Guidelines for completing the School Review Profile

Completing the School Review Profile as a team

The School Review Profile is a summary tool that is designed to support you to combine the data from the staff, community and student surveys, as well as other school data. It is up to your school how you complete the SRP. However, we encourage you to use a process that enables you to explore school data in a way that facilitates reflective discussions between staff and community members.

We suggest that the school review team works together to complete the School Review Profile. It is important to ensure that review team roles are clear. You will need to decide who will facilitate the session.

The main role of the facilitator is to act as a mediator and consensus builder, and to facilitate discussions in ways that support the team to explore and reflect on differences in the data and in their viewpoints in ways that build understanding of others’ views and experiences. During the review session at which the team complete the School Review Profile (SRP), the facilitator could facilitate discussion around:

  • establishing ground rules (e.g., the right to pass, differences in opinions are to be expected and respected, it’s ok to agree to disagree, the process that will be used to make a group judgement about each item)
  • deciding on roles for the group (e.g., recorder of decisions and items which led to debates)
  • organising small group tasks (e.g., see below Processes for making judgements for continuum lines or think-pair-share tasks)
  • managing the process for making judgements
  • time keeping and suggesting breaks
  • wrap-up comments and next steps, and ensuring the SRP is completed

Ideas about completing the SRP

There are many items in the SRP and it is unlikely that team members will be able to have in-depth discussions about all of them. Therefore, we suggest that:

  • Prior to the review session, the review team members could look at the Community, Student and Staff Items at a Glance reports and highlight the 5-10 items they most want to discuss.
  • The whole team decides which of the selected items they will debate in more depth.
  • Review team members work in small groups to discuss these items.
  • Following this, the team regroups to feedback to each other.
  • The team records a group judgement on the selected items.
  • The team then works through the other items using the Community, Student and Staff Survey data as one source of information to record a group judgement. The team can hold discussions when necessary on other items where there are differing viewpoints.


Please note: Each Item at a Glance report shows how the staff, community, and student questions map onto equivalent SRP items.

Read more about interpreting the Items at a Glance reports

Processes for making judgements about SRP items

It can be common for school staff to show more agreement that practices are in place in comparison with community members or students. It is important not to ignore or try to “explain away” these differences, as they can be a useful starting point for further discussion and action.

To complete the SRP the team will need to come to a shared judgement on each item.
There are a number of different ways of working towards a shared judgement. Some ideas are:

  • When developing the ground rules, the team could decide on a process to follow for items for which a shared view is not reached (e.g., the team could agree to always select a middle response (if views span all options), or a position at the end-points of the scale (if views are leaning towards responses such as “Strongly agree” or “Disagree”).
  • If the different sets of Staff, Student, and Community data show large differences of opinion, think-pair-share discussions about the possible reasons for these different perspectives could be used so that team members can hear others’ viewpoints. A mid-point between these could be recorded if agreement is not reached.
  • For each item, review team members could stand in a continuum line (each representing a different set of data, or use stickies to represent each set of data that are placed on a continuum on the wall. The median position could be selected (that is, the position with the most people or stickies).
  • The facilitator or another team member could be designated responsibility for summarising the general position stemming from the data and subsequent team discussions.

Processes for entering the SRP data

You should have received a password and login with the SRP. This can be used to access the Wellbeing@School website to log your school’s data. If you have not received a password and login please contact

Logging the results from the School Review Profile:

  • If you have completed a printed copy of the SRP, then you will need to Login in to the site ( with your school username and password, make sure you are in your School administration area, select the Survey admin icon survey administration area for the School Review Profile, click on the SRP link, and complete the SRP. Please note you could enter this information at the time of the school review session.

Sharing school data

It is important to develop a sense of shared ownership over school data and the need for change. One way to do this is through sharing and exploring Inclusive Practices data. To support staff, students, parents, whānau, and caregivers to understand the findings, data could be interpreted by the review team who could then report back to staff and the wider school community.

Inclusive Practices reports can be shared or summarised for parents and whānau during school meetings, home-school partnership sessions, hui or fono, or on school websites or in school newsletters. Data could be reported to students at assembly or other meetings. Parents, whānau, and students could be asked about their vision for the future and how the community could partner with the school to contribute to this vision. Involving everyone is the process can assist you to develop a shared vision for the future and related short and longer-term goals.


What next?

Once you have completed the Inclusive Practices surveys and the School Review Profile, use the reports from these to identify areas for development that can become part of your next step planning (Step 3).
See Using Inclusive Practices reports to develop an action plan.