Why engage in a Whole of School review?
The main purpose of a Whole of School review is to establish a base position and/or monitor the progress of a school’s strategic plan with research informed information. You could choose to use this as the basis to develop a new strategic plan, or to monitor stakeholder reaction to a plan already in place.
Major benefits
A Whole of School review provides critical, research based knowledge of what your school’s key stakeholders think and feel about your school – essential input for strategic and operational plans. Other benefits include:- Guidance for staff as to where, what and with whom improvement is required.
- Deep insights into stakeholders’ views of a school’s performance.
- To monitor the effectiveness of a school’s operational and strategic planning processes.
- Demonstrate to parents your school’s desire to listen, learn and act.
- Identify perceived performance in all key areas.
- Enable remedial action.
Target stakeholder groups
- Parents
- Staff (teaching and non-teaching)
- Students (from Year 5)
Frequency
MMG Education recommends every 3 to 4 years, underpinned by tailored annual tracking reviews.Main Areas Covered*
| Parents | Staff (Teaching & Non-Teaching) | Students (Years 5 to 12) |
|---|---|---|
| Profiles (gender, location) | Profiles (role, tenure) | Profiles (gender, class) |
| Reasons for school choice | Expectations met/exceeded | Expectations met/exceeded |
| Expectations met/exceeded | Satisfaction with experience | Satisfaction with experience |
| Net Promoter Score (NPS) | Net Promoter Score (NPS) | Net Promoter Score (NPS) |
| Satisfaction with experience | Teaching & learning | Teaching & learning |
| Teaching & learning | Learning support and enrichment | Learning support and enrichment |
| Aspects of curriculum | Aspects of curriculum | Aspects of curriculum |
| Learning support | Student wellbeing & bullying | Student wellbeing & bullying |
| Student wellbeing & bullying | Religious education (if applicable) | Religious education (if applicable) |
| Religious education (if applicable) | Technology | Technology |
| Technology | Communications | Communications |
| Communications | Staff welfare | Boarding (if applicable) |
| Boarding (if applicable) | Outdoor education | Outdoor education |
| Outdoor education | Co-curricular | Co-curricular |
| Co-curricular | Staff wellbeing | Leadership |
| Leadership | Staff professional development | Facilities and resources |
| Community engagement | Goal congruence | Preparedness for next stage (Yr 12) |
| Mission and values | Leadership support | Facilities and resources |
| Strategic hypotheses | Attitude and morale | Reputation |
| Facilities and resources | Facilities and resources | Affinity (Loyalty) |
| Reputation | Reputation | Open responses |
| Affinity (Loyalty) | Affinity (Loyalty) | |
| Open responses | Open responses | |
| Self Determination Theory | Self Determination Theory |
(*Table shows top level only)
Response Rate: Typically for parents is 50%+, staff 75%+ and students 90%+
Time to Complete Questionnaires: 25-35 minutes
Frequency: Every 2 years
Duration of Project: 10-12 weeks