How Is the Survey Completed?

Activity 2a

SCHOOL AUDIT TOOL (SAT)

How is the survey completed?

1. Schedule 30-40 minutes for the whole staff to complete the survey during a staff meeting.

2. Staff should:

a. complete the survey independently and anonymously

b. base ratings on individual perceptions or experiences in the school

c. indicate disagree if they do not know

3. Mark (i.e., “”) on the left side of the page for level of agreement and the right side of the page for the priority level for improvement for each feature that is rated as partially agree or disagree ONLY - rate the degree to which improvements are needed (i.e. high, medium, low) on the right hand side of survey. Statements rated as agree DO NOT require an indication of priority level for improvement.

The following scale is provided to help schools make an informed judgment about the current status of pastoral care and wellbeing in the school.

Agree / There is extensive and consistent evidence of this action
Partially agree / There is some evidence of this action
Disagree / There is no evidence of this action

SCHOOL AUDIT TOOL (SAT) Example

Catholic Education Office, Wollongong – RELS; Pastoral Care and Personal Growth Team 170811

SAT

PATHWAY 1: Leadership Commitment to Pastoral Care and Wellbeing
Agree / Partially agree / Disagree / Pastoral Care and Wellbeing Pathway Characteristic / High priority / Medium priority / Low priority
1a. The School Leadership Team actively promotes pastoral care and wellbeing within a spiritual dimension. (1.1,1.2,1.9)
1b. A clear statement reflecting the vision to develop the whole person has been communicated and implemented. (1.3)
1c. SRI plans are in place for sustaining quality pastoral care and wellbeing. (1.4)
1d. Data (e.g. attendance, child protection, mental health, bullying and harassment, behaviour) is regularly collected to evaluate and inform policies and decision making about safe and supportive learning environments. (1.5, 1.8)
1e. Pastoral care and wellbeing is well resourced. (1.6)
1f. The School Leadership Team communicates the mandatory requirements and legal issues related to child maltreatment, harassment, aggression and violence and provide training to all staff e.g. Arena of Safety protocols. (1.10,3.6)
1g. The School Leadership Team provides regular opportunities for everyone to have a voice. (1.12)
Comments
PATHWAY 2: A Supportive and Connected School Culture
Agree / Partially agree / Disagree / Pastoral Care and Wellbeing Pathway Characteristic / High priority / Medium priority / Low priority
2a. Staff promote, model and explicitly teach behaviour expectations based on Gospel values. (2.2)
2b. Positive and respectful student-teacher relationships are valued and actively fostered. (2.3,2.4)
2c. Positive and respectful student-peer relationships are valued and actively fostered. (2.3,2.4)
2d. Positive and respectful teacher-teacher relationships are valued and actively fostered. (2,3,2.4)
2e. Systems are in place to ensure staff wellbeing and safety. (1.2,2.6)
2f. Parents and carers are welcomed and their input is invited and valued. (2.5)
2g. The school community takes a positive action against violence, aggression, harassment and bullying. (2.7)
2h. There are systems in place to appropriately monitor and respond to child protection issues. (2.8)
2i. The needs of the distinctive groups in the school community are identified and addressed e.g. Aboriginal and Torres Strait Islander communities, refugee and migrant families, people with disabilities, low socio-economic status families, families in crisis. (2.3,2.8)
2j. There are opportunities for the school community to engage in social justice initiatives. (2.1,2.9)
Comments
PATHWAY 3. Policies, Structures and Procedures
Agree / Partially agree / Disagree / Pastoral Care and Wellbeing Pathway Characteristic / High priority / Medium priority / Low priority
3a. There is a collaboratively developed and regularly evaluated Pastoral Care and Wellbeing policy and an implementation plan. (3.1)
3b. There are clearly communicated procedures for staff to follow when responding to pastoral care concerns and critical incidents. (3.2,3.3)
3c. An agreement for responsible and respectful use of technology by staff and students is in place. (3.4)
3d. Regular risk assessments of the physical school environment and out of school activities are completed and effective risk management plans exist outlining rights and responsibilities for staff and students. (1.11,3.5,5.5)
3e. Effective processes are in place and records kept for appropriate communication between staff about pastoral care and wellbeing issues. (3.7)
3f. There is a representative group with specific responsibilities for overseeing the school’s pastoral care and wellbeing initiatives. (1.7,3.8)
3g. Casual staff, new staff, new students and families are familiarised with the school’s Pastoral Care and Wellbeing policy and procedures. (3.9)
Comments
PATHWAY 4: Professional Learning
Agree / Partially agree / Disagree / Pastoral Care and Wellbeing Pathway Characteristic / High priority / Medium priority / Low priority
4a. Information is collected regarding the knowledge and skills of staff on student pastoral care and wellbeing and used to inform PDPR goals. (4.1)
4b. Ongoing, evidence-based professional learning is undertaken about emerging changes and issues related to pastoral care and wellbeing for all staff including casual and non-teaching. (4.2,4.3)
4c. Staff are provided with opportunities to feedback to relevant colleagues. (4.4)
Comments
PATHWAY 5: Positive Behaviour Approaches
Agree / Partially agree / Disagree / Pastoral Care and Wellbeing Pathway Characteristic / High priority / Medium priority / Low priority
5a. Decisions about the selection of behaviour support programs and resources are evidence-based. (5.1)
5b. There is promotion and recognition of positive student behaviour that respects human dignity and is culturally relevant, just and equitable. (5.2)
5c. There is a clear understanding and consistent implementation by all staff of the school’s positive behaviour support approach. (5.3)
5d. There are effective risk prevention plans for playground organisation and supervision. (5.4)
5e. Systems are in place, that reflect socially just, compassionate and restorative practices for student behaviour support. (5.6)
Comments
PATHWAY 6: Safe School Learning and Teaching
Agree / Partially agree / Disagree / Pastoral Care and Wellbeing Pathway Characteristic / High priority / Medium priority / Low priority
6a. There is a strong focus on student engagement with learning which links to the three dimensions of the Diocesan Learning and Teaching Framework. (6.2,6.4)
6b. Learning and teaching programs indicate evidence of differentiated learning opportunities that respectfully meet the individual needs of students. (2.3,2.8,6.3)
6c. Students develop an understanding and are explicitly taught skills for cybersafety, personal safety and protective behaviours to counter harassment, aggression, violence and bullying. (6.4,6.5,6.6)
6d. There is explicit teaching of social and emotional skills and Gospel values in all subjects across all year levels. (6.7)
Comments
PATHWAY 7: Student Wellbeing and Student Ownership
Agree / Partially agree / Disagree / Pastoral Care and Wellbeing Pathway Characteristic / High priority / Medium priority / Low priority
7a. Defined and effective student pastoral care and wellbeing structures are in place e.g. Student Representative Council, peer support, transition programs breakfast programs and grief and loss. (7.1)
7b. Students have opportunities to explore their Catholic spirituality during in-class and extra-curricula activities and to develop a sense of hope and confidence in their ability to influence the world for everyone’s benefit e.g. excursions, retreats, feast/celebration days, masses, liturgies and social justice initiatives. (2.1,6.1,7.2)
7c. All teachers identify and incorporate student strengths into classroom and extra-curricula activities across the school. (7.3)
7d. A range of opportunities is provided to ensure all students have a voice and a sense of trust through student ownership, decision-making and peer teaching. (7.4)
Comments
PATHWAY 8: Healthy Lifestyle Development
Agree / Partially agree / Disagree / Pastoral Care and Wellbeing Pathway Characteristic / High priority / Medium priority / Low priority
8a. There is explicit teaching about the sacredness of the body (Towards Wholeness), positive body image and processes for ethical decision-making regarding high-risk activities including sexual health e.g. PDHPE and Religious Education curriculum. (8.1)
8b. School curriculum encourages and promotes maintenance of a healthy and active lifestyle with a focus on improving health and wellbeing status as well as spiritual journey e.g. PDHPE and Religious Education curriculum. (8.2)
8c. There is explicit teaching about positive decision making skills in relation to physical activity, mental health, drug use, nutrition, relationships and anti-discrimination e.g. PDHPE curriculum. (8.3)
8d. The school celebrates sporting participation and success. (8.4)
Comments
PATHWAY 9: Early Intervention and Targeted Student Support
Agree / Partially agree / Disagree / Pastoral Care and Wellbeing Pathway Characteristic / High priority / Medium priority / Low priority
9a. The school follows just, compassionate and respectful processes for early identification of students and families who need, or may benefit from additional support. (9.1)
9b. The school intervenes early to provide support to students that require additional skill development. (9.2)
9c. Ongoing and periodically reviewed support is provided to individual students and families in times of need. (9.3)
9d.The school communicates with clergy associated with the school concerning student and family pastoral needs as appropriate. (9.4)
Comments
PATHWAY 10: Partnerships with Families, Parish and Community
Agree / Partially agree / Disagree / Pastoral Care and Wellbeing Pathway Characteristic / High priority / Medium priority / Low priority
10a. The school works collaboratively with the local Parish/Parishes regarding pastoral care in order to present a unified message. (10.1)
10b. The school provides parents and carers opportunities for education on issues related to pastoral care and wellbeing. (10.2)
10c. The school works with other Catholic and community organisations to maximise its effectiveness and extend support to students and their families e.g. CatholicCare, St Vincent De Paul, Area Health Services, Juvenile Justice and police. (10.3, 10.4))
Comments

Catholic Education Office, Wollongong – RELS; Pastoral Care and Personal Growth Team 170811