We have never really discussed the purpose (or mission) of our school

We have a school purpose (mission) statement, but few people know it

We have school purpose (mission) statements that is sometimes referred to and discussed

We have a clear statement of purpose (or mission) for the school that was developed in the past few years by a group of individuals with limited input from others

We have a very clear statement of the purpose of our school. The statement was developed with input from key stakeholders and it is current

We have a very clear, explicit and measurable statement of the purpose of our school. This statement was developed after extensive and deep dialogue among key stakeholders in the school and it is current

When things go wrong, the first reaction is to identify who is at fault

We tend to blame individuals when things go wrong

We recognise that when things go wrong we need to improve processes, but we still tend to blame individuals

There is an increasing focus on processes and less on blaming individuals

When things go wrong we usually try to identify which processes let us down

Things rarely go wrong

Teachers keep all records of student learning and progress

Teachers keep all records of student learning and progress

Students keep some records of their learning and progress

Students keep records of their learning and progress in some areas

Students keep records of their learning and progress and can demonstrate progress.

Students keep comprehensive records of their learning and progress. They can demonstrate their learning and progress.

Quality standards are neither defined nor understood

There is some discussion of the criteria by which quality of work is evaluated

Some quality standards have been defined and used

Students contribute to the definition of quality standards and use them for self assessment

Students regularly contribute to the definition of quality standards and consistently undertake self assessment against the standards

Students regularly contribute to the definition of quality standards and routinely undertake self assessment against the standards

Almost none of our school policies, processes (procedures) or forms are documented

Few school policies, processes or forms are documented

Some school policies, processes and forms have been documented.

Many school policies, processes and forms have been documented and can be obtained if required

Most school policies, processes and forms have been documented and are accessible to all who need them

School policies, processes and forms have been systematically documented and are easily available to all who need them. All staff are trained, coached and supported in their use

We think our students have a work ethic problem

Most members of staff believe that without punishment and rewards students will not perform well

Some members of staff believe that without punishment and rewards students will not perform well

Punishing students for bad behaviour is fairly common

Punishments are not the preferred method of addressing poor choices

The use of punishment with staff and students is seen as the last resort

Leadership is largely seen as limited to those in positions of authority

We have a few good leaders, not necessarily in formal positions of authority

Measures of leadership capacity among staff and students are limited to subjective assessments

Some measures of leadership capacity among staff and students are in place

Most measures of leadership capacity among staff and students in place and are agreed

Development of leadership capacity among staff and students is tracked using agreed measures