel that schools make social
justice important for their children, and to which their children have the opportunity to
participate in social justice activities.
Peer Relations: The extent to which parents believe their child is developing appropriate
social skills and strong relationships with their peers.
Reporting: The extent to which parents believe the school's reporting provides useful
information about students' progress.
School Improvement: The extent to which parents believe the school provides quality
education and has a focus on improving its effectiveness.
Glossary of terms – parent (continued) ...

Social Skills: The extent to which parents believe that students are developing effective
social skills.

Staff Engagement: The extent to which parents believe staff are engaged, effectively
manage the behaviour of students, and are able to engage their child in learning.

Stimulating Learning: The extent to which parents believe teachers engage and motivate
students in their learning.

Student Behaviour: The extent to which parents believe student behaviour is a

challenge in the classroom and the school more generally.

Student Engagement: The extent to which parents believe their child wants to go to
school and enjoys being a part of school life.

Student Motivation: The extent to which parents believe students want to attend school.

Student Safety*: The extent to which parents believe students experience bullying or
harassment.

Survey: The extent to which parents took a positive view of the survey.

Teacher Morale: The extent to which parents believe teachers are dedicated, enthusiastic
and passionate in the way they go about their work.

Transitions: The extent to which parents believe students are supported and well
prepared for their transition to the next stage of schooling.

* Responses to all negatively phrased measures have been reversed for reporting purposes. For all components,
the higher the score or percentile, the more positive perceptions are.

43