INVESTORS IN PEOPLE ASSESSMENT REPORT - Mairangi Bay · INVESTORS IN PEOPLE ASSESSMENT REPORT St...

INVESTORS IN PEOPLE

ASSESSMENT REPORT

St John’s School

Undertaken By

April 2013

In Confidence

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Introduction

This report results from the Investors in People assessment undertaken by Stuart Burgess, on 3rd and 4th of April 2013, in line with the agreed Assessment Plan. St John’s School was first accredited as an Investors in People organisation in 2007 and subsequently was reaccredited in 2010. One of the requirements to retain Investors in People status is to have a re-accreditation assessment every three years. This fosters the continuous improvement philosophy of the Investors in People framework and ensures people strategies remain front of mind. It is on this basis that this assessment was undertaken and this report reflects the findings of that assessment. Objectives of the Assessment

Whilst the primary focus for this assessment was to gather evidence of good practice within the scope of the Principles of the Standard (Plan, Do, Review) and award re-accreditation as an Investors in People organisation, the Principal and senior team were keen to have an objective review of the school and receive any recommendations for continuous improvement for the next three year review cycle Sample Rationale A sample of 12 people, reflecting both diversity of the people and the school, took part in the interviews. When choosing those to interview individuals were selected to reflect seniority and position, length of service, gender and job role. Interviews were undertaken on a one to one basis in confidential surroundings. The following range of documents was also reviewed as part of the assessment:

• 2012 School Plan

• 2012/2013 School Charter and Annual Plan

• 2012 Annual report

Acknowledgements The assessment could not have been conducted without the willing, honest and open participation of the people that were called to interview, and those whose contribution and assistance is gratefully acknowledged. As always the assessor felt very welcome whilst on-site during the assessment.

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Assessment Outcome Having carried out the assessment process in accordance with the guidelines provided for assessors by Investors in People International, the Assessor was satisfied beyond

doubt that St John’s School continues to meet the requirements of the Investors in People Standard and retain its Investors in People accreditation. In addition, the assessor gathered sufficient for a further 76 Evidence Requirements which contributes to a total of 115 being met and thereby achieving Silver level accreditation. On behalf of Investors in People the Assessor would like to congratulate St John’s School on its fabulous achievement. This is an excellent result and reflects the focus to continuously consider and acknowledge the positive contribution the people at the school have on its success. Furthermore, St John’s is the first organisation in New Zealand to receive Silver accreditation. The accreditation is valid for three years to April 2016. A formal letter and certificate will be sent confirming the outcome from this assessment as well as presenting options to consider in terms of development over the next three years. Gold accreditation is certainly attainable for St John’s in the future. Executive Summary The Executive Summary below highlights the key findings from the assessment, including opportunities to improve and develop further so that Gold accreditation is achieved in 2016.

The following is a summary of Areas of Good Practice that contributed to the meeting of the extended Indicators of the Investors in People Standard. These are highlighted to ensure that these strengths are maintained into the future. Areas for Continuous Improvement have been noted in the belief that a culture of continuous improvement exists at St John’s School and that by addressing these points, further improvements will be made in the way the school develops and supports its people. These points will form part of the objectives for assessment in subsequent Investors in People reviews.

Areas of strength and good practice: Planning and Involvement [Indicators 1, 3 & 7] • The Senior Leadership team (SLT) uses four core values to support the Vision

“Together, we excel, we celebrate, and we live our faith in Christ”.

• Without doubt the core Values play an integral part in the way the School operates. The Values reflect the characteristics of Saint Mary of the Cross Mackillip and since

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2010 guide every aspect of the school. Specifically the Values link to the Strategic Goal #1 - To teach, nurture and celebrate our Catholic life and faith

• Strategic planning is robust/good consultation practices are in place. The SLT has the following in place for effective information and knowledge sharing:

- School Zone - Weekly staff meetings - Notice Board - Shared network Drive - Team meetings - Morning tea breaks

• A good level of resilience amongst staff was described and this has been identified as a key factor for managing challenges and workload.

• The coaching model is now well entrenched in the school culture and this is the framework that the SLT expect to be used for two-way constructive feedback

. • The high trust model at St John’s has strengthened over the last two years as a

result of devolved decision making at the SLT level and through the coaching model. Teams are pulling together and are stronger cohesive units and excellent relationships between teaching and ancillary staff exist.

• Self-review practices are in place and the information and data from these influence future planning and professional development priorities.

• People truly believe it is a great place to work!

Learning and Development [Indicators 2, 8 & 9]

• Learning continues to be targeted based on the review of school goals and there is a clear link to professional development priorities and the annual plan.

• A good mix of examples was provided by people where they are innovative in driving learning strategies. These included, amongst others:

- Coaching - Group PD at staff meetings - Professional Learning Groups (PLG’s) - Attending conferences and sharing learning back at school

• As noted earlier, coaching is well entrenched and respected as an effective model of continuous improvement as well as team and individual development. This supports the culture of learning being an everyday activity.

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• The school leaders drive, and continue to build, team capability through the weekly team meetings and by supporting coaching goals that reference school goals.

• Communication processes have been refined and improved over the last three years

(via School Zone and email in particular). This has helped reduce some of the work load stressors.

• A clear link exists between professional development goals and the coaching relationships and team leader support. Leaders at the school were very clear that people management practices had improved as a result.

• Within the constraints of a teaching environment where time is precious and

resources tightly managed, the management team believe they get great outcomes from professional development activity by being innovative through coaching and the use of in-house capability.

• There is good use of data to set performance targets and link professional development activity to these.

Leadership and Management Effectiveness [Indicators 4, 5 & 6] • The Principal takes the lead in acting as a role model for both staff and children. As

a result the SLT members replicate these practices and present as a united and cohesive team. The SLT is respected for managing a recent tough period and keeping focus on classroom learning and outcomes. As a result there is a resounding vote of confidence in the senior leadership team and its performance to drive education excellence. Achieving school goals has been a testament to this.

• The four core values resonate into the school character and as such all leaders were very clear that their approach must live up to these values. All four values have equal worth in this regard.

• As mentioned throughout this report, coaching has been a significant contributor to the success of St John’s, not only to achieve academic and pastoral goals but supporting individuals to achieve their potential. Good examples were provided. Coaching has become a language in itself and people described this approach being successful not just in the coaching relationship but with their peers, team leaders

and children.

• People also gave numerous examples of sharing resources either within teams or via the shared network drive for other teams to access. This is part of the culture of the school.

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Areas for continuous improvement: 1. Celebrating success against the plan throughout the year will help re-enforce the

good outcomes that are being achieved on a day to day basis. With the high work load described by most people, success if often overlooked in the quest to move to the next priority.

2. Now that the coaching model is well embedded in the culture of the school, there may be an opportunity to link feedback from the attestation review to goal setting in the coaching relationship.

3. The senior leadership team operates as a high performing team. Good practice at

this level suggests an annual self-review of team performance against a set of criteria that the team use as terms of reference.

4. The senior leadership team walk the talk in terms of their participation in coaching relationships. To gain further benefit from this form of professional development the team might consider for 2014:

- Integrating a 360 degree feedback process so that information from this

could influence coaching goals for the future. The high trust model at the school makes this a viable option in the feedback cycle.

- Reconsider external coaching, perhaps as a pilot with likeminded schools using the coaching framework. The PLG may be a good starting point for this.

5. Workload pressures were described as being at a high level. Good management of

this needs to be given a priority and strategies put in place to support people in managing workload.

Time management is key and professional development may be appropriate.

6. It has been a stressful period at St John’s for various reasons and as things settle it will be important to remember to have some fun along the way.

Conclusion St John’s School has developed a sophisticated yet pragmatic model to give and receive feedback on performance via its coaching programme. Coaching is so well entrenched in the way things are done at the school that people describe it as a language they use across all levels of communication, including in the class. The result is the development of a high trust model where people are open to feedback and use this to develop strategies and skills to improve what they do best – teaching and learning. A coaching programme is only successful when a leadership team embrace

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the practice themselves and thereby ‘walk the talk’. The assessor was given numerous examples of this culture at work on a day to day basis. A further outcome and development from the 2010 review is the innovative ways in which professional development takes place. People confirmed that learning was an everyday activity and the high level of consultation ensured professional development was targeted to the needs of the school and its people. Self review is now part of education in New Zealand and St John’s School has embraced the collection of good data to monitor progress and develop plans to continuously improve performance. This is the 2nd review since the first accreditation in 2007. Each time the assessor has complimented the leadership team and wider staff on how well they live the values of the school and seamlessly link this to the Special Character. The strong unity amongst all people and the resilience to manage challenges in a collective way is what sets St John’s apart from not only other schools but organisations from other sectors. It was a pleasure to visit St John’s again and meet both teaching and ancillary staff alike to gather the evidence to support the Silver accreditation. Gold level accreditation is now an attainable goal and I look forward to reviewing further progress in 2016. Good luck and again congratulations to the team at St John’s School on its achievement. Best regards Stuart Burgess Assessor

Next Steps

• Feedback to staff on the findings of the report • Presentation of Certificate • Communication to the wider community

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Appendix I - Findings against the Higher Status Evidence Requirements of the Standard

The Evidence Requirements have been listed according to Organisational Improvement Themes consistent with the Feedback in the Executive

Summary of your report. Clients find this to be a more useful way to process and determine appropriate actions required.

Theme 1 - Planning and Involvement Involving people in: Business planning , Business improvement, Making decisions (Indicators 1, 3, 7)

Additional Evidence for Silver Specific Examples

1.7 Top Managers make sure the

organisation has as clear set of core

values that support its purpose and vision.

[Met]

• The Senior Leadership team (SLT) uses four core values to support the Vision “Together, we excel,

we celebrate, and we live our faith in Christ”. The four values are:

- Respect - Excellence

- Community

- Faith

1.8 Top managers make sure the

organisation’s strategy is developed through the involvement of

managers, people, stakeholders and

other sources.

[Met]

• Wide consultation is required by the Ministry of Education when developing a school’s strategy. St

John’s do this very well and the 2012 Strategic Plan review specifically consulted with: - Parents

- Staff

- Board

1.9 Top Managers make sure the

organisation has key performance indicators to improve its performance.

[Met]

• The SLT has very specific performance measures to support each strategic goal. In particular in

relation to learning outcomes where data drills down to student level.

1.11 Top managers make sure the core values are at the heart of the

organisation’s strategy and govern

the way it operates.

[Met]

• Without doubt the core Values play an integral part in the way the School operates. The Values

reflect the characteristics of Saint Mary of the Cross Mackillip and since 2010 guide every aspect of

the school.

• Specifically the Values link to the Strategic Goal #1 - To teach, nurture and celebrate our Catholic

life and faith

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1.13 Managers can describe the organisation’s core values and what

this means to the way they expected to manage.

[Met]

• All managers could describe the Values and gave good examples of how they use these in the

teaching context as well as in the coaching conversations.

1.14 Managers can describe how they

are involved in developing the

organisation’s strategy.

[Met]

• Managers and leaders of subjects were able to describe their involvement in developing the

strategy as outlined in 1.8

1.15 Managers can describe the key performance indicators they use to

improve the organisation’s

performance.

[Met]

• The structure of the school means that the SLT also double as team leaders. Therefore evidence for

1.9 supports the meeting of this criteria.

1.17 Managers can describe how they make sure the core values are at the

heart of the way the organisation

operates.

[Met]

• The Special Character of the school ensures the core values are at the heart of teaching and

learning and managers have created particular initiatives to ensure these remain front of mind.

School certificates are linked to values is a good example.

1.19 People can describe the organisation's core values and what

this means to the way they are

expected to work.

[Met]

• All people understand and could describe the four values.

• Recent events at the school have tested not only the resilience of individuals but their alignment to

the Values.

1.20 People can describe how they

are involved in developing the organisation’s strategy.

[Met]

• Staff, both teaching and ancillary, described the process to be involved in developing and reviewing

the strategic plan in 2012.

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1.21 People can describe the key

performance indicators used by the

organisation to improve its performance.

[Met]

• The use of data and setting targets for 2013 was very clear to everyone. Each team has its own

area for improvement based on the data extracted from their cohort.

1.23 People believe the core values are at the heart of the way the

organisation operates.

[Met]

• Everyone felt the Values resonated throughout the school and this was not specific to staff that

were practicing Catholics. The Values were more described in the context of good morals and the

Special Character of the School.

1.24 People believe in and share the

organisation’s vision and values.

[Met]

• Taking into account the feedback gathered for 1.11. 1.19 and 1.23, there was very strong evidence

to support that people truly believe in the Values and their alignment to the School Vision.

3.9 Top managers can describe how they have created an environment

where giving and receiving

constructive feedback is valued.

[Met]

• The coaching model is now well entrenched in the school culture and this is the framework that the

SLT expect to be used for two-way constructive feedback.

3.10 Top managers can describe how the organisation's structure is

designed to achieve its strategy and

make the most of people's talents.

[Met]

• Two key aspects of the structure achieve this:

- Members of the SLT also have team leader roles and teaching responsibilities

- The structure also has leaders with functional and subject responsibilities


encourage people to give and receive constructive feedback.

[Met]

• Now into its 4th year, managers are confident that coaching encourages open and constructive

feedback.

• 100% of staff have undertaken training to support this strategy

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make sure people are given the

opportunity to make the most of their talents within the organisation.

[Met]

• Particular talents are identified either through coaching or other means and people are given the

opportunity to use these by taking on extra responsibilities in subject, sports or the arts.

3.25 People can describe how they give and receive constructive

feedback to improve performance.

[Met]

• 100% of those interviewed described the coaching model as the forum for giving and receiving

constructive feedback.

3.26 People believe they are given the

opportunity to make the most of their

talents within the organisation.

[Met]

• People believed that having a good understanding of the school goals and participating in coaching

conversations gives them the ideal opportunity to exploit their talents, should they choose.

7.4 Top managers can describe the

consultation arrangements they have

in place to encourage people to take

part in decision making at both an individual and a representative level.

[Met]

• As described in 1.8, wide consultation takes place each year and the first staff-only day in term 1

ensures people understand where and how they can be involved in key decisions.


organisation has effective internal communication systems to encourage

knowledge and information to be shared throughout the organisation.

[Met]

• The SLT has the following in place for effective information and knowledge sharing:

- School Zone

- Weekly staff meetings

- Notice Board - Shared network Drive

- Team meetings - Morning tea breaks

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7.8 Top managers can describe how they have created a culture where

people aim for continuous improvement

[Met]

• The annual review process and reporting to the board is the primary driver for identifying

continuous improvement.

• At the individual level, the SLT described the coaching model to achieve this.


make sure people receive the support

they need to make decisions that

affect the performance of individuals, teams and organisation, at a level

that is appropriate to their role.

[Met]

• The weekly team meetings and coaching give managers confidence that all people can make

informed and relevant decisions to support achievement of school goals.


encourage knowledge and information

to be shared throughout the

organisation.

[Met]

• Knowledge sharing is a key aspect of the culture at St Johns. Managers and team members alike

described how knowledge is shared by:

- Team meetings

- Resources being available on the shared drive - Coaching relationships

7.11 Managers can give examples of

how they have created an environment where people aim for

continuous improvement and openly challenge the way the organisation

works to improve performance.

[Met]

• Refer 7.8

7.12 People can give examples of how they take ownership for decisions that

affect the performance of individuals,

teams and the organisation, at a level that is appropriate to their role.

[Met]

• Each person takes into account the school goals when deciding how they set their own priorities and

goals.

• Goals set must relate to school and team goals and link to individual development needs. People

across the school take ownership for this.

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7.13 People believe that the

consultation arrangements are

effective and allow them to take part in decision-making

[Met]

• People were comfortable with the level of consultation and the genuine commitment to involve them

in decision making.

• No examples were given where decisions were made outside the context of the school plan.

7.14 People can confirm that they have access to the knowledge and

information and receive the support

they need to make decisions and improve performance.

[Met]

• Refer 7.10

7.15 People believe their managers trust them to make decisions that

improve performance.

[Met]

• The high trust model at St John’s has strengthened over the last two years as a result of devolved

decision making at the SLT level and the entrenched coaching model.

7.16 People can confirm that they are

committed to the success of the organisation.

[Met]

• Without a doubt, everyone was committed to the success of St John’s. Recent events have truly

tested this and the unity within the staff that teaching and learning comes first was commendable.

7.19 People can describe what gives

them a sense of ownership and pride in working for the organisation.

[Met]

• People used a mix of examples to describe the pride they have working at St John’s. These included:

- The children’s success

- The Faith and Values

- The Community feel and ‘sense of family’ - The Leadership Team

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Theme 2 – Targeted Learning and Development Planning, carrying out, reviewing and improving learning and development activity (Indicators 2, 8, 9, 10)

Additional Evidence for Silver


learning and development strategy they have in place to build the

organisation’s capability to achieve its

vision.

[Met]

• Over and above the Professional Development plan, the primary strategy to build capability is the

coaching model and the setting of goals that link to the vision and strategic goals.

2.6 Top managers can describe how

innovative and flexible ways of

developing people are identified through internal and external sources,

and how these are included in the organisation’s learning and

development strategy.

[Met]

• A good mix of examples was provided by the SLT where they are innovative in driving learning

strategies. These included:

- Coaching

- Group PD at Staff Meetings

- Professional Learning Groups (PLG’s) - Attending conferences and sharing learning back at school

2.8 Managers can describe the plans

they have in place to build their team's capability to contribute to

achieving the organisation's vision

[Met]

• The SLT members, as part of their role as team leaders drive and build team capability through the

weekly team meetings and by supporting coaching goals that reference school goals.


involve people in identifying the

learning and development needs of their team and the activities planned

to meet them.

[Met]

• Professional learning goals are set as part of the coaching models used at St John’s.

• Dedicated time to have coaching sessions ensures the activities remain ‘live’.


take account of people’s different learning styles when planning learning

and development.

[Met]

• Learning style is a key consideration when setting the professional development goals.

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2.12 People can confirm that their learning and development is planned

to build their future capability to

contribute to achieving the

organisation's vision

[Met]

• People were very clear about the priorities for professional development and the link to the

Strategic Plan.


are involved in identifying the learning

and development needs of their team

and the activities planned to meet

them.

[Met]

• People described the staff-only day, team meetings and coaching conversations as methods to

identify team learning priorities.

2.14 People can describe what the

team learning and development

activities should achieve for the team

and organisation.

[Met]

• The clear link of the Strategic Goals and the PD goals was evident when interviewing staff. The

annual plan document reinforces the link.

2.16 People believe they have a

responsibility for their own learning

and development.

[Met]

• The philosophy of coaching is the two-way feedback model where joint ownership exists between

the coach and coachee. People confirmed their understanding of this model.


organisation makes effective use of

internal and external resources for

learning and development.

[Met]

• The SLT use resources very well to achieve PD outcomes. This is done through a mix of:

- coaching

- specialist staff knowledge

- external professionals

- full Team PD Sessions

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8.5 Top managers can describe how the organisation is flexible in the way

it develops people, using innovative and cost effective solutions that meet

learning and development needs.

[Met]

• Within the constraints of a teaching environment where time is precious and resources tightly

managed, the SLT believe they get great outcomes from PD activity by being innovative through

coaching and the use of in-house capability.


they have created a culture where all

learning is valued.

[Met]

• A true learning, culture exists at St John’s and the SLT describe coaching as the main driver to re-

enforce learning as an everyday activity.


make sure knowledge and learning is

shared across the organisation.

[Met]

• Team leaders use the shared network drive to share resources across teams.

• Encouraging informal dialogue between teams shares knowledge as well.

8.9 Managers can describe how they provide learning and development

opportunities for people to achieve

their full potential for mutual benefit.

[Met]

• The coaching model drives learning to mutual benefit. Coaching goals are set with the school goals

in mind and then translates this to the individual need.


make sure learning and development

is an everyday activity.

[Met]

• Refer 8.5 & 8.6

8.13 People can confirm that

knowledge and learning is shared across the organisation.

[Met]

• People confirmed the evidence provided for 8.8

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8.14 People can describe how they are encouraged to try new

approaches and learn from their efforts, mistakes and successes.

[Met]

• Good examples were provided such as:

- Introduction of PLG’s

- Reviewing successes of coaching goals and resetting of new ones based on this review. - Reviewing assessment data


motivated to learn and enjoy putting

into their learning into practice.

[Met]

• The impact on classroom learning was the main example given to keep people motivated to learn.

People said this is why they teach.


well supported after learning and development activities and have clear

objectives for putting the new skills

and knowledge into practice.

[Met]

• This is a key component of the coaching model and people confirmed that good support existed.

8.18 People can confirm that learning

and development is an everyday activity

[Met]

• A resounding ‘yes’!


impact of their investment in people

on achieving key performance indicators.

[Met]

• An annual report is prepared and shows achievement data that reflects the focus areas for any

particular year e.g. Math in 2012, Science in 2013 etc.


are involved in measuring and

evaluating how the organisation’s

people strategies contribute to its performance.

[Met]

• As per 9.7

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9.11 Managers can give examples of

improvements in the performance of

individuals, their team and the organisation as a result of people

management activities.

[Met]

• A clear link exists between professional development goals and the coaching relationships and team

leader support.

• Managers were very clear that people management practices had improved as a result.

9.13 People can give examples of improvements in the performance of

the team as a result of people

management and development activities.

[Met]

• People confirmed the feedback as per 9.11


the organisation has used self-review techniques to improve its strategies

for managing and developing people.

[Met]

• A number of self-review practices exist at St John’s:

- Actions from ERO reports

- Annual reporting - Data analysis and setting goals


the organisation has used information from external reviews, including the

previous Investors in People

assessment or review, to improve its strategies for managing and

developing people.

[Met]

• External reviews take place on a regular cycle including:

- Investors in People

- ERO

- Catholic Character

• Actions from these reviews and other one-off reviews filter into the Annual Plan

10.6 Top managers make sure effective feedback methods are used

to understand people’s needs and

expectations and to highlight improvements needed to the way

they are managed and developed.

[Met]

• On-going development of the coaching model was the main evidence to support this.

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10.10 Managers can describe how

they review and evaluate people

management and development and use this learning to shape future

activity.

[Met]

• As per 10.6 (SLT and team leaders are same as individuals)

10.11 Managers can describe how they involve people in identifying

improvements to the way they are

managed and developed.

[Met]

• The consultation process and staff-only day allow input to support improvements to coaching, PD

and annual planning.

10.12 People can give examples of

how they are involved in identifying

improvements to the way they are managed and developed.

[Met]

• Examples included:

- Team meetings (weekly)

- Staff-only days

- Full Staff sessions

10.13 People believe that managers

are genuinely committed to improving

the way they manage and develop

them.

[Met]

• People were very clear that managers have taken on feedback over recent years and that they are

managed and supported more effectively than in the past. Coaching is a good example.

10.14 People can describe improvements that have been made,

as a result of their feedback, to the

way the organisation manages and develops people.

[Met]

• Entrenching the coaching model was the most consistent example provided

10.15 People believe that the

organisation is a great place to work

as a result of ongoing improvements

made to the way they are managed and developed.

[Met]

• Absolutely!

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Theme 3 – Effective Leadership & Management Clear expectations of leaders and managers Management practice in line with expectations (Indicators 4, 5, 6)


4.13. People can give examples of

how they have been encouraged to

develop leadership capabilities.

[Met]

• Leadership in a school context means leading particular areas of curriculum and/or teams. Everyone

is encouraged to lead in many areas of school operations.

• Team leader roles have been developed from within.

5.5 Top managers can describe how they act as role models when

demonstrating the leadership and

management capabilities in line with the organisation’s values.

[Met]

• The Principal takes the lead in acting as a role model for both staff and children. As a result the SLT

members replicate these practices and present as a united and cohesive team.


they act as role models when working as a team sharing knowledge.

[Met]

• This is an area that has further strengthened since the 2010 review and the coaching model has

been instrumental in creating a culture of shared learning and knowledge.

5.9 Managers can describe how they lead, manage and develop people in

line with the organisation’s values.

[Met]

• The four core values resonate into the school character and as such managers were very clear that

their approach must live up to the values. All four values have equal worth in this regard.

5.10 Managers can describe how they encourage people to work together

and share knowledge within and

across teams.

[Met]

• As per 5.6


use coaching skills to help people

achieve their potential.

[Met]

• As mentioned throughout this report, coaching has been a significant contributor to the success of St

Johns, not only to achieve academic and pastoral goals but supporting individuals to achieve their

potential. Good examples were provided.

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5.16 People can describe how their

manager leads, manages and

develops them in line with the organisation’s values.

[Met]

• People confirmed the points described by managers in 5.9 above.


work together and share knowledge within and across teams.

[Met]

• People gave numerous examples of sharing resources either within teams or via the shared network

drive for other teams to access.

5.19 People can describe how their

managers use coaching skills to help them achieve their potential.

[Met]

• Coaching has become a language in itself and people described this approach being successful not

just in the coaching relationship but with their peers, team leaders and kids.

5.21 People can confirm that they

respect and trust their managers.

[Met]

• As noted elsewhere in this report, a high trust model exists and people used the recent events within

the Parish and school to test this aspect of manager/staff relationship.

5.22 People can confirm that they

have confidence in the leadership and

management capabilities of top

managers.

[Met]

• There is a resounding vote of confidence in the Senior Leadership Team and its performance to drive

education excellence and achieve goals has been a testament to this.

5.25 People believe that coaching is

part of the organisation’s culture.

[Met]

• Coaching was described as well entrenched.

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Notes:

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