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The Good Shepherd Lutheran Primary School

SWOT Analysis

Strengths

Positive tangible and intangible attributes.

Within the School’s control.

Strengths need to be maintained, built upon or leveraged.

Learning and Teaching

The Learning That Matters:

o We use the Learning That Matters as the lens for viewing all that we do at Good Shepherd. It provides

us with the shared goal and shared purpose of fostering a culture of rich and dynamic learning.

o The Learning That Matters ensures that we remain focused on what really matters -equipping our

students with the 21st Century learning skills that they will need to thrive in today’s world and

tomorrow’s world.

o The Learning That Matters provides us with a framework for targeted professional learning for teaching

staff.

o The Learning That Matters provides us with a common language, valuable professional conversation

and a basis for reflecting upon and improving the way we do things.

o Our Principal has been involved in the Leading Learning That Matters Project, a joint initiative of

Independent Schools Victoria and Project Zero, Harvard University Graduate School of Education. We

can ‘sell’ our school on our Principal’s involvement in this project.

We have highly committed teachers with a strong sense of vocation. They have a genuine desire to do their

best and hold themselves to very high standards.

Student needs are the key focus of our teaching and learning.

We have strong academic results when compared to “like schools” and very strong when compared to local

schools.

We are committed to developing our teachers – we offer plentiful professional learning opportunities and have a

culture of sharing knowledge.

Our teachers are able to utilise excellent resources to support them in their roles. We provide substantial

Teacher Assistant support, offering teachers more time to plan and focus on student learning. We provide an

extensive Learning Enhancement program, using teacher qualified staff to provide both extension and support

lessons to small groups of students. We also have a Learning Assistance Program for students who benefit

from a reliable, supportive relationship with a mentor.

Our teachers are actively involved in curriculum development. The School trusts in its skilled teaching staff to

design a curriculum to meet student needs.

We offer exceptional Specialist programs with specialist teachers trained in their fields.

We offer a wide range of extra-curricular programs, including instrumental music, choir, clubs and an array of

sporting opportunities.

The School has made a strong investment in ICT, whilst remaining balanced in its use of technology. The

School has invested in Specialist eLearning classes, ICT support for teachers, one-to-one devices for students,

etc.

Backed by Quality Schools Survey results:

96% of parents agree, that if their child does not learn something the first time it is taught, she/he always gets a second

chance to learn it.

95% of parents agree that they can see their child continuously growing in his/her capacity to learn.

88% of parents agree that their child’s teacher provides frequent feedback about how to improve his/her learning.

95% of parents agree that their child is very engaged in his/her learning at school.

95% of parents agree that teachers encourage their child to be curious, creative and innovative.

97% of parents agree that their child’s teacher has high expectation of their child to do their best.

98% of parents agree that the education programs at the school are suitable for their child.


96% of parents agree that their child is able to engage in a range of activities outside the academic curriculum at school.

97% of parents are confident that teachers are accurate in their assessment of their child’s learning.

89% of parents agree that the school provides them with the information needed to track their child’s learning.

99% of parents agree that the school actively encourages their child to keep trying when things get difficult.

92% of parents agree that the school provides advice and information about how to support their child’s learning.

99% of parents agree that the school implements measures to improve student learning.

93% of parents agree that the teachers help them to support their child’s learning at home.

98% of parents agree that their child’s reports are easy to read and understand.

99% of parents agree that the school meets the learning needs of their child.

98% of parents agree that their child is making good progress at school.

100% of teachers agree that the school provides opportunities for parents to be involved in their child’s learning.

100% of students agree that their teacher helps them to learn by building on what they already know.

91% of students agree that they can work at their own pace in class.

99% of students say that they enjoy learning new things.

93% of students agree that their teacher encourages them to ask questions.

100% of students agree that their teacher expects them to do their best.

94% of students agree that learning at school is interesting.

99% of students agree that what they learn at school makes them think.

96% of students agree that their teacher explains things in a way that helps them to learn.

100% of students agree that school helps them to learn to their best ability.

99% of students agree that they are making good progress at school.

95% of parents agree that teachers use computers to improve their child’s learning.

95% of student agree that they use computers at school to improve learning.

Mission and Ministry

Our Christian beliefs are at the heart of our School – it is who we are. We are not apologetic about who we are

or what we believe in. We clearly articulate our values and beliefs.

Pastoral Care is a key focus at our School. Our School Pastor, Coordinator of Wellbeing, Teachers and other

members of staff work together in the mission and ministry of the School, united in purpose.

The commitment to our Christian values and attitudes is strong within our school community (students, parents

and staff). We are a close knit, supportive and cohesive community. We look out for each other and we are

genuinely committed to serve others. We show compassion and understanding – even our youngest students

are able to exhibit this compassion with their peers.

Student welfare and staff welfare is a very high priority and is evident in the life of the School.

We worship daily. This is a part of our culture and the way we start our day.

Our Chapel Program brings us all together – it engages our students, provides an opportunity for family

members to get involved and provides students with the opportunity to present and lead.

We invest in expanding our teachers’ spiritual formation and Christian understanding.


Christianity and Christian Values:

100% of parents agree that the school teaches my child to respect other students at school.

99% of parents agree that the school curriculum is shaped by Christian values and teachings.

99% of parents agree that they are aware of religious symbols and art works when they visit the school.

100% of parents agree that their child has opportunities to learn Gospel values.

100% of parents agree that their child is encouraged to think about his/her faith.

99% of parents agree that their child takes part in daily worship at school.

99% of parents agree that the school teaches their child to think about social and ethical issues from a Christian

perspective.

98% of parents agree that the school provides a stimulating Christian Studies program.

100% of parents agree that the school provides opportunities for parents to learn about pastoral care and wellbeing.

98% of parents agree that daily worship is an integral part of our school’s program.


91% of teachers agree that they are provided with the time and opportunities to develop in their service role.

100% of teachers agree that Christian values and teachings are at the core of the school’s teaching and curriculum.

100% of teachers agree that they use Gospel values to support their teaching and engagement with students.

100% of staff agree that the school provides opportunities to nurture their faith and spirituality.

100% of staff agree that daily worship is an integral part of our school’s program.

100% of staff agree that students are encouraged to engage with social and ethical issues from Christian worldviews.

100% of teachers agree that our school provides a relevant and stimulating Christian Studies program.

95% of students agree that students at school respect one another.

99% of students agree that the school encourages them to think about God.

97% of students agree that they take part in daily worship at school.

100% of students agree that they learn about God at school.

94% of students agree that all students are treated with respect at school.

Student Wellbeing:

98% of parents agree that their child’s wellbeing is important to the school.

99% of parents agree that staff at the school care about their child.

98% of parents agree that their child feels physically and emotionally safe at school.

94% of parents agree that the school teaches their child how to be cyber-safe.

97% of parents agree that the school implements measures to support student wellbeing.

94% of students agree that they feel good about themselves at school.

97% of students agree that their teacher cares about them.

98% of students agree that they have friends at school.

99% of students agree that they feel safe at school.

99% of students agree that they know how to stay safe on the internet and on social media.

Behaviour Management:

92% of parents agree that the school is consistent in applying its behaviour management procedures.

100% of parents agree that their child knows how he/she is expected to behave at school.

98% of parents agree that the school’s management of student behaviour is based on Christian values.

100% of teachers agree that behaviour management is guided by Christian love in the context of forgiveness and

reconciliation.

93% of students agree that teachers are fair in dealing with student behaviour.

99% of students agree that they are taught how to behave at school.

Our Community (Parents, Students, etc)

We have a strong sense of community – we are welcoming, inclusive, supportive and share a commonality of

values, attitudes and morals.

We have built a strong relationship and partnership with our campus partners, Luther College.


97% of parents agree that their child has made good friends at school.

97% of parents agree that the school works with parents and the community on programs that support student learning.

97% of parents agree that the school has developed supportive partnerships with community groups.

96% of parents agree that the school works effectively with the wider community.

86% of parents agree that the school provides opportunities for their child to be involved in community service.

99% of parents agree that the school treats families and students from all backgrounds with respect.

100% of staff agree that our school’s relationship with the wider community is characterised by collaboration and trust.

98% of staff agree that the school recognises and addresses the needs of specific groups in our community.

100% of staff agree that the school treats students and families from all backgrounds with respect.

98% of staff agree that our school’s articulated values underpin the relationships and behaviours among staff, students and

parents.


Our People (Human Resources)

We have a strong workplace culture that is supportive and inclusive.

We have a stable, capable and happy teaching staff.

As the School has an excellent reputation, positions on staff are in high demand. This means that we are able

to attract high quality applicants.

We have a professional development culture – we openly share our knowledge and we invest time in

professional conversation.


96% of staff agree that teachers actively engage in team-based professional learning activities.

96% of staff agree that they have a clearly documented statement of their role and responsibilities.

Staff commented on the caring and supportive nature of our school staff culture.

Governance

Our School Council is comprised of a committed group of members with a wide range of skills and talents.

Our School Council is supportive and works in collaboration with the Principal.

Our School Council focuses its energies on governance and does not focus on day-to-day management.

Our School Council members work harmoniously as a team and often serve on Council for many years,

providing stability and continuity on Council.


97% of parents agree that School Council and the school’s leaders work together to respond to current and future

challenges.

100% of staff agree that the School Council clearly articulates the school’s goals and direction.

100% of staff agree that the day-to-day management of the school is clearly separated from the governance of the school.

Management and Leadership

Our Leadership Team is approachable and instils a strong sense of collaboration. Our School staff work as a

team. We respect and listen to each other’s opinions and we know we are ‘all in this together’.

The School focuses on growing leadership capacity and offers an array of leadership opportunities, including

formal professional learning.

Our staff supports management and the Leadership Team and trust that they are acting in the best interest of

students and the School as a whole.

Our Principal is highly regarded, experienced and supportive of staff. Our Principal is accessible and has a

good relationship with staff, students and parents. He equips leaders with the skills they need to succeed and is

open to delegate and give people the opportunity to work autonomously.

Our Principal has been involved in the Leading Learning That Matters Project, a joint initiative of Independent

Schools Victoria and Project Zero, Harvard University Graduate School of Education. This has provided us with

valuable professional conversation, a common language and a basis for reflecting upon and improving the way

we do things.


97% of parents agree that the school has a clear vision for the future.

83% of parents agree that the school involves parents in developing the school’s mission/vision.

91% of parents agree that the school clearly communicates its mission/vision to parents.

98% of parents agree that groups across the school work together to achieve the school’s strategic plan.

99% of parents agree that the ongoing improvement of the school is achieved through effective management and

leadership.

99% of parents agree that school leaders behave ethically.

100% of staff agree that the school involves all stakeholder groups in the development of its mission/vision.

100% of staff agree that the governing body and leadership team work together to respond to current and future challenges.

100% of staff agree that the executive team sets the school’s direction through long, mid and short-term plans.

100% of staff agree that effective management and leadership supports the ongoing improvement of the school.

100% of staff agree that our school leaders carry out their work to a high ethical standard.

95% of staff agree that they are provided with opportunities to develop their leadership skills.


Innovation and Ideas

We use the Learning That Matters as the lens for reviewing and questioning the way we currently do things and

critically reviewing new ideas. This ensures we are proactively preparing our students with 21st Century

Learning skills, preparing them for an unknown future.

Our staff are encouraged to share their ideas and question the way we go about things. Our staff are dedicated

and willing to work hard to not only develop new ideas, but develop themselves.

The School is willing to dedicate resources (time and money) to explore new ideas, including new technologies.

Operations (Day to Day Running of the School)

The School is well managed. The Principal, Leadership Team and staff deal effectively with the day to day

operations of the School.

Financial

The School is in a sound and stable financial position. This enables the School to provide quality resources and

facilities to support student learning.

We have a competitive fee structure, when compared to our competitors.

The School meets all Key Performance Indictor benchmarks.


100% of staff agree that the allocation of financial resources is effective in supporting the operation of our school.

Marketing, Communications and Community Relations

The School has an excellent reputation within the wider community. Our strong academic results are

recognised, we are seen as good value for money and we receive excellent word of mouth support.

The School has a clear and consistent “brand”.

The School is recognised for its commitment to providing high quality pastoral care. We have a strong

reputation in this area.

Grounds, Facilities and Equipment

We have beautiful school grounds that are attractive, interactive, safe and fun for students. This is one of the

most commonly praised features of our school by parents and visitors.

Our Learning Enhancement rooms are a wonderful resource that are well-utilised. They are functional and well-

located.

We have outstanding Specialist rooms, designed for their purpose - a modern Library/Resource Centre, a

spacious Art Studio, well-equipped ICT rooms, a contemporary Music Centre and wonderful Gymnasium and

Oval facilities.

We have an Environmental Learning Garden, utilised by our Green Shoots Garden Club and classes. This is a

wonderful extra-curricular learning resource for children.

Our students help to care for our school. They are respectful of the grounds and facilities and are offered

opportunities to contribute to the grounds with artwork.

Our buildings have been well-maintained and have received updates to ensure we are able to extend the life of

these school buildings.

We have a strong, cooperative relationship with Luther College and operate as a shared campus, sharing

facilities.


Many parents and staff commented on the beautiful school grounds and the outstanding presentation of the school’s

facilities.


Resources

The School is very well resourced. Our teaching staff are supported by a team of Teacher Assistants and

Learning Enhancement staff. We also have an excellent team of support staff including Administrative and

Maintenance staff.

We have excellent ICT resources.


Teachers commented on the wonderful resources provided by the school.



SWOT Analysis

Weaknesses

Factors that detract from the School’s ability to achieve its goals.

Within the School’s control.

Weaknesses need to be remedied, changed or stopped.

Learning and Teaching

We could more effectively use data to;

o Identify trends.

o Track student growth.

o Identify areas of weakness for students.

o Identify areas of improvement for teachers.

Our data could be more effectively stored to allow for ease of accessibility.

We could be more consistent in our benchmarking and moderation across Year levels, that is specific to Good

Shepherd standards.

There can be a lack of consistency between teachers due to varied commitment levels to different initiatives,

different levels of experience, etc. This can create an inconsistent teaching experience for students and

parents.

Curriculum areas that can be improved upon:

o Science – This is an ongoing focus as we look for ways to make the science curriculum more engaging.

o Mathematics - Greater emphasis on teaching mathematics through problem solving.

We could offer more extension support for high achieving students.

Our Junior School class sizes are larger than some of our competitors.

We currently do not offer an ELC facility, whereas, many of our competitors do.


Some parents commented that they would like to see better extension programs for strong students and perhaps the school

focuses too much on assisting underachieving students.

Some parents commented that the communication between teachers and parents is inconsistent.


Our regular Chapel worship could be more energetic and engaging for students to maximise their participation

and interest in worship.

There can be a lack of consistency between teachers and how they manage disruptive or poor student

behaviour.

Despite our anti-bullying policy and the substantial work we undertake with students in this area, some students

still report being bullied by other students.


Some parents commented that worship could be more energetic and engaging for students.

31% of parents agree that their child’s learning in class is disrupted by the behaviour of other students. 41% of teachers

agree. 66% of students agree that some students misbehave in class too much.

Some parents commented that behaviour management is dealt with inconsistently.

28% of students agree that some children at school get bullied.

10% of students agree that they get bullied at school.


Our Community (Parents, Students, etc)

Many of our School parents are very busy with other commitments and do not actively participate in the life of

the School through volunteering, etc.

Our People (Human Resources)

There is the potential risk of ‘burnout’ for staff as we have a culture of holding ourselves to very high standards.

Some staff do not feel that they are adequately recognised for their efforts and achievements.


20% of staff believe that they do not receive regular feedback about their performance.

Some staff expressed concerns about the pressure placed on staff and that they would like to receive more recognition.

Governance

We need to better plan for succession on School Council, particularly for the School Council Chair position.

There is a lessening pool of suitable candidates for these important positions.

The School Council needs to be more active in their communication with parents about the School’s goals and

direction.


25% of parents disagree that the School Council informs parents about the school’s goals and direction.

Management and Leadership

School Management and Leadership need to be more active in their communication with parents about the

School’s goals and direction.

As leaders, we can find it difficult to have challenging conversations with our team members due to our culture

and Christian beliefs. However, these are vital conversations to be had.

We are limited in the number of formal leadership positions we are able to offer. This can leave suitably

qualified and experienced staff members waiting for a suitable leadership position to become available,

tempting them to look outside the School for leadership roles.

LEA imposes some restrictions on leadership positions, such as the requirement to be Lutheran to become a

Principal.


Some parents commented that they would like to receive more communication from the school regarding the school’s future

plans and direction.

Some parents commented that they were disappointed in the lack of communication regarding recent changes made to the

LOTE Program.

Innovation and Ideas

There are time and cost limitations that affect our ability to continuously investigate new ideas and innovative

initiatives.

Some staff may find it difficult to embrace change and prefer to continue to do things because “we have always

done it this way”.

We can be sensitive about offending others when introducing change, as change can lead to someone else’s

hard work becoming redundant.

As there is not a great deal of staff movement between year levels, there can be a complacency that comes

with few “fresh” ideas being brought into year level teams. Also, teachers may not develop their skills as well as

they could due to lack of experience at different year levels.


Financial

We have a heavy reliance on government funding for the future financial success of the School.

We have a lower fee structure than our direct competitors which can make it more difficult for us to fund major

projects and initiatives.

Marketing, Communications and Community Relations

We do not actively market and advertise our school as well as we could.

We are modest and could sell ourselves better in the following areas:

o Various programs we offer, including Learning Enhancement.

o Specialist Programs run by specialist teachers trained in their specific fields.

o ICT and technology.

o Our pastoral care of our students and school community.

o The dedication and commitment of our staff.

o The wonderful grounds and facilities we enjoy.

We may be seen by members of the wider community as “closed” due to the perception you “can’t get in”.

We could better utilise social media to market our school.

We do not have accurate demographics data which may be used to more effectively target our marketing.

Grounds, Facilities and Equipment

Our campus is limited in size which restricts our future development.

We have some aging facilities including our Junior and Middle School buildings.

Our air conditioning system is aging and in need of upgrading.

Additional “all-weather” structures would improve our capacity to run outdoor programs in inclement or extreme

weather.



SWOT Analysis

Opportunities

Factors that represent the reason for the School to exist and to grow.

Usually outside the School’s control.

Opportunities need to be prioritised, captured, built on and optimized.

Demographics

We have a growing number of Chinese families living in our community. This poses the opportunity to grow

enrolments in this demographic area through various school programs, our involvement in the Chinese

Language and Culture School and our Sister School program, etc.

We are located in an area with an aging population. This may lead to more homes being sold and younger

families moving into the area in years to come.

We have the opportunity to attract enrolments from families outside of our immediate catchment area.

Competitors

We have the opportunity to look outside of our school and explore what other schools are doing.

We have the opportunity of opening an Early Learning Centre to secure enrolments and to provide a Pre-Prep

education.

We offer a unique price point amongst our competitors.

Technology

Technological development poses an opportunity for us to discover new ways to teach and learn, and new skills

with which to equip our students.

Technological developments can be utilised to assist us in more efficiently running our School – administration,

student management, risk management, compliance, etc.

Governance (LEVNT, LEA, LCA, etc)

We have the opportunity to work collaboratively with other schools in the Lutheran Education System – to share

ideas, innovations, etc.

We have the opportunity to build collaborative relationships with:

o LEVNT

o Luther College – joint projects, enrolment, services, facilities

o Universities


We have the opportunity to reach more people in our community, in particular people who are unfamiliar with

the Christian faith.

We have the opportunity to target worship opportunities for our changing demographic (eg: our increasing

Chinese community).

Teaching and Learning

The Learning That Matters provides us with the opportunity and a framework to be more innovative.


Marketing

We have the opportunity to host more events and activities to “show off” our beautiful grounds and facilities to

prospective parents. We should be more actively marketing our grounds and facilities.

We could be better utilising social media and technology in marketing and advertising the school.

Grounds and Facilities

Development of a second campus to accommodate additional students.

Opening an ELC to secure enrolments and to provide a Pre-Prep education.

We have the opportunity to re-evaluate our learning spaces for 21st Century Learning, such as the addition of

indoor/outdoor learning spaces.



SWOT Analysis

Threats

Factors which could place the School at risk.

Usually outside the School’s control.

Threats need to be countered or minimized and managed

Demographics

Our recent demographic study showed a gradual decline in the number of school aged children in our area.

Families are electing to have fewer children.

Our marketing within the Chinese community is very “word of mouth”. There is a very strong connection

between families. Currently GSLPS is very highly regarded. Should that change, we may see a sudden drop in

enrolments.

Legislation / Government Policy

There is uncertainty around future government funding.

We are seeing an increase in compliance requirements for the education industry (eg: Child Protection).

Economic – The Local, National or International Economy

We need to carefully set the level of our fees. A downturn in the economy could have a significant impact upon

parents’ capacity to pay.

A change to government funding may have a significant impact upon our income. We are heavily reliant on

government funding.

Competitors

Some of our competitors have smaller class sizes in the Early Years – this may become an increasing

expectation of parents.

Many of our competitors offer an ELC. This may become an expectation of our community.

If we decide to invest in an ELC, we face a substantial financial outlay. This may impact on our ability to support

other capital projects.

Competitor schools are taking more aggressive measures to fill enrolments, such as offering students of other

schools scholarships.

Last year, we had a larger number of Prep offers declined. This could be an enrolment trend developing.

Some of our competitors are ‘lifting their game’ academically.

Technology

Technology changes at a rapid pace – this poses the threat of falling behind and not keeping up with training,

knowledge and the confidence required to use new technologies.

Investing in technology is expensive – this poses the threat of not making adequate investment or the right

investments in technology.

The threat of technology becoming too dominant – we need to keep a balanced approach. Technology needs to

enhance learning, not distract from learning.


Future Trends / Culture Change in the Education Sector

Increasing expectations from parents regarding what schools should provide (counselling services, etc).

Governance (LEVNT, LEA, LCA, etc)

LEA is moving towards a more centralised control structure for governance. This may lead to a loss of input and

autonomy at the local level. This could lead to less engagement and empowerment of stakeholders at the local

level.


Our School is experiencing a change in demographic of the students and families that join our school

community. There are an increasing number of families with little or no knowledge of the Christian faith. This

can create some pressure or expectation for us to provide a ‘moral’ education, rather than a specifically

Christian education.

Over time, the perception of the relevance of the institution of the Church is being eroded. Society is changing

and so are its views. This is creating more frequent discrepancies between society’s views and the views of the

Church.

Some aspects of the biblical narrative are confrontational to some people – we need to ensure that we manage

this in a way that avoids the ‘watering down’ of the Bible or of Christian concepts.

Reputational impact from a negative event in the media regarding our School, another Lutheran school or the

Lutheran Church.

Teaching and Learning

The Learning That Matters is one of our greatest teaching and learning strengths. The threat that faces us is if

we do not properly involve and integrate new staff members, so that they understand and are equally

committed to this journey and way of thinking.

There is a threat of not being able to maintain our academic success:

o We cannot become complacent based on our current academic success. We need to be proactive in

maintaining this.

o There is a risk that we will receive an increase in the number of children with special needs due to our

excellent reputation for supporting these students. This is an ethical question for us. What if this comes

at the expense of learning and academic achievement?

o Academic success is an increasingly significant expectation of parents – if we are unable to maintain

this, we would risk enrolments.

Grounds and Facilities

We have ongoing issues with parking and traffic management. This creates poor access to the School during

peak times and issues with local residents. Maroondah City Council have done little to improve this issue. It is

likely to impact on future planning permits being approved.

Other

There is the threat that change is not always for the better and that we could embrace change without always

considering long-term impact or advantages/disadvantages.

Threat of unsuccessful succession planning for important leadership and governance positions, such as

Principal and School Council Chair.

We face the threat of becoming complacent in our success. We need to continue to grow, develop and look

outside of our school (rather than becoming insular).

There is the threat of reputational damage through a particular event or series of events that attracts media

exposure.


The inappropriate use of Social Media can provide a threat to the School’s reputation and may impact upon

enrolments.

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