Transcript Document

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100 of our 237 parents completed the survey
(42% completion rate is considered very good).
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Parents were asked to express their satisfaction in response to a number of
statements. Their responses were scored as follows:Strongly disagree 0
Disagree 1
Neither agree nor disagree 2
Agree 3
Strongly agree 4
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The average score for each statement is colour coded for quick reference.
Red
Yellow
Green
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0 to 1.9
2 to 2.9
3 to 4
Parents who expressed dissatisfaction were asked a follow up question seeking
further information about the issue of concern.
Parent Feedback Survey - an overall summary of satisfaction
3.1
This is a good school.
3.1
My child is happy going to this school.
3.2
The school is a safe place for my child.
3.0
My child is getting a good education at this school.
3.0
The staff at this school take an interest in my child.
2.8
Communication between the home and school is good.
3.1
I know what is happening at the school and coming events.
3.2
I can make contact with my child’s teacher or other staff easily.
2.8
The school responds quickly to my concerns.
3.3
My child’s teacher is approachable.
3.1
The school Principal and other leaders in the school are approachable.
3.0
The school Principal and other leaders in the school are committed to the best
possible education for my child.
3.0
Parent – teacher conferences are helpful.
3.1
The school report card keeps me informed about my child’s progress at school.
2.8
I am happy with the quality of teaching my child receives.
2.9
This school takes a balanced approach in providing an all-round education.
2.9
The school’s expectations of students are clear.
3.1
Staff at the school make me feel welcome.
3.2
My child’s teacher makes me feel welcome.
3.0
This school is well equipped.
3.2
I am happy with the school’s facilities.
3.1
I am happy with my child’s access to computers and other technologies available
through the school.
2.8
Communication between the home and school is good.
2.8
The school responds quickly to my concerns.
2.8
I am happy with the quality of teaching my child receives.
2.9
This school takes a balanced approach in providing an allround education.
2.9
The school’s expectations of students are clear.
95 responses - 1 strongly disagreed and 8 disagreed
with the statement while 15 were neutral
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Notices need to be sent out earlier and there needs to be greater communication between
administration staff regarding information/misinformation that is passed on to parents.
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More notifications of projects etc when in Junior school as they forget , telephone if kids are sick or
injured. I never am notified?
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Utilise an email service for parent/school communication, give the parents more of an indication of
how there child is going at school during the terms do not leave it until the end of term
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A bit more heart from the teachers
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Newsletters need to be sent home on time, not everyone has good internet and they should be up to
date with whats happening and with future events, not past events that are over and out of date.
Diaries would be a good way especially with spectrum disordered children.
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More parent teacher interview
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Make sure communication books are used daily - sometimes they are not read by teacher or
acknowledged to say they have been. We suggest electronic means would be better utilised than
memo book. Teachers could make more use of the SMS texts for generic things. We found these good
in Kinder.
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Be more open when incidents occur. Is never good to hear it from your child/children, but have no
contact from the school. Parents have a right to know what is going on with their own children, even if
it makes the school look bad.
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Better inform parents when children aren't performing
94 responses - 1 strongly disagreed and 5 disagreed
with the statement while 27 were neutral
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I feel that the school did not recognise the fact that my child was struggling both
academically and socially and was very unhappy and it was only when I brought
this to their attention that anything was done about this and even then I feel that
the suggestions that were recommended are not being followed through with. I
feel that these things were left far too long and now it is too late to make any
significant difference to my child's education.
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Not everyone has good internet and I have been into the office as well as sent
several letters to home room teachers but they never understand or reply or take
any consideration when giving my children online assignments.
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It takes some time to act when a concern is raised
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Issues in the past
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The school advocates email contact however SOME teachers do not respond to
emails. I feel this is extremely rude. I prefer to contact via email as do not wish to
distract teachers when they should be teaching.
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Sent an email to a teacher regarding home work 2 weeks ago. The email has
never been replied to.
92 responses - 1 strongly disagreed and 5 disagreed
with the statement while 18 were neutral
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The quality is lacking
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While some teachers have a degree this does not make them a good teacher .
Non trained teacher aides. Continually family members getting positions that may
or may not be advertised and them not having qualifications to receive positions.
This is constant within this school!
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My children could be extended within class.
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When we asked for extension for our children we were told as parents (at least
twice) that we are free to get our children working at home on harder material.
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limited understanding in mathematics this year with how the class is being taught
yr 10
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Getting sent home with homework without being taught the subject properly
during class
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Please refer to previous comments re understanding and consistency. I also feel
that some teachers appear to have favourite students. This is not acceptable.
92 responses - 3 disagreed with the statement while 16 were
neutral
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More comprehensive sport lessons in the junior school that are skills based.
Programs developed to stretch and challenge the high achievers.
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While pastoral care is important an Employer is not interested in how well they did
in this subject.
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Ensuring that basic numeracy & literacy skills are instilled.
The school believes that relationships and social skills are as important as the
knowledge and skills you gain and do need to be practiced and taught.
92 responses - 6 disagreed with the statement while
14 were neutral
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When courses are chosen in upper grades etc at times they are left to flounder
not having direct or very little contact with teacher or trainer makes it very difficult
for students. I.T resources not looked into properly. Chrome Books useless for
higher grades.
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Many occasions the homework is not clear; and confusion on what is expected
by the student.
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Again I agree with the expectation but the school lacks in following though.
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Another question with no chance to say what I want to without choosing the
disagree option. Expectations are clear, like uniform and behaviour, but followthrough is really bad, because kids wear uniform really poorly or don't get shown
the door for ongoing, multiple offences.
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Some of the schools rules are not enforced. This makes it extremely difficult as
parents to insist children follow school rules.
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Uniform standards is one area - the uniform book says one thing but when lots of
students are often not complying it is difficult to enforce with your own kids,
especially when student leaders are at community events and not in full uniform
Employment practices
 Teaching and Learning
 Favouritism
 Communication
 Behaviour management
 Facilities and technology
 Strategic vision
 Discipleship and Christian focus
 Uniform
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Two key comments
1.
2.
3.
Teachers, Admin staff and teacher aides should get positions based on qualifications
not family and friend relationships.
While some teachers have a degree this does not make them a good teacher .
Non trained teacher aides. Continually family members getting positions that
may or may not be advertised and them not having qualifications to receive
positions. This is constant within this school!
All staff regularly attending church
Points 1&2 are questions that arise in every staffing decision we make and relate directly to
our employment policies
They also have two important implications:
1.
2.
the implication that we practice nepotism
The implication that therefore the people we employ are not capable of doing their
job or are not the better candidates.
The issue of church attendance is proving to be a vexed one - many Christians are currently
poor attenders.
However, we do ask our staff to be involved in church and I recently requested all staff to
renew their pastor’s references.
This was a major area of concern and can be
summarised in these areas:
1.
2.
3.
4.
5.
6.
7.
Senior Secondary subject offerings
Class sizes and mixtures
Teachers not listening or caring
Poor performing teachers
Literacy and numeracy concerns
Gifted and advanced learners
Struggling learners
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The prevailing principle is: Can we deliver the course - if
we absolutely can’t then we look at either SHS or online to
cover the gap. We want students face to face where
possible.
In our small cohort of 11/12 students - around 30-340
usually - we offer most of the Pre-Tertiary subjects - or can
do if requested - that big colleges do.
We offer specialized subjects like Chemistry to 1 or 2
students
We use online learning sparingly - more often for VET
courses - and interview those who end up asking to do an
online/distance delivery subject.
The scrutiny and assistance given to online students is
much more stringent now.
Music, Speech and Drama are two subjects that are much
harder to teach with only 1 or 2 students, although we
have done it.
Concerns relate to class sizes and especially composite
classes.
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Current literature - everything I am hearing from
education researchers and experts is that teacher
quality rather than class size is the issue.
With the current curriculum and its lockstep structure,
we are trying more and more to not have composite
classes. Sometimes that means a class size will be
small and sometimes large - e.g Middle school.
With larger classes we try and increase classroom
space and allocate extra help - either another
teacher for some of the time or aides.
One comment to illustrate: “We feel that on some occasions when assistance from some
teachers is required they seem reluctant to spend extra time with my child and in some
instances ignore attempts for help altogether, although others in the class are helped before
my child.”
We think that the feeling that some teachers are not listening and caring relates to the way
teachers respond to parent concerns, act on information given and follow up processes. Is
this accurate or is it something else???
Also is it only some teachers or many – is it all the time or sometimes?
It also probably relates to how much students feel valued by the teacher - that is understood
from our reactions to them, actually hearing their point of view and acknowledging that,
showing genuine care and concern, no put downs or sarcasm. I have asked staff to follow
this up in classes
There is a difference between listening to someone and actually doing what they suggest.
Care and concern is raised with teachers a lot through memos and staff meetings. It’s the
bottom line expectation by leadership of our staff.
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When complaints are received about teacher performance, step 1 is to
speak with the teacher and if that is not satisfactory, then to meet with
the coordinator and the teacher. If a pattern becomes clear and
especially if the original complaint does not seem to be dealt with, then
we begin a process of working with the teacher to see change.
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We employ Wayne and Pat Blazely once a week to work with teachers,
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I spend time in classes monitoring where concerns about teachers care
raised to see if there is any substance to the concerns.
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There is a process to follow through and I am currently re-writing that into
a clear policy.
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We would currently have about 3 teachers there are legitimate
concerns with, two of whom I would consider to be good teachers.
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I know there is a feeling that nothing is being done - or has been done
before about poor performers - but current employment laws mean we
need to be very clear about the process we follow through
Last 4 years has been an ongoing program to
rebuild an emphasis on ALL teachers
focussing on literacy and numeracy skills
Renewed phonics - daily
Letters and sounds in Infant school
Origo Maths and Mathletics have been
introduced
 Literacy Planet
 Literacy and Numeracy more often in the
first part of the day
 Spreading of aides to assist strugglers
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An identified deficiency now for a few years
A strategic goal at the end of 2013 was to begin
to build a gifted students’ program in 2014
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Formed a committee
Entered students in academic competitions
More proactive in giving students opportunities
Budget for 2015 in the Learning Support
program for gifted students
An emphasis in PD program on differentiation
There is a group of struggling students not on IEP’s
or in the Learning Support program, and I think
the concern is generally about how much help
they are getting. Is this accurate???
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Keep the issue before teachers
Provide aide help or parent help wherever
possible
Teachers being taught about differentiation
and learning styles
Tutoring is offered after school – free of charge
Mathletics is an online help for Mathematics
A fair disciplinary system.
This comes up a lot in both parent and student surveys - it is a clear
theme - and each time I raise it with teachers.
We think it is related mostly to how we discipline where some
students feel their side of the story is not heard or they do things and
get in trouble when others do the same and don’t get in trouble.
We need to know how much is a perception and how much is
reality.
So tonight is about trying to get some clarity around the issue
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Equity versus equality,
 Where does grace fit?
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More car parks
Use the trade building in more trades woodwork metalwork
More play equipment for the junior school children (on bottom oval).
More things to do for middle and senior students during the breaks.
(games, outdoor equipment)
Access for all senior students to microwave, kettle,sandwich toaster
etc.....yes we went through school living only on sandwiches but times
have changed
a canteen please
Larger undercover play equipment for the junior school to use only.
A new cooking room
Pick up drop off zone - should be used for just that. The same parents
park there and wait for their children to come out after school. The
school need to monitor this and speak to the parents offending (it is the
same 4 or 5 doing it). The carpark is very busy of an afternoon, the
pickup area if used properly would reduce the congestion and make it
safer.
1. Canteen and cooking room
2. More play equipment.
3. Parking
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Classroom discipline in the middle/ senior classes to aid
teaching.
Consistency of standards and expectations across all of
the sub-schools
To be fair and equitable.
Higher standards of behaviour/discipline from some
elements of junior school students.
Discipline and enforcement of policies.
Mid/Senior class control and behaviour.
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not let it get too big
Not losing the Christian worldview in it's desire to carry out the National Curriculum.
Upholding high morals and Biblical principles amongst the school and its staff. Don't call
yourself a Christian school and then accept worldly behaviours amongst your staff.
To rethink the schools plan. Are we a private fee paying school with an eye for
excellence or a private school willing to accept those with less money? If the latter then
we need to change things like the uniform ie get rid of the blazers. If the first then lets
push for it in staff and students.
Reduce fees
Whether we like it or not, we need to implement the national curriculum. Funding and
registration relies on it and we get audited to see if we are.
Strategically we want to be a school that accepts everyone irrespective of their financial
capacity.
As Principal, I am running this school under the authority of the Board. The Board sets the
strategic direction of the school. My job is the day to day decision making and running of
the school.
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The communication between teacher and parent
being a grade 10 parent I would like to know what subjects are available to my child for next year now so we can start to
get organised
to ask the teachers to be completely honest with me about my child's behaviour and education level.
Listen to the concerns of the parents. I had a concern and the response I received please don't discuss it with the teacher
as they can not take negative feedback! I will get back to you and never did.
Better communication systems between parents-students and staff. The day to day happenings in the school are not
publicised all that well. Yes its in the newsletter, but having to open the email, down load the pdf then read it, for some this
is not the best scenario. The group sms system could be better used.
Communication from teacher to parent. For example my child has been sent to see various people for assessment, and I as
the parent have not been informed or explained the reasons for such visits. Whilst happy for child to receive help needed
it's frustrating to be kept uninformed and confused.
Better communication when there are issues arising at school. It is frustrating when your child is sent to see someone at
school (eg counsellor) and the parent is not told about it or why they felt it was needed. For special needs children I feel like
there isn't enough shared about how the student is coping, how they are handling the work. It has also been hard to
engage a teacher with a child's therapist to make sure everything possible is ring done to help. Months later and this is still
not settled.
Communication between administration and parent.
This is a big issue. Communication is always a concern in every survey- including staff.
Parents are saying they want to know about (and should know about)
1. their children’s educational progress- good or bad
2. If there are behavioural or other issues - what has happened
3. Accidents, illnesses
4. learning needs and next year options
From my perception- I do not know how much of any memo or newsletter etc is read. The only feedback of any worth is
Facebook and how many posts are seen.
Communication is a two way street. Someone communicates, someone listens and responds
Things to do
1.
2.
3.
4.
11/12 options - have strengthened this process over the past few years
communicate the same message in more than one spot or way
publish a calendar for each term
Keep reminding staff, and insisting, that they keep parents informed.
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Teaching that the whole of life revolves around Christ
Jesus
Maybe some good discipleship material that the
teachers could just pick up and run with for their
specific grade, but this may already be in place.
Being unafraid to stand up for biblical values and not
compromise on moral standards. A new board chair
and more genuine board-wide decisions rather than
the board executive making so many decisions.
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Close attention to student interaction given the variety in backgrounds of enrolments (i.e.
inappropriate language, bullying on the playground etc.)
Tighter enrolment
They Need to stop the bullying including the teachers
Disruptive students being removed from classes so that others can learn
More education of children on bullying and harassment, and specific strategies the kids can do when
they feel they are being picked on. Angelflight?
the education of sexual health
basic education
Encourage awareness of risks to teenagers for example drugs and drink spiking and looking after their
friends
Concerns about bullying still and poor language
Every allegation is investigated and when proven, parents are involved in a discussion and process
Teaching about resilience and social skills must continue as well as being reactive.
We insist on teachers doing Kids Matter and Friendly Schools.
This term has been teaching on mental health and about to begin some work on drugs
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longer skirts/dresses for the girls
Prices for things like school uniforms would be printed on order form
The uniform. The policy should be adhered to strictly or else relaxed completely. Very frustrating to get
mixed messages about uniform, what some teachers allow and what others don't, not knowing what
the kids are supposed to wear for sports events and then arguing with them because what I
understand from the policy is different to what they are told.
I also think better quality jumpers for junior school should be sourced. The current ones fade so badly
they go almost pink! I think the option of a rugby top for students should be explored or a polar fleece
top either jumper or jacket. Other schools have polar fleece tops and they seem to wear well and
keep their colour. I also think parents ideas and concerns over the uniform should be taken seriously,
after all we are the ones paying for them and they're not cheap. In the past parents ideas have been
rejected outright without due consideration which is somewhat disrespectful.
Consistency with uniform policy
Not being so pedantic about the uniforms
Ara spends a lot of time working on consistency in this area, removing anomalies and getting staff on the
same page
I am unsure if any ideas have ever been rejected without due consideration. Always willing to listen to
suggestions.
Google docs - it is not efficient for students having to download work at
home then upload - particularly given poor internet access in some areas
and individual home IT setups.
There was some negativity expressed about Chromebooks, mostly from
parents of Senior school we think, which would be reflecting the thoughts of
the students.
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2.
3.
4.
Transitioning from one technology platform to another always has
some resistance from those who have used it for a while
We do recognise there is limited Internet access for families outside of
the town boundary
Google Docs can convert word documents so a document created at
home can be brought to school on a thumb stick and uploaded to
Docs
I expect teachers to be aware of these limitations and not to penalise
students as a result.
Kid’s crossing needs flashing lights
Parent teacher venue
Personal leave for staff during school terms